1. 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,

2. 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

3. /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)

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

6. 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”

7. 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 CORE TRSourcebook
Sh/ch/

8. 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

9. “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

10. 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

11. 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

12. 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

13. 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