ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (3) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (6)


ALEX Lesson Plans  
   View Standards     Standard(s): [ELA2021] (2) -4 :
R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.
[ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
[ELA2021] (2) 10 :
10. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, li-on

c. Decode and encode words with three-consonant blends and blends containing digraphs.

d. Decode and encode words with consonant digraphs, trigraphs, and combinations.

Examples: qu, sh, ch, th, ph, wh, tch, dge

e. Decode and encode words with variable vowel teams and vowel diphthongs.

Examples: oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay

f. Decode and encode words with vowel-r combinations.

Examples: ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur

g. Decode and encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, most, cold, colt, mind

h. Decode and encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

i. Decode and encode words with or after w read /er/.

Examples: world, word, worm, worst, work

j. Decode and encode words with the hard and soft sounds of c and g, in context and in isolation.

Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y
g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y

k. Decode and encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

l. Decode words with silent letter combinations.

Examples: kn, mb, gh

m. Decode and encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-; -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

n. Decode and encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa), from- (o is schwa)
what - (a is schwa or short o depending on dialect)

o. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
[ELA2021] (1) -4 :
R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.
[ELA2021] (1) 31 :
31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.

Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.

Examples: he, me, she, go, no

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.

Examples: sh, th, ch, wh, ng, ck

e. Encode words with vowel-consonant-e syllable patterns.

Examples: hike, spike, joke, dime, make

f. With prompting and support, encode words with the common vowel teams and diphthongs.

Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch.

Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.
Examples: cliff, hill, pass

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.

Examples: have, give, save

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.

Examples: am, at, can, he, we, be, in, it, came, like

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.

Examples: said, are, to

m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Examples: dogs, wishes, jumping, jumped, faster, fastest

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Examples: hear/here; for/four; to/too/two.

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.
[ELA2021] (1) 7 :
7. Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts.

a. Produce the most frequent sound(s) for each letter of the alphabet, including x, q, and the long and short sounds of the vowels.

Examples: x= /ks/; q=/kw/; a=/ă/ and /ā/, s= /s/ and /z/

b. Decode and encode regularly-spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-e syllables, including words with blends in initial and final position.

Note: Consonant blends should include st-, sm-, sn-, -st, -ft, -lp, sl, cr, cl, tr, dr, nt, nd, mp, and nk, at a minimum.

c. Decode words with digraphs, trigraphs, and combinations, including digraphs ck, sh, th, ch, wh, ph, ng, trigraphs tch and dge, and combination qu.

Note: Some programs/experts call wh a combination, others call it a digraph. Use common language across the school/district.

d. Decode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

e. With prompting and support, decode words with the hard and soft sounds of c and g, in context and in isolation.

Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/before a, o, u, or any consonant and g=/j/ before i, e, or y

f. Decode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

g. Decode regularly spelled one-syllable words with vowel-r syllables, including ar, er, ir, or, and ur.

h. With prompting and support, decode words with common vowel team syllables, including ai, ay, ee, ea, igh, ie, oa, ou, ow, au, aw, oe, oo, ew, oi, oy, and ue.

i. With prompting and support, decode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: mild, host, fold, jolt, kind

j. With prompting and support, decode two-syllable words using knowledge of closed syllables, open syllables, vowel-consonant-e syllables, vowel-r syllables, common vowel team syllables, and consonant-le syllables, including compound words that fit multiple syllable types.

k. With prompting and support, decode words with silent letter combinations.

Examples: kn, wr, mb, gh, gn

l. With prompting and support, decode words with common prefixes including un-, dis-, in-, re-, pre-, mis-, non-, and ex-.

m. With prompting and support, decode words with common suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: -s, -ed, -ing, -es, -er, -est, -en, -y, -ly

n. Decode contractions with am, is, has, and not.

Examples: I'm, he's, she's, isn't, don't

o. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.

Examples: saw, all, made, can, his, walk, let, open, time
Subject: English Language Arts (1 - 2)
Title: Long e With Sheep in a Jeep
Description:

This lesson is a small group phonics lesson. Using Sheep in a Jeep students will learn that ee says /e/. Students will read and write long e words and read the story Sheep in a Jeep.




