Phonemes Introduced in This Cycle
High-frequency words are words that occur most frequently in written material and do not follow phonetic rules or, as we say in the EL Education curriculum, "don't play fair." Due to this fact, it is important that students are able to navigate these words with ease to improve their reading fluency and comprehension. While high-frequency words on their own don't carry much meaning, they are essential to sentences and help students gather meaning. Below you will find five activities for each day of the week that teachers can do with students or parents can do with their children at home as high-frequency words are being introduced cycle by cycle.
- Read it, say it, write it, read it again
- Use high-frequency words in sentences (oral and written)
- Read a list of high-frequency words and time yourself on fluency (keep running list)
- Search for high frequency words in sentences / poems and underline them
- Fishing for high-frequency words (one person reads the word aloud, other students find the word in a stack of other high-frequency words)
The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.
- Phonemic Blending and Segmentation: Students focus their attention on isolating and manipulating sounds in specific words. This is an ongoing routine that supports students' ability to match the grapheme (letter) to phoneme (sound). Students use the thumb-tapping technique to segment and blend sounds together to make words.
- Writing the Letter to Match the Sound: Students use knowledge of phoneme segmentation to isolate and identify the initial, middle, and final sound in a word. As they identify each sound, they must connect it to its written representation (grapheme) and practice proper letter formation using a skywriting technique.
- Chaining (Decoding): Students read words from left to right, making each sound and blending them to pronounce the word. Students analyze groups of words by figuring out the letter sounds that have changed and the letter sounds that have stayed the same of the group of words taught.
- Chaining (Encoding): Students use their knowledge of letter-sound connections to spell written words. Students write letters using proper letter-formation guidelines that correspond to the correct spelling of the words they hear. They are encouraged to check their spelling against the teacher model.
- Engagement Text: Students use knowledge of phoneme segmentation to isolate and identify the initial, middle, and final sound in a word. As they identify each sound, they must connect it to its written representation (grapheme) and practice proper letter formation using a skywriting technique.
- Comprehension Conversation (optional): Students answer suggested (or similar) text-based comprehension questions about the engagement text.
High-Frequency Words: Students are introduced to the high-frequency words of the cycle. The teacher explicitly teaches all high-frequency words students will see in the Decodable Student Reader. Students decode and analyze each word to determine if the word is "decodable" because it is regularly spelled, "doesn't play fair" because it hasn't been explicitly taught yet, or "irregular" because it is irregularly spelled.
- Decodable Reader Partner Search and Read: Students read a short text that incorporates words using familiar phonemes (sounds) and high-frequency words from the cycle, which students search out in the text with a partner before reading the text. Students receive practice with concepts of print (e.g., one-to-one match and return sweep) and apply knowledge of taught graphemes and phonemes as they decode words.
- High-Frequency Word Fishing: Students apply decoding (reading) skills and growing knowledge of irregularly spelled words to review the high-frequency words. Students begin the process of committing such words to memory by using known letter-sound connections and context.
- Sort It Out: Students sort words into groups with the same sound and connect them to the letters that represent those sounds. Students analyze words by comparing and contrasting parts of words and sorting them into the correct category.
- Interactive Writing: Students work together to construct a sentence, crafting a shared sentence from the decodable text or content from the Integrated Literacy block. Students spell words by segmenting the sounds (in sequence) of spoken words and match them to their letter(s). They also use rules of capitalization, spacing, and punctuation as they construct the sentence as well as practice high-frequency words.
- Reading Silly Words: Students decode (read) nonsense words in isolation and articulate the decoding strategy they used.
- Spelling with Style: Students spell words using patterns they have learned. They practice spelling words in a unique way, "with style" (e.g., like an opera singer or chicken), and then write them on their own whiteboard.
- Assessment and Goal Setting (during cycle assessments): Students take on-demand assessments at the end of each cycle. Teachers score immediately to track student progress and possibly revise their personal goals for the module accordingly.
Cycle Word List
In this cycle, students are introduced to the phonemes /l/, /s/, /f/, and /z/ as represented by the graphemes "-ll," "-ss," "-ff," and "-zz." Students should understand that the short vowel needs an extra letter when these sounds are at the end of a single-syllable word. Direct instruction of consonant blends with "s" as an orthographic unit occurs ("sm," "st," "sp," and "sk"). In addition, "-ed" as /d/ is introduced and included in the Decodable text and offered as an extension in lessons. For the full cycle overview with word list, Cycle-at-a-Glance, and teaching notes, download the cycle overview.
Engagement Text and Decodable Readers
The text listed below can be utilized to reinforce the skills taught in the cycle. Teachers can use the text to have students apply their learning during small group work or teacher-led groups. By focusing on the skills/patterns being taught, students can apply their learning to text. A list of activities to consider with the text are listed in the activity section.
The bell rings--it's recess for Sam's class! The kids line up to go outside. On the playground, Sam sees his friend Nell. Sam grabs a ball from the sack of outside toys and yells, "Nell, do you want to play ball with me?" "Sure," says Nell, as she runs toward a grassy area near the wall.
Nell yells to Sam, "Pass the ball!" Sam passes the ball to Nell. Nell catches it. Then she turns and stops. "Let's play another game with the ball," Nell says.
Nell spins the ball on her pointer finger. Nell is a good spinner, and the ball spins so fast. Sam tries it too, but the ball falls to the ground. That makes Sam and Nell laugh.
Sam says, "You should toss the ball at the brick wall. I bet you can hit that small black spot!"
Nell says, "OK, I will." Nell throws the ball at the wall and hits the spot! Then Sam grabs the ball, throws it at the wall, and he hits the spot, too. Nell tells Sam that he is a good ball thrower. Sam tells Nell she is a good ball thrower, too. That makes Sam and Nell laugh again.
Sam says, "When is the bell?" Just then, the bell rings. Time to go back to class! Nell tosses the ball to Sam one more time. He puts it back in the outdoor toy sack along with some other stuff. They say goodbye till tomorrow, when they'll play more new games with the ball. Sam gets in line with his class and thinks, "I had a ball with Nell today!"