Phonics Support Resources
Letter/Sound Procedure
Have student point to the letter and say its name.
Have student point to the picture and name it.
Have student point to the spelling and make its sound.
*Tricky sounds:
C & K have the same sound /k/
X = /ks/
Q = /kw/
Try to not add the /u/ sound to the end of the following sounds: /b/, /d/, /p/, /q/, /t/, /v/, /g/, /h/, /j/, /w/, /y/ (say them softly)
Resource: SOUND/SPELLING CARDS CHART
Decodable One on One Procedure
Have student browse book for familiar words and clues to what the story may be about.
Have student read the title and the author of the book.
Remind student to use their “reading finger” as they read.
Have student read (decode) page on their own (1st read).
If student is struggling with text and needs fluency practice, choral read page with them (trailing your voice a bit) and then gradually have your voice fall off once they are confident again (2nd read).
Have student reread page on their own for fluency (3rd read).
Each page is read three times. (Student, Together, Student).
Resource: DECODABLE READERS#1
Resource: DECODABLE READERS#2
Sight Word Procedure
Show student the word.
If student knows the word immediately with automaticity give draw a star on the card and move to the next word (once a word has five stars, it can be retired).
If Student DOES NOT know the word:
Teacher/Parent says the word.
Student repeats the word.
Student spells the word.
Teacher/Parent asks, “What’s the word?”
Student uses the word in a sentence.
Teacher/Parent says, “remember that word”.
Resource: FIRST 100 SIGHT WORDS