Family Resources

We are excited to support you and your child with gaining meaningful literacy experiences inside and outside of school.

We hope that these resources will provide your family with valuable information about what your child is learning in school as well as good books to read that will support your children’s literacy development. We are pleased to work with you in building a family of readers and writers.

Check back as we continue to add to the resources. Reach out to your scholars teacher to find additional way to support your scholar

Great Summer Reads…

Great Books to Read for Grades K-2

Great Books to Read for Grades 3-5

Sight Word Flash Cards

What is my scholar learning, and how can I support at home?

Below you find what your scholar is learning and ways to support them at home for both English Language Arts and our Dual Language programs by grade level.

English Language Arts
Dual Language Immersion

English Language Arts

EL Education is the provider of the OUSD ELA curriculum for grades K-5,.* The curriculum is standards-based, and relies heavily on fiction and nonfiction trade books. This curriculum is open access, and full materials are available to view and at the EL Education website.

Kindergarten

Ways to Support your Scholar at Home:

Play with Toys!

Find a toy to play with and ask your child to model what it looks like to take care of others and materials when playing. Read books and songs about toys sent home from school

Practice Rhyming

Practice rhyming words with the “at” or “ap” sound (cat, bat, hat, etc) (map, nap, lap, etc)
Practice rhyming words with the “ip” or “op” sound (lip, sip, tip, etc) (hop, bop, top, etc)

Skywrite

Practice drawing letters in the air with your finger while saying the name or sound of that letter

I Spy

Play I spy for colors or shapes

Learning Modules During the Year

Fall

Toys and Play – What can we do to make playing together fun? What makes toys fun? Which classroom toy do we prefer and why?

Books:

Llama Llama Time to Share by Anna Dewdney
Have Fun, Molly Lou Melon by Patty Lovell
Toys Galore by Peter Stein
Playing with Friends by Rebecca Rissman

Fall Milestones

Read at least 5 high frequency words
Recognize and name all lowercase and uppercase letters in the alphabet
Know that letters make up words and words are divided by spaces in sentences
Blend sounds into words (/d/-/o/-/g/DOG)
Ask and answer questions after listening to a story.
Tell stories by dictating, drawing pictures, and writing.

Winter

Weather Wonders – What is weather? How can I be prepared for any type of weather? What is weather like around the world? How does weather affect people? How can I write a story that teaches my reader about weather?

Books:

Umbrella by Taro Yashima
Brave Irene by William Steig
On the Same Day in March: A Tour of the World’s Weather by Marilyn Singer
Weather (National Geographic Readers) by Kristin Baird Rattini)
The Snowy Day by Ezra Jack Keats (Six per Classroom)
Come On, Rain! by Karen Hesse
Weather Words and What They Mean by Gail Gibbons

Winter Milestones

Read at least 30 high frequency words
Break words apart into sounds (DOG /d/-/o/-/g/)
Make the most common sound for all letters in the alphabet. (short vowels: /a/ as in CAT, /e/ as in PEN, /i/ as in
BIG, /o/ as in HOT, /u/ as in FUN).
Read 3 letter words with short vowels (cat, sip, fun, and hop) fluently in text.
Use complete sentences to talk about ideas, opinions and events.
Explain ideas by dictating, drawing and writing to explain.

Spring

Trees are Alive – What do all living things need to live and grow? What do researchers do? How do we know that something is living? How do living things depend on trees to meet their needs?

Books:

The Tree in the Ancient Forest by Carol Reed-Jones
What’s Alive? by Kathleen Weidner Zoehfeld
Are Trees Alive? by Debbie Miller
Be a Friend to Trees by Patricia Lauber

Spring Milestones

Read at least 75 high frequency words
Identify the first, middle, and last sounds in a word (What is the first sound in “win”? First sound /w/; What is the middle sound in “win”? Sound /i/)
Read words with short vowels and digraphs, such as fish, chin, that, and when fluently in text.
Name the setting and events of a story, and how characters are alike or different.
Expresses opinions: Dictate, draw and write an opinion.
Fluently read decodable text.

