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COMPLETE Phonics Scope and Sequence Model 2

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0% found this document useful (0 votes)
19 views4 pages

COMPLETE Phonics Scope and Sequence Model 2

Uploaded by

Y. M.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Systematic Phonics Scope and Sequence

Suggested Scope and Sequence

While there is no universally agreed upon scope and sequence, any logically ordered sequence begins with the
most basic phonics concepts and progresses to more difficult concepts, with new learning building on prior
knowledge. Sequences vary somewhat from program to program. If you are using an explicit, systematic phonics
program it is best to follow its sequence for the order of teaching.

If you are not using a program, or if the program is not systematic enough, here is a suggested generic scope and
sequence. Note that grade levels are suggested; there are variations around when phonics programs introduce
some patterns.

Pre-Alphabetic Principle (PreK-K)

• Phonological and phonemic awareness


– Word, syllable awareness
– Sensitivity to rhyme, alliteration
– Identifying beginning phonemes

• Letter recognition, naming, and sounds

Alphabetic Principle and Phonics (K-1)

• Phonological and phonemic awareness


– Onset-rime
– Phoneme blending and segmenting

• Blending to decode and segmenting to spell one-syllable words

• Some high-frequency regular and irregular words

• Letter-sound correspondences (ordered from basic to more complex)

Consonants (K-1)
- Start with the most common consonants (b /b/, c /k/, d /d/, f /f/, g /g/, h /h/, k /k/, l /l/, m /m/,
n /n/, p /p/, s /s/, t /t/)
– Start with continuant sounds (/f/, /m/, /n/, /s/
- Then introduce the less common (j /j/, r /r/, v /v/, w /w/, y /y/, z /z/, x /ks/, q (with u) /q/)
Short Vowels (K-1)
- Begin teaching after a few common consonants
- Combine with consonants to decode CVC words (e.g., bat, nip, hog)
Basic Consonant Digraphs (K-1)
a combination of consonants that represent one unique sound, unlike the sound made by any of the
individual letters of the digraph
- ch /ch/, sh /sh/, ck /k/, th /th/ (voiced and unvoiced)
- Combine with short vowels and consonants to decode CVC words (e.g., sick, thin, shop, wish)

© 2019 Joan Sedita, Keys to Literacy


Consonant Blends: (1)
A blend is the combined sounds of two or three consonants. In consonant blends, each letter retains its
common sound. Students learn how to blend the sounds together rather than learning one new sound.
- Examples of initial consonant blends: bl-, br-, cl-, cr-, dr-, dw-, fl-, fr-, gl-, gr-, pl-, pr-, scr-, sl-,spl-,
sp-, spr-, squ-, st-, str-, sw-, thr-, tr-, tw-
- Examples of final consonant blends: -ct, -ft, -ld, -lf, -lk, -lp, -lt, -mp, -nd, -pt, -rd, -rk, -rm, -rn, -rp, -rt,
-sk, -sp, -st
- Combine with short vowels to decode CCVC or CVCC words (e.g., slip, frog, lift, camp)

ng and nk (1)
- Examples: king, song, hung, pink, sank, honk, dunk

“Floss” Rule (1)


If a single syllable short vowel word ends in f, l, s, or z double the last letter.
- Examples: stuff, cliff, fill, bill, stall, moss, kiss, glass, jazz, buzz
- There are some exceptions: If the final s makes the /z/ sound, the s is not doubled (e.g., as, is, was,
his).

Long-Vowel Sounds in Open Syllables (K-1)


- Examples: he, me, hi, no, my, o-pen, ba-by, a-pron, a-corn, i-vy, i-ris, si-lo, e-ven, be-hind, po-ny,
bo-nus, mu-sic, tu-lip
- Including y at end of a short word – Examples: my, why, by

Long-Vowel – Silent e (Vowel-Consonant-e (VCe) (K-1)


Adding an e at the end of a CVC (or CCVC) word or syllable change she vowel from a short sound to a long
sound.
- Examples: bake, brake, shame, bite, drive, shine, bone, slope, stroke, cube, crude, mute

Other Long Vowel Patterns (1)


- words with -ild,- ind, -old, -ost
- Examples: mild, child, kind, blind, cold, hold, host, most

© 2019 Joan Sedita, Keys to Literacy


Phonics (1-3)

