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Free pdf- word study with explicit examples and activities 

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Free pdf- word study with explicit examples and activities 

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2023 K-5 ELA Standards Progressions- Final SBE Approved

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Implementing a Sound Wall: Because We Need to Distinguish Between Sounds and Letters

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Implementing a Sound Wall: Because We Need to Distinguish Between Sounds and Letters

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Mary Dahlgren

Dr. Mary Dahlgren

Author and Literacy Expert

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Sound walls are becoming more common in classrooms thanks to a clearer understanding of the science of reading.

A quick search on Teachers Pay Teachers shows there is a demand for materials for sound walls, but not all the information out there is accurate. While well-intentioned, we need to understand why a sound wall is set up differently than an A-Z alphabetical word wall and how to use a sound wall effectively. The goal is to elevate daily instruction during Tier 1 by reviewing the 44 speech sounds and the options for spelling each of the sounds. By doing this daily review, it becomes automatic for students to access sounds and know how to match spelling to each sound. A confusion between letters and sounds still exists on the part of the teacher in many situations. For example, the silent letter grapheme represents the /n/. (When you see the diagonal lines with a letter in between, this represents the sound.)

Our goal is to help you transform word walls into sound walls. Many practices are being used with word walls that we can adjust to use with sound walls. Following is some advice for teachers making the change from a word wall to sound wall. These tips can be used to guide the explanation of how to set up a sound wall.

Step 1:

We begin with the speech sounds and then add the print. Phonemes can be classified by articulatory features that have to do with placement in the mouth, airflow, and voicing. Begin by talking about how your lips come together when saying the /p/. Notice what happens with your tongue when you say /l/, it is lifted in the top of your mouth behind your teeth. There is also a vibration when saying /l/, and we call that voicing. During a two- to three-week period, introduce all of the 44 speech sounds by the articulatory features.

Don't confuse this with all of the spellings of the sounds. By introducing each phoneme, you are giving students an organizational structure to understand the foundation of our language. Even in kindergarten, you are asking children to blend and segment words with all of the speech sounds. Segment the sounds in book, /b/ /oo/ /k/. You wouldn't teach students to read with /oo/, but they use the sound in their speech all of the time. Why not teach the sound explicitly and discuss how we make that sound, what it looks like, and feels like? Once the sound is obvious, it will be much easier to attach the different graphemes for reading and spelling.

Step 2: Attach a keyword to help students remember the sound.

It is unnecessary to print words on different colored paper or outline the shape of a word. Please do not do those things that distract from learning about phonemes (sounds) and graphemes (print).

Once a sound is introduced, teach the most common letter or grapheme that represents the sound. For example, after introducing /p/ teach them that is the most common spelling for that sound. This is easy initially in kindergarten but becomes more complex in first grade because children have to learn about digraphs and vowel teams that are used to spell many sounds.

Step 3: Daily review and discuss all of the sounds that have been introduced.

What are the six stop sounds? /p/, /b/, /t/, /d/, /k/, /g/

What are our vowel sounds? Ask children to repeat each vowel sound as you point to either a picture of a mouth forming that sound or a keyword that represents the sound. Find the / ā/, and what are the spellings we know for this sound? Commons spellings for / ā/ ai, ay, a_e, and a. These will be the most common spellings used in first grade. Use this information to help students attend to sounds as you are segmenting and blending words during your phonemic awareness practice. As they focus on phonemes during their phonological awareness exercises, this connection between speech and print is enhanced and elevates the understanding of how the two work together.

Step 4: Engage in activities using the sound wall.

Identify the distinguishing features of voiced and voiceless consonant phonemes; orally produce individual consonant phonemes after correct teacher modeling of the voicing distinction: /p//b/; /k//g/; /t/ /d/; /f/ /v/; /sh/ /zh/; /th/ /th/; /ch//j/; /s/ /z/

Explore the way related groups of phonemes are pronounced: stops /p/, /b/, /t/,/d/,/k/, /g/; hissy sounds /f/, /v/, /th/, /th/, /s/, /z/,/sh/; nasals /m/, /n/,

/ng/; glides /h/, /w/, /wh/, /y/; and liquids/l/ and /r/.

Play the speech-sound guessing game. Students imitate the sounds and/or look in a mirror to answer questions such as, which sound is made with the lips-/p/ or /k/? Which sound is made with the mouth wide open-/ŏ/ or /w/? Which sound is made with the tongue between the teeth-/f/ or /th/?

Say /b/, /b/, /b/, and then try saying the same sound with your lips together and popping the air out with your voice on. Now, keep doing the same thing with your lips and your breath but turn your voice off. What sound? /p/ /p/ /p/.

Do a picture sort with /p/ and /b/. In this classroom, the teacher has the students working with the confusing sounds /p/ and /b/ which are only differentiated by voicing.

Step 5: Use the sound wall for independent learning by problem solving.

When a student asks how to spell " meet," ask them to find the /ē/ and look at the choices for spelling that sound. This is much more efficient than asking them if they can find a word that sounds like or rhymes with " meet." By using a sound wall and connecting directly to the graphemes, students have much quicker access to mapping speech to print.

If a student stumbles on the word like " night" while reading, point out the and direct them to the long card on the sound wall. What do we know about this spelling and the sound it represents?