Grade 1

Ways to Support your Scholar at Home:

Practice high frequency words with flash cards.
Encourage your child to use their knowledge of sound-spelling patterns to sound out words that are not sight words when reading independently (e.g. Nate the Great series, Henry and Mudge).
Ask your child questions about what they are reading:
- What is the main idea of this book?
- Can you tell me 3 details about (topic)?
- Who are the characters in this story?
- Where does this story take place?
- What happens first? What happens last?
Have your child tell you a story with at least two events. Then, have them write their story down.
Have your child tell you an opinion they have, and then have them write about it (ex: their favorite sport, if homework is good or bad, or what kind of pet is best).
Children with processing or intellectual disabilities may benefit from letters cut from sandpaper or written into whipped cream or rice for a more multi-sensory experience.

Learning Modules During the Year

Fall

Tools and Work – Why do we need tools? How do habits of character help us do work? How do we create a magnificent thing?

Books:

A Chef's Tools by Holden Strauss
The Little Red Pen by Janet Stevens and Susan Crummel
The Most Magnificent Thing by Ashley Spires
Tools by Ann Morris
I Use Science Tools by Kellie L. Hicks
My Math Toolbox by Nancy Kelly Allen

Fall Milestones

Read at least 100 high frequency words (kinder 75+ 25 1st grade words)
Delete sounds in a word (Say “win” without the /w/ sound ”in.”)
Read & write short vowel words with consonant blends like fl, sp, st, sm, gr, dr (ex. GRASS, STOP )
After reading, retell a story and talk about the characters, setting, and problem in the story.
Write and talk with others to tell a story with three or more events.

Winter

The Sun, Moon, and Stars – Why do authors write about the sun, moon, and stars? What patterns can we observe in the sky? How do authors use their knowledge and observations to write a story?

Books:

What the Sun Sees, What the Moon Sees, by Nancy Tafuri
Does the Sun Sleep?: Noticing Sun, Moon, and Star Patterns, by Martha E.H. Rustad (
What Makes Day and Night, by Franlyn M. Branley (
Kitten’s First Full Moon, by Kevin Henkes
Papa, Please Get the Moon for Me
Sun and Moon, by Lindsey Yankey
Why the Sun and the Moon Live in the Sky, by Elphinstone Dayrell
Summer Sun Risin’, by W. Nikola-Lisa

Winter Milestones

Read at least 125 high frequency words.
Know the difference between long and short vowels in spoken one syllable words and that every syllable must have a vowel sound.
Read & write words with final -e (ex. FINE, STONE ) and inflectional endings -s, -es, -ing, & -ed (ex. BOXES, TIMED ).
After reading, talk about main ideas and details in non-fiction books.
Write and talk with others to explain a topic with facts.

Spring

Birds' Amazing Bodies – What makes a bird a bird? How do birds use their body parts to survive? How do we build our research skills and share our learning?

Books:

Feathers: Not Just for Flying, by Melissa Stewart
Flight School, by Lita Judge
Little Kids First Big Book of Birds, by Catherine Hughes (1 per pair)
Birds, by Kevin Henkes
Just Ducks, by Nicola Davis
Beaks!, by Sneed Collard
Birds (Scholastic Discover More), by Penelope Arlon

Spring Milestones

Read at least 175 high frequency words.
Change sounds in a word (Say “box”.
Change the /b/ sound to /f/. What’s the new word? “Fox.”)
Read and write words with long vowel teams representing long vowel sounds like ay, ea, ie, ou, ue (ex. BAY, SPEAK )
Read grade-level text accurately and fluently.
Talk about the lesson a character learns in a story.
Write and talk with others about an opinion.

Grade 2

Ways to Support your Scholar at Home:

Practice high frequency words with flash cards.
Encourage your child to use their knowledge of sound-spelling patterns and syllables to decode words that are not sight words when reading independently.
Ask your child questions about the books they read:
- Who is the main character? Where does the story take place?
- What is the problem? How is it solved?
- What lesson does the story teach you?
- Did you like or dislike the book? Why?
- What are some important details in the book?
Ask your child to tell you a story with a beginning, middle, and end. Then, have them write it down.
For children with disabilities, ask your child to “write” a high frequency word in the air with their finger while they’re spelling it or build it with clay, spaghetti, or other household items.

Learning Modules During the Year

Fall

Schools and Communities – What is school, and why are schools important? Why is it hard for some children to go to school in their communities? How do communities solve these problems so their children can go to school? How are schools around the world different? How are they similar?

