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Wordle Generator - Make Your Own Word Puzzle

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Download Wordle

Challenge your friends with your own Wordle puzzle! Guess any word from 4 to 11 letters (no spaces, hyphens, apostrophes) and generate a link. Next, send this link to a friend or share it on social media. It will be fun! Can your friend guess the hidden word in 6 tries?

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Wordle Generator - Make Your Own Word Puzzle

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Generate your own Wordle puzzle with any word from 4 to 11 letters and challenge your friends! Can your friend guess the hidden word in 6 tries?

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SoR-What I Should Have Learned in College

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Instruction
Sequencing Phonemic Awareness Skills

Phonemic awareness instruction typically spans two years, kindergarten and first grade. Oral activities in kindergarten focus on simple tasks such as rhyming, matching words with beginning sounds, and blending sounds into words. In first grade, phonemic awareness tasks are more advanced, focusing on blending ("Blend these sounds together "mmmm-aaaa-nnnn), segmentation ("What are the sounds in man?), and the substitution and manipulation of phonemes (e.g., Change the first sound in man to /r/. What word do you have?").

Phonemic Awareness Development Continuum

Examples of Phonemic Awareness Skills

Sound and Word discrimination: What word doesn't belong with the others: "cat", "mat", "bat", "ran"? "ran"

Rhyming: What word rhymes with "cat"? bat

Syllable splitting: The onset of "cat" is /k/, the rime is /at/

Blending: What word is made up of the sounds /k/ /a/ /t/? "cat"

Phonemic segmentation: What are the sounds in "cat"? /k/ /a/ /t/

Phoneme deletion: What is "cat" without the /k/? "at"

Phoneme manipulation: What word would you have if you changed the /t/ in cat to an /n/? "can"

Curriculum Maps

Phonemic awareness skills can be taught in a particular sequence that maximizes student understanding and instructional efficiency. Phonemic awareness is only taught in kindergarten and first grade. By the end of first grade, students should have a firm grasp of phonemic awareness.

Curriculum maps list specific skills that relate to each big idea. Each skill can be taught during at an optimal time during the school year.

Click here for an explanation of how to read curriculum maps.

TIP: Go to the Curriculum Maps page in the Resources section to view and download Curriculum Maps for each Big Idea and grade.

How to read curriculum maps

The numbers in the top row of the curriculum map correspond to the months of the school year. For example, if your school year begins in September, then September would be month 1 on the map. If your school year begins in August, then August would be month one.

The shaded boxes marked with "X" represent the months in which a particular skill should be taught.

The map can be read using either a "horizontal trace" or a "vertical trace". To do a horizontal trace, you select a skill you are interested in, then trace across the row to find the months marked with an "X" for that skill. This will tell you which months a skill should be taught. To perform a vertical trace, select a particular month, then trace down the column to find the shaded boxes. The shaded boxes correspond to the skills that should be taught that month.

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University of Oregon Center on Teaching and Learning

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Instruction Phonemic awareness instruction typically spans two years, kindergarten and first grade. Oral activities in kindergarten focus on simple tasks such as rhyming, matching words with beginning sounds, and blending sounds into words.

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Balanced Literacy Diet's YouTube videos on Letter-Sounds & Phonics

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Balanced Literacy Diet's YouTube videos on Letter-Sounds & Phonics

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Short videos demonstrating activities and lessons with students...

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Understanding the relationships between spoken sounds and written letters is essential for the development of skills in reading and writing, particularly in ...

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Balanced Literacy Diet's collection of Letter Sounds & Phonics resources

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Balanced Literacy Diet's collection of Letter Sounds & Phonics resources

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What the experts say about letter-sounds & phonics:

By understanding the link between speech sounds in spoken words and alphabet letters and letter combinations in written words, children learn to read and spell.

The goal of phonics instruction is to help children learn and use the alphabetic principle - the understanding that there are systematic and predictable relationships between written letters and spoken sounds. Knowing these relationships will help children recognize familiar words accurately and automatically, and decode new words.
Put Reading First

By the age of six, most children already have about 6,000 words in their listening and speaking vocabularies. With phonics they learn to read and write these and more words at a faster rate than they would without phonics.
Jeanne Chall

Go to Reading Rockets and learn more about letter-sounds & phonics!

