CONNECTIONS

Automaticity for Regular Words

Automaticity
& Fluency Regular words are those that can be decoded using the rules of
Skill Sequence phonics. Rapid and automatic reading of regular words leads to
improved fluency and comprehension of text.
• Automaticity for
Letter Names Classroom Ideas
•  utomaticity for Letter-
A
Sound Correspondences
Teach or Review
As necessary, teach or review the concept of a regular word (i.e.,
• Automaticity for a word that can be sounded out). Before students begin the
Sight Words automaticity activities described below, have them read a few
examples of the kinds of words they will be practicing (e.g., closed
• AUTOMATICITY FOR syllables). If students require additional practice reading certain
REGULAR WORDS types of regular words, see the activity ideas in the Phonics 1 and
Phonics 2 sequences.
• Passage Fluency
Beat the Clock
• Fluent Reading Provide students with a list of regular words, making sure that
they are arranged in rows and columns. Use a stopwatch and give
students a variety of directions so that they must read the words
more than once (e.g., Read the words across the rows. Read the
words down the columns. Read the words in the third column three
Curriculum Connection times). Students should try to beat their personal records.

Write a variety of regular

Word Pop
words on a whiteboard Write a variety of regular words on note cards. In addition, write
or on notecards. Then, POP! (or show a popcorn icon) on several cards. Place the cards
have students read the face down in a pile, and have students take turns selecting a
words more than once, card and reading the word aloud. If the student reads the word
channeling a different correctly, they earn the card. If they get a POP! card, they must
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return all of their cards to the pile, removing that particular POP!
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character they have

encountered in literature card from the game.
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each time. Students

might use an accent or Bingo
read the words as if they Record regular words on bingo boards for students. Have students
were happy, sad, or mad. practice reading the words aloud multiple times. You may direct
them to read the words in different ways (e.g., in a whisper, in a
grown-up voice). Then, play bingo in a manner that reinforces
learned phonics knowledge (e.g., Cover the two words that start
with a blend. Cover two words that rhyme).

Phrases & Sentences

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Write phrases that are made up of the types of regular words

students have encountered (e.g., nine bats spin, trip on boxes).
Have students practice reading each phrase aloud. Then, ask
students to compose sentences that include example phrases.
 CONNECTIONS
Understanding Phrases
Comprehension
Skill Set 1 Word and phrase-level comprehension activities are critical to the
development of reading comprehension. As students build decoding
• Picturing Keywords skills for Consonant-Vowel-Consonant (CVC) words, they must also
(Oral Language)
learn to associate printed words and phrases with meaning.
• Picturing Keywords
(Oral Language) Classroom Ideas
• Picturing Stories
Teach or Review
(Oral Language)
As necessary, teach or review the concept of a phrase, emphasizing
• Sequencing that it is important to think about the meaning of an entire phrase
(Oral Language) when words are grouped together. Display a short phrase (e.g., a
hot pan). Read the phrase aloud, running your fingers under each
• UNDERSTANDING PHRASES word. Then, display a picture that matches the phrase. Repeat with
additional examples, having students read sample phrases and
• Sentence Comprehension point to matching pictures.

• Sentence Building Make a Match

Show students three decodable phrases (see examples on
• Sentence Structure following page) and one picture. Ask students to select the
phrase that goes with the picture. Consider having students
• Grammar Concepts draw illustrations to match the remaining phrases.
• Signal Words
Puzzle Pieces
Help students create their own three-word phrases using an
article, an adjective, and a noun as puzzle pieces. Print each of
the following words on sticky notes and arrange them in three
columns, one for each part of speech: the/a, big/red/tan/wet/hot,
Curriculum Connection cub/dog/hat/pen/sun. Take turns with students selecting one word
from each column to build a new phrase to read aloud. Talk with
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Have students practice students about the picture suggested by each phrase.
matching longer
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phrases to content- Art Studio

related pictures. For Create a set of images for students to manipulate as they read
phrases that are not prepositional phrases with in or on. Examples of phrases: a cup on
decodable, read words a mat, the dog in the tub, a hat on a pig, a bug in a net, a pin on the
to students and have hat. As an extra challenge, have students read a longer phrase and
them follow along as draw a matching picture (e.g., a big dog in the wet mud).
you track the words and
model fluent reading. Go Fish
Have students play a version of Go Fish, using a deck of cards that
includes written phrases and corresponding pictures.
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page 1
 CONNECTIONS Understanding Phrases–continued

Sample Decodable Phrases

a cat a big cat a big cat on a rug

a pan a hot pan a hot pan on the mat

the dog the sad dog the sad dog in a van

a bug a red bug a red bug in a net

the bus the wet bus a wet bus in the sun

Sample CVC Words

Adjectives hot, wet, red, sad, mad, big, fun, fat, tan, bad
Nouns web, pot, rug, pet, bag, sun, rat, hog, nut, kid
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page 2
 CONNECTIONS
Building Words
Phonics
Skill Sequence 1 When building words, students need to map sounds to letters.
This mapping allows students to strengthen connections between
• Letter Matching letter and sound sequences and build the associations necessary for
decoding and spelling.
• Letter Names

• Consonant Sounds Classroom Ideas

• Matching Sounds & Letters
Teach or Review
• Short Vowel Sounds As necessary, practice segmenting CVC words into phonemes,
using tokens to represent sounds as needed. Then, give students
• Medial Vowels a CVC word and letter tiles to spell the word. Together, segment
the word into sounds using tokens and then sequence letter tiles to
• Simple Word Chains create the word.

• Reading CVC Words Puzzle Pieces

Give students letter tiles that can be used to spell two different
• Consonant Digraphs
words (e.g., ten/net). Present one word for students to spell.
Then, have them rearrange the letters to make the second word.
• BUILDING WORDS
Challenge students with letter tiles to create words with blends
(e.g., slip/lips).
• Long Vowel Sounds

• Reversible Letters Word Play

Place some consonant letter tiles (b, d, f, g, l, m, n, p, s, t, v, z) in one
•  ords with Blends
W brown bag and and vowel letter tiles (a, e, i, o, u) in another. Have
& Digraphs students choose two consonant letter tiles and one vowel letter tile
and sequence the letters to form a CVC word. Remind them to keep
• Word Families the vowel in the middle. Students can record any real words created.