ALEX Learning Activities  
   View Standards     Standard(s): [ELA2021] (3) -4 :
R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.
[ELA2021] (3) 8 :
8. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et

c. Decode and encode words with three-consonant blends, digraphs, trigraphs, quadrigraph eigh, combinations, diphthongs, and silent letter combinations.

Examples: spl-, str-, scr-, squ-; th, sh, ch, ck, ph; tch, dge, igh; er, ir, ar, or; oi, oy, ou, ow; kn, gn, mb, wr, gh

d. Decode and encode words with graphemes that represent multiple sound-symbol correspondences by applying knowledge of most common to least common frequency.

Examples: y can be read /y/ in yet, /ē/ in candy, /ī/ in fly
digraph ch can be read /ch/ in chair, /sh/ in chef, and /k/ in school
diphthong ow is read /ou/ in cow, but digraph ow is read /ō/ in snow

e. Decode and encode multisyllabic words using knowledge of stress or accent to pronounce a word correctly, including the schwa sound when appropriate.

Examples: the noun con'/vict vs. the verb con/vict'; the noun pro'/duce vs. the verb pro/duce'

f. Decode and encode words using knowledge of the morphological structure of a word, including prefixes, suffixes, and roots.

Examples: fore-, anti-, post-, sub-; -ment, -hood, -er, -or; port, ject, form, dict

g. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

h. Decode and encode frequently confused homophones accurately using knowledge of English and meaning to facilitate learning.

Examples: hear/here; night/knight; tacks/tax

i. Decode and encode words with hard and soft c and g.

j. Decode and encode grade-appropriate high frequency words that follow regular and irregular phoneme-grapheme correspondences, using knowledge of the specific sound-symbol correspondences that are irregular.
[ELA2021] (3) 32 :
32. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division rules, and spelling rules (or generalizations) to encode words accurately.

a. Apply knowledge of multisyllabic word construction and syllable division principles to encode multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et

b. Encode multisyllabic words, using common syllable patterns: open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.

c. Encode words with two and three letter blends and previously taught digraphs, trigraphs, combinations, diphthongs, quadrigraph eigh, vowel y, hard and soft c and g, silent letter combinations, and contractions.

d. Encode words with less common prefixes, suffixes, and common Latin roots.

Examples: prefixes: fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, super-, semi-, anti-, mid-, ex-, post-
suffixes: -y, -ly, -ful, -ment, -hood, -less, -ness, -er, -or, -en
Latin roots: port, form, ject, spect, dict, tend, fer

e. Encode frequently confused homophones accurately, using context to determine correct spelling.

Examples: hear/here; night/knight; tacks/tax
[ELA2021] (1) -4 :
R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.
[ELA2021] (1) 7 :
7. Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts.

a. Produce the most frequent sound(s) for each letter of the alphabet, including x, q, and the long and short sounds of the vowels.

Examples: x= /ks/; q=/kw/; a=/ă/ and /ā/, s= /s/ and /z/

b. Decode and encode regularly-spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-e syllables, including words with blends in initial and final position.

Note: Consonant blends should include st-, sm-, sn-, -st, -ft, -lp, sl, cr, cl, tr, dr, nt, nd, mp, and nk, at a minimum.

c. Decode words with digraphs, trigraphs, and combinations, including digraphs ck, sh, th, ch, wh, ph, ng, trigraphs tch and dge, and combination qu.

Note: Some programs/experts call wh a combination, others call it a digraph. Use common language across the school/district.

d. Decode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

e. With prompting and support, decode words with the hard and soft sounds of c and g, in context and in isolation.

Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/before a, o, u, or any consonant and g=/j/ before i, e, or y

f. Decode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

g. Decode regularly spelled one-syllable words with vowel-r syllables, including ar, er, ir, or, and ur.

h. With prompting and support, decode words with common vowel team syllables, including ai, ay, ee, ea, igh, ie, oa, ou, ow, au, aw, oe, oo, ew, oi, oy, and ue.

i. With prompting and support, decode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: mild, host, fold, jolt, kind

j. With prompting and support, decode two-syllable words using knowledge of closed syllables, open syllables, vowel-consonant-e syllables, vowel-r syllables, common vowel team syllables, and consonant-le syllables, including compound words that fit multiple syllable types.

k. With prompting and support, decode words with silent letter combinations.