Books:

Off to Class: Incredible and Unusual Schools around the World by Susan Hughes
The Dot by Peter H. Reynolds
The Important Book by Margaret Wise Brown
The Invisible Boy by Trudy Ludwig

Fall Milestones

Read at least 180 high frequency words.
Read and write words with two syllables (e.g. table, basket, middle)
Read and recognize 30 sight syllables
Read by syllable types: open & closed syllable, syllables with final e, syllables with vowel pairs, r-controlled syllables, and consonant l-e syllable (e.g. student, inside, paper, purple, etc.)
Respond to who, what, where, when, why, and how questions about stories and books, both orally and in writing.
Tell and write a story with details, sequence, and a closing.

Winter

Fossils Tell of Earth's Changes – What do paleontologists do? How do characters respond to major events? What can we learn from studying fossils? How do readers learn more about a topic from informational texts? How do authors write compelling narratives?

Books:

Curious about Fossils by Kate Waters
Fossils by Ann O Squire
The Dog That Dug for Dinosaurs by Shirley Raye Redmond
Paleontology: The Study of Prehistoric Life by Susan Heinrichs Gray
Stone Girl, Bone Girl by Laurence Anholt
Fossils Tell of Long Ago by Aliki Brandenberg

Winter Milestones

Read and write words with multiple
syllables (e.g. pretend, misrepresent,
undertake).
Read and recognize 50 sight syllables
Understand and read words by applying
syllabic patterns: vowel-consonant/
consonant-vowel (VC/CV) , vowel/consonant-vowel (V/CV), & vowel-
consonant/vowel (VC/V) splits (e.g. summer, open, metal)
Recount stories and figure out their
central message, lesson, or moral.
Talk and write about the main idea and
the author’s purpose in a nonfiction
book.

Spring

The Secret World of Pollination – How do plants grow and survive? How do pollinators help plants grow and survive? How do we get the fruits, flowers, and vegetables that we enjoy? How do we become researchers and share our learning?

Books:

Seed to Plant, by Kristin Baird Rattini
What Is Pollination, by Bobbie Kalman
Plant Secrets, by Emily Goodman
From Seed to Plant, by Gail Gibbons

Spring Milestones

Read and write words with multiple syllables (e.g. provided, childhood, distinction).
Read and recognize 80 irregular and regular sight syllables
Understand and read words with common roots, prefixes, & suffixes (e.g. graph: geography; mis_: misunderstand; ance: circumstance; or ence: presence)
Compare and contrast two nonfiction books on the same topic or two versions of the same story by different authors.
Explain and write opinions about books using important details and examples to support a position.
Read grade-level text accurately and fluently.

Grade 3

Ways to Support your Scholar at Home:

When reading a fiction book, ask your child:
- Why do you think the author wrote this? What in the book makes you think that?
- What is the main message or moral in this book? What makes you think that?
- Who are the characters in your book? How do they react to the problem or solution? How do they change in the story?
When reading a nonfiction book, ask your child:
- What is the main idea of your book? What are the important details?
- What are some key words in your book? What do they mean?
- Do you agree with the author or not? Why?
Encourage your child to write stories using descriptive details.
Encourage your child to write about a topic interesting to them, including details and a conclusion.
Encourage your child to write their opinion about something, supporting their opinion with reasons.
For children with more extensive needs, practice comprehension by sequencing photos or pictures of household tasks such as brushing teeth or making meals.

Learning Modules During the Year

Fall

Overcoming Learning Challenges Near and Far – Why are education, books, and reading important? How can I overcome learning challenges?

Books:

Waiting for the Biblioburro by Monica Brown
Rain School by James Rumford
Nasreen's Secret School: A True Story from Afghanistan by Jeanette Winter
My Librarian Is a Camel: How Books Are Brought to Children Around the World by Margriet Ruurs
Thank You, Mr. Falker by Patricia Polacco (one per classroom)
More Than Anything Else by Marie Bradby

Fall Milestones

Reading:

Ask and answer questions that demonstrate understanding of a text. Use evidence from text to support answers. Why did the author write this? What evidence supports your idea?
Describe characters in a story and how their actions contributed to events. How does (character) react when __? Why do they act this way? How does the character change throughout the story?

Writing:

Write narratives to develop real or imagined experiences or events using descriptive details (engaging sight, hearing, touch, smell and taste).

Winter

Adaptations and the Wide World of Frogs – How does an author engage the reader in a narrative? How do experts build knowledge and share expertise about a topic? How do frogs survive?