• Contractions Mystery Word

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Present students with pictures of CVC words. Next to each picture,

• Silent E Recognition
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draw three empty boxes. Have students write the letters in the
boxes to spell the word. Alternatively, have students use paper
letter tiles and glue them into the boxes to spell the word. Have
students use the word in an oral sentence.
Curriculum Connection
Scavenger Hunt
Choose CVC, CCVC and Create spelling mazes for students. Write two rows of letters that
CVCC vocabulary words follow a CVC pattern. Then, say a word and have students connect
from a topic covered in the letters to spell the word. For example, present the word ten and
class. Give students a show two rows of letters (t e b/ s a n). Students should draw a line
to connect the t and e and a line down to connect the e to the n.
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clue to the meaning of

the word and provide They can then write the complete word.
letter tiles to spell the
word (e.g., This is a
flying mammal that has
webbed wings; bat).
page 1
 CONNECTIONS Building Words–continued

Sample Words

CVC Words CCVC Words CVCC Words

bus brag bend

cut clam best
did crib desk
dog drag dust
got drum fact
jet flip felt
kid frog gift
kit glad gulp
lip grin hunt
mop plum jump
mug prop lamp
net sled limp
pat slip mask
run spot nest
sip swam pond
tub swim pump
van trap raft
wag trip send
zip trot vest
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page 2
 CONNECTIONS
Consonant Digraphs
Phonics
Skill Sequence 1 Consonant digraphs are two letters that represent one sound
(e.g., sh, ch, th, wh). Sound-symbol knowledge for digraphs is
• Letter Matching important as students develop phonic word attack strategies for
reading and spelling.
• Letter Names

• Consonant Sounds Classroom Ideas

• Matching Sounds & Letters
Teach or Review
• Short Vowel Sounds As necessary, teach or review consonant digraphs, one at a time.
Present a word with the digraph at the beginning (e.g., ship) along
• Medial Vowels with a picture. Isolate the digraph and have students repeat the
sound. Then, give students a pair of words (e.g., sh: shell, tell) and
• Simple Word Chains have them give a thumbs-up if they hear a word with a digraph.
Students can air-write the digraph they hear.
• Reading CVC Words
Listening Lab
• CONSONANT DIGRAPHS
Create a spinner with word endings that contain digraphs (e.g.,
-ack, -ing, -atch, -ath, -unch, -ash). Students take turns spinning.
• Building Words
Read the ending with students and have them generate a word that
ends with that sound. Record and display the words for students.
• Long Vowel Sounds

• Reversible Letters Super Sort

Provide words with a digraph on note cards. Have students
•  ords with Blends
W underline the digraph, say the sound, and sort the words based
& Digraphs on digraph. Provide decoding support as necessary. Challenge
students with words that contain two different digraphs (e.g., shack,
• Word Families thing) and have them sort those words into a separate pile.

• Contractions Word Play

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Create dice with onsets and rimes. On the onset die, write initial
• Silent E Recognition
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digraphs (sh, ch, th, wh) on each side. Fill blank sides with a star
(free choice). On the rime die, write common word endings (e.g.,
op, in, ip, en, ack, eck). Have students roll each cube to create a
word and read it aloud (real or nonsense). Students should write
Curriculum Connection down all real words.

Provide students with a

Get Moving
list of vocabulary words Place large displays of initial and final digraphs on the ground so
from the current topic students can easily hop from one to another. Have students line up
in class. Have students and move from one digraph to the next. As they land on a digraph,
have them say the sound. Challenge students by having them
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“hunt” for digraphs and

highlight the words generate a word that begins (or ends) with the sound.
containing them. Have
students illustrate some of
the words with digraphs.

page 1
 CONNECTIONS Consonant Digraphs–continued

Initial and Final Digraph Word List

ch sh th wh

Words with chill shell thin when

Initial Digraphs chest ship thud which
(w/short vowels*) chop sham thick whip
chat shed whisk
shack whiff

Additional Words checkers shampoo thank whale

with Initial Digraphs cheek shade theater wheel
charm shadow think wharf
champion sheep thumb wheat
cherry sheet thorn whisker
chart shelter thread whisper
child shark throat whistle
shave throne white
sheriff throw whine

-ch -sh -th -tch -ck -ng

Words with lunch dish moth catch back lung

Final Digraphs bunch lash cloth match track song
(short vowels*) munch fish bath stretch sack
bench wish path crutch deck
hush latch dock
rush fetch duck
blush stitch stick
brush hatch black
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itch neck
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ditch rock
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luck
lock

Additional Words search finish booth wing

with Final Digraphs beach harsh earth sing
marsh king
vanish bring
radish swing
cling

*These one-syllable words are appropriate for decoding activities as they are regular and follow
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early phonics patterns.

page 2
 CONNECTIONS
Long Vowel Sounds
Phonics
Skill Sequence 1 Each of the vowels has a short sound and a long sound. Knowledge
of the vowel sounds, coupled with the ability to distinguish between
• Letter Matching short and long sounds, helps students apply word attack strategies
for reading and spelling.
• Letter Names

• Consonant Sounds Classroom Ideas

• Matching Sounds & Letters
Teach or Review
• Short Vowel Sounds As necessary, teach or review long and short vowel sounds, one at
a time. Display the vowel with a macron and a breve above it (e.g.,
• Medial Vowels ĕ, ē). Model the sounds for students, cueing them to look at your
mouth as you say each sound. Display pictures of words that have
• Simple Word Chains either a short or long vowel sound in the medial position (e.g., bed,
bead). As you say the word, stretch out the vowel sound so students
• Reading CVC Words have more time to hear it. Have students repeat the word and then
together sort the picture into the correct column (e.g., ĕ or ē).
• Consonant Digraphs
Listening Lab
• Building Words
Assign different students to each vowel sound (long and short)
and hand out a card with the vowel letter (marked with a macron
• LONG VOWEL SOUNDS
or breve). Then, say a word. Students should raise their card if the
word contains their vowel sound. Points can be earned for every
• Reversible Letters
word that matches a vowel card.
•  ords with Blends
W
& Digraphs Get Moving
Present students with words with both long and short vowel
• Word Families sounds. As students hear a word with the long sound, have them
stand up and stretch their arms out wide (long). When they hear
• Contractions a word with the short sound, have them sit down and place their
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hands together (short).

• Silent E Recognition
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Bingo
Play a game of bingo with boards that contain all vowel letters
marked with both the macron and breve. Then, say a one-syllable
Curriculum Connection word with a medial short or long vowel sound. Students should
repeat the word and mark the box that matches the vowel sound in
the word.
To review vocabulary,
place pictures of
vocabulary words
Make a Match
(single syllable only) Create four picture cards for each vowel sound (40 total) to play a
memory matching game. Have students name the picture on each
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into a paper bag. Have

students choose a card when it is turned over, and identify the medial vowel sound.
picture, label it and A match is made when a student turns over two cards with the
decide if the word has a same medial vowel sound.
long or short sound.

page 1
 CONNECTIONS Long Vowel Sounds–continued

Short and Long Vowel Sounds

Vowel Short Sound Long Sound

a back, cab, cat, clap, crab, dad, flag, hat, cage, cake, cane, cape, cave, face, game,
map, mask, mat, nap, pad, sad, snap, trap lace, lake, mane, maze, race, rake, safe,
tape, wave

e den, jet, men, neck, pen, red, ten, test, beach, beak, bean, bee, feet, leaf, leak,
web, wet meat, read, seat, seed, tea, team, tree

i big, bill, dig, fin, flip, hip, hit, lid, lip, mitt, bike, bride, dice, five, hive, kite, knife,
pig, pin, pit, ship, twig, wig knight, lime, mice, nine, pipe, price, ride

o block, cloth, dock, dog, dot, fog, frog, boat, bone, coat, cone, globe, goat,
hop, knob, lock, log, moth, pop, rock, rod, home, hose, nose, note, phone, pole,
sock, stop rope, smoke, stove

u bun, bus, cup, drum, gum, hut, jug, plum, cube, cute, mule, mute
pup, sun, truck
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page 2
 CONNECTIONS
Contractions
Phonics
Skill Sequence 1 Contractions are condensed forms of words or group of words.
Knowledge of contractions helps students to spell these words
• Letter Matching correctly and to comprehend written text that contains contractions.
• Letter Names
Classroom Ideas
• Consonant Sounds
Teach or Review
• Matching Sounds & Letters
As necessary, teach or review the concept that a contraction is
a word created by combining words together into one shorter
• Short Vowel Sounds
word. Create two words with letter tiles (e.g., was and not). Then,
push them together, remove tiles that are omitted, and add an
• Medial Vowels
apostrophe to create the contraction. Read the contraction. Then,
• Simple Word Chains use the original words and the contraction in the same sentence
to check its accuracy (e.g., I was not/wasn’t sick). Practice with
• Reading CVC Words additional contractions.