Let's keep this conversation going. Please add your comments and questions below so we can add to the understanding of sound walls at work in a classroom.

Listen to Mary's podcast about the importance of Sound Walls here.

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Implementing a Sound Wall: Because We Need to Distinguish Between Sounds and Letters

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Sound walls are becoming more common in classrooms thanks to a clearer understanding of the science of reading. We need to understand why a sound wall is set up differently than an A-Z alphabetical word wall and how to use a sound wall effectively to elevate daily instruction during Tier 1 by reviewing the 44 speech sounds and the options for spelling each of the sounds.

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Connecting Phonemes to Graphemes

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Sound Walls 101 Sounds Walls support students in understanding the connection between sounds (phonemes) and letters (graphemes). The…

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What Should Morphology Instruction Look Like?

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What Should Morphology Instruction Look Like?

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Teacher question:
Are there any resources that provide a list of morphemes to teach at each K-5 grade level? I have been looking for a definitive list of morphemes that is organized by grade level like the Fry sight word list. I often come across research about how L1 and L2 students acquire morphemes, but I am looking for a list that represents the morphemes that students will most likely see in print at each K-5 grade level. Does anything like that exist? Thank you for your time.
Shanahan's response:

The short answer to this question is, "No, I don't know of such a list."

But when have I ever been satisfied with the short answer to anything?

Let's make sure we're all in agreement as to what constitutes a morpheme? Basically, a morpheme is the "smallest grammatical unit." It isn't the same thing as a word, and yet many words are morphemes. The distinction turns on whether the unit (the morpheme or word) can stand on its own. Words have to have that kind of independence, while morphemes don't require it.

Thus, bags, trucked, running, and redirect are all words in the English language while bag, s, truck, ed, run, ing, re, and direct are all morphemes. Each morphemic unit carries meaning, but sometimes morphemes can do that independently (bag, truck, run, direct), and sometimes they need to be combined with other morphemes to be considered a word (s, ed, ing, re).

I admitted ignorance on this issue, and I've tried to turn that ignorance to your advantage. I contacted Jeffrey and Peter Bowers. Both are outstanding scholars (Jeff at the University of Bristol in the UK, and Peter at WordWorks Literacy Centre, in Ontario) who are particularly knowledgeable about teaching morphology to improve literacy. They've both published widely on the issue, and both have chided me when they felt I wasn't paying sufficient attention to how words work morphologically. These days I know no one better able to provide you with a thoughtful answer to your question, and boy was I right!

Word Matrix: a map of a word family

Word Sums: reveal underlying structure of any complex word (a word with more than just a base)

un + help + ful + ness > unhelpfulness

Here is Peter Bower's response (with my light editing)

I have no knowledge of such a list, but I wouldn't recommend one anyway.

My recommendation based on theory not direct research evidence - is that the main value comes from teaching all or many members of a morphological family at one time with the matrix and word sums (see the attached figure illustrating a matrix and word sum). In the younger grades I start with free bases [those morphemes that stand alone as words], but once that is established, I have no trouble introducing bound bases [the units that can't stand alone]. This relates to the research we cite about the value of studying meaningfully related items at one time rather than disconnected items.

Instead of a "scope and sequence" of morphemes to teach, what I recommend is starting with words in the children's vocabulary, analyzing such words to find their bases, then looking for other members of that family.

The point is not that there is a "scope and sequence" of morphemes to teach. Rather there is a kind of a "scope" of orthographic concepts that we want students to learn, and teachers can address those concepts based on whatever words are central to the readings they are introducing to the students.

A brief list of those concepts that should be taught would include:

Every word is a base or a base with something else (another base or affix)

Bases and affixes (morphemes) are the meaningful building blocks that construct words.

We can analyze complex words into constituent morphemes with word sums and show their interrelationship with a matrix.

English spelling prioritizes consistent spelling of morphemes over consistent pronunciation of morphemes. (This is why we refer to morphemes by their spelling not their pronunciation. The base of the word action is not referred to by the pronunciation of the word act. Instead it is referred to by its spelling. The base "a - c - t". This is the same as the fact that we don't refer to the <-ed> suffix by one or all of its three pronunciation, we call it by it's spelling "e-d suffix.")

Thus, we need to understand grapheme-phoneme correspondences from within the context of morphological families. (e.g. we learn the phonology of the grapheme by studying morphological families).

There are reliable conventions for the three suffixing conventions.

Studying and understanding the suffixing conventions is not primarily about improving spelling accuracy, it is about being able to analyze hypotheses about connections between words. We can test the hypothesis that has a base only if we know vowel suffixes replace final, non-syllabic s (image/ + ine -> imagine).

The "structure and meaning test": To determine that two words share a base, we need evidence from both structure (word sum) and meaning (etymology). So with the earlier example of words related to (play, playing, playful, replay, playhouse), we can prove all of those words can be analyzed with word sums with coherent affixes and bases. But we can also show that they all go back to an Old English root plegan, plegian for "frolic, move rapidly". However, the word which can be analyzed structurally turns out not to be related. It does not belong in the morphological family with the others because it goes back to a Latin root plac(ere) for "fold". So to "display" is to "unfold".

If we are going to teach children how their writing system works, we need to teach them the interrelation of morphology, phonology, and etymology. As we have pointed out, this is why Structured Word Inquiry (SWI) is not about "adding" morphological instruction to phonics instruction - its about teaching how the system works.

