Suggested Order of Skills

Grade Level Skill Domain Skills (includes instructional sequence)

1. Listening and Producing Oral Language
2. Rhyming (recognize and produce)
3. Alliteration
4. Sentence Segmentation
5. Syllables (blend and segment)- 1to2 syllable words
Phonological
6. Onset-rime (blend and segment)
Awareness 7. Phoneme Comparison, Categorization, and Isolation
8. Blend and Segment Individual Phonemes
9. Phoneme Manipulation (deletion, addition, and substitution)
*Skills are for CVC words.
*CVC is three phonemes regardless of the number of letters.
Kindergarten 1. One-to-One Letter Correspondences for Consonants: Continuous (a, e, m, i, s,
o, l, u, f, n, v, r, z) and Stop (b, t, c, h, j, d, k, w, g, p, y, q, x)
2. One-to-One Letter Correspondences for Short Vowels (a, e, i, o, u)
Phonics 3. Read VC and CVC Words
One-to-One Letter 4. Identify Differences Between Similarly Spelled Words
Sound Correspondences 5. One-to-One Letter Correspondences for Long Vowels (a, e, i, o, u)
6. Recognize Common Long Vowel Graphemes (a_e, e_e, i_e, o_e, u_e)
*Letter names may be taught at the beginning or end of letter sound sequence.
*Teachers may introduce second consonant sounds (c, s, g, x)
Grade-Appropriate High Frequency Words (including irregular words)
Word Recognition
1. Distinguish long from short vowel sounds
Phonological
2. Blend and Segment Individual Phonemes
Awareness *Skills are for spoken single-syllable words
1. Spelling Correspondences for Consonant Digraphs: Initial (ch, sh, th (thin), th
(these), wh) and Combination qu /kw/
2. Blends: Beginning (pr, tr, gr, br, cr, dr, fr, st, sp, sk, sc, sw, sm, sn, pl, cl, bl, fl,
sl, gl, tw) and Ending (ld, lf, sk, st, nk, nt, mb, mp)
3. Contractions (’d, ’ll, ’m, ’re, ’s, ’t, ’ve)
4. VCe Long Vowels (a_e, e_e, i_e, o_e, u_e)
5. Open Syllable Long Vowels (e [me], o [no]) and Y Vowel (y [sky])
Phonics 6. Common Long Vowel Patterns (ai, ay, ea, ee, oa, ow, ie, ue, ui)
7. Additional Spelling Correspondences for Consonant Digraphs: Initial (ph) and
Read Regularly spelled
Final (ch, ck, ph, ng, sh, th)
one-syllable words
8. R-controlled (ar, er, or, ir, ur)
including those with 9. Common Silent Letter Combinations (wr, kn, mb)
VCe and common vowel *Regularly spelled one-syllable words include VC, CVC, VCC, CVCC, CCVC,
team spellings and include VCe, r-controlled vowels, blends, and digraph patterns.
First Grade *Chunks: Short Vowel (-ack, -ad, -am, -an, -ank, -ap, -ash, -at, -aw, -eck, -ed,
-ell, -en, -ent, -est, -et, -ick, -ill, -in, -ing, -ink, -ip, -it, -ock, -op, -ot, -uck, -un,
-ug, -ut, -ump, -unk), VCe (-ace, -ade, -ake, -ale, -ame, -ane, -ape, -are, -ate, -ice,