Books:

Everything You Need to Know about Frogs: And Other Slippery Creatures by DK Publishing
Bullfrog at Magnolia Circle by Deborah Dennard
Lizards, Frogs, and Polliwogs: Poems and Paintings by Douglas Florian

Winter Milestones

Reading:

Identify the main idea of a nonfiction
text; name the key details and explain
how they support the main idea. What
is the main idea of this paragraph? What
details support the main idea?
Discuss the central message or moral of
a text and explain how the key details
support the message. What is this story
trying to teach us?

Writing:

Write about a topic and group related
information together. Provide a
concluding statement that summarizes
the main ideas or feeling of a paragraph.

Spring

Exploring Literary Classics – How do writers capture a reader's imagination? What can we learn from reading literary classics?

Books:

Peter Pan by J. M. Barrie (one per student)

Winter Milestones

Reading:

Determine the central message/main
idea of different types of text, including
stories, folktales and fables. What do
you think the author wants the readers
to know?
Distinguish their own point of view from
the author’s point of view. What is the
author’s point of view? Do you agree or
disagree with the author and why?

Writing:

Write opinion pieces on topics or texts,
supporting a point of view with reasons.

Grade 4

Ways to Support your Scholar at Home:

When reading a fiction book, ask your child:
- Who are the characters in the story? Can you describe them?
- What is the lesson you learned from this story? Why do you think that is the lesson?
When reading a nonfiction book, ask your child:
- What does the author want you to know? What details support that?
When reading, ask your child if they know certain words. For example, “What does that word mean? What’s another word for ____?”
Encourage your child to write about a topic important to them, including an introduction, supporting paragraphs, and a conclusion.

Learning Modules During the Year

Fall

Poetry, Poets and Becoming Writers – What makes a poem a poem? What inspires writers to write poetry?

Books:

Love That Dog by Sharon Creech
A River of Words by Jen Bryant

Fall Milestones

Reading:

Provide details and evidence from the
text when answering questions about
what the text says.
Describe the characters, setting, or
events in a story drawing using specific
details in the text (e.g., a character’s
thoughts, words, or actions). How does
(character) feel at this part of the story?

Writing:

Write narratives to develop real or
imagined experiences or events using
descriptive details.

Winter

Animal Defense Mechanisms – How do animals' bodies and behaviors help them survive? How can writers use knowledge from their research to inform and entertain?

Books:

Animal Behavior: Animal Defenses by Christina Wilsdon
Venom by Marilyn Singer
Can You Survive the Wilderness? by Matt Doeden

Winter Milestones

Reading:

Think about the theme of a story/poem or author’s main message. What is the
lesson you should learn from this story?
Compare and contrast different accounts
or texts about the same topic.

Writing:

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Spring

Ratifying the 19th Amendment – What can we learn from the process of ratifying the 19th Amendment?

Books:

The Hope Chest by Karen Schwabach

Spring Milestones

Reading:

Determine the main idea of a text and
explain how it is supported by key
details. Summarize the text. What do you think the author wants the
readers to know?
Compare and contrast two different
points of view in the same text.

Writing:

Write opinion pieces on topics or texts with a point of supported by reasons and information.

Grade 5

Ways to Support your Scholar at Home:

When reading fiction books, ask your child:
- Why do you think that character is like that? What in the book makes you think that?
- What is this story mostly about? How do you know? What in the book makes you think that?
- How do the characters change from the beginning to the end?
- Who is telling the story? How do you know?
When reading nonfiction books, ask your child:
- What are the main ideas in this book? Can you tell me 3 details that support that main idea?
Encourage your child to write about a topic important to them. Have them include an introduction, supporting paragraphs, and a conclusion.
Ask your child to find a word that they don’t know, and help them figure out what it means.

Learning Modules During the Year

Fall

Stories of Human Rights – What are human rights, and how can they be threatened? How can we use writing to raise awareness of human rights?

Books:

Esperanza Rising by Pam Muñoz Ryan
A Life Like Mine: How Children Live Around the World by DK Publishing

Fall Milestones

Reading:

Quote accurately from a text when
explaining what the text says and when
drawing inferences from the text. Why
did the author write this? What evidence
supports your idea?
Determine the meaning of words and
phrases as they are used in a text. Why
did the author choose that word?

Writing:

Write about topic or text in narrative
form, and include introduction, a body
with supporting point of view, use linking
words and provide a conclusion.