Examples: kn, wr, mb, gh, gn

l. With prompting and support, decode words with common prefixes including un-, dis-, in-, re-, pre-, mis-, non-, and ex-.

m. With prompting and support, decode words with common suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: -s, -ed, -ing, -es, -er, -est, -en, -y, -ly

n. Decode contractions with am, is, has, and not.

Examples: I'm, he's, she's, isn't, don't

o. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.

Examples: saw, all, made, can, his, walk, let, open, time
[ELA2021] (1) 31 :
31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.

Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.

Examples: he, me, she, go, no

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.

Examples: sh, th, ch, wh, ng, ck

e. Encode words with vowel-consonant-e syllable patterns.

Examples: hike, spike, joke, dime, make

f. With prompting and support, encode words with the common vowel teams and diphthongs.

Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch.

Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.
Examples: cliff, hill, pass

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.

Examples: have, give, save

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.

Examples: am, at, can, he, we, be, in, it, came, like

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.

Examples: said, are, to

m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Examples: dogs, wishes, jumping, jumped, faster, fastest

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Examples: hear/here; for/four; to/too/two.

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.
[ELA2021] (2) -4 :
R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.
[ELA2021] (2) 10 :
10. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, li-on

c. Decode and encode words with three-consonant blends and blends containing digraphs.

d. Decode and encode words with consonant digraphs, trigraphs, and combinations.

Examples: qu, sh, ch, th, ph, wh, tch, dge

e. Decode and encode words with variable vowel teams and vowel diphthongs.

Examples: oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay

f. Decode and encode words with vowel-r combinations.

Examples: ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur

g. Decode and encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, most, cold, colt, mind

h. Decode and encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

i. Decode and encode words with or after w read /er/.

Examples: world, word, worm, worst, work

j. Decode and encode words with the hard and soft sounds of c and g, in context and in isolation.

Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y
g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y

k. Decode and encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

l. Decode words with silent letter combinations.

Examples: kn, mb, gh

m. Decode and encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-; -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

n. Decode and encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa), from- (o is schwa)
what - (a is schwa or short o depending on dialect)

o. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
[ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
Subject: English Language Arts (1 - 3)
Title: Word Study Lesson--Introduction of Words
Description:

This learning activity should be used at the beginning of a phonics/word study lesson. In this learning activity, students will use a Ten Frame to break a word into separate sounds and then write the sounds to correctly spell the word. This activity should be used with words less than 5 sounds and the words should all use the same skill. 

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2021] (1) 31 :
31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.

Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.

Examples: he, me, she, go, no

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.

Examples: sh, th, ch, wh, ng, ck

e. Encode words with vowel-consonant-e syllable patterns.

Examples: hike, spike, joke, dime, make

f. With prompting and support, encode words with the common vowel teams and diphthongs.

Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch.

Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.
Examples: cliff, hill, pass

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.

Examples: have, give, save

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.

Examples: am, at, can, he, we, be, in, it, came, like

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.

Examples: said, are, to

m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Examples: dogs, wishes, jumping, jumped, faster, fastest

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Examples: hear/here; for/four; to/too/two.

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.
[ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
[ELA2021] (3) 32 :
32. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division rules, and spelling rules (or generalizations) to encode words accurately.

a. Apply knowledge of multisyllabic word construction and syllable division principles to encode multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et

b. Encode multisyllabic words, using common syllable patterns: open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.

c. Encode words with two and three letter blends and previously taught digraphs, trigraphs, combinations, diphthongs, quadrigraph eigh, vowel y, hard and soft c and g, silent letter combinations, and contractions.

d. Encode words with less common prefixes, suffixes, and common Latin roots.

Examples: prefixes: fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, super-, semi-, anti-, mid-, ex-, post-
suffixes: -y, -ly, -ful, -ment, -hood, -less, -ness, -er, -or, -en
Latin roots: port, form, ject, spect, dict, tend, fer

e. Encode frequently confused homophones accurately, using context to determine correct spelling.

