APPENDIX A

Strategies and Skills by Level

Summary of skill focus, word study activities, and guided writing

Sound Magnetic Letters Sound Analogy Guided

Level Skill Focus
Sorts (Making Words) Boxes Charts Writing

Letters, Initial Match letters to None None Interactive

sounds, print consonants alphabet chart. writing
concepts Make first name.
Pre-A

Consonants Initial Exchange initial 2 or 3 boxes None Dictated

consonants consonants: me, go, he, sentence
A cat-fat-mat-bat so 3–5 words
1 can, map, hat

Consonants Initial Exchange 2 or 3 boxes None Dictated or

Short vowels and final initial and final at, on, am, open-ended
consonants consonants: hop, fan, sentence
B (a, o)
Short a can-pan-pat-mat- mom, dad 5–7 words
2
and o man

Short vowels Short Exchange initial, 3 boxes None Dictated or

(a, e, i, o, u) e, i, u medial, and final (CVC) open-ended
letters; include all mat, bed, did, sentence
C Hearing
short vowels: hop, fun
3/4 sounds in
sequence pot-hot-hop- 7–10 words
(CVC) mop-map-cap-
lap-lad-lid

Digraphs Initial Exchange initial, 3 boxes None Dictated or

(sh, ch, th) and final medial, and final (words with open-ended
digraphs letters; include digraphs) sentences
D Endings
digraphs; break at chat, then, Include
5/6 (-s, -ing) onset and rime: with, ship, endings:
Onset/rime hop-shop-chop- such, much -ing, -s,
chip-chin-thin

Initial blends Initial Add and delete 4 boxes None 2 or 3

Onset/rime blends initial clusters; (initial blends, sentences
break at onset short vowels) B-M-E
E Endings
and rime: slip, clan, step
7/8 (-ed, -er) Facts learned
cap-clap-clip-
grip-grin-spin

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 Sound Magnetic Letters Sound Analogy Guided
Level Skill Focus
Sorts (Making Words) Boxes Charts Writing

Final blends Final Add and delete 4 boxes None B-M-E

Onset/rime blends final clusters; final blends (3 sentences)
F break at onset Facts learned
lamp, last,
and rime:
9/10 test, went, Respond to
went-wept-west- milk, jump a prompt
lest-list-limp

Initial and None Silent-e feature: 5 boxes B-M-E

cat make
final blends mat-mate- stink, grunt, (4 sentences)
Silent e mane-man stomp chat shake Somebody-
G
Wanted-But-
11/12 spat snake So (SWBS)
spam grape Respond to
a prompt

Vowel teams None Vowel patterns: None B-M-E

eat day
ee, ar, ay, oa, cow-clown- (5 sentences)
or, all, ow crown-crowd beat gray SWBS
H–I
(cow) Break at onset Problem-
13–16 seating stayed
Endings and rime: Solution
(cl-own) cheater prayed Respond to
a prompt

Vowel teams None de-light-ful None Five-Finger

rain out
ou, ew, ight, e-nor-mous Retell
aw, ai, oi, ow stain about Character
(low) analysis
sprain shouted
Make and Main idea/
break a big brainy ground details
J+ word Summary
17+ Compare/
hop hopping contrast
stop stopping Cause-effect
Question-
clap clapping
Answer
hug hugging Respond to
a prompt

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 Use these charts to plan your lessons and guide acceleration decisions.

Strategies and Skills for Pre-A

Work With Work With Read and Interactive

Letters and Names Sounds Discuss Books Writing

• Learn letter names
• Link letters to
picture concepts
• Learn letter sounds
• Visual memory for
first name
• Visual scanning left
to right
• Letter formation
• Foundational skills
• Hear syllables
• Hear rhyming words
• Hear initial consonants
• Link sounds to letters
• Oral language • Hear sounds in words
• Vocabulary • Link sounds to letters
• Left-to-right • Form letters
directionality • Space between words
• One-to-one matching • One-to-one matching
• Concept of letter
and word
• Concept of first and
last letter/word
• Attend to print
• Period at the end of
a sentence

Strategies and Skills for Level A

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• maintain one-to-one Initial Change initial 2 or 3 boxes Dictate a

on one line of print. consonants consonant: sentence with
• use meaning to • go-no-so S O 3–5 words.
Choose 2
predict, monitor, • cat-hat-mat-pat
(see pages me, we, he, go, no
self-correct. Examples:
38–39; 81) • me-he-we-be
• read and write about m a p I like pizza.
Examples • hop-mop-top-cop
10 words. I see the turtle.
of pictures • pot-lot-hot-dot map, can, dad
• firm up letter to sort for My mom is nice.
knowledge. • pan-man-ran-fan
Dd, Hh: We can go fast.
• hear and use initial • map-cap-tap-gap
desk, duck,
consonant sounds in horse, hand • mad-had-sad-pad
reading and writing. • dog-fog-log-hog

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 Use these charts to plan your lessons and guide acceleration decisions.