-ide, -ike, -ile, -ime, -ine, -ite, -oke, -ole, -one, -ope, -ose, -ove), Long Vowel
(-ail, -ain, -air, -ay, -eak, -eam, -ear, -eat, -eel, -eep, -eet, -ie, -oat, -ook, -oil,
-ue), Additional Teams (-all, -ew, -ind, -ight, -old, -ow, -own, -y)
*Long U pattern is usually followed by .
*Teachers may continue second consonant sound (c, s, g, x) instruction.
 Two-Syllable Words with Short Vowels (closed, open, vowel-r, consonant-le,
affixes, compound words)
 Common Inflectional Endings (-s [-es, -ies] plural noun, -s third person singular
verb, -ed past tense verb, -ing progressive tense verb, -en past participle, ’s
Word Recognition possessive singular, -er [ier] comparative adjective, -est [iest] superlative
adjective) *Some texts identify -er and -est as derivational suffixes.
 Grade-Appropriate High Frequency Words (including irregular words)
 1. Trigraphs (dge, igh, tch)
2. Additional R-controlled (air, are, ear, eer, ure, ur-e, ire, ier, ore, oar, w+or
[work])
3. Diphthongs: /oi/ (oi, oy) and /ow/ (ou, ow)
4. Broad O (/aw/ [aw, au, al, o, ough]) and Consonant Digraph gh /f/
5. Double O Variants: (oo, u, ou) and (oo, u)
6. Additional Long Vowels: /ā/ (ea, eigh, ei, ey, ag), /ē/ (ey, ie, ei, i), (igh,
i), /ō/ (oe, o-), and /ū/ (ew, ou)
7. Additional Vowel Spellings: /ea/ (ea), /o/ (al), /u/ (o, oo, ough), /i/ (y)
8. Consonant Clusters (spl, squ)
Phonics 9. Triple R-blends (scr, str, spr)
Read Regularly spelled 10. Consonant Digraphs with R-blends (shr, thr)
one-syllable words with 11. Schwa sound
long vowels 12. Second Sounds for Consonants (c,s,g,x)
13. Final e (-ce, -ve, -se)
Second Grade 14. Consonant Doublets (bb, cc, dd, ff, gg, ll, mm, nn, pp, rr, ss, tt, zz)
15. Inconsistent Spelling (s=sh/zh, t=tch, ch=k, si=sh, ci=sh, tion=shun, y= /i/, y=
/ē/, i= )
16. Additional Silent Letters (b [-bt], c [sc-], h [ch, gh, rh, wh], n [gn-, -mn], l [-
lf, -lk], p [pn-, ps-], t [st], u [ui] w [wh-])*not an exhaustive list
*Initial consonant doublet instruction may have begun in grade K as chunks and
continued in grade 1 as two-syllable words.
*Second sounds for consonants instruction may have begun in grade K.
*Consonant doublets, consonant digraph gh, additional silent letters, and second
sounds for consonants are included in inconsistent spelling lists.
 Two-Syllable Words with Long Vowels (closed, vowel-consonant-e, open,
vowel team, vowel-r, consonant-le, affixes, compound words)
 Prefixes (un-, mis-, re-, dis), Inflectional Suffixes (-er, -es, -est, -ier, -iest, -ed,
Word Recognition
-ing, -s), and Derivational Suffixes (-er, -ful, -ish, -y)
 Grade-Appropriate High Frequency Words (including irregular words)