This is why I argue that SWI teaches grapheme-phoneme correspondences more explicitly and accurately than phonics. Phonics instruction (under the definition of associations of pronunciations and letters without reference to morphology or etymology) cannot explain the grapheme-phoneme correspondences in countless words like does or rough or every or homophones, and so on. So many people miss the absolute detail into orthographic phonology that comes with SWI.

Here are some videos to illustrate my point.

Grade 2 Morphology

A teacher showing investigations from his class.

Grade 1 Morphology

Investigating grapheme-phoneme correspondences - with the context of morphological word sums.

Kindergarten Morphology

A kindergarten lesson I taught introducing the word sum and matrix that touches on grapheme-phoneme correspondences like the pronunciation of the <-s> suffix for /z/ and /s/.

It's as simple as starting with the "known" and then expanding from that. Even if kids know all the words in a morphological family (e.g. play, playing, playful, replay, playhouse) the lesson is not about new vocabulary, but learning how word structure links words. That concept can then be applied anywhere.

The other thing I keep in mind when choosing morphological families to investigate is the orthographic concepts a family has to offer. If I've established the fact that words that share a base share a spelling and a meaning connection, then I can introduce a base like with words like actor, acting, react, and action as a way to introduce the fact that the pronunciation of morpheme might change but keep the spelling. In that way we learn the phonology of t is not the "t sound", but that the grapheme can write /t/ when that is the appropriate sound. I've attached an example of a lesson I've used for that before.

I also draw on the <-ed> suffix from early on to highlight this same concept that morphemes do not have pronunciations until they are in a word. The pronunciation of a word like is another useful one to get rid of this idea of a "t sound" since this very common pronunciation of a very common suffix is what is typically thought of the "t sound," but their ain't no /t/!

And then you also encounter words that give rise to the need to teach all the suffixing changes.

These are concepts teachers need to learn and they can bring into work with their class as they investigate words."

Shanahan again

I don't disagree with Peter on any of this, except I'm not as dismissive of the kind of list that you are requesting. I don't see it as mutually exclusive from the curriculum goals that he specified or contradictory of the kind of instruction he described.

Many teachers, when referring to morphology or "structural analysis", actually are talking about affixes alone, and not the bases. If that is the case here, there are some lists like that which present the most common prefixes and suffixes from textbooks in grades 3-9 (White, Sowell, & Yanagihara, 1989). You can easily find those lists on line and you could definitely make use of those lists to make sure that you are hitting all the notes if you do the word sums and matrixes that Peter recommends.

Otherwise, I haven't been able to come up with a graded list of bases for you to use. But I have passed your letter along to my friends at MetaMetrics (the Lexile people) and have asked if they could produce such a list from their language corpus of more than 1 billion words. Stay tuned!
See comments here ›

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What Should Morphology Instruction Look Like?

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Are there any resources that provide a list of morphemes to teach at each K-5 grade level? I have been looking for a definitive list of morphemes that is organized by grade level like the Fry sight word list.

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Decodable texts/skills linked by publisher

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Key Concept Bundles for K-5 Literacy Standards (2023)

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Key Concept Bundles for K-5 Literacy Standards (2023)

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Key Concept Bundles for K-5 Literacy Standards (2023)

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Frequently Asked Questions About the New K-5 Standards

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Frequently Asked Questions About the New K-5 Standards

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Kindergarten Learning Target Activities 2023

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Six Hour 2023 K-5 ELA Revision of Standards.pdf

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Encoding Standards K-5 Grade Level Alignment to DSA

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Encoding Standards K-5 Grade Level Alignment to DSA

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Encoding Standards K-5 Grade Level Alignment to DSA.docx

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Online Materials

Half-Pint Readers decodable books are still available to read for FREE on our website for the 2024-2025 school year. (Our books are copyrighted and by law cannot be copied, printed or saved in any retrieval system!)

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If you want hard copies of the books for your students and your school cannot afford to buy them, many teachers have written grants to obtain them, asked their PTO for help or used websites such as Donors Choose who buy materials for classrooms. It is unlawful to copy the books!

Please know that these digital books show up best on computers or iPad and tablets rather than phones.

In addition, you will see that I have listed the skills that children need to learn, BEFORE reading each set of books. Each book builds upon the skills from previous books so the books should be presented in sequence. An explicit, systematic, sequential and cumulative approach to teaching reading is the Science of Reading!

I have also included links to the FREE Teaching Guides, Activity Pages and Literacy Centers. You have permission to download and print these supplemental resources but you do not have permission to change the content and/or resell them.

Thank you and happy reading!

LuAnn Santillo, Author

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Online Materials Portal - Half Pint Kids Decodable Books

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If you want hard copies of the books for your students and your school cannot afford to buy them, many teachers have written grants to obtain them, asked their PTO for help or used websites such as Donors Choose who buy materials for classrooms. It is unlawful to copy the books!