• Consonant Digraphs Act It Out

Have students “act out” contractions. Give each student a
• Building Words letter card, and have a group spell out the two words in a short
contraction (e.g., I had). Then, give one student an apostrophe
• Long Vowel Sounds card. The student with the apostrophe card should tap the
shoulder(s) of the student(s) holding up the letter(s) that the
• Reversible Letters apostrophe replaces. Those students leave, the apostrophe moves
in, and the rest line up together to create the contraction (e.g, I’d).
•  ords with Blends
W
& Digraphs Make a Match
On a set of colored index cards, write a variety of contractions
• Word Families
on one color and the two words that form the contraction on a
different color. Play a memory matching game with the cards,
• CONTRACTIONS
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pairing the contraction with the words that form the contraction.
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• Silent E Recognition
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Make & Take

On a large poster board or white board, write sets of words
(e.g., is not, I am). Then, have students place sticky notes with the
contracted form of the word (e.g, isn’t, I’m) over the words. Use this
Curriculum Connection board to review contractions with the class.

Display several different Listening Lab

contraction cards. Read aloud sentences that contain contractions. Have students
Then, ask content-area repeat only the contraction aloud (e.g., haven’t), and then ask them
questions (e.g., What to give the two words that make up the contraction (e.g., have not).
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would happen if I put Students may also record examples that have regular spellings
water in the freezer?). (e.g. I am, he had).
Students should try to
use one of the displayed
contractions when they
answer (e.g., It’d freeze).
page 1
 CONNECTIONS Contractions–continued

Contractions Chart

is - i = ‘s he’s, she’s, it’s, that’s, who’s, what’s, when’s, where’s, how’s

am - a = ‘m, are - a = ‘re I’m, you’re, we’re, they’re

will - wi = ‘ll I’ll, you’ll, he’ll, she’ll, it’ll, we’ll, they’ll

would - ould = ‘d I’d, you’d, he’d, she’d, it’d, we’d, they’d

have - ha = ‘ve I’ve, you’ve, we’ve, they’ve

had - ha = ‘d I’d, you’d, he’d, she’d, it’d, we’d, they’d

no - o = n’t haven’t, couldn’t, shouldn’t, wouldn’t, isn’t, don’t, won’t, can’t

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page 2
 CONNECTIONS
Reversible Letters
Phonics
Skill Sequence 1 The letters b, d and p are often confused because they have similar
names, shapes and sounds. Students need to automatically
• Letter Matching recognize and retrieve these letters for accurate reading and writing.
• Letter Names
Classroom Ideas
• Consonant Sounds
Teach or Review
• Matching Sounds & Letters
As necessary, teach or review the letters b, p and d, one at a time.
Say the sound of the letter clearly, without adding a vowel sound
• Short Vowel Sounds
to the end (e.g., /b/ instead of /buh/). Have students say the name
of the letter and air-write it as they say the sound. Review the b/d
• Medial Vowels
(bed) and the d/p (dip) strategies on the following page to help
• Simple Word Chains distinguish between the letters if needed.

• Reading CVC Words Scavenger Hunt

Create a “letter search” for students. Give students a sheet of paper
• Consonant Digraphs with multiple b, d, and p letters arranged randomly in a grid. Have
students circle all of the b letters, highlight the d letters and trace
• Building Words the p letters with a marker. You can vary this activity by having the
students search for letters to match sounds presented (e.g., Circle
• Long Vowel Sounds the letter that says /b/).

• REVERSIBLE LETTERS Super Sort

Give each student paper bags labeled with b, d and p and a
•  ords with Blends
W
stack of word cards starting with each letter (e.g., dip, bug, pen).
& Digraphs
Students should read the card and sort it into the correct paper
bag based on the initial letter.
• Word Families

• Contractions Word Play

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Display a word with the first letter missing (e.g., _in) and give
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• Silent E Recognition students letter tiles for b, d and p. Say the target word (e.g., pin)
© 2023 Lexia Learning LLC, a Cambium Learning® Group company

aloud. Students should choose the tile to complete the word and
then write the word. An added challenge is to include words in
which adding two or three of the letters could make a real word
(e.g., _ig: big, dig, pig).
Curriculum Connection
Bingo
Have students complete Play a game of bingo, using boards filled with the letters b, d and
a letter search using p. Students can cover a square by matching the initial sound of a
a text related to the word to the correct letter (e.g., bed, cover b). Alternatively, have
curriculum. Have students find the final sound (e.g., bed, cover d), or use words with
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students circle all of the beginning or ending blends (e.g., play, cover p).
b letters, highlight the
d letters and trace the p
letters with a marker.

page 1
 CONNECTIONS Reversible Letters–continued

Words with Initial and Final b, d, p

bag dog pan

box den pig
big dig pen
bit drum pet
bun drag plug
bat drip plan

rub pad tap

tab sad sap
web mud rip
rib dad cap
job fed hop
grab end lump
crab and jump
crib tend gasp

Strategies for b/d and d/p

This word is bed. We can think of the word as looking like a

bed and it can be used to help us remember the difference
between b and d. Bed begins with the sound /b/. B is the first
letter in bed. Bed ends with the sound /d/. D is the last letter
in bed.

This word is dip. Dip begins with the sound /d/ (letter d)
and ends with the sound /p/ (letter p). This word can help us
remember the difference between d and p. When something
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dips, it starts up and then goes down. The arrow on the word
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dip starts at the top of the d and dips down below the line to
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make p.
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page 2
 CONNECTIONS
Silent E Recognition
Phonics
Skill Sequence 1 When a silent e occurs after a single consonant at the end of a
syllable, it usually makes the first vowel sound long, as in the word
• Letter Matching time. Knowledge of the silent e syllable type helps students apply
word attack strategies for reading and spelling.
• Letter Names

• Consonant Sounds Classroom Ideas

• Matching Sounds & Letters
Teach or Review
• Short Vowel Sounds As necessary, teach or review that an e after a consonant letter at
the end of a word is often silent; it makes the first vowel sound
• Medial Vowels long. Display and read a CVC word (e.g., hop). Then, add an e and
read the new word (e.g., hope), explaining that the middle vowel
• Simple Word Chains now makes a different sound. Finally, give students pairs of CVC
and silent e word cards (e.g., tap/tape). Have students hold up the
• Reading CVC Words word cards to match words they hear.

• Consonant Digraphs Listening Lab

Give each student a card with a silent e on it. Tell students to listen
• Building Words
for words with a long vowel sound and hold up their silent e card
when they do. If a word has a short vowel sound, they should stay
• Long Vowel Sounds
as still as a statue. Stretch out each vowel sound as you present
words to students.
• Reversible Letters

•  ords with Blends

W Make a Match
& Digraphs Provide students with word cards for a variety of short vowel and
silent e word pairs (e.g., not/note). Have students sort the words
• Word Families into short vowel words and silent e words. Then, have them play
a memory matching game to pair each short vowel word with its
• Contractions silent e counterpart. Students should read the words and explain
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why the vowel sound is long or short.