Strategies and Skills for Level B

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• maintain one-to-one Short vowels Change final 2 or 3 boxes Dictate a

on two lines of print. (a and o) consonant: sentence with
• use meaning, • rat-rag-ram- a t 5–7 words.
structure, and known Choose 2 ran-rap
(see page 82) am, at, as, on, up, an Examples:
words to predict, • cat-cap-can-cab
monitor, and correct. Examples of The rat is in
• man-mat- c a t the cage.
• cross-check meaning pictures to
map-mad
and first letters with sort for a, o: cap, dog, log, mat Look at the pig in
• hat-ham-had-has the road.
prompting. hat, cat,
mop, box • hot-hop-hog
• read and write about Look at the
20 words. Change initial and big cat.
• hear and use initial final consonant: We go to the
and final consonants. • mat-map-man-pan lake to swim.
• hear and use short • sat-sad-mad-had
vowels (a and o). • dog-hog-hot-dot
• hot-cot-cop-hop

Strategies and Skills for Level C

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• use meaning, Short vowels Change initial, medial, 3 boxes Dictate a

structure, known (e, i, u) and final letters: sentence with
words, and initial • can-cap-map-mop-top r u g 7–10 words.
consonants to Choose 2 or 3
• sat-sad-mad-mud-bud bag sit Examples:
predict, monitor, and (see page 82)
self-correct. • dog-dot-hot-hop-hip hop gum Come and look
Examples of
• cross-check pictures to • ran-run-bun-bug-bag rap big at my red car.
meaning and first sort for e, i, u: • lap-lip-lid-lad-mad job wet
We will catch
letters to solve bed, leg, • got-get-net-pet-peg cab hop the big fish in
unknown words pig, lip, vet tag the lake.
• his-hit-pit-pot-hot-hop
without prompting. cup, rug
• had-hid-rid-rig-wig cap mob
• read and write about
• run-bun-bin-bit-bet rid fog
30 words.
can jog
• hear and record CVC
sounds in sequence get nod
with prompting.

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 Use this chart to plan your lessons and guide acceleration decisions.

Strategies and Skills for Level D

Picture
Students learn to . . . Making Words Sound Boxes Guided Writing
Sorts

• maintain meaning Digraphs Change initial, 3 boxes Dictate two

while solving new medial, or final sentences.
words. Choose 2 or letters. Include m a sh
3 (see pages digraphs. Examples:
• cross-check without
132–133) math shop Ben is looking for
prompting. Break at onset and
Examples rime. (ch-ip) chin this his bear. Mom
• use known parts with
of pictures said to check the
prompting. • hip-chip-chop- such dash
to sort for chair.
• attend to endings shop-ship chat dish
sh, ch, th: The man is
with prompting. • bat-bath- chop thud
ship, going to the
• blend the sounds in math-mash such shot
sheep, fire. He will get
small words. chick, • did-dish-dash- path hush the cat to come
• reread to access cheese, mash-mush-much- to him.
with chip
meaning. thumb, such

• read without think • hat-chat-chap-

pointing. chip-ship

• read in short phrases. • cat-chat-that-

than-thin
• read and write about
40 words. • map-math-
bath-bash
• use digraphs and
short vowels. • the-then-
than-that
• read dialogue with
expression.
• hear and record
sounds in sequence
without support.
• retell the story with
support.

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 Use this chart to plan your lessons and guide acceleration decisions.

Strategies and Skills for Level E

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• maintain meaning Initial Blends Change initial 4 boxes Prompt students

while using Select blends blend, medial to write about
known parts to that begin with vowel, or final c r a b the story.
solve words. the same letter. letter.
brag clip Prompt:
• cover the endings Break at onset and
to solve words. Choose rime. (gr-ab) snug clam Write a sentence
2 or 3 about the
• monitor with • bag-brag-brat- drop spun
(see pages beginning and
meaning, blends, flat-flit clap drip
132–133) another about
and endings. • lip-clip-slip-slit- crab flip the end of the
Examples of spit-spot
• read and write an sled flop story. Use the
pictures to sort
increasing number • lap-clap-slap- pictures if you
for fl, fr: grin sped
of sight words. slam-spam need help.
flower, flag, grip plot
• read familiar text • rim-trim-trip- Example:
fruit, frog flap skid
with fluency. trap-strap Bella did not
• read new text with • stub-stab-grab- want to share
some phrasing. gram-glam-glum her bone.
• read with • crab-slab-grab- She hid her bone
expression. grub-snub in the snow.
• understand simple • skin-skip-trip- Prompt:
contractions trap-clap-clip
What did you
made from known • plum-drum- learn about
words (e.g., can’t, drug-snug-snag fireflies?
didn’t, I’m, I’ll,
• step-stop-slop- Example:
you’re, we’re, isn’t
slip-blip
they’re, he’s, she’s, They have two
it’s) • win-twin-twig- wings and two
swig-swim big eyes.
• orally segment
one-syllable They light up at
words at the onset night.
and rime (st-ick).
• hear and write
a CCVC word in
sequence.

