ALEX Resources

   View Standards     Standard(s): [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.

In this activity, the teacher will use the Google Doc to introduce students to "Chunking Multisyllabic Words."  The teacher will model how to chunk syllable parts and read multisyllabic words using the first two words simple and even. The teacher will have students join her to chunk and read the rest of the words. This activity is meant to be multisensory, allowing students to stand up and use their hands to chunk words (like an alligator snapping for food). 

This resource was created in partnership with Dothan City Schools.

   View Standards     Standard(s): [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.

In this activity, the teacher will introduce students to the video, "What Is a Syllable?" The teacher will discuss the different syllable patterns; closed, open, silent e, vowel team, r-controlled, and consonant-le. The teacher will explain how knowing the different syllable types help you know where words are divided. The teacher will use the Google Document, What Does the Syllable Part Spell? to help students to see the syllable division in multisyllabic words. 

This resource was created in partnership with Dothan City Schools.

   View Standards     Standard(s): [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.

The teacher will introduce students to syllables in this activity by showing the video What are Syllables? This video will help students decode grade-appropriate multisyllabic words by clapping, tapping, dividing, and reading out the words. Students will use words placed inside an envelope attached to an anchor chart to clap, tap, divide and read out multisyllabic words and syllable divisions with friends. An example anchor chart can be seen here.

This activity can be extended by allowing students to place one hand under their jaw and count out the syllable divisions for each word (as shown in the video.)  

This resource was created in partnership with Dothan City Schools.

   View Standards     Standard(s): [ELA2021] (1) 9 :

9. Read grade-appropriate texts with accuracy and fluency.

a. Read and reread grade-appropriate decodable text orally with accuracy and expression at an appropriate rate to support comprehension.

b. Recognize and self-correct decoding and other errors in word recognition and reread for clarification.

c. Participate in poetry reading, noticing phrasing, rhythm, and rhyme.

Example: Pause between stanzas and between lines where punctuation indicates.

[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] (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) 12 :

12. Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.

[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) 10 :

10. Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.

During this learning activity, students will identify phonics skill-specific words in a passage and then get with a partner to read the passage to become more fluent in their reading. This learning activity can be used with any fluency passage that targets a specific skill. The digital resource attached to this activity has free r-controlled vowel passages available, but any skill-specific passage that is grade-level appropriate will work. 

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

   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

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] (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) 15 :

15. Analyze meaningful parts (morphemes) of words and phrases in discussions and/or text.

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

Examples: affixes -less, -ful, pro-, trans- ; roots aqua, cent, port, form, ject, spect, dict, tend, fer

b. Apply knowledge of the changes in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to determine the meaning of a word.

c. Identify common and derivational prefixes and suffixes and use them as clues to a word's meaning.

Examples: pre-, re-, mis-; -ly, -less, -ful, -able, -ment

d. Identify common Latin and Greek roots and use them to determine the meaning of unfamiliar words.

e. Sort words with shared and varied suffixes by parts of speech.

[ELA2021] (4) 3 :

3. Apply knowledge of roots, prefixes, and suffixes to decode unfamiliar multisyllabic words.

[ELA2021] (4) 4 :

4. Apply knowledge of roots, prefixes, and suffixes to encode unfamiliar multisyllabic words.

Compound words are longer words made by joining two shorter words, which need to be understood to grow your vocabulary in leaps and bounds. This interactive lesson is a superb tool to understand the concept using numerous examples. How to form, recognize and use compound words and their different types, closed-form, hyphenated form, and open form, concepts will be conquered very easily. 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

[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.

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) 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) 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] (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) 15 :

15. Analyze meaningful parts (morphemes) of words and phrases in discussions and/or text.

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

Examples: affixes -less, -ful, pro-, trans- ; roots aqua, cent, port, form, ject, spect, dict, tend, fer

b. Apply knowledge of the changes in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to determine the meaning of a word.

c. Identify common and derivational prefixes and suffixes and use them as clues to a word's meaning.

Examples: pre-, re-, mis-; -ly, -less, -ful, -able, -ment

d. Identify common Latin and Greek roots and use them to determine the meaning of unfamiliar words.

e. Sort words with shared and varied suffixes by parts of speech.

Grammar Police is a beloved compound word and prefix game. Pick from three different vehicles and use your driving skills to uphold the law like any good cop! Stay alert and you'll find several bonuses while on your patrol. Use caution to avoid hazards on the road. Students will tag racers that have words with prefixes attached. If they tag a racer without a prefix, they will crash. 

Students can utilize this game on computer or touchscreen devices to practice their demonstrate their knowledge of prefixes, suffixes, compound words, pronouns, adjectives, adverbs, and prepositions.

   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] (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] (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.

Which Letter Team? teaches students to recognize and identify letters and sounds in isolation to help build word recognition. This activity primarily focuses on digraphs and trigraphs.