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Decoding and Encoding Mastery Expectations

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Decoding and Encoding Mastery Expectations

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Decoding and Encoding Mastery Expectations

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2023 First Grade ELA Standards with Teacher Notes and Resources

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2023 First Grade ELA Standards with Teacher Notes and Resources

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2023 First Grade ELA Standards with Teacher Notes and Resources.docx

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2023 Second ELA Standards with Teacher Notes and Resources

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2023 Second ELA Standards with Teacher Notes and Resources

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2023 Second ELA Standards with Teacher Notes and Resources.docx

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2023 3rd Grade ELA Standards with Teacher Notes and Resources

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2023 3rd Grade ELA Standards with Teacher Notes and Resources

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2023 3rd Grade ELA Standards with Teacher Notes and Resources.docx

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2023 Kindergarten ELA Standards with Teacher Notes and Resources

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2023 Kindergarten ELA Standards with Teacher Notes and Resources

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2023 Kindergarten ELA Standards with Teacher Notes and Resources.docx

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2023 4th Grade ELA Standards with Teacher Notes and Resources

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2023 4th Grade ELA Standards with Teacher Notes and Resources

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2023 4th Grade ELA Standards with Teacher Notes and Resources.docx

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2023 Fifth Grade ELA Standards with Teacher Notes and Resources

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2023 Fifth Grade ELA Standards with Teacher Notes and Resources

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2023 Fifth Grade ELA Standards with Teacher Notes and Resources.docx

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4th Grade Learning Targets Activities 2023

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5th Grade Learning Targets Activities 2023

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Activities by Grade Levels - K - 1st Grade

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Activities by Grade Levels - K - 1st Grade

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for Parents

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Virtual Blending Board

The Virtual Blending Board should be used in most lessons during Step 4: Blending Drill. The Virtual Blending Board is designed for the teacher to project and manipulate, while students build their decoding automaticity by reading the words the teacher forms. To set up the Virtual Blending Board for a lesson, use the grapheme grid provided in the lesson plan to identify the letters you'll need. Then, use the word chain provided to build words for your students to decode. The tutorial video provides more detailed information for how to set up and use the Virtual Blending Board.

Virtual Blending Board

Virtual Blending Board Tutorial

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The Virtual Blending Board should be used in most lessons during Step 4: Blending Drill. The Virtual Blending Board is designed for the teacher to project and manipulate, while students build their decoding automaticity by reading the words the teacher forms. To set up the Virtual Blending Board for a lesson, use the grapheme grid provided in the lesson plan to identify the letters you'll need.

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Activities by Grade Levels - K - 1st Grade

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Printable Resources | UF Literacy Institute

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Online Materials

Half-Pint Readers decodable books are still available to read for FREE on our website for the 2024-2025 school year. (Our books are copyrighted and by law cannot be copied, printed or saved in any retrieval system!)

# data[].attributes.attachment_link.readable_text
If you want hard copies of the books for your students and your school cannot afford to buy them, many teachers have written grants to obtain them, asked their PTO for help or used websites such as Donors Choose who buy materials for classrooms. It is unlawful to copy the books!

Please know that these digital books show up best on computers or iPad and tablets rather than phones.

In addition, you will see that I have listed the skills that children need to learn, BEFORE reading each set of books. Each book builds upon the skills from previous books so the books should be presented in sequence. An explicit, systematic, sequential and cumulative approach to teaching reading is the Science of Reading!

I have also included links to the FREE Teaching Guides, Activity Pages and Literacy Centers. You have permission to download and print these supplemental resources but you do not have permission to change the content and/or resell them.

Thank you and happy reading!

LuAnn Santillo, Author

# data[].attributes.attachment_link.title
Online Materials Portal - Half Pint Kids Decodable Books

# data[].attributes.attachment_link.description
If you want hard copies of the books for your students and your school cannot afford to buy them, many teachers have written grants to obtain them, asked their PTO for help or used websites such as Donors Choose who buy materials for classrooms. It is unlawful to copy the books!

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Text-based Writing Rubrics Grades 3–5: Opinion

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Text-based Writing Rubrics Grades 3–5: Opinion

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Text-based Writing Rubrics

Grades 3–5: Opinion

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Lessons on Morphology

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The Morphology Project - The Grammar Project

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In 2022, three educators and a speech pathologist from Rivergums Primary School, Serpentine Primary School and Fremantle Language Development Centre collaborated on a series of morphology lessons for Grades 3-6. This project is a bank of explicit, direct instruction style PowerPoint lessons that align with the Reading Science in Schools (RSiS) morphology scope and sequence created by Jasmine Shannon.

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State Coaches Morphology Materials 10/4/24

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State Coaches Morphology Materials 10/4/24

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Prefixes, Roots, and Suffixes

The following pages list common prefixes, roots, and suffixes. When you are not sure about the meaning of a new word, try to figure it out by studying its parts. Each word part can unlock dozens of new words for you. The listed prefixes, roots, and suffixes are boldfaced, followed by their meanings in parentheses, and then by example words.