Examples: hear/here; night/knight; tacks/tax
Subject: English Language Arts (1 - 3)
Title: Word Study Lesson--Writing
Description:

This learning activity should be used at the end of a word study/phonics lesson. In this learning activity, students will use their knowledge of phoneme-grapheme correspondences to write a short story about their favorite animal (or any topic chosen by the teacher).

This activity was created as a result of the ALEX Resource Development Summit.




   View Standards     Standard(s): [ELA2021] (1) 7 :
7. Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts.

a. Produce the most frequent sound(s) for each letter of the alphabet, including x, q, and the long and short sounds of the vowels.

Examples: x= /ks/; q=/kw/; a=/ă/ and /ā/, s= /s/ and /z/

b. Decode and encode regularly-spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-e syllables, including words with blends in initial and final position.

Note: Consonant blends should include st-, sm-, sn-, -st, -ft, -lp, sl, cr, cl, tr, dr, nt, nd, mp, and nk, at a minimum.

c. Decode words with digraphs, trigraphs, and combinations, including digraphs ck, sh, th, ch, wh, ph, ng, trigraphs tch and dge, and combination qu.

Note: Some programs/experts call wh a combination, others call it a digraph. Use common language across the school/district.

d. Decode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

e. With prompting and support, decode words with the hard and soft sounds of c and g, in context and in isolation.

Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/before a, o, u, or any consonant and g=/j/ before i, e, or y

f. Decode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

g. Decode regularly spelled one-syllable words with vowel-r syllables, including ar, er, ir, or, and ur.

h. With prompting and support, decode words with common vowel team syllables, including ai, ay, ee, ea, igh, ie, oa, ou, ow, au, aw, oe, oo, ew, oi, oy, and ue.

i. With prompting and support, decode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: mild, host, fold, jolt, kind

j. With prompting and support, decode two-syllable words using knowledge of closed syllables, open syllables, vowel-consonant-e syllables, vowel-r syllables, common vowel team syllables, and consonant-le syllables, including compound words that fit multiple syllable types.

k. With prompting and support, decode words with silent letter combinations.

Examples: kn, wr, mb, gh, gn

l. With prompting and support, decode words with common prefixes including un-, dis-, in-, re-, pre-, mis-, non-, and ex-.

m. With prompting and support, decode words with common suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: -s, -ed, -ing, -es, -er, -est, -en, -y, -ly

n. Decode contractions with am, is, has, and not.

Examples: I'm, he's, she's, isn't, don't

o. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.

Examples: saw, all, made, can, his, walk, let, open, time
[ELA2021] (1) 31 :
31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.

Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.

Examples: he, me, she, go, no

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.

Examples: sh, th, ch, wh, ng, ck

e. Encode words with vowel-consonant-e syllable patterns.

Examples: hike, spike, joke, dime, make

f. With prompting and support, encode words with the common vowel teams and diphthongs.

Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch.

Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.
Examples: cliff, hill, pass

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.

Examples: have, give, save

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.

Examples: am, at, can, he, we, be, in, it, came, like

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.

Examples: said, are, to

m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Examples: dogs, wishes, jumping, jumped, faster, fastest

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Examples: hear/here; for/four; to/too/two.

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.
[ELA2021] (2) 10 :
10. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, li-on

c. Decode and encode words with three-consonant blends and blends containing digraphs.

d. Decode and encode words with consonant digraphs, trigraphs, and combinations.

Examples: qu, sh, ch, th, ph, wh, tch, dge

e. Decode and encode words with variable vowel teams and vowel diphthongs.

Examples: oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay

f. Decode and encode words with vowel-r combinations.

Examples: ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur

g. Decode and encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, most, cold, colt, mind

h. Decode and encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

i. Decode and encode words with or after w read /er/.

Examples: world, word, worm, worst, work

j. Decode and encode words with the hard and soft sounds of c and g, in context and in isolation.

Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y
g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y

k. Decode and encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

l. Decode words with silent letter combinations.