•
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SILENT E RECOGNITION
Word Play
Say a closed syllable word (e.g., plan) and have students identify
the vowel sound. Then, have them substitute a long vowel sound in
Curriculum Connection the word (e.g., plane). Work together to spell each word in the pair,
and use pairs of words in an oral sentence.
Have students go on a
silent e treasure hunt.
Go Fish
Ask them to find a certain Create a deck of cards with short vowel and silent e word pairs
number of silent e words for students to play a version of Go Fish. Students should try to
collect pairs (e.g., twin/twine). When all cards have been matched,
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in the classroom (on

walls, in resources). Once challenge students to generate oral or written sentences that use
students have finished both words in each pair.
looking, they should
share their findings.

page 1
 CONNECTIONS Silent E Recognition–continued

Short Vowel and Silent e Word Pairs

tap/tape cut/cute

rip/ripe kit/kite

tub/tube pet/Pete

fin/fine Tim/time

hop/hope rob/robe

hid/hide plan/plane

cub/cube spin/spine

bit/bite slid/slide

Cam/came slop/slope

plum/plume glob/globe

shin/shine scrap/scrape

Additional CVCe and CCVCe Words

CVCe Words CCVCe Words

bake cake flake flame

fade fame grade plane

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lane gate state twine

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dine hike pride slide

nine safe trade crate

bone home slate grime

vine tide grape prime

dome cute crate spine

cube mule bride stone

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zone wake slope clone

page 2
 CONNECTIONS
Word Families
Phonics
Skill Sequence 1 Word families are sets of words that contain the most frequently
used ending letter patterns (e.g., -ump, -old). Knowledge of word
• Letter Matching families increases fluency in reading as well as accuracy in spelling,
particularly of words with irregular patterns.
• Letter Names

• Consonant Sounds Classroom Ideas

• Matching Sounds & Letters
Teach or Review
• Short Vowel Sounds As necessary, teach or review the concept that words in a word
family end with the same sounds and the same letters. Then,
• Medial Vowels display words from the same family (e.g., cold, gold, sold). Give the
pronunciation of the ending letters, and point to each word as you
• Simple Word Chains read it aloud. For irregular families, like -old, explain that the letters
do not follow the closed syllable, short vowel pattern. Review
• Reading CVC Words additional families and have students sort word cards by family.

• Consonant Digraphs Listening Lab

Give students note cards with different word family ending letters
• Building Words
(e.g., -ang, -ull). Read a selection of different sentences. If students
hear a word that belongs in one of their word families, they should
• Long Vowel Sounds
raise their card and share the word.
• Reversible Letters
Make a Match
•  ords with Blends
W Create a deck of cards that contains pairs of words from different
& Digraphs families. Have students practice reading the words aloud,
identifying the word family for each one. Then, students should
• WORD FAMILIES play a memory matching game. A match is made with two cards
from the same family.
• Contractions
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Word Play
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• Silent E Recognition
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Provide students with a selection of consonant letter tiles

facedown, as well as a number of cards that contain different word
families (e.g., -all, -ang). Then, have each student flip a letter tile,
blend it with one of the word families, and read the word aloud.
Curriculum Connection Students should continue until all letter tiles have been used to
create real words.
As you read to students,
point out word family
Get Moving
examples. Then, ask Have each student choose a word from one of three word families
students to generate to write on a note card. Then, students should sort themselves into
word family groups without saying anything but the word written
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at least two additional

words from the same on their card. Challenge each student group to write a story or
family. Record words poem that uses all their words.
on chart paper or a
word wall.

page 1
 CONNECTIONS Word Families–continued

Word Families

-ing bring, king, ring, sing, sling, spring, -ang bang, fang, gang, hang,
sting, string, thing, wing rang, sang

-ump bump, clump, dump, grump, -ull bull, full, pull

hump, jump, lump, pump,
stump, thump

-unk bunk, chunk, clunk, dunk, hunk, -ild child, mild, wild
junk, skunk, stunk, sunk, trunk

-ick brick, chick, click, kick, lick, pick, -ind blind, find, grind, kind,
quick, sick, stick, trick, thick mind, wind

-all ball, call, fall, hall, mall, small, stall, -old bold, cold, fold, gold, hold,
tall, wall sold, scold, told

-ank bank, blank, drank, plank, rank, -ost ghost, host, most, post
sank, stank, tank, thank, yank
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page 2
 CONNECTIONS
Words with Blends & Digraphs
Phonics
Skill Sequence 1 Consonant digraphs (e.g., sh) are two letters that represent one
sound, whereas consonant blends (e.g., spr) are clusters of two
• Letter Matching or three letters that retain their original sounds. Knowledge of
consonant blends and digraphs improves students’ ability to apply
• Letter Names
phonic word attack strategies for reading and spelling.
• Consonant Sounds

• Matching Sounds & Letters Classroom Ideas

• Short Vowel Sounds Teach or Review

As necessary, teach or review the concept that a consonant
• Medial Vowels
digraph is two letters that team together to make only one sound,
whereas a consonant blend is a cluster of letters where each letter’s
• Simple Word Chains
sound is heard. Review examples of words that contain blends
and digraphs. Then, give students a card with a particular blend or
• Reading CVC Words
digraph. Say a variety of words. If students hear a word with their
blend or digraph, they should hold up their card.
• Consonant Digraphs

• Building Words Make a Match

Create consonant digraph or consonant blend dice (i.e., one
• Long Vowel Sounds digraph or blend on each face). Distribute the dice, as well as
picture cards, to pairs of students. For each turn, a student should
• Reversible Letters roll the die, say the sound(s) rolled, and select a picture that begins
with the sound(s). Continue until all cards have been collected.
• WORDS WITH BLENDS
& DIGRAPHS Beat the Clock
Provide students with cards that contain words with different
• Word Families consonant digraphs or consonant blends. Students should flip
through the cards and read the words as quickly and accurately as
• Contractions
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they can. Then, they should select one or two cards to write sentences.
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• Silent E Recognition
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Word Play
After students have learned more than one consonant digraph or
consonant blend, contrast pairs of sounds (e.g., sh and wh). Then,
display ending letters (e.g., -ip and -am) and dictate words for
Curriculum Connection students to spell (e.g., whip, ship, sham, wham).