 Multisyllabic Words
 Prefixes: con [com], dis, in [im], in [im, il, ir], mis, non, over, pre, re, tele, un,
under
 Derivational Suffixes: able [ible], en, ent [ant], ful, ity [ty], less, like, ly, ment,
Third Grade Word Recognition
ness, or [er, ar], sion [tion], tion [ation, ition, ion], y
 Grade-Appropriate High Frequency Words (including irregular words)
*Derivational suffixes include Latin suffixes.

 Multsyllabic Words
 Prefixes: cent [centi], de, dec [deca], ex, mon [mono], multi, oct [oct, octa,
octo], pent [penta], poly, quad, semi
 Suffixes: ance [ence], ery [ory, ary]
Fourth Grade Word Recognition  Roots: act, anim, aqua, ast [astr, aster, astran], aud, biblio, bio, cap, chron,
cycle, dent, dic [dict], graph, gram, hydr, man, mech, mega, meter [metron],
mot [mov], oid, path, phone [phon, phono], photo, port, ques [quir, quis, quer],
rupt, san, scope, sign, spec [spect], spir, sym [syn], tain [ten] tele, terra, tract,
voc [vok], vol, vid [vis]

 Multisyllabic Words
 Prefixes: anti, en [em], fore, inter, mid, pro, sub, super, trans
 Suffixes: al [ial], ative [itive, ive], ic, logy [ology], ous [ious, eous]
Fifth Grade Word Recognition  Roots: eco, equi [equa], fin, forc [fort], fract [frag], gen, geo, grac [grat], ject,
jud, jur [juris], langu [lingu], lateral, log [logo, logue], macro, micro, opt, ped
[pede], phobia [phobe, phobie], phys, pon [posit], psych, schem, sci, struct,
scrib [script], therm
 Suggested Order of Skills-Narrow List
Grade Level Skill Domain Skills (includes instructional sequence)
1. Rhyme (recognize and produce)
2. Sentence Segmentation
3. Syllables (blend and segment)- 1 to 2 syllable words
4. Onset-rime (blend and segment)
Phonological
5. Blend and Segment Individual Phonemes
Awareness
*Skills are for CVC words.
*CVC is three phonemes regardless of the number of letters.

1. One-to-One Letter Correspondences for Consonants: Continuous and Stop

Sounds
Kindergarten
2. One-to-One Letter Correspondences for Short Vowels
3. Read VC and CVC Words
Phonics
4. Identify Differences Between Similarly Spelled Words
One-to-One Letter
5. One-to-One Letter Correspondences for Long Vowels
Sound Correspondences
6. Recognize Common Long Vowel Graphemes
*Letter names may be taught at the beginning or end of letter sound sequence.

Grade-Appropriate High Frequency Words (including irregular words)

Word Recognition

1. Distinguish long from short vowel sounds

2. Blend and Segment Individual Phonemes
Phonological
*Skills are for spoken single-syllable words
Awareness

1. Spelling Correspondences for Consonant Digraphs: Initial Digraphs and

Combination qu /kw/
2. Blends: Beginning and Ending Patterns
3. Contractions
4. VCe Long Vowels
5. Open Syllable Long Vowels
6. Y Vowel (y [sky])
7. Common Long Vowel Patterns
Phonics 8. Additional Spelling Correspondences for Consonant Digraphs: Initial and
Final Sounds
9. R-controlled
First Grade 10. Common Silent Letter Combinations
*Regularly spelled one-syllable words include VC, CVC, VCC, CVCC,
CCVC, and include VCe, r-controlled vowels, blends, and digraph patterns.

 Two-Syllable Words with Short Vowels

 Common Inflectional Endings
 Grade-Appropriate High Frequency Words (including irregular words)

Word Recognition
 1. Trigraphs
2. Additional R-controlled
3. Diphthongs
4. Broad O and Consonant Digraph gh /f/
5. Double O Variants
6. Additional Long Vowels
7. Additional Vowel Spellings
8. Consonant Clusters
Phonics 9. Triple R-blends
10. Consonant Digraphs with R-blends
Second Grade 11. Schwa sound
12. Second Sounds for Consonants
13. Final e (-ce, -ve, -se)
14. Consonant Doublets
15. Inconsistent Spelling
16. Additional Silent Letters

 Two-Syllable Words with Long Vowels

 Prefixes, Inflectional Suffixes, and Derivational Suffixes
Word Recognition
 Grade-Appropriate High Frequency Words (including irregular words)

 Multisyllabic Words
 Prefixes
 Derivational Suffixes
Third Grade Word Recognition
 Grade-Appropriate High Frequency Words (including irregular words)

 Multsyllabic Words
 Prefixes
Fourth Grade Word Recognition  Suffixes
 Roots

 Multisyllabic Words
 Prefixes
Fifth Grade Word Recognition
 Suffixes
 Roots