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Look at the surrounding words, what do you think that word is?

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What do you think it is? Take a guess and see if it makes sense.

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That word has a short /a/ sound, go back and try again.

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Stretch the sounds those letters make. Say each one, each sound. Great! Now, let's put those sounds together. What is the word?

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Teacher reading the word that the student is struggling for them.

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"My group L please come back to the table" (if its organized by only reading level)

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The word must be caterpillar, because we see a caterpillar in the picture.

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Lets break down this word into some parts that we recognize- un-pre-dict-able now blend it all back together!

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Use context clues to guess this word or the meaning

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This is a cvc word, so the vowel makes a short sound

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This is a cvc word, so the vowel makes a short sound

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Telling students to use context clues to help understand the meaning of a text

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"I'm stuck on this word. I'm going to look at the picture to help figure it out."

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How do you know that is an open or closed syllable?

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How do you know that is an open or closed syllable?

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The word is shop. Now change the /o/ to an /i/. What's your new word? Ship!

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Using sign language or any hand movement that goes with the word or phrase.

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Multi-sensory focus on the sound structure of language

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What is the pattern with all of these words? Correct, they each begin with a "sh" digraph sound.

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This week our letter is B.

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The word is pony, not horse, but you made a great guess!

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Reading the word "pony" when the word is "horse" and letting it go because it is good enough.

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demonstrating a skill and concept and then giving students time to practice

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The girl is sad about her picture becase her face is showing a frown

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The girl is sad about her picture becase her face is showing a frown

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Teaching to the whole child through visual, auditory and hands on activities to immerse the child in literacy.

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Secret password sticky note phonics skills