Fluency and comprehension supports
To maximize the impact of this resource, educators should integrate it directly into their explicit instructional routines, such as the gradual release model (I Do, We Do, You Do). Word Chaining (Phoneme-Grapheme Mapping)
Based on the instructional goals of Unit 5, this resource supports the following practices:
| Category | Examples from List 5.3 | Instructional Use | | :--- | :--- | :--- | | | Magnetic letters, Elkonin boxes, sound walls, phoneme-grapheme mapping grids | Hands-on word building; segmenting and blending practice. | | Word Lists & Word Cards | High-frequency word lists (regular & irregular), word chains (e.g., cat → hat → hot ), decodable word sets | Daily fluency drills; teaching phonics patterns (CVC, CVCE, vowel teams). | | Sorting Activities | Picture sorts, word sorts (open, closed, speed sorts), word banks by pattern | Inductive discovery of phonics rules; contrasting similar sounds (e.g., /ă/ vs. /ĕ/). | | Diagnostic Tools | Phonics Screener for Intervention (PSI), spelling inventories (e.g., Words Their Way), LETRS phonics checklist | Identifying specific decoding gaps; grouping students for Tier 2/3 intervention. | | Instructional Routines | Simultaneous Oral Spelling (SOS), dictation, “I Do, We Do, You Do” model | Daily 10–15 minute phonics lessons with immediate feedback. |
: The core of the resource. Words are organized by: resource list 5.3 of the letrs manual
While the exact word lists are proprietary to the Voyager Sopris Learning LETRS publication, the list is universally structured around a specific, step-by-step linguistic continuum. It categorizes words based on phonetic complexity, moving from simple to complex: 1. Consonant-Vowel-Consonant (CVC) Variations
Resource List 5.3 includes a diverse range of materials and tools, such as:
What (e.g., vowel teams, blends, digraphs) is your current class studying? What grade level do you teach?
Which specific from Unit 5 you are currently targeting? Fluency and comprehension supports To maximize the impact
| Tool | Purpose | Frequency | | :--- | :--- | :--- | | | Self-report (don’t know → can use) | Pre/post for target words | | Morphology Cloze | Apply root/affix to new word | Weekly | | Oral Retell Rubric | Measures use of target vocabulary | After each text | | Quick Write (2–3 sentences) | Productive use of 2 target words | 2–3 times per week |
Do not skip levels. Ensure absolute automaticity with simpler structures before pulling words from the advanced categories of the list.
Navigating the wealth of materials in the LETRS manual can be challenging, but each component, including Resource List 5.3, is designed with a specific purpose to elevate your teaching. This list is more than just a page in a manual; it is a strategic planning tool grounded in the science of reading. It moves vocabulary instruction away from assigning random word lists and toward a targeted approach that builds lasting language comprehension.
Decodable texts and practice readers
Phonics instruction is a two-way street involving both reading (decoding) and writing (encoding). Teachers utilize Resource List 5.3 to select appropriate words and sentences for regular dictation routines, ensuring that students practice spelling patterns concurrently with decoding. How to Implement Resource List 5.3 in the Classroom
Words ending with clusters (e.g., fast , hand ).
Draw a heart over the "ai" and explain that in this word, "ai" says /e/.