Examples: kn, mb, gh

m. Decode and encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-; -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

n. Decode and encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa), from- (o is schwa)
what - (a is schwa or short o depending on dialect)

o. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
[ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
Subject: English Language Arts (1 - 2)
Title: Reading and Writing Words With Vowel Teams
Description:

In this learning activity, the teacher will provide instruction on the vowel team conventions for representing the long a vowel sound. The students will use picture clues to determine words with long a spelled ai or ay and write the words using the correct vowel team. Students will then participate in a read-and-roll activity to practice reading words with long a vowel teams ai and ay.

This activity results from the ALEX Resource Development Summit.




ALEX Learning Activities: 3

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
[ELA2021] (3) 8 :
8. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et

c. Decode and encode words with three-consonant blends, digraphs, trigraphs, quadrigraph eigh, combinations, diphthongs, and silent letter combinations.

Examples: spl-, str-, scr-, squ-; th, sh, ch, ck, ph; tch, dge, igh; er, ir, ar, or; oi, oy, ou, ow; kn, gn, mb, wr, gh

d. Decode and encode words with graphemes that represent multiple sound-symbol correspondences by applying knowledge of most common to least common frequency.

Examples: y can be read /y/ in yet, /ē/ in candy, /ī/ in fly
digraph ch can be read /ch/ in chair, /sh/ in chef, and /k/ in school
diphthong ow is read /ou/ in cow, but digraph ow is read /ō/ in snow

e. Decode and encode multisyllabic words using knowledge of stress or accent to pronounce a word correctly, including the schwa sound when appropriate.

Examples: the noun con'/vict vs. the verb con/vict'; the noun pro'/duce vs. the verb pro/duce'

f. Decode and encode words using knowledge of the morphological structure of a word, including prefixes, suffixes, and roots.

Examples: fore-, anti-, post-, sub-; -ment, -hood, -er, -or; port, ject, form, dict

g. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

h. Decode and encode frequently confused homophones accurately using knowledge of English and meaning to facilitate learning.

Examples: hear/here; night/knight; tacks/tax

i. Decode and encode words with hard and soft c and g.

j. Decode and encode grade-appropriate high frequency words that follow regular and irregular phoneme-grapheme correspondences, using knowledge of the specific sound-symbol correspondences that are irregular.
Subject: English Language Arts (2 - 3)
Title: Contractions
URL: https://www.turtlediary.com/lesson/contractions.html
Description:

A contraction consists of two words that are combined to form one word. The verb "contract" means "to decrease in size." When we write contractions, we are decreasing the word in size. This classroom resource will teach students how to write contractions. This resource offers videos, games, and worksheets to help further understand the concept.



   View Standards     Standard(s): [ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
Subject: English Language Arts (2)
Title: Construct-a-Word
URL: https://www.readwritethink.org/classroom-resources/student-interactives/construct-word
Description:

Construct-a-Word provides a simple, engaging way for students to generate dozens of different words by first choosing an ending (for example -an, -ed, -at, -op) and then adding a beginning letter or blend. When a correct word is created, the word is stored in a Word Bank where students can read and review their words. For each ending, Construct-a-Word prompts students to create between 6 and 14 different possible words, adding an element of fun and discovery. It uses animation and sound to guide students through the steps of creating words and employs prompts that are clear and easy to master. This interactive tool could be used individually or in small groups, either in one session or across multiple lessons.



   View Standards     Standard(s): [ELA2021] (0) 10 :
10. Apply knowledge of phoneme-grapheme correspondences and word-analysis skills to decode and encode (spell) words accurately in both isolation and in decodable, grade-appropriate text.

a. Produce the most frequent sound(s) for each consonant, including x and q, which have two phonemes (sounds).

Examples: x= /ks/ and q=/kw/

b. Identify the vowel in a closed syllable and produce the short vowel sound for the five major vowels when decoding closed syllables.

c. Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.

d. Identify the vowel in an open syllable and produce the long vowel sound for the five major vowels when decoding open syllables.

e. With prompting and support, identify the vowel-consonant-e syllable pattern and produce the long vowel sounds for the five major vowels in vowel-consonant-e syllables.

f. With prompting and support, decode words with suffix -s, using knowledge of unvoiced /s/ and voiced /z/ sounds for letter s.