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The following pages list common prefixes, roots, and suffixes. When you are not sure about the meaning of a new word, try to figure it out by studying its parts. Each word part can unlock dozens of new words for you. The listed prefixes, roots, and suffixes are boldfaced, followed by their meanings in parentheses, and then by example words.

a(n) (without, not, no) amoral, anaerobic, anarchy, apathy, asymmetrical

ab (from, away from, down from) absent, absorb, abstract, abdomen

ad (attached to, on, increase) adhere, adductor, adrenal

ag (together, gather) aggregate, agora

ambi (both, around) ambidextrous, ambiguous, ambivalent

amphi (both, in) amphibian, amphitheater

ana (again, backward) analogy, anaphase, anabolic

ante (in front of, before) antebellum, antecedent, antechamber, anterior

ant(i) (against) antacid, antibody, antidote, antioxidant

auto (self, same) autograph, automatic, automobile, autonomous

be (totally, overly) belittle, bemoan, bemuse, beware

ben (well, good) benefit, benediction, benefactor

bi (two) bipedal, binary, binocular

cata (down, against) cataclysmic, catastrophic, catatonic

circum (around) circadian, circumference, circumstance, circus

co (with, together) coed, cohere, cooperate

com (together) compare, compete, compose, compromise

con (with, together) congregate, conjoin, connect, connote

contra (opposed to) contradict, contrary, contrapuntal

counter (against, opposite) counterargument, counterfeit, counterpart

de (away, opposite) degenerate, decommission, deodorize, detoxify

di (two, apart) diatomic, dichotomy, digress, divergent

dia (through, across) diagnosis, diagonal, diaphragm, diameter

dis (undo, apart) disconnect, dismiss, disrespect, dissolve

dys (bad, ill) dysfunctional, dystrophy, dyslexia

e(c) (out of, exclude) eccentric, elicit, elect, emit

en (in, within) enfold, engage, entangle, enter, enwrap

end(o) (inside) endocrine, endoskeleton, endothermic

epi (over, on, attached) epidemic, epidermis, epiphenomenon, episode

eu (good) euphony, eulogy, euphemism, euthanasia

ex (from, former) exit, excrete, ex-president, extinct

exo (outside) exoskeleton, exothermic

exter (outside) external, exterior, extrinsic

extra (additional) extracurricular, extraterrestrial, extraneous

fore (preceding) forecast, forehead, foreshadow, foreshorten

hemi (half) hemisphere, hemicycle, hemiplegia

hepta (seven) heptagonal, heptathlon

hexa (six) hexadecimal, hexagon, hexameter

hyper (excessive, above) hyperactive, hyperextension, hyperventilate

hypo (less than, under) hypochondria, hypodermic, hypoglycemia, hypothermia

im (not) immaculate, immediate, immature, immobile, impractical

in (into, not, without) incarnate, inception, incompetent

infer(i) (below) infer, inference, inferior, infernal

infra (beneath) infrared, infrastructure, infrasonic

inter (among/between) interact, Internet, interstate, interval

intra (inside) intramural, intrapersonal, intravenous

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166Prefixes, Roots, and SuffixesThe following pages list common prefixes, roots, and suffixes. When you are not sure about the meaning of a new word, try to figure it out by studying its parts. Each w

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Word roots: The web’s largest word root and prefix directory

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accelerate - to increase the speed of; accessible - easily entered, approached, or obtained; admittance - allowing into;

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Word search tool for spelling searchers 

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Word search tool for spelling searchers 

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For breaking apart or for meaning.

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Robertson's Words for a Modern Age:
A Dictionary of English Vocabulary Words Derived Primarily from Latin and Greek Sources, Presented Individually and in Family Units.

Type in ONE WORD ENTRY or related ENTRY WORDS.

If a list appears, click on the word entry or the entry words which you want to see from the list and you will be linked to any available vocabulary information.

To increase your word knowledge, type in an English word, or words that appear normally as a group; for example, pain, or visual pollution, or atmospheric electric field to find their definitions and Latin and/or Greek meanings OR type in English words that are derived directly from Latin and/or Greek sources; for example, android, or electron probe microanalysis to see any available definitions.

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You may find these animated or moving illustrations
of special interest because of their unique features in this
animated or moving images unit.

English words are still the primary vocabulary sources for global-vocabulary knowledge and global communications!

Here you will find Latin and Greek roots organized into word families with their related family members.

A complete Table of Contents including all word entries and unit descriptions that are alphabetized and available in this Word Info site.

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An Index of English history with images showing the major events in its development for a better comprehension of the historical influences which have contributed to the development of the English language.

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Click on the pointing finger symbols, or the indicated links, to see the information about English words as indicated:

Etymology and the English language because English words come from many sources.

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This site currently contains over 3,660 family-word units which contain more than 71,000 listed main-entry English words primarily derived from Latin and Greek roots, prefixes, and suffixes; as well as, additional vocabulary-related information.

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Your site is truly amazing. I browsed around a bit and found a treasure trove of information which is easily accessible, easily maneuverable, attractive, beckoning further research, and suitable for any research library.

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Hello Senior Scribe,

I just want you to know how amazing I think your website is. I use it almost every day. I am a 9th and 10th grade English teacher, and I require my students to memorize one Latin or Greek root every day. Needless to say, students who have had me for two years do very well on the SATs.

I use your website to come up with lists of English words that contain a specific root. It used to take me hours to do a week's worth; now, I can do it in about five minutes.

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Kent, Washington

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Thank you for putting this together.

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Honour's Biology/Biology
Hollywood, Maryland

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This particular site was set up on June 20, 2003, and it is being
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Links to special vocabulary sources

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Word Information - an English dictionary about English vocabulary words and etymologies derived primarily from Latin and Greek word origins

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Information about English words derived from Latin and Greek sources and English vocabulary words with etymologies plus explanations. and quizzes

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More for historical context origin

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Ancient Echoes

Latin roots go straight down in the soil like a careful farmer's rows of planted beans. Germanic words are mushrooms growing on the same rotten log, to steal a priceless image from Anatoly Liberman. - D.R.H.