Select brief sentences Super Sort

from content-area Reinforce the difference between consonant digraphs and
material. Read each consonant blends. Provide students with word cards and have
aloud to students. Ask students highlight digraphs in one color and blends in another.
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them to identify any Then, they can sort the cards into two groups (blends/digraphs). As
words with consonant an added challenge, include words with both digraphs and blends
digraphs and/or (e.g., flash) and have students sort these words into a separate pile.
consonant blends. Then,
work together to spell
each word.
page 1
 CONNECTIONS Words with Blends & Digraphs–continued

Words with Consonant Blends

Words with Initial s-Blends scab, scan, scat, skid, skim, skip, skit, slam, slap, sled, slim, slip,
slob, slot, slug, smog, snap, snug, spin, spot, stem, step

Words with Final s-Blends cast, fast, last, past, best, nest, pest, rest, test, vest, west, fist, list,
mist, cost, lost, dust, gust, just, must, rust, ask, mask, task, desk,
disk, risk, gasp

Words with r-Blends brag, bran, brat, crab, crib, crop, drag, drip, drop, drum, frog,
grab, grin, grip, press, trap, trip, trot

Words with l-Blends bled, blob, blog, blot, clam, clap, clip, club, flag, flap, flat, flip,
flop, glad, plan, plot, plug, plum, plus, slam, slap, sled, slim, slip,
slob, slot, slug

Words with Consonant Digraphs

Words with ch chat, chill, chin, chip, chop, chug, much, rich, such, bench, inch,
pinch, bunch, lunch, munch, punch, catch, hatch, match, patch,
fetch, ditch, itch, pitch

Words with sh shag, shed, shell, shin, ship, shop, shut, cash, dash, hash, mash,
rash, sash, mesh, dish, fish, wish, gush, hush, mush, rush

Words with th than, that, them, then, thin, thud, bath, math, path, with, moth

Words with wh when, whiff, whip, whiz

Words with -ck back, pack, sack, tack, deck, neck, peck, kick, lick, pick, quick,
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sick, tick, dock, lock, rock, sock, buck, duck, luck, tuck
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page 2
 CONNECTIONS
Sentence Comprehension
Comprehension
Skill Set 1 Sentence-level comprehension is critical for understanding connected
text. As students build decoding skills and begin to recognize
• Print Concepts sentence-level context clues, they begin to read for meaning, develop
(Oral Language)
their reading comprehension skills, and build their knowledge base.
• Picturing Keywords
(Oral Language) Classroom Ideas
• Picturing Stories
Teach or Review
(Oral Language)
As necessary, teach or review the concept of a sentence,
• Sequencing emphasizing the importance of understanding the meaning of an
(Oral Language) entire sentence when reading. Use a simple example, such as Kim
got on a ____ (bus/red), and model how you would determine the
• Understanding Phrases meaning and identify the correct word to complete the sentence.
Discuss what it may be about and try each of the answer choices in
• SENTENCE COMPREHENSION the sentence blank. Choose the word that makes sense and discuss
why. Have students draw a picture to match the sentence.
• Sequencing Sentences
Mystery Word
• Sentence Building Pick one or more pages from a familiar big book. Mask out key
words in some of the sentences, with no more than one word
• Sentence Structure missing per sentence. Read word choices for each sentence to
students and then have them choose the word to fit and explain
• Grammar Concepts
their reasoning. After the text on a page is complete, read the page
aloud together.
• Signal Words
Listening Lab
Read a brief passage to students that includes some words that do
not make sense. Have students give a thumbs-down if they hear a
word that is illogical and suggest an alternative.
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Curriculum Connection
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Art Studio
© 2023 Lexia Learning LLC, a Cambium Learning® Group company

To review vocabulary, Present one of three different decodable sentences to different

orally present definitions students (e.g., A wet dog is on the rug, A big cat is on the bed, A
for content-area red bug is in a net). Have students work independently to read and
vocabulary words with illustrate their sentence. After completing their illustrations, students
key words omitted. should find other students that have illustrated the same sentence.
Challenge students to To challenge students, distribute three sentences with only a slight
identify and generate variation between them (e.g., A mad/hot/wet pig is in the pen.).
words to complete
the definitions. Bingo
Give each student a bingo board with decodable words or pictures
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and review each. Then, read a series of sentences with one word
missing. Students should place a token on the word or picture that
could complete the sentence.
 CONNECTIONS
Long Vowel Teams
Phonics
Skill Sequence 2 Two consecutive vowels that combine to make the long sound of the
first vowel are called long vowel teams. Knowledge of long vowel
• LONG VOWEL TEAMS teams and the vowel combination syllable type helps students apply
word attack strategies for reading and spelling.
• Silent E Construction

• Two Syllable Words Classroom Ideas

• Vowel-r Combinations
Teach or Review
• Vowel Combinations As necessary, teach or review the concept that two consecutive
vowels can team together to make one long vowel sound.
• Advanced Word Chains Introduce one vowel team at a time with a keyword (e.g., ay:say),
emphasizing the sound that it makes. Read the word with students,
• Multi-Syllable Words and then use letter tiles to spell similar words (e.g., way). As you
create each word, have students take turns touching the tiles that
• Hard and Soft C & G make the vowel sound.

• Syllable Division Super Sort

Give students a set of note cards that name words with vowel teams
• Spelling Generalizations
(e.g., pain, gray, heal, feed, float, hoe). Ask students to sort the words
& Rules
into groups according to the sound that the vowel team makes (e.g.,
pain/gray, heal/feed, float/hoe) and read each word. Then, challenge
• Irregular Plurals & Verbs
students to create oral sentences that use both words.

Brainstorm
Select one vowel team and have students brainstorm phrases to
Curriculum Connection write and illustrate. For example: eat a pea, a real treat, a meal
of meat, the seal on the beach. Scaffold this activity by dictating
Provide students with phrases to students.
a content-relevant
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Mystery Word
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passage. Have students

read it silently, making
© 2023 Lexia Learning LLC, a Cambium Learning® Group company

Guide students to choose from two vowel teams (e.g., ie/ee) to

sure to locate and complete the spelling of a word. Use a letter tile to display the
highlight any words initial and/or final consonant. Say the word in context and have
that contain long vowel students repeat the word. Then, students should choose the vowel
teams. Share students’ team that matches the vowel sound and write the complete word.
findings. Then, read the Sample words: b__ (bee), l__ (lie), __l (eel), s__ (see), d__ (die), f__t
passage aloud together. (feet), gr__f (grief).

Bingo
Provide each student with a bingo board of vowel team words.
Alternatively, dictate words to students and have them create their
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own board. Then, give them directions such as, “Cover a word that
contains a long o sound.” Once students earn bingo, they should
read the words that they covered.

page 1
 CONNECTIONS Long Vowel Teams–continued

Long Vowel Teams

Long Vowel Team Sound Sample Words

bait, braid, brain, chain, drain, hail,

ai (usually in middle of a word) long a nail, pail, pain, sail, sprain, stain,
tail, wait

bay, clay, day, fray, gray, hay, lay,

ay (usually at end of a word) long a may, pay, play, pray, say, spray,
stray, sway, tray, way

beach, beak, beam, beat, dream,

ea long e heal, leap, leash, neat, reach, real,
speak, squeak, teach

deep, feed, green, keep, meet,

ee long e queen, sheep, sheet, street, sweet,
three, weed, wheel

ie long i die, lie, pie, tie

boat, croak, foal, float, goal, goat,

oa (usually in middle of a word) long o load, loaf, roam, roast, soap, toad,
throat

oe (usually at end of a word) long o doe, foe, hoe, toe, woe

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Printed by Class Demo.

page 2
 CONNECTIONS
Silent E Construction
Phonics
Skill Sequence 2 When a silent e occurs after a single consonant at the end of a
syllable, it usually makes the first vowel sound long, as in the word
• Long Vowel Teams time. Knowledge of the silent e syllable type helps students apply
word attack strategies for reading and spelling.
• SILENT E CONSTRUCTION

• Two Syllable Words Classroom Ideas

• Vowel-r Combinations
Teach or Review
• Vowel Combinations As necessary, teach or review the silent e syllable type. Display a
CVC word (e.g., hop) and ask students to read the word. Then, add
• Advanced Word Chains an e and have students read the new word (e.g., hope). Show other
CVC and CVCe word pairs and ask students to say the vowel sound
• Multi-Syllable Words and read the word.