Examples: pups, cats, pigs, dogs

Note: Unvoiced /s/ follows unvoiced sounds such as /p/ and /t/ and voiced /z/ follows voiced sounds such as /g/.

g. With prompting and support, produce the most frequent sound for digraphs ck, sh, th, ch, wh, ng, and combination qu, making the connection that a two-letter grapheme can represent one phoneme (sound).

h. Distinguish between similarly spelled words by identifying the phonemes and graphemes that differ.

Example: mat/sat, pan/pat, tip/top

i. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.

Examples: am, at, get, like, make, that, this, me, she, be

Note: The main emphasis of a high-frequency word lesson should be on regular correspondences and patterns, noting the high-frequency words with exceptions or oddities and what they are, using specific strategies to help them remember the irregular part of the word. Example: LETRS© heart word strategy
[ELA2021] (1) 6 :
6. Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

a. Count, blend, segment, and delete syllables in spoken words, including polysyllabic words.

Examples: par-ti-cu-lar, cer-ti-fi-cate

b. Recognize and produce groups of rhyming words and distinguish them from non-rhyming groups of spoken words.

c. Produce alliterative words.

d. Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.

e. Add, delete, and substitute phonemes at the beginning or end of spoken words made up of three to five phonemes, and produce the resulting word.

Examples: pan to pant; flight to light; cat to cap

f. Distinguish long from short vowel sounds in spoken, single-syllable words.

g. Distinguish between commonly-confused vowel sounds and commonly-confused cognate consonant sounds, using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation.

Examples: /f/ and /v/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/ and /n/, /ng/ and /n/, /s/ and /z/, unvoiced /th/ and voiced /th/, /ch/ and /sh/, /ĕ/ and /ā/, /ĕ/ and /ă/

Note: This is extremely important as a foundational phonemic awareness skill for all learners.

h. Identify the sound substitution in words with five to six phonemes.

Example: strips/straps, square/squire
[ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
Subject: English Language Arts (K - 2)
Title: Picture Match
URL: https://www.readwritethink.org/classroom-resources/student-interactives/picture-match
Description:

Picture Match is designed to give new readers practice with identifying beginning-letter and short- and long-vowels sounds through a simple, fun game. Updated in 2008, the game features all letters of the alphabet. In the beginning-letter sounds section, a picture of an object (for example, a car) is displayed, and students are prompted to choose the letter that corresponds with the first letter of the word. In the short- and long-vowel sounds sections, students are prompted to choose the vowel that corresponds with the word. If students choose the correct match, they get words of encouragement and a new picture. If they do not choose the correct match, they receive an audible prompt and can then try again, choosing among the remaining letters. Once all of the pictures have been matched, students can print out a chart showing which pictures go with which letters. Pictures are sorted randomly with each game to provide a challenge if the game is played more than once. Picture Match is intended for beginning readers and can be used individually or in small groups.



   View Standards     Standard(s): [ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
Subject: English Language Arts (2)
Title: Phonic Generalizations in Chrysanthemum
URL: https://www.readwritethink.org/classroom-resources/lesson-plans/phonic-generalizations-chrysanthemum#ResourceTabs4
Description:

This lesson uses an active, hands-on activity to teach students how to determine the common and alternative sounds for specific vowel combinations. Authentic literature provides an excellent framework for teaching decoding and spelling. The words for this lesson are taken from the book Chrysanthemum by Kevin Henkes. Students practice the generalizations by reading nursery rhymes that include words with the same vowel pairs. Students then make words from the book in an online activity.

 


   View Standards     Standard(s): [ELA2021] (2) 10 :
10. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.

a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and schwa syllables.

b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, li-on

c. Decode and encode words with three-consonant blends and blends containing digraphs.

d. Decode and encode words with consonant digraphs, trigraphs, and combinations.

Examples: qu, sh, ch, th, ph, wh, tch, dge

e. Decode and encode words with variable vowel teams and vowel diphthongs.

Examples: oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay

f. Decode and encode words with vowel-r combinations.

Examples: ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur

g. Decode and encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, most, cold, colt, mind

h. Decode and encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

i. Decode and encode words with or after w read /er/.

Examples: world, word, worm, worst, work

j. Decode and encode words with the hard and soft sounds of c and g, in context and in isolation.

Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y
g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y

k. Decode and encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

l. Decode words with silent letter combinations.

