APPENDIX A Strategies and Skills by Level

APPENDIX A

Strategies and Skills by Level

Summary of skill focus, word study activities, and guided writing

Level

Skill Focus

Sound

Sorts

Letters,

sounds, print

concepts

Initial

consonants

Consonants

Initial

consonants

Magnetic Letters

(Making Words)

Match letters to

alphabet chart.

Exchange initial

consonants:

cat-fat-mat-bat

A

Consonants

Short vowels

(a, o)

2

Short vowels

(a, e, i, o, u)

3/4

Guided

Writing

None

None

Interactive

writing

2 or 3 boxes

None

Dictated

sentence

me, go, he,

so

3¨C5 words

can, map, hat

1

C

Analogy

Charts

Make first name.

Pre-A

B

Sound

Boxes

Initial

and final

consonants

Exchange

initial and final

consonants:

Short a

and o

can-pan-pat-matman

Short

e, i, u

Exchange initial,

medial, and final

letters; include all

short vowels:

Hearing

sounds in

sequence

(CVC)

Digraphs

(sh, ch, th)

D

Endings

5/6

(-s, -ing)

Onset/rime

E

Endings

7/8

(-ed, -er)

None

at, on, am,

hop, fan,

mom, dad

3 boxes

(CVC)

Initial

and final

digraphs

Exchange initial,

medial, and final

letters; include

digraphs; break at

onset and rime:

hop-shop-chopchip-chin-thin

Initial

blends

Add and delete

initial clusters;

break at onset

and rime:

cap-clap-clipgrip-grin-spin

Dictated or

open-ended

sentence

5¨C7 words

None

mat, bed, did,

hop, fun

pot-hot-hopmop-map-caplap-lad-lid

Onset/rime

Initial blends

2 or 3 boxes

Dictated or

open-ended

sentence

7¨C10 words

3 boxes

(words with

digraphs)

None

Include

endings:

chat, then,

with, ship,

such, much

4 boxes

(initial blends,

short vowels)

slip, clan, step

Dictated or

open-ended

sentences

-ing, -s,

None

2 or 3

sentences

B-M-E

Facts learned

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Level

Skill Focus

Final blends

Onset/rime

Sound

Sorts

Final

blends

F

9/10

Add and delete

final clusters;

break at onset

and rime:

went-wept-westlest-list-limp

Initial and

final blends

G

Magnetic Letters

(Making Words)

None

Silent e

Sound

Boxes

4 boxes

H¨CI

13¨C16

Silent-e feature:

5 boxes

mat-matemane-man

stink, grunt,

stomp

Endings

ou, ew, ight,

aw, ai, oi, ow

(low)

Make and

break a big

word

17+

290

None

Guided

Writing

B-M-E

(3 sentences)

Facts learned

lamp, last,

test, went,

milk, jump

Respond to

a prompt

B-M-E

(4 sentences)

cat

make

chat

shake

spat

snake

spam

grape

eat

day

B-M-E

(5 sentences)

beat

gray

SWBS

Break at onset

and rime:

seating

stayed

(cl-own)

cheater

prayed

rain

out

stain

about

sprain

shouted

brainy

ground

Vowel patterns:

None

cow-clowncrown-crowd

ee, ar, ay, oa,

or, all, ow

(cow)

Vowel teams

J+

None

None

final blends

11/12

Vowel teams

Analogy

Charts

de-light-ful

e-nor-mous

None

SomebodyWanted-ButSo (SWBS)

Respond to

a prompt

ProblemSolution

Respond to

a prompt

Five-Finger

Retell

Character

analysis

Main idea/

details

Summary

hop

hopping

Compare/

contrast

stop

stopping

Cause-effect

clap

clapping

QuestionAnswer

hug

hugging

Respond to

a prompt

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Use these charts to plan your lessons and guide acceleration decisions.

Strategies and Skills for Pre-A

Work With

Letters and Names

Work With

Sounds

Read and

Discuss Books

Interactive

Writing

? Learn letter names

? Foundational skills

? Oral language

? Hear sounds in words

? Link letters to

picture concepts

? Hear syllables

? Vocabulary

? Link sounds to letters

? Hear rhyming words

? Form letters

? Learn letter sounds

? Hear initial consonants

? Left-to-right

directionality

? Link sounds to letters

? One-to-one matching

? One-to-one matching

? Visual memory for

first name

? Space between words

? Concept of letter

and word

? Visual scanning left

to right

? Concept of first and

last letter/word

? Letter formation

? Attend to print

? Period at the end of

a sentence

Strategies and Skills for Level A

Students learn to . . .

? maintain one-to-one

on one line of print.

? use meaning to

predict, monitor,

self-correct.

? read and write about

10 words.