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet's go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Data Collection Apps - Formative Assessment Tools Playlist

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Data Collection Apps - Formative Assessment Tools Playlist

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Data Collection Apps - Formative Assessment Tools Playlist

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Anecdotal record for lessons w/drop down links

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Anecdotal record for lessons w/drop down links

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Weekly Target Skills Assessment and Differentiation	

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Weekly Target Skills Assessment and Differentiation	

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Weekly Target Skills Assessment and Differentiation	

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English Language Spelling Pattern Generalizations (also linked in standards notes for decoding.)

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English Language Spelling Pattern Generalizations (also linked in standards notes for decoding.)

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English Language Spelling Pattern Generalizations

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English Language Spelling Pattern Generalizations

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https://ufliteracy.org/foundations/toolbox/84-88/

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Online Materials

Half-Pint Readers decodable books are still available to read for FREE on our website for the 2024-2025 school year. (Our books are copyrighted and by law cannot be copied, printed or saved in any retrieval system!)

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If you want hard copies of the books for your students and your school cannot afford to buy them, many teachers have written grants to obtain them, asked their PTO for help or used websites such as Donors Choose who buy materials for classrooms. It is unlawful to copy the books!

Please know that these digital books show up best on computers or iPad and tablets rather than phones.

In addition, you will see that I have listed the skills that children need to learn, BEFORE reading each set of books. Each book builds upon the skills from previous books so the books should be presented in sequence. An explicit, systematic, sequential and cumulative approach to teaching reading is the Science of Reading!

I have also included links to the FREE Teaching Guides, Activity Pages and Literacy Centers. You have permission to download and print these supplemental resources but you do not have permission to change the content and/or resell them.

Thank you and happy reading!

LuAnn Santillo, Author

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Online Materials Portal - Half Pint Kids Decodable Books

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If you want hard copies of the books for your students and your school cannot afford to buy them, many teachers have written grants to obtain them, asked their PTO for help or used websites such as Donors Choose who buy materials for classrooms. It is unlawful to copy the books!

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Beginner Book One

Teaches short vowel "a" (hat, cat, am, etc.).
Page count: 40 pages (10 sheets of paper when printed as a double-sided booklet)
Time to print: Approximately 7 minutes
Words taught: bat, cat, fat, hat, mat, rat, sat, bad, had, sad, bag, am, Sam, yam, can, Dan, man, ran, cap, map, nap.

IMPORTANT -- if you are using the older version of this book, there are two older versions of the book:

Regular version: This version of the book can be read on-screen, or it can be transferred to an iPad or Kindle. It can also be printed if your printer has a "booklet" printing option, and can also be projected onto a classroom screen when using a projector.

Two-on-a-page version: For printers that DO NOT have a "booklet" or "duplex" printing option. This version of the book has been specially formatted so that two pages fit onto one sheet of paper. (This saves ink and paper when printing.)

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Progressive Phonics allinone reading program with free phonics books and free alphabet books

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From FreeReading

Decodable passages are short stories that can be read by a student who knows:

Many decodable stories included in commercial reading programs are redundant and lack the authenticity of a real reading experience. We have tried to create stories that are more authentic as well as being 100% decodable. That means you can discuss the meaning of the story after reading it, building your students' comprehension skills. These stories are also more cognitively demanding and use slightly more sophisticated language than typical decodable stories. This is an opportunity to better develop your students' oral language skills. In some cases, it will require repeated readings of a passage for students to understand it fully.

FreeReading includes activities to introduce students to reading connected text (see Reading connected text accuracy (passage)) and to help students become fluent in reading connected text (see Reading connected text fluency (passage).

Select a story from:

Passages to practice letter combinations

We also have a selection of stories that provide practice for students who have learned the letter combinations (such as sh, oo). These sentences and passages can be read by a student who knows:

Select a story from:

Passages to practice advanced phonics skills, fluency, and comprehension

Click here for illustrated reading passages designed to help students practice advanced phonics skills (word families, double-letter words, silent-letter words, compound words, contractions, -ed words, -s words), fluency, and comprehension.

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FreeReading is an open-source instructional program that helps educators teach early literacy. FreeReading contains a 40-week scope and sequence that can supplement an early literacy core or basal program.

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Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

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Meeting the Literacy Needs of Students with Autism: What Do We Know and Where Do We Need to Go? Institute of Education Sciences blog features Friends on the Block!

​​ Annual Council for Exceptional Children Convention (February, 2019). Improving the "text diet" of early and struggling readers: Selecting and adapting text.
​ Click here for slides and handouts.
​ 20th International Conference on Autism, Intellectual Disability & Developmental Disabilities (January, 2019). Council for Exceptional Children, Division on Autism and Developmental Disabilities (DADD). Teaching students with intellectual disability to read using Friends on the Block, a comprehensive, text-centered curriculum.
​ Click here for slides and handouts.