• Hard and Soft C & G Pair Share

To help distinguish vowel sounds in written words, have students
• Syllable Division work in pairs to annotate vowel letters. Display CVC or CVCe words.
Have students mark the short vowel in CVC words with a curved line
• Spelling Generalizations
(breve). For CVCe words, have them lightly cross through the silent
& Rules
e and mark above the long vowel with a straight line (macron). Then,
students should say the vowel sound and read the word.
• Irregular Plurals & Verbs
Word Play
Play a game in which students create real and nonsense words
by adding silent e. Give students a set of note cards with CVC
Curriculum Connection combinations (e.g., tap, lin, bit, dog, cap) along with a star-shaped
silent e card. Have students place the silent e star at the end of
Display two different each CVC word card and record the result in one of two columns:
silent e words. Have real words or nonsense words.
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students read each

word. Then, have Get Moving
© 2023 Lexia Learning LLC, a Cambium Learning® Group company

them compose an oral Have students practice spelling silent e words with extra large
sentence that relates letter tiles. Select one student to be the “Silent E Superstar,” and
one or both of the words distribute the remaining letter tiles evenly to other students.
to a content-area topic. Display a picture (e.g., a cape) and have students name the picture.
For example, if they Then, have students with the corresponding letter tiles line up to
have the words five and spell the word. As students become more proficient, add words
same, they may say that with consonant blends and digraphs.
“Five is the same as four
plus one.” Go Fish
Provide (or have students create) a deck of CVC and CVCe word
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cards to play a version of Go Fish. Students should try to collect

pairs of matching short or long vowel sounds (e.g., cat and map,
bite and hike, nut and bug, robe and poke).

page 1
 CONNECTIONS Silent E Construction–continued

Short Vowel and Silent e Word Pairs

tap/tape cut/cute

rip/ripe kit/kite

tub/tube pet/Pete

fin/fine Tim/time

hop/hope rob/robe

hid/hide plan/plane

cub/cube spin/spine

bit/bite slid/slide

Cam/came slop/slope

plum/plume glob/globe

shin/shine scrap/scrape

Additional CVCe and CCVCe Words

CVCe Words CCVCe Words

bake cake flake flame

fade fame grade plane

lane gate state twine

dine hike pride slide

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nine safe trade crate

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bone home slate grime

vine tide grape prime

dome cute crate spine

cube mule bride stone

zone wake slope clone

Printed by Class Demo.

page 2
 CONNECTIONS
Two Syllable Words
Phonics
Skill Sequence 2 There are different types of syllables, including open, closed and
silent-e, that can be combined to form two syllable words. As
• Long Vowel Teams students identify and blend syllables in two syllable words, they
learn syllable patterns that help read and spell longer words.
• Silent E Construction

• TWO SYLLABLE WORDS Classroom Ideas

• Vowel-r Combinations
Teach or Review
• Vowel Combinations As necessary, teach or review the Syllable Types on the following
page. Present a variety of syllables on cards; have students sort the
• Advanced Word Chains cards by syllable type. Then, display two syllables (e.g., pic, nic).
Model how to put them together to form a word (e.g., picnic). Have
• Multi-Syllable Words students practice combining syllables to form additional words.
Show several syllables at once (e.g., pen, pig, let), say a word (e.g.,
• Hard and Soft C & G piglet) and have students select and sequence the syllables.

• Syllable Division Word Play

Mix up and display syllable cards that can be put together to
• Spelling Generalizations
make three words (e.g., nap, kin, pic, nic, mo, tel). See how quickly
& Rules
students can combine the syllables to make real words. Challenge
them by presenting syllable cards to make four or five words.
• Irregular Plurals & Verbs
Make a Match
Play a game in which students take turns choosing two syllables
from an array and deciding whether they can be put together to
Curriculum Connection make a real word. Each player reads his or her word aloud, and, if it
is a real word, uses it in a phrase to show its meaning.
Select important terms
from math, science, Pair Share
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history, or literature. Give pairs of students note cards that contain closed syllables.
Divide the words into
© 2023 Lexia Learning LLC, a Cambium Learning® Group company

Have the students divide the deck in half, creating two piles. Then,
syllables. Distribute one have each student flip over one card from each pile (e.g., lem,
syllable card to each prob) and combine the syllables to create two different words
student. Have students (problem, lemprob). If they create a real word, they should record
find their partners (i.e., it on a piece of paper. Students should work together to collect as
the person who has the many real words as possible.
other syllable of the
important term). Once Get Moving
students have found Distribute one, single syllable card to each student (e.g., bas, ro,
their partners, they plas). Then, display a different syllable (e.g,. bot). If students are
should work together to able to create a real word by combining their syllable card with
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generate an oral sentence the displayed syllable (e.g., robot), they should read the word and
that uses their word. perform a dance move. Record the word, provide a new card to the
student, and display a new syllable.

page 1
 CONNECTIONS Two Syllable Words–continued

Syllable Types for Two Syllable Words*

Within
Syllable Type Single Syllable Words Two Syllable Characteristics
Words

pub-lish, - ends with one or more consonants

Closed win, chop, draft
quin-tet, - vowel sound is short

me-ter,
- ends with a single vowel
Open go, hi, we u-nit,
- vowel sound is long
ve-to
- ends with a silent-e
mem-brane,
Silent-e grade, time, bone - vowel preceding the consonant
rep-tile
is long
*The remaining syllable types (r-controlled, vowel combination, and consonant-le) are reviewed on the
Multi-Syllable Words page.

Two Syllable Words

absent, basket, conduct, contract, discuss, disrupt, expand, insect, invent,
Closed/Closed
magnet, picnic, plastic, problem, public, sunset, until, velvet

basic, donut, even, focus, frequent, hotel, item, label, moment, music, open,
Open/Closed
pretend, protect, robot, rodent, silent, student, tulip

beside, donate, female, humane, locate, ozone, polite, profile, provide, refuse,
Open/Silent-e
revise, rotate, unite, vacate

admire, collide, combine, compose, confuse, dispose, entire, excuse, invade,

Closed/Silent-e
mistake, Neptune, reptile, suppose, tadpole
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backbone, backdrop, backlog, backpack, bathtub, bedtime, bobcat, cannot,

Two syllable catnap, checkup, clambake, cobweb, desktop, dishcloth, dustpan, fireside,
compound flagpole, handmade, handshake, himself, hotdog, inkblot, inside, lakeside,
words lipstick, nutshell, pigpen, pipeline, potluck, sideline, sunset, sunshine, timeline,
tomcat, uplift, upwind, windswept
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page 2
 CONNECTIONS
Multiple Meaning Words
Vocabulary
Skill Sequence Multiple meaning words are words that have more than one
meaning, such as pen and mine. When students know multiple
• Basic Categories meanings for words that they encounter in text, they become
flexible with language, which allows for improved fluency and
• Basic Concept Words
comprehension.
• Describing Words

• Combining Adjectives Classroom Ideas

• Categorizing Words Teach or Review

As necessary, explain or review that words may have more than
• MULTIPLE MEANING WORDS
one meaning. Discuss example words (e.g., duck, tag, fan) with
students, directly teaching unfamiliar meanings as necessary.
• Synonyms & Antonyms
Then, provide opportunities for students to decide which meaning
is being used in a particular sentence (e.g., The duck shook his
• Similes & Metaphors
feathers to dry off after going in the pond or We can hide if we
duck behind that rock).
• Idioms

• Simple Analogies Act It Out

Have students act out or illustrate two meanings for the same word
•  ffix & Root Meaning
A after reading contrasting sentences. For example: The desk is mine.
(Structural Analysis) The mine held gold. Students can challenge a partner to guess
the word.
• Academic Vocabulary
Mystery Word
• Shades of Meaning Display and read two sentences with that share a missing word.
Ask students to name the shared word that can be used to fill in
• Complex Analogies each blank. For example: Be careful when you _____ the street.
People frown when they are _____. (cross) Then, have students
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illustrate both sentences with contrasting pictures.