? firm up letter

knowledge.

? hear and use initial

consonant sounds in

reading and writing.

Picture Sorts

Initial

consonants

Choose 2

(see pages

38¨C39; 81)

Examples

of pictures

to sort for

Dd, Hh:

desk, duck,

horse, hand

Making Words

Change initial

consonant:

? go-no-so

? cat-hat-mat-pat

Sound Boxes

2 or 3 boxes

S

Dictate a

sentence with

3¨C5 words.

O

me, we, he, go, no

? me-he-we-be

? hop-mop-top-cop

? pot-lot-hot-dot

m

a

map, can, dad

Guided Writing

p

Examples:

I like pizza.

I see the turtle.

? pan-man-ran-fan

My mom is nice.

? map-cap-tap-gap

We can go fast.

? mad-had-sad-pad

? dog-fog-log-hog

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Use these charts to plan your lessons and guide acceleration decisions.

Strategies and Skills for Level B

Students learn to . . .

? maintain one-to-one

on two lines of print.

? use meaning,

structure, and known

words to predict,

monitor, and correct.

? cross-check meaning

and first letters with

prompting.

? read and write about

20 words.

Picture Sorts

Short vowels

(a and o)

Choose 2

(see page 82)

Examples of

pictures to

sort for a, o:

hat, cat,

mop, box

Making Words

Change final

consonant:

? rat-rag-ramran-rap

? cat-cap-can-cab

? man-matmap-mad

? hat-ham-had-has

Sound Boxes

2 or 3 boxes

a

Dictate a

sentence with

5¨C7 words.

t

am, at, as, on, up, an

c

a

cap, dog, log, mat

? hot-hop-hog

Look at the pig in

the road.

Look at the

big cat.

We go to the

lake to swim.

? mat-map-man-pan

? hear and use short

vowels (a and o).

Examples:

The rat is in

the cage.

t

Change initial and

final consonant:

? hear and use initial

and final consonants.

Guided Writing

? sat-sad-mad-had

? dog-hog-hot-dot

? hot-cot-cop-hop

Strategies and Skills for Level C

Students learn to . . .

? use meaning,

structure, known

words, and initial

consonants to

predict, monitor, and

self-correct.

? cross-check

meaning and first

letters to solve

unknown words

without prompting.

? read and write about

30 words.

? hear and record CVC

sounds in sequence

with prompting.

292

Picture Sorts

Short vowels

(e, i, u)

Choose 2 or 3

(see page 82)

Examples of

pictures to

sort for e, i, u:

bed, leg,

pig, lip,

cup, rug

Making Words

Change initial, medial,

and final letters:

Sound Boxes

3 boxes

g

Guided Writing

Dictate a

sentence with

7¨C10 words.

? can-cap-map-mop-top

r

u

? sat-sad-mad-mud-bud

bag

sit

Examples:

? dog-dot-hot-hop-hip

hop

gum

? ran-run-bun-bug-bag

rap

big

Come and look

at my red car.

? lap-lip-lid-lad-mad

job

wet

? got-get-net-pet-peg

cab

hop

? his-hit-pit-pot-hot-hop

vet

tag

? had-hid-rid-rig-wig

cap

mob

? run-bun-bin-bit-bet

rid

fog

can

jog

get

nod

We will catch

the big fish in

the lake.

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Use this chart to plan your lessons and guide acceleration decisions.

Strategies and Skills for Level D

Students learn to . . .

? maintain meaning

while solving new

words.

? cross-check without

prompting.

? use known parts with

prompting.

? attend to endings

with prompting.

? blend the sounds in

small words.

? reread to access

meaning.

? read without

pointing.

? read in short phrases.

? read and write about

40 words.

? use digraphs and

short vowels.

? read dialogue with

expression.

Picture

Sorts

Digraphs

Choose 2 or

3 (see pages

132¨C133)

Examples

of pictures

to sort for

sh, ch, th:

ship,

sheep,

chick,

cheese,

thumb,

think

Making Words

Sound Boxes

Change initial,

medial, or final

letters. Include

digraphs.

3 boxes

Break at onset and

rime. (ch-ip)

math

shop

chin

this

? hip-chip-chopshop-ship

such

dash

chat

dish

? bat-bathmath-mash

chop

thud

such

shot

? did-dish-dashmash-mush-muchsuch

path

hush

with

chip

m

a

sh

Guided Writing

Dictate two

sentences.

Examples:

Ben is looking for

his bear. Mom

said to check the

chair.

The man is

going to the

fire. He will get

the cat to come

to him.

? hat-chat-chapchip-ship

? cat-chat-thatthan-thin

? map-mathbath-bash

? the-thenthan-that

? hear and record

sounds in sequence

without support.

? retell the story with

support.

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