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 Use this chart to plan your lessons and guide acceleration decisions.

Strategies and Skills for Level F

Students learn to . . . Picture Sorts Making Words Sound Boxes Guided Writing

• maintain meaning Final blends Change initial letter, 4 boxes Prompt students
while using known medial vowel, or to write about
Choose 2 or 3
parts and endings to (see pages
final blend. k e p t the story.
solve new words. 132–133) Break at onset and
gust pink B-M-E
• attend to the middle rime. (s-ing)
Examples of kept fang (3 sentences)
and end of words • ask-bask-bash-
pictures to sort:
with prompting. mash band desk Prompts:
• use onsets and rimes • -mp camp, lift bang
• bang-bank-band- • Write three
to solve words with lamp, jump
land film lend sentences
prompting. • -nd band, • camp-damp- rung damp about the
• read new books with land, sand dump-lump story. Use
lung mend
greater fluency and • -ng sing, your pictures
• gang-fang-pang- mist belt
expression. bang, lung if you need
pant
sang risk help.
• use punctuation to • -st nest, • fast-last-lest-left-
read with phrasing lump dusk • What was
rest, west lent
and expression. mend sink the problem?
• -sk mask, • rang-sang-sank- How was it
• understand more land task
tusk, desk tank solved?
challenging
contractions • -nk tank, • raft-rant-pant-past- • Write three
(e.g., couldn’t, won’t, bank, junk, pest facts about
we’ll, we’ve, I’ve, pink, link • belt-bend-bent- firefighters.
who’ll, they’ll). • -ft raft, best
• hear and record final gift, lift • desk-dusk-tusk-
blends in one-syllable must
• -nt ant,
words. mint, bent • went-west-test-
tend
• -lt felt, melt,
belt, bolt • lift-lint-list-last-cast
• just-jest-rest-
• -lk milk, silk
rust-runt
• soft-sift-silt-
hilt-hint
• felt-belt-best-
bent-went
• milk-silk-silt-wilt

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 Use this chart to plan your lessons and guide acceleration decisions.

Strategies and Skills for Level G

Students
Making Words Sound Boxes Analogy Charts Guided Writing
learn to . . .

• maintain Initial and 4 or 5 boxes Silent-e rule Prompt students

meaning while final blends Easy (Rime is constant.) to write about
solving new • cash-clash-
c r a sh the story.
words using hot hope
clasp-clamp- B-M-E
known parts, cramp t w i s t spot rope (3–5 sentences)
endings, and
• band-brand-
familiar rimes. trot slope SWBS
bland-blank- brand blank
• read new blink clank cramp The lion wanted
books with slot mope
• lush-blush- crash flash to eat the rabbit,
greater but a deer came
brush-crush- grand grasp Harder (Rime changes,
fluency and by, so the lion let
crust-crest- but vowel sound is
expression. plant shaft the rabbit go.
chest constant.)
• break words smash stamp
• pit-spit-split- Problem-
apart. champ clamp
splint-sprint cat came Solution
(Discourage
• think-chink- clash plump What was the
letter-by-letter chat shame
sounding!) shrink-rink- skunk slump problem? How
risk sling stump flag quake was it solved?
• monitor by
attending to • ran-ranch- stung thump Question-
clam brave
the middle and branch- trunk trust Answer
end of words. brunch
crust grump Hardest (Rime and Write questions
• use analogies • went-west- vowel sounds change. that were
grunt stunt
to problem- wept-swept- Students sort words by answered in the
crept blush brush
solve during short- and long-vowel book and answer
writing with crush flush sound.) the questions.
Silent-e rule
prompting munch lunch
• hat-hate- Facts
(e.g., If you bunch crunch cat cake
mate-mat-rat- What did you
know like, you (short) (long)
rate learn from
can write hike).
• pal-pale-pane- slap grape reading this
• hear and
pan-man- book?
record initial twig spoke
mane
and final Picture prompt
blends in one- • slid-slide- shut bride
slime-slim- Choose your
syllable words. favorite picture
dim-dime
• apply the and write three
silent-e sentences
rule with about it. Include
prompting. details.

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 Use this chart to plan your lessons and guide acceleration decisions.

Strategies and Skills for Levels H and I

Students
Making Words Sound Boxes Analogy Charts Guided Writing
learn to . . .

