Decodable Stories

The letter “y” can be tricky for some students, since the beginning sound is a /w/, which they recently learned.  The use of a key word helps with this; the instructor can say “y”, “yellow”, “/y/.”

The letter “v” is also introduced later in the scope and sequence since it is not very common.  Students can use the word “vase” as a key word and practice the new decodable words, “vat”,  “van”, and “Val.”  Some students will be ready to talk about the difference between the learned words “to”, and “too”…

The letter “w” is introduced after most other consonants since it’s not as common as the others. June Lyday Orton uses “wagon” as a key word to introduce it.  For example, the student can say the letter name, the key word, and the sound:  “w”, “wagon”, /w/.  As students become better at decoding, they might…

A new red or learned word, for, is introduced here.  Once the r-controlled sounds are introduced later in the sequence, this will become a decodable word.  It’s important to remember that a scope and sequence will influence the order in which red or learned words are introduced.  Once a word like for is introduced, it…

Some experts might not introduce the -ck phonogram for the /k/ sound until later in their scope and sequence.  However, I have found that when paired with only the short a, students pick it up quickly.

If your student is still sounding out most of the words, a phonological processing disorder might be the issue. David Kilpatrick’s book, Equipped for Reading Success, has been a tremendous help with students.