Winter

Biodiversity in the Rain Forest – Why do scientists study the rainforest? How do authors engage readers in narratives?

Books:

The Great Kapok Tree, Cherry Seeds of Change by Jen Cullerton Johnson
The Most Beautiful Roof in the World by Katherine Lasky

Winter Milestones

Reading:

Determine a theme of a text and how
characters respond to challenges. What is the theme of the story and how do you know? Why did the character act that way?
Students describe how a narrator’s or
speaker’s point of view influences how
events are described. Are the narrator
and the author the same person? How
do you know?

Writing:

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Spring

Athlete Leaders of Social Change – How have athletes broken barriers during the historical era in which they lived? What factors can contribute to an individual's success in changing society?

Books:

Promises to Keep: How Jackie Robinson Changed America by Sharon Robinson

Spring Milestones

Reading:

Determine two or more main ideas of a
text and explain how they are supported by key details. If you were going to make a new title, what would it be? What details gave you the idea for that title?
Understand multiple accounts of the same event or topic, and talk about important similarities and differences in the points of view they represent. What do you notice about each version of the story?

Writing:

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Dual Language Immersion

Kindergarten

Ways to Support your Scholar at Home:

Letters

Write all letters on index cards and practice the following:
- Read/say the letter
- Write the letter on a separate sheet of paper
- Hear the letter sound in a spoken word
- Say a word with that sound at the beginning/middle/end (and possibly draw a picture of the word or words)

Rhyming with spoken words

Say a word and ask the student to say another word that rhymes with that word
Say two words and ask the student if the words rhyme or not

Syllable Identification with spoken words

Say a 1, 2, or 3 syllable word and ask the student to clap out the beats/syllables in the word

Unit Topic and Essential Question Alignment

Knowledge Strand
Government and Citizenship	Rules at Home and School Why do we have rules?
Character	Every Story Has Characters How are characters different?
Life Science	Plants and Animals Have Needs Why do living things have different needs?
Point of View	Writers Tell Many Stories Why do people tell stories?
Technology and Society	Technology at Home and School Why do we use technology?
Theme	Stories Have a Message How do we know what is right?
History and Culture	Holidays and Celebrations Why do we celebrate people and events?
Earth Science	Weather and Seasons How do our lives change with the seasons?
Economics	Meeting Our Needs and Wants Why do we make choices?
Physical Science	Forces and Motion What makes things move?

Grade 1

Ways to Support your Scholar at Home:

Letters

Write all letters on index cards and practice the following:
- Read/say the letter
- Write the letter on a separate sheet of paper
- Hear the letter sound in a spoken word
- Say a word with that sound at the beginning/middle/end (and possibly draw a picture of the word or words)

Rhyming with spoken words

Say a word and ask the student to say another word that rhymes with that word
Say two words and ask the student if the words rhyme or not

Syllable Identification with spoken words

Say a 1, 2, or 3 syllable word and ask the student to clap out the beats/syllables in the word

Unit Topic and Essential Question Alignment

Knowledge Strand
Government and Citizenship	Being a Good Community Member Why do people get involved in their communities?
Character	Many Kinds of Characters How do we learn about characters?
Life Science	Plants and Animals Have Needs Why do living things have different needs?
Point of View	Stories Have a Narrator How do people create stories?
Technology and Society	Technology at Work How can technology make a difference in our lives?
Theme	Stories Teach Many Lessons What can we learn from a mistake?
History and Culture	Past, Present, and Future Why is the past important?
Earth Science	Observing the Sky Why do the sun and moon capture our imagination?
Economics	We Use Goods and Services Why do people trade with each other?
Physical Science	Exploring Sound and Light How would our lives be different without sound and light?

Grade 2

Unit Topic and Essential Question Alignment

Knowledge Strand
Government and Citizenship	Government at Work Why do we need a government?
Character	Characters Facing Challenges What can we learn when we face problems?
Life Science	Plants and Animals in Their Habitats How do living things get what they need to survive?
Point of View	Many Characters, Many Points of View How can a story change depending on who tells it?
Technology and Society	Solving Problems Through Technology Where do ideas for inventions come from?
Theme	Tales to Live By What can different cultures teach us?
History and Culture	Investigating the Past How does understanding the past shape the future?
Earth Science	Wind and Water Change Earth How do we react to changes in nature?
Economics	Buyers and Sellers How do the goods we make, buy, and sell connect us?
Physical Science	States of Matter How can something old become new?