• maintain Silent-e rule 5 boxes Vowel teams Students write in

meaning while • came-same- ee, ar, ay, oa, or, all, ow response to the
quickly solving shame-sham- s p l i t (cow) teacher’s prompt.
new words using ham
car cow B-M-E
a variety
• hop-hope- s c r u b (5 sentences)
of strategies.
slope-slop- far now
• read new books shop See examples listed Track a
with greater for Level G. card plow Character’s
• rip-ripe-gripe-
fluency. Feelings
grip-grim- started crowd
• use analogies grime When students How did the
to problem- can write a word character feel at
solve during Vowel patterns see for the beginning,
phonetically,
reading with • day-say-stay- including blends, middle, and end?
tree fort
the teacher’s slay-play-pray sound boxes are no What events
support. longer necessary. sweep sport caused those
• car-cart-chart-
• learn vowel feelings?
charm-harm
patterns during sleeping stormy
• see-seed- In the beginning
reading and Kenny was
weed-week-
writing with boat all excited to help
cheek-creek-
support. ee, ar, the farmer. In the
creep float tall
ay, oa, or, all, middle Kenny
ow (cow) • boat-boast- was sad that the
coast-coach- coach stall
• apply the silent-e pig didn’t want to
roach-roast be petted. At the
rule in writing toaster smallest
with a little • for-fork-pork- end Kenny was
prompting. porch-scorch happy he found
To increase the
• cow-clown- a stick to scratch
challenge, include
crown-crowd the pig.
words with initial
blends and endings.

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 Use this chart to plan your lessons and guide acceleration decisions.

Strategies and Skills for Level J

Students learn to . . . Making Words Analogy Charts Guided Writing

• increase reading Vowel Patterns Vowel teams Students write in

stamina. • out-ouch-pouch- ew, ou, ight, aw, response to the
• flexibly use a variety pound-round- oi, ai, ow teacher’s prompt.
of strategies to solve around Gradually increase the Five-Finger Retell
new words. • rain-train-strain- difficulty of the task by
SWBS-Then
• read new books sprain-brain-brainy using words with digraphs,
with fluency and • snow-show-shown- blends, prefixes, and Victor wanted to fly
expression, stopping grown-growth suffixes. his kite, but it was too
only to problem- small so he built his
• night-right-fright- out snow own kite.
solve.
flight-slight-slightly pout know
• use vowel patterns THEN
• oil-coil-coin-join-
in reading and sprout known Victor wanted to fly his
joint-point-pointy
writing with about blowing new kite, but it lifted
support. • few-flew-blew-brew- him to the top of the
crew-chew-chewy found unknown
• use the silent-e roof so his dad had to
feature in reading • saw-law-claw-draw- get him down.
squaw-squawk night oil
and writing with • Problem-solution
support. bright soil
• Character’s actions
• write two-syllable lightly moist (B-M-E)
words with support. mighty unspoiled • Character’s feelings
• use illustrations (B-M-E)
to determine new saw • Write facts about a
the meaning of nonfiction topic
flew claw
unknown words.
threw thaw • Important event:
• respond to a story Find the picture that
in writing with chewed drawn
shows the most
decreasing support. unscrew crawling important event
• retell a story in the story. Write
independently. about it.
• read and respond
to nonfiction.

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 Use this chart to plan your lessons and guide acceleration decisions.

Strategies and Skills for Levels K and Higher

Students learn to . . . Making Words Analogy Charts Guided Writing

• increase reading Make and Break Vowel teams Students write in

stamina. a Big Word Continue to teach response to the
• flexibly use a variety vowel teams students teacher’s prompt.
Select a multisyllabic Connect the written
of strategies to solve need to learn
word from the story. response to the
new words. e drop
comprehension focus
• read new books Make it (understand) Drop the silent e when for the lesson.
with fluency and adding a suffix that
expression, stopping Break it • Compare/contrast
begins with a vowel.
only to problem- (un-der-stand) (-ed, -ing) • Cause-effect
solve. • Character
Say it
• use vowel patterns like liked
motivation
(un/der/stand)
in reading and spike spiked • Chapter summaries
writing.
• use the silent-e Make it again choke choked • Character traits/
feature in reading evidence
Add suffixes
and writing. • Write facts about
(-ly, -ful)
• write words with a nonfiction text
two and three using text features
love lovely
syllables. (glossary, index,
real really illustrations,
• attend to prefixes
soft softly diagrams, etc.)
and suffixes in
reading and writing. care careful • Reflections and
• use vocabulary wonderings
Double the consonant
strategies to (when there is one letter • Opinion/evidence
determine the after the vowel) • Argument/evidence
meaning of
unknown words hop hopping • Describe author’s
with prompting. point of view
run running
• respond to a story • Compare/contrast
shut shutting
in writing with characters, events,
decreasing support. Do not double (when ideas from two texts
• use more complex there is more than one
comprehension letter after the vowel)
strategies.
jump jumping
• read and respond
to nonfiction and wish wishing
poetry. hold holding

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