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Pair Share
Curriculum Connection Provide students with a known word (e.g., staple). Discuss a
common definition of the word; then, in pairs or trios, have
Support students in students generate other meanings, consulting resources as
keeping track of multiple necessary. Finally, discuss students’ findings as a group, taking
meaning words in their time to generate illustrative sentences.
vocabulary journal. They
could make note of Make a Match
multiple meaning words Create, or have students illustrate, pairs of cards to tell or show two
the class studies, along meanings of a word. Use cards to play a matching game. Students
with their meanings,
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should collect both pictures for a word and give a verbal definition
pictures that represent of each picture.
those meanings, and
example sentences.

page 1
 CONNECTIONS Multiple Meaning Words–continued

Multiple Meaning Words: Set 1

Word First Definition Second Definition

pen a writing tool a closed area where animals live

top a spinning toy the highest part of something

cast a hard covering for a broken bone a group of actors

rock a stone to move back and forth

ship a large boat to send something by mail

shed a small building for storing things to lose or fall off

note a symbol that shows a sound in music a short letter

to move your hand to say hello

wave a curved, moving line of water
or goodbye

trunk a large chest or box an elephant’s nose

stick a small branch from a tree or bush to join two things together

Multiple Meaning Words: Set 2

Word First Definition Second Definition

glass a hard, clear material used in windows a container to drink from

park an area of land used for enjoyment to place or leave a vehicle

spring season between winter and summer to move or jump upward or forward

hard, pointed body part of

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horn brass musical instrument

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some animals
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play a performance participating in an activity for fun

calf part of the back lower leg a baby cow

draft a current of air a version

a place where people are tried

court an area used for certain sports
for crimes

school a group a place where students learn

toast a cooked slice of bread a speech made during dinner

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page 2
 CONNECTIONS
Sequencing Sentences
Comprehension
Skill Set 1 Sentence sequencing is critical to the development of reading
comprehension. As students read and sequence sentences,
• Print Concepts they learn concepts such as first, next, and last and build their
(Oral Language)
understanding of text structure.
• Picturing Keywords
(Oral Language) Classroom Ideas
• Picturing Stories
Teach or Review
(Oral Language)
As necessary, teach or review the concept of sequencing (i.e., putting
• Sequencing things in the order they happen). Model, using three brief sentences,
(Oral Language) how to sequence a brief story. Read the story and ask students to
create a picture in their mind of what is happening. Have students
• Understanding Phrases explain who or what the story is mainly about, and then ask them to
retell the story in their own words.
• Sentence Comprehension
Art Studio
• SEQUENCING SENTENCES Display three brief sentences for students. Read the sentences
aloud together, and then have students work together to figure
• Sentence Building out how the sentences should be organized. After, have students
create a quick illustration for each sentence. Students should retell
• Sentence Structure the story using their pictures as cues.
• Grammar Concepts
Show & Tell
Have students practice sequencing by using words such as first,
• Signal Words
next, and last to describe or explain a familiar process (e.g., getting
ready for school). Then, ask other students to explain how their
process is different (e.g., I get on a bus instead of walking to school).

Brainstorm
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Curriculum Connection
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Provide simple, decodable sentences to students. The sentences

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should be the first and third events in a sequence (e.g., Tim got up;
To reinforce the concept Tim got on the bus). Have students generate ideas for events that
of sequencing, have could come in the middle. Support students in recording the ideas,
students work together to if necessary. Students may then share their completed sentence sets.
sequence ideas related
to classroom routines Act It Out
or related to content Show students a wordless picture book or comic strip, or a
in math, history, and brief cartoon. Have students practice retelling the events of the
science. For example, narrative, using words such as first, next, and last. Alternatively,
students can use students may act out the important events, making sure to put
sequence words as they them in the correct sequence.
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discuss the class’s daily

routine, the events in a
historical timeline, or the
steps in an experiment.
 CONNECTIONS
Vowel-r Combinations
Phonics
Skill Sequence 2 Syllables that contain the ar, or, er, ir, and ur letter patterns are called
vowel-r syllables. Knowledge of vowel-r sounds and the vowel-r
• Long Vowel Teams syllable type helps students apply word attack strategies for reading
and spelling.
• Silent E Construction

• Two Syllable Words Classroom Ideas

• VOWEL-R COMBINATIONS
Teach or Review
• Vowel Combinations As necessary, teach or review the concept that when a vowel is
followed by an r, the vowel makes a sound that is different from
• Advanced Word Chains the short vowel sound. Introduce one vowel-r sound a time,
emphasizing the difference between the short vowel sound and
• Multi-Syllable Words the vowel-r sound. Have students repeat each sound and read
words with each vowel-r sound.
• Hard and Soft C & G
Listening Lab
• Syllable Division If students have difficulty discriminating and producing words
with vowel-r sounds, have them watch your mouth as you say each
• Spelling Generalizations
sound (/ar/, /or/, /er/). Then, have them echo the sound as they
& Rules
look in a mirror. Practice saying a variety of vowel-r words, and
move on to phrases as necessary (e.g., smart shark, worn thorn).
• Irregular Plurals & Verbs
Super Sort
Give students vowel-r words of each type (e.g., harp, torn, burn,
perk, bird). Have them sort the words into five groups (ar, or, ur, er,
Curriculum Connection ir), and read the words to a partner. Then, have students choose
one word from each group and compose sentences. Challenge
Provide students with them to use more than one vowel-r word per sentence.
a content-relevant
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Mystery Word
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passage. Have students

read it silently, making
© 2023 Lexia Learning LLC, a Cambium Learning® Group company

Display two single-syllable words that are each missing the vowel
sure to locate and sound (e.g., sh_p, c__n). Give students letter tiles for the short
highlight any words vowels and single tiles for the vowel-r patterns. Say words (e.g.,
that contain the vowel-r shop, corn) and have students identify the letter tile to complete
pattern. Share students’ words. Students should then write both words.
findings. Then, read the
passage aloud together. Phrases & Sentences
Give each student two words that contain a vowel-r pattern (e.g.,
morning/popcorn, hornet/shortcut). Have students identify the
vowel-r sound in each word. Read words with students and then
have them write a “can” sentence using the words (e.g., You can
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eat popcorn in the morning, A hornet can take a shortcut). They can
read their sentence to classmates, who should answer whether the
statement is true or false.

