: It provides frameworks for creating semantic maps , which are visual tools that help students connect new words to their existing mental lexicons.
Patterns where two or more consonants are blown together but retain their individual sounds (e.g., st, bl, str ).
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)
: The resources help teachers move students from "receptive" vocabulary (words they understand when heard) to "expressive" vocabulary (words they can use in speech and writing). resource list 5.3 of the letrs manual
If you are a literacy educator, instructional coach, or administrator currently navigating the professional learning journey, you have likely encountered a specific and powerful tool: Resource List 5.3 .
List 5.3 demands that you sort these words. You are not supposed to give the whole list. You are supposed to extract six "look-alike" words (e.g., cap/cape, kit/kite, hop/hope ) to explicitly teach the change in vowel sound.
Before we dive into Resource List 5.3, it's essential to understand the context of the LETRS program. LETRS is a research-based, comprehensive professional development program designed to provide educators with the knowledge and skills necessary to effectively teach reading and spelling. The program is grounded in the latest scientific research on reading and literacy, making it an invaluable resource for educators seeking to improve their instructional practices. : It provides frameworks for creating semantic maps
Words ending with clusters (e.g., fast , hand ).
like, make, see, look (A kindergarten student who only knows short vowels will see like as irregular, but a first-grade student who has learned the Silent-E rule will see it as fully decodable).
The LETRS (Language Essentials for Teachers of Reading and Spelling) manual is a widely recognized resource for educators to enhance their knowledge and skills in teaching reading and spelling. Resource List 5.3 is a vital component of the LETRS manual, providing an extensive list of materials and tools to support teachers in their instructional practices. This write-up aims to provide an overview of Resource List 5.3, highlighting its significance and the types of resources included. You are not supposed to give the whole list
Resource List 5.3 is an instructional tool located within Volume 1 of the LETRS manual, specifically housed in . Unit 5 focuses heavily on advanced phonemic awareness, word recognition development, and the phonetic structures of the English language.
As students progress into upper primary and intermediate grades, decoding relies less on individual phonemes and more on morphemes (the smallest units of meaning). LETRS resource lists map out:
While the list provides isolated words, effective reading instruction requires applying these words in context. Teachers can look at Resource List 5.3 to write decodable sentences for student practice, ensuring no untaught "trick words" compromise the student's decoding confidence. Why Resource List 5.3 Align with the Science of Reading
If targeting prefixes or suffixes from the list, teachers can create word matrices. This helps students see how adding a prefix (e.g., un- ) or a suffix (e.g., -ful ) alters the meaning and grammatical category of a base word. 4. Why This Matters for Literacy Outcomes