Test your Understanding of Phonics

Practical resources for teaching letter-sounds & phonics

OVERVIEW of letter-sound knowledge & phonics

Learning how to read in English is like cracking a secret code. Students must learn which letters or letter combinations stand for the 40 or so sounds of spoken English. Once they understand the code, students are able to use their knowledge to read and spell new words. Teaching the connection between letters and the sounds they represent is an important part of early literacy instruction.

TEACHING letter-sound knowledge & phonics

Phonics refers to instruction in letter-sound associations. It is helpful to teach phonics explicitly and systematically. Begin with a set of letters, such as s, a, t, p, that can be combined to create two or three letter words so that students can immediately start reading and spelling words. Have students practice reading using books that contain familiar letter-sounds and words that can be easily sounded out.

ASSESSING letter-sound knowledge & phonics

Teachers can informally assess students' knowledge of letter names and sounds. They can observe students' ability to use letter-sound knowledge to sound out words when reading and represent sounds in words when spelling. It is very helpful to look at young students' inventive spelling because it provides a window into students' understanding of the relations between letters and sounds.

Featured Videos

Drive Through Blending: Practicing Early Decoding Skills in First Grade

Making Word Families: Developing Letter-Sound Associations

Alphabet In My Mouth!: Reviewing Alphabet Letter-Sounds with a Fun Song

All Letter-Sounds & Phonics Recipes

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BALANCEDLITERACYDIET :: Letter-Sounds Phonics :: Balanced Literacy Diet

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By understanding the link between speech sounds in spoken words and alphabet letters and letter combinations in written words, children learn to read and spell. The goal of phonics instruction is to help children learn and use the alphabetic principle - the understanding that there are systematic and predictable relationships between written letters and spoken sounds.

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Segmenting CVC Words Using Toy Cars & Elkonin Boxes

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Segmenting CVC Words Using Toy Cars & Elkonin Boxes

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Watch as this student segments CVC words into phonemes, using toy cars and Elkonin boxes.

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Park Those Sounds!: Segmenting CVC Words into Phonemes in a Game

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April 13th:
Comprehensive K-3 Literacy Instruction: The Science of Reading Meets the Art of Teaching

Click on either link to access the PDF handouts:

Print Handout

Electronic Handout

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Printable short and long vowel charts, vowel teams, blends and digraphs, and more...

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Many children have their first literacy experience by exploring their names: the letters and the sounds they make. Children need early exposure to begin to make letter-sound associations that then turn into early reading and writing experiences. As more skills are developed, children learn more tools to become active word solvers.

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Many children have their first literacy experience by exploring their names: the letters and the sounds they make. Children need early exposure to begin to make letter-sound associations that then turn into early reading and writing experiences. As more skills are developed, children learn more tools to become active word solvers.

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POPEY's collection of Language Games to Support Phonological Awareness

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The Big Five: Phonics-Orthographic Mapping | Orton Gillingham Online Academy

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Orthographic mapping is now considered “the most current theory of how children form sight word representations” (Torgesen 2004b, p.36) From David Kilpatrick’s book, “Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.” In my previous blog, I described the importance of pho

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Some suggestions for Literacy Centres that support Oral Language, Word Work, Reading and Writing development.

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Free Download: Phonics Activities & Games Kit

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Free Download: Phonics Activities & Games Kit

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From Wiley Blevins & Sadlier School

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Support your students' early literacy development by building their phonics skills with engaging and fun activities that will:

Foster phonics skills in your classroom centers or at home

Develop students' self confidence with peer collaboration

Add an element of vocabulary to word building

Fill out the form to download the Phonics Activities & Games Kit now.

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Phonics Activities & Games Kit K-3 | Download | Sadlier School

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Support your students' early literacy development by building their phonics skills with engaging and fun activities that will: Foster phonics skills in your classroom centers or at home Develop students' self confidence with peer collaboration Add an element of vocabulary to word building Fill out the form to download the Phonics Activities & Games Kit now.

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Free Printable Resources: Phonological Awareness

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Free Printable Resources: Phonological Awareness

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The Florida Center for Reading Research has an extensive collection of free printable resources to support phonological awareness.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.