Grade 3

Unit Topic and Essential Question Alignment

Knowledge Strand
Government and Citizenship	Government for the People Why do people participate in government?
Character	Ways Characters Shape Stories How do our actions influence our lives?
Life Science	Animal Adaptations How do living things adapt to change?
Point of View	Comparing Points of View What makes people view the same experience in different ways?
Technology and Society	Advancements in Technology What is the value of innovation?
Theme	Making Decisions What helps us solve problems?
History and Culture	Communities Then and Now What is a community?
Earth Science	Weather and Climate How can we predict the unknown?
Economics	Spending Time and Money What do our economic choices tell us about ourselves?
Physical Science	Forces and Interactions How does understanding science help us achieve our goals?

Grade 4

Unit Topic and Essential Question Alignment

Knowledge Strand
Government and Citizenship	Government in Action How can government influence the way we live?
Character	Characters’ Actions and Reactions How do we reveal ourselves to others?
Life Science	Observing Nature How do we respond to nature?
Point of View	Understanding Different Points of View What do we learn when we look at the world through the eyes of others?
Technology and Society	Technology for a Green Future How do we make decisions about developing new technology?
Theme	Confronting Challenges How do we overcome obstacles?
History and Culture	Developing a Nation How do communities evolve?
Earth Science	Earth Changes How do Earth’s natural processes impact our lives?
Economics	Resources and Their Impact How does access to resources influence people’s lives?
Physical Science	The Power of Electricity Where do scientific discoveries lead us?

Grade 5

Unit Topic and Essential Question Alignment

Knowledge Strand
Government and Citizenship	The U.S. Constitution: Then and Now Why do laws continue to evolve?
Character	Developing Characters’ Relationships Why do we value certain qualities in people?
Life Science	Cultivating Natural Resources How do we decide which resources we should develop?
Point of View	Recognizing Author’s Point of View How can other perspectives help us evaluate the world?
Technology and Society	Technology’s Impact on Society What value does technology bring to people’s lives?
Theme	Up Against the Wild What compels us to survive?
History and Culture	Conflicts That Shaped a Nation How does conflict shape a society?
Earth Science	Water: Fact and Fiction What does water mean to people and the societies they live in?
Economics	The Economic Development of Cities How do economic changes impact society?
Physical Science	Transforming Matter Why do we measure and describe the world?

Glossary

Glossary

Glossary - Word Types

Word Term	Description	Examples - Word Types
VC	Vowel-consonant	at, am, at, an, it, in, if, on, up, us,
CVC	Consonant-vowel-consonant	cat, mat, tap, lap, lip, tin, tip, pin, pop, mop, rot, pot, run, fun, mut, rut, bun, bet, red, pet, ten
CCVC	Consonant-consonant-vowel- consonant	shop, trip, chat, that, flat, ship, grip, plop, crop, slam, slip, shut, this
CVCC	consonant-vowel-consonant-consonant	bash, with, last, rich, raft, rash, wisp, lost, loft, best, rust, bust, fuss
CVCe	consonant-vowel-consonant- silent “e”	dive, hope, cure, lake, cave, hive, dove, rave, like, poke, rake, make
Consonant-le	ends with a consonant followed by -le	battle, middle, giggle, wiggle, gaggle, fiddle, rattle, little, bottle

Glossary - Terms

Word Term	Description	Examples - Terms
schwa	contains a vowel that sounds more like “uh” instead of its more common sound	amaze, kitten, China,
blend	Put together (blend) the individual sounds of a word, usually after segmenting the sounds (see definition below)	After segmenting the spoken word “map” into individual sounds (/m/- /a/- /p/), blend them back together to say the word: “map”
digraph	Two letters used to represent one sound.	“Sh” in the word “ship” or “ea” in the word “cheap”
Phonological awareness	The ability to recognize that spoken words are made up of units of sound (e.g, sounds, syllables)	Syllable identification is a form of phonological awareness because the reader is able to hear and identify the number of syllables, or beats, s/he hears in a spoken word
segment	Break a spoken word into individual sounds	Break the word “map” into individual sounds: /m/- /a/- /p/
spelling pattern	Letter combination within a word that represent the same sound in each word on which it occurs	“ea” (as in “beach”, “reach”, “beat”); “oy” as in “boy”, “toy”, and “ahoy”

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