​Allor, J. H., Gifford, D. B., Jones, F. G., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., & Cheatham, J. P. (2018). The effects of a text-centered literacy curriculum for students with intellectual disability. Article Published in the American Journal on Intellectual and Developmental Disabilities (September, 2018)
​ This article reports the findings from a single-case design research study on the effectiveness of Friends on the Block with 8 students with intellectual disability. The citation and a link to the article are below.
American Journal on Intellectual and Developmental Disabilities, 123, 474-494. doi: 10.1352/1944-7558-123.5.474.
http://aaiddjournals.org/doi/abs/10.1352/1944-7558-123.5.474

Society for the Scientific Study of Reading Conference, Brighton, United Kingdom​
(July 18 - 21, 2018)

​ We enjoyed presenting our research at this excellent conference! In the photo from left to right are Stephanie Al Otaiba (author), Carlin Conner, Jill Allor (author), and Kristi Baker.

Teaching Students with Intellectual Disability to Read Using a Comprehensive Text-Centered Curriculum, Murfreesboro, TN ​(June, 2018; 2 Day Workshop)
​

Thank you to the wonderful people at the Center for Dyslexia at Middle Tennessee State University for doing such a great job of hosting this sold-out event!
​Thank you to all who attended!
"My students have made so much progress just since school started in August! Some of my students would have meltdowns when it came time for reading groups. Now those same children get excited for reading time every day. They love the stories especially the ones about the baby. (
Sam Gets a Baby Sister and Babies Make Choices). I'm so amazed at how well this curriculum has worked for them. Now there are more special education teachers asking me about it! Thanks for working so hard to get this program up and running!! We love it!!"

Kayla Dyer, Special Education Teacher (Participant, MTSU Workshop)
Students include those with intellectual and developmental disabilities
Sharon School
Sharon, Tennessee

"BJ shows so much enthusiasm for Friends on the Block. If there is ever a reason that we miss his lesson, he reminds me and asks if we can do it later in the day. Both of my paras have commented on how much more reading BJ does in their group work. He is now sounding out words, when in the past he wouldn't.

BJ has the ability to connect to each book that is presented to him. He enjoys talking about the characters and he remembers their names. He enjoys each and every game that he plays. He is great with building sentences. He has come so far with this program.

This program has done so much for me as a teacher. I am so proud to say I am a part of this reading program. I can actually say,
'I teach children how to read!' with this program. Thank you for developing this program!"

-Special Education Teacher, Research Project Participant
-BJ, 10 years old, Student with Intellectual Disability

"Friends on the Block lessons and games are working great! The students are always excited to find out what kind of game we are going to be playing :)"

-Giselle Moura, 1st Grade Teacher, Frisco Independent School District, McKinney, Texas

"I've been blown away by how well my student has responded to this program. I love how quickly Friends on the Block jumps right into meaningful text that my student can relate to. She is so engaged during our reading time now - I'm seeing really promising growth in such a short time. She's been much more accurate in her sight word recognition - I think this is mostly due to the repetition of the words within the story but her accuracy is carrying over to reading the words in isolation as well. I've really been surprised by how well she's been able to recall details and new vocabulary from the story ("ingredients", "toppings", etc.). She's also really enjoyed the extension activities. She was in tears from laughter coming up with silly things to "not like" on her pizza. I also got good feedback from her mom on the work I sent home for extra practice. So far, I think what you guys have developed is spot on."

-Danielle Wesley, Special Education Teacher
-Student with Intellectual Disability, 6 years old
- Overland Park Elementary, Overland Park, Kansas

​The information found on www.FriendsOnTheBlock.com is copy-written by the authors. Do not reproduce any information, any part of the website, or any materials without written permission. Development of Friends on the Block literacy curriculum was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A160132 to Southern Methodist University.
​
Copyright © 2016 Jill H. Allor, Jennifer P. Cheatham, and Stephanie Al Otaiba. All rights reserved. No reproduction without prior written permission.

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Meeting the Literacy Needs of Students with Autism: What Do We Know and Where Do We Need to Go? Institute of Education Sciences blog features Friends on the Block! ​​ Annual Council for Exceptional Children Convention (February, 2019). Improving the "text diet" of early and struggling readers: Selecting and adapting text.

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Links to multiple sites for paid and free decodables

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Links to multiple sites for paid and free decodables

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FREE Beautiful Online Decodable Phonics Books for Early Readers and Dyslexia

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Here's a great resource of free decodable books and stories found online. I use these fabulous readers as supplements with my students that I tutor reading online. All early readers can benefit from using decodable texts. Decodable texts are essential for dyslexic students. Contact Lisa at abctutorusa@gmail.com

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FUNDAMENTAL LEARNING - information about structured literacy training

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Online Tools, Websites and Books - FUNDAMENTAL LEARNING

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This free speech therapy video collection from Peachie Speechie is designed to help individuals learn speech sounds and improve their articulation. The videos feature expert speech therapist, Meredith Avren, demonstrating proper techniques for forming and pronouncing various sounds, with clear explanations and unique visual aids to assist with understanding. The videos include exercises and drills to learn & practice specific sounds, as well as tips and strategies. The videos cover a wide range of sounds, including blends, and are suitable for people of all ages.

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Check out our helpful how-to videos for speech therapy! How to say the R sound, L sound, CH sound, F sound, S sound, K sound, TH sound, SH sound, B sound, M sound, Z sound, G sound, V sound, P sound, J sound, N sound, H sound, final consonants, and more! These are simple instructional articulation videos for kids.

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Is it a base, root, or stem? Morphological families and Etymological families.