page 1
 CONNECTIONS Vowel-r Combinations–continued

Vowel-r Words
arm, art, bar, bark, barn, car, card, cart, charm,
chart, dark, dart, far, farm, hard, harm, harsh, jar,
Single Syllable ar Words march, mark, mart, park, part, scar, scarf, shark,
sharp, smart, snarl, spark, star, starch, start, tar,
yard, yarn
artist, carpet, carton, darkness, darling, garden,
garlic, harvest, market, parsnip, target, armrest,
Two-Syllable and Compound ar Words
barnyard, farmyard, sandbar, starfish, starship,
yardstick

born, cord, corn, for, fork, form, fort, horn, nor,

Single Syllable or Words north, or, porch, pork, port, short, snort, sort,
sport, storm, thorn, torch, torn, worn

correct, forget, forgot, hornet, morning, orbit,

Two-Syllable and Compound or Words organ, shortcut, shortstop, passport, pitchfork,
popcorn, porthole, windstorm
clerk, her, herd, jerk, perch, perm, term, verb,
birch, bird, birth, chirp, dirt, fir, first, girl, shirt, sir,
Single Syllable er, ir, ur Words
skirt, stir, swirl, third, thirst, twirl, whirl, burn, burst,
church, curb, curl, fur, hurt, slurp, surf, turn
burlap, burro, disturb, expert, lantern, modern,
percent, perfect, perfume, perhaps, person,
Two-Syllable and Compound er, ir, ur Words
stirrup, surprise, thermos, turnip, birdcage,
blackbird, sunburn
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page 2
 CONNECTIONS
Vowel Combinations
Phonics
Skill Sequence 2 Two or more consecutive letters that combine to make a single
vowel sound are called vowel combinations. Knowledge of vowel
• Long Vowel Teams combinations and the vowel combination syllable type helps
students apply word attack strategies for reading and spelling.
• Silent E Construction

• Two Syllable Words Classroom Ideas

• Vowel-r Combinations
Teach or Review
• VOWEL COMBINATIONS As necessary, teach or review the concept that certain letters can
team together to make one vowel sound. Introduce one vowel
• Advanced Word Chains combination at a time, emphasizing the sound(s) that it makes.
Read a word with students (e.g., joy) and then use letter tiles to
• Multi-Syllable Words spell similar words (e.g, boy). Have students point to the letter tiles
that make the vowel sound.
• Hard and Soft C & G
Show & Tell
• Syllable Division Display a list of vowel combination words. Invite student “teachers”
to underline each vowel combination, say the sound, and then read
• Spelling Generalizations
each word. Cycle through the words with students until they can
& Rules
read them easily and accurately.
• Irregular Plurals & Verbs
Super Sort
For vowel combinations with more than one sound (e.g., oo), give
students word cards that use both sounds (e.g., tool, hook). Have
students read and sort the words. Challenge students to use pairs
Curriculum Connection of words from their sort in the same oral sentence (e.g., I hung
my tool on the hook). This may also be done with different letter
Compose a list of combinations that make the same sound (e.g., oy, oi).
questions about content
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Word Play
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that students have

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learned (e.g., How does Create a die with different vowel combinations on each side. Have
sound travel?). Have students roll the die and generate a word that contains the sound
students highlight any that was rolled. Alternatively, provide students with a list of words
vowel combination with vowel combinations. Have them roll the die, find and circle a
words in the questions word with the combination rolled, and read the word aloud.
before they compose
their answers. Mystery Word
Give students vowel combination word cards (e.g., night, light,
down, town, grow, out, high). Challenge students to combine the
cards to create compound words. Students can select words and
generate a sentence or riddle (e.g., What might you do to clothes
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after a few years? Outgrow them).

page 1
 CONNECTIONS Vowel Combinations–continued

Vowel Combinations

Vowel Combination Sound Sample Words

oo as in tool boost, hoop, mood, smooth

oo
oo as in took crook, hook, wood, wool

ow as in grow blown, crow, row, throw, tow

ow (can be anywhere in a word)
ow as in cow drown, now, plow, scowl, wow

ou (usually at beginning or in middle of a word) ou as in cloud foul, mound, ouch, pout, trout

oi (usually in middle of a word) oi as in coin broil, join, moist, oil, point, soil

oy (usually at end of a word) oy as in boy coy, joy, ploy, Roy, soy, toy

ea ea as in head breath, meant, sweat, wealth

igh igh as in night bright, high, sigh, slight, thigh

eigh eigh as in eight freight, neigh, sleigh, weight

ie ie as in brief fierce, piece, shield, thief, yield

ue (usually at end of a word) ue as in blue clue, due, glue, hue, true

ew as in blew chew, crew, new, stew, threw

ew (usually at end of a word)
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ew as in few pew
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au (usually at beginning or in middle of a word) au as in fault haul, haunt, launch, taunt, vault

aw (can be anywhere in a word) aw as in jaw bawl, drawn, shawl, thaw, yawn

football, bookmark, jawbone, goodnight, snowball, snowman,

Compound words that
downtown, footprint, rowboat, doghouse, fishbowl, outside, nightgown,
include Vowel
classroom, broomstick, toothpick, homeroom, playground, cookout,
Combinations
teaspoon, toothpaste, outgrow, toolbox, groundhog
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page 2
 CONNECTIONS
Categorizing Words
Vocabulary
Skill Sequence Categorizing involves grouping things that are alike in some way.
As students categorize and identify relationships between
• Basic Categories words they read, they broaden their vocabulary, learn to make
generalizations, and build their comprehension.
• Basic Concept Words

• Describing Words Classroom Ideas

• Combining Adjectives
Teach or Review
• CATEGORIZING WORDS As necessary, teach or review the concept of categorizing. Present
decodable words to students, such as cat, dog, hop, and run.
• Multiple Meaning Words Have students read words and then sort words into two different
categories. Have students label the categories (e.g., animals and
• Synonyms & Antonyms actions) and then list additional words to fit each group.

• Similes & Metaphors Tell Me More

Display decodable words, such as those listed on the following
• Idioms page, that belong to one category. Have students read each word
and label the category. Encourage students to tell why each word
• Simple Analogies
belongs in that group.
•  ffix & Root Meaning
A
Mystery Word
(Structural Analysis)
Say four different words (e.g., ladybug, fire engine, cucumber,
• Academic Vocabulary raspberry). Ask students to explain which word does not fit with the
others (cucumber) and why (it is green, and others are red). Finally,
• Shades of Meaning ask them to name something that does fit in the same category as
the other words (e.g., grass).
• Complex Analogies
Brainstorm
Provide students with a broad category name (e.g., Food). Then,
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discuss the idea of subcategories, generating examples together

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(e.g., Vegetables, Fruits, Grains). Finally, have students suggest

Curriculum Connection examples of words that might fall within each subcategory (e.g.,
broccoli, peas, carrots). Display these words in a word web, using
As often as possible, picture cues as needed.
encourage students
to think in categories Scavenger Hunt
as they learn content- In pairs, have students participate in a word hunt. Ask them to find
area information. When words in the classroom that fit into categories (e.g., a noun, an
presenting new content, adjective, a closed syllable, a weather term). Have students record,
identify the topic or share, and compare their findings.
category for students.
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Display new vocabulary

and concepts in a word
web or category map,
using pictures or words
as appropriate.

page 1
 CONNECTIONS Categorizing Words–continued

Decodable (CVC) Words: Category Groupings

animals hog, cat, hen, rat, dog, pig, ram

kitchen items jug, can, cup, mug, pot

actions run, hop, jog, dig, rip, tug

outside items hut, fog, mud, log, sun, bug

inside items bed, tub, rug, cot, fan, mop

food nut, ham, jam, fig, bun, gum

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page 2