Examples: kn, mb, gh

m. Decode and encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-; -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

n. Decode and encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa), from- (o is schwa)
what - (a is schwa or short o depending on dialect)

o. Decode and encode contractions with am, is, has, not, have, would, and will.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
[ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
Subject: English Language Arts (2)
Title: Contraction Action
URL: https://www.abcya.com/games/contraction_action
Description:

Are you ready for your students to burst into action while practicing contractions? Have them join the fiesta in "Arcade" mode by tapping/clicking on the correct contraction spelling and using the slingshot to make the piñata burst open, or play "Practice" mode to test their knowledge of contractions and hone their slingshot skills.



   View Standards     Standard(s): [ELA2021] (1) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (1) 30 :
30. Write legibly, using proper pencil grip.

a. Print upper and lowercase letters fluently, using proper approach strokes, letter formation, and line placement.

b. Print first and last names using proper letter formation, capitalization, and punctuation.

Examples: De'Andre McGill, Kim Mi-Sun, Juan de Jesus, Janie Parker

c. Use lower case letters in the majority of written work, using capitals only when appropriate.

d. Write letters of the English alphabet in alphabetical order from memory.
[ELA2021] (1) 32 :
32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

a. Identify the required features of a sentence, including capitalization of the first word and end punctuation.

b. Transcribe spoken words to demonstrate that print represents oral language.

c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought.

d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys.

e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence.

f. Begin each sentence with a capital letter.

g. Capitalize the pronoun I and names of individuals.

h. Use commas in dates and words in a series.

i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary.

Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences
[ELA2021] (1) 35 :
35. With prompting and support, write an informative or explanatory text about a topic, using facts from a source and providing a sense of closure.
[ELA2021] (2) 7 :
7. Demonstrate standard English usage when speaking.

a. Use collective nouns.

b. Form and use frequently-occurring irregular plural nouns.

c. Use reflexive pronouns.

d. Form and use past tense forms of frequently-occurring irregular verbs.

e. Use adjectives and adverbs.

f. Produce and expand complete simple and compound sentences when speaking.
[ELA2021] (2) 17 :
17. Analyze meaningful parts of words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text.

Example: girl's dress; boys' game; cats, cat's, cats'; houses, house's shutters

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections.

Examples: -less, -ful, -est

Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech.
[ELA2021] (2) 38 :
38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.

b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.

Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et

c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j.

Examples: have, give, save; cage, rage, budge, lodge

d. Encode one- and two-syllable words with long and short vowel patterns.

e. Encode words with two- and three-consonant blends, including those containing digraphs.

Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr

f. Encode words with consonant digraphs, trigraphs, and combinations.

Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu

g. Encode words with the common vowel teams, including diphthongs.

Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh

h. Encode words with vowel-r combinations.

Examples: ar, or, ir, er, ur, air, ear, oar

i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.

Examples: wild, cold, most, colt, mind

j. Encode words with a after w read /ä/ and a before l read /â/.

Examples: wash, water, wasp; tall, all, talk, small, fall

k. Encode words with or after w read /er/.

Examples: world, word, worm, worst, work

l. Encode words with hard and soft c and g.

Examples: carry, cent; game, giraffe

m. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.

Examples: fly, my; baby, happy; myth, gym

n. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.

Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly

o. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.

Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa); from- (o is schwa);
what- (a is schwa or short o depending on dialect)

p. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately.

Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll

q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.

Examples: their/they're/there; eight/ate; cent/scent/sent
[ELA2021] (2) 42 :
42. Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure.
Subject: English Language Arts (1 - 2)
Title: Acrostic Poems: All About Me and My Favorite Things
URL: http://readwritethink.org/classroom-resources/lesson-plans/acrostic-poems-about-favorite-309.html
Description:

In this classroom resource, students write free-verse acrostic poems about themselves using the letters of their names to begin each line. They then write an additional acrostic poem about something that is important to them. After proofreading, both poems are recopied or typed and illustrated and then mounted on construction paper for display. Several opportunities for sharing and peer review are incorporated.  Acrostic poem interactive and ABC word list included in this resource.



ALEX Classroom Resources: 6

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