• Phonemic awareness using letters


- blending, segmenting, manipulating

• Decoding and spelling one-, two- and multi-syllabic words

• More high-frequency regular and irregular words


• Letter-sound correspondences (ordered from basic to more complex)

Vowel Pairs (1-2)


A vowel pair is two adjacent vowels in the same syllable that represent a single speech sound. The sound
made by a vowel combination may vary.
- Basic Vowel Pairs with One Frequent Long-Vowel Sound
- Examples: ai (pain), ay (pay), ee (feet), ey (key), ie (chief), oa (boat), oe (toe),
ue (blue), au (August),
- Vowel Pairs with More Than One Frequent Sound
- Examples: ea (eat, head), oo (moon, book), ou (out, soup), ow (cow, snow)
- au and aw: Examples – pause, August, saw, claw
- Diphthongs: a sound formed by the combination of two vowels in a single syllable, in which the
sound begins as one vowel and moves toward another
- Examples of oi/oy: coin, boil, boy, toy
- Examples of ou/ow: mouse, loud, cow, brown

Vowel-r (1-2)
- /er/ spelled as er (her, bother); ir (sir), ur (fur, turtle), or (work, doctor), ear (earth, search)
- /or/ spelled as or (fork, store, morning), ore (ore, store), oor (poor, door), our (pour, four)
- /ar/ spelled as ar (car, farm, yard)

Silent Letters (1-2)


- kn (knight), mb (thumb), wr (wreck)
- vowel combinations igh and eigh words (fight, tight, sigh, eight, weight, sleigh)

Hard and Soft Sound: c and g (1-2)


- When the letters c or g are followed by the letters i, e, or y, it changes the sound from hard (c /s/,
g /g/) to soft (c /s/, g /j/).
- Examples: face, price, cent, pencil, city, icy, gist, gem, huge, gym

k/ck, ch/tch and ge/dge (1-2)

For the sound /k/ spelled as k at the end of a short word:


- If there is only a short vowel before the /k/, add c.
- Examples: tuck, lock, deck
- If there is another consonant sound after the vowel, only use k.
- Examples: milk, pink, bulk, task

For the sound /ch/ spelled as ch at the end of a short word:


- If there is only a short vowel before the /ch/, add t.
- Examples: hitch, batch, Scotch

© 2019 Joan Sedita, Keys to Literacy


- If there is another consonant sound after the vowel, only use ch.
- Examples: lunch, bench

For the sound /j/ spelled as ge at the end of a short word:


- If there is only a short vowel before the /j/, add d.
- Examples: badge, lodge, judge
- If there is another consonant sound after the vowel, only use ge.
- Examples: plunge, hinge

Advanced Patterns (2-3)

Vowel-r
- /air/ spelled as air (fair, stair), are (share, dare)
- /ear/ spelled as ear (hear, year), eer (deer, cheer)

Advanced digraphs
- wh for /hw/ (whale, which)
- ph for /f/ (phone, graph)
- gh for /f/ (laugh, cough)

Variant plurals
- f/vs (Examples: leaf/leaves, elf/elves)
- vowel changes (Examples: tooth/teeth, man/men, foot/feet)

Contractions
- does/doesn’t, we/we’re, I/I’ve

ti, ci for /sh/


- Examples: action, motion, special, musician

tu for /ch/
- Examples: picture, mixture, nature

Reading and Spelling Words with Prefixes and Suffixes (1-3)

Basic (1-2)
- suffixes: -ed, -ful, -ly, -er, -est, -ing, -s, -es
- prefixes: re-, un-, pre-

More advanced (2-3)


- suffixes: -less, -ness, -able, -ic, -tion, -able, -ible, -ous
- prefixes: mis-, dis-, trans-, uni-, bi-, tri-,
- Roots: rupt, spect, port, form, meter, graph, photo

Notes:
- Inflectional suffixes: endings that indicate tense (walked, walking, walks) and number (cats, foxes), typically taught first.
- Derivational suffixes: suffixes that change the meaning of a word or change the part of speech (happy/happily,
happy/happiness, big/biggest, act/action, rest/restful )
- Additional prefixes and suffixes may be introduced using oral language to develop vocabulary.

© 2019 Joan Sedita, Keys to Literacy

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