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Is it a base, root, or stem? Morphological families and Etymological families.

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Is a ‘blend’ a thing? No, it’s a process – a reprise

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Is a ‘blend’ a thing? No, it’s a process – a reprise

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Is a ‘blend’ a thing? No, it’s a process – a reprise

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We argue very strongly against the use of the word ‘blend’ as a noun. ‘Blend’ is a verb; it’s something we do. In one sense, all words are blends, blends of sounds. To be clear, what people are referring to when they talk about blends is really consonant clusters or adjacent consonants and some teachers insist on teaching children so-called ‘blends’ because some children have trouble segmenting and blending adjacent consonants. To our mind, trying to teach adjacent consonants as ‘blends’ is brushing the problem under the carpet. Students who can’t initially segment and blend sounds in words can be taught to do successfully through word building, word reading, and phoneme manipulation games. Unfortunately, if you ask them, what teachers who teach ‘blends’ are rarely able to do is to define exactly how many of them there are to teach: McGuinness estimates 28 adjacent consonants at the beginnings of words and another 48 at the ends of words – three, ‘st’, ‘sk’ and ‘sp’, being common to beginnings and ends. And, to this day, I have never met a teacher who teaches systematic synthetic phonics who is able to say what the full list is and teaches them all. The next thing advocates of teaching ‘blends’ tend to be unable to explain is why when one has taught, say, < c > and < r > in three-sound CVC words, they then have to teach ‘cr’ as if it is a new unit; nor why when they have taught < s > < t > and < r > separately in CVC words, they have to teach ‘str’, again as if it is one unit. If students are taught to segment and blend working with CVC words and progress to CVCC, CCVC and CCVCC words through word building, word reading, and sound swapping, students’ skills are honed to such a degree that they don’t drop consonants from words when reading and writing these more complex structures. What’s more, the teaching of ‘blends’ greatly amplifies the amount of code knowledge children have to learn. One needs also to bear in mind that the students taught in this way are usually being taught as an intervention – i.e. because they have already fallen behind – and they are the very students who often have the most trouble remembering all the code knowledge they are being taught. Another good reason for not teaching ‘blends’ is that when children are taught them as if they constitute one sound – a very common practice – they are also often confused when they have to learn genuine digraphs or two-letter spellings, such as < sh >, < ch >, and so on. To be absolutely clear, double consonants, such as < ff >, < ll >, < ss > and < zz >, are also NOT ‘blends’. They are digraphs and are best described as two-letter spellings, which is both accurate and easily understandable (especially to parents and carers). To cap it all, another thing I’ve observed in schools is that one can be teaching a student and they’ll suddenly start reading words like ‘fat’ as ‘flat’ because that morning they were working on the ‘fl’ ‘sound’ and now every time they see the spelling < f > at the beginning of a word, they read it as ‘fl’. So, not only is the strategy ineffective and time-consuming, but it also causes errors to be made. Teachers of ‘blends’ don’t understand the centrality of teaching the three key skills: they tend only to teach code knowledge and think that this is enough. This latter is a direct result of introducing such ineffective programmes as Letters and Sounds, which, in our view, doesn’t teach the skills or conceptual understanding to anything like the level (mastery) needed for children to go on to learn to and spell successfully.
Finally, what to do with a child who is sent home with lists of words containing ‘blends’? The answer is to teach the words in the context of word building, a technique that makes crystal clear that these consonant clusters are comprised of separate sounds.

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Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning

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Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning

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Linnea C. Ehri

Pages 5-21 | Published online: 26 Sep 2013

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Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by ) as a sequence of overlapping phases, each characterized by the predominant type of connection linking spellings of words to their pronunciations in memory. During development, the connections improve in quality and word-learning value, from visual nonalphabetic, to partial alphabetic, to full grapho-phonemic, to consolidated grapho-syllabic and grapho-morphemic. OM is enabled by phonemic awareness and grapheme-phoneme knowledge. Recent findings indicate that OM to support sight word reading is facilitated when beginners are taught about articulatory features of phonemes and when grapheme-phoneme relations are taught with letter-embedded picture mnemonics. Vocabulary learning is facilitated when spellings accompany pronunciations and meanings of new words to activate OM. Teaching students the strategy of pronouncing novel words aloud as they read text silently activates OM and helps them build their vocabularies. Because spelling-sound connections are retained in memory, they impact the processing of phonological constituents and phonological memory for words.

Additional information

ACKNOWLEDGMENTS

I regret that space limitations preclude citation of many studies contributing relevant findings. Additional references can be found in the studies that are cited.

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Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning

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Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print.

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Example Sound Wall Pics After Introducing Sounds

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Example Sound Wall Pics After Introducing Sounds

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Example Sound Wall Pics After Introducing Sounds

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Science of Reading for Parents- podcasts on Spotify

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Science of Reading for Parents- podcasts on Spotify

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Word Connections slides

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Printable Periodic Table of Phonics

The Periodic Table of Phonics allows us to see the relationship between the different sounds in the English language, but also how they relate to the most common spelling patterns. Children with dyslexia often have poor phonological awareness, meaning that they may struggle to perceive the difference between sounds that sound similar (eg. /th/ and /v/) or are articulated in a similar way (eg. /d/ and /t/).

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Sound Maps provide a visual way of thinking about spelling choices. They provide a multisensory approach to phonics teaching.