Structured Literacy: The Research-Based Approach
The "science of reading" evidence base is clear: systematic, explicit phonics instruction — where letter-sound relationships are taught directly, in a logical sequence, with ample practice — produces the best outcomes for the widest range of students, including those with dyslexia.
Open and Go Phonics provides the word lists, sound descriptions, and lesson frameworks aligned with this approach. Use these resources as a supplement to your core program or as a quick-reference during whole-class, small-group, or intervention instruction.
Recommended Phonics Scope and Sequence
Pre-K / Early Kindergarten
Kindergarten
Grade 1
Open and Go Lesson Framework (15–20 min)
Warm-Up: Phonemic Awareness (2–3 min)
Oral only — no letters. Blend or segment spoken words: "What word do I get when I put /s/ /a/ /t/ together?" Or segmentation: "How many sounds in 'chip'?" This primes the brain for phonics work.
Review (3 min)
Flash previously taught letter-sound cards or sight word cards. Target 100% accuracy and speed — under 2 seconds per card. If a card is missed, move it to the practice pile and revisit at the end.
Introduce New Sound/Pattern (5 min)
Use our letter or topic pages: show the grapheme, model the sound, say the keyword (e.g., "sh — /ʃ/ — ship"). Elicit choral responses. Write the grapheme on the board while saying the sound.
Guided Practice: Word Reading (5 min)
Read word lists from our pages — first with support, then independently. Use a decodable word list where every word applies the target skill. Error correction: if a student misreads