| 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 |