Final /k/ Spelling Rule If the /k/ sound comes after a single short vowel, use “ck,” (e.g. pack, deck, lock tack, wreck) otherwise use the “k” at the end of the word. Peek, seek, look,

All Voiced Jaw Grading Sequence: Short: a, o, u, e, i Vowel Oral Features All Voiced Jaw Grading Sequence: Short: a, o, u, e, i No constriction in vocal tract

/J/ SOUND RULE Standard English does not use the letter “j” at the end of a word. If a word has a single short vowel and the /j/ sound is the final consonant, use “dge” (e.g., fudge, dodge, badge, ridge, edge)

Y as /i/ = 55% frequency Y as y= 44%

CLOVER C closed “cat” L consonant + “le” “bubble” O open “me” V vowel combinations “loud” E Silent “e” “bake” R r-controlled “ur, ir, er, ar, or”

CORE Continuum Single Consonants with Short Vowels Consonant Digraphs Silent “e” “y” as a vowel (e.g., happy, cry) R-controlled vowels Silent consonants (e.g., Mnemonic) Vowel Digraphs (e.g., /oo/) Variant Vowels: dipthongs e.g., /oy/ Pg. 178 CORE TRSourcebook Sh/ch/

Doubling Rule (1-1-1) 1 syllable 1 vowel letter 1 final consonant and you want to add a suffix beginning with a vowel…. Double the final consonant Run + ing= running

“F-L-S” RULE When the /f,/ /l/, or /s/ sound comes at the end of a word that has only one vowel… double the “f,” “l,” or “s.” e.g., puff, bill, pass

Common mistakes made at grade levels. Kindergarten: - staying with “letter of the week” - not blending or segmenting - not introducing vowels - introducing too many letter sounds/moving too quickly. Marianne Nice – Reading with TLC

Common mistakes made at grade levels. First Grade: - trying to address the needs of the entire class in whole group lessons - not using decodable text - not introducing multisyllable concepts Second Grade: - keeping the program going too long - avoiding work with fluency Marianne Nice – Reading with TLC

Common mistakes made in small group and individual instruction 1. Moving too quickly/too slowly 2. Moving to King Ed before CVC words and short vowels are in place 3. Transitioning to uncontrolled text too fast 4. Staying with the picture cards too long 5. Introducing the ‘2 vowels go walking’ rule before establishing proficiency with diphthongs/vowel combinations (oi, oy, ow, ou, aw, au,oo) Marianne Nice – Reading with TLC

Common mistakes made in small group and individual sessions 6. Introducing r-controlled and blends around the same time. 7. Not using key questions 8. Not providing contrast to work through difficult concepts 9. Not integrating materials to allow for work at multiple levels in a single session 10. Staying at the single word level too long 11. Neglecting work with sight words Marianne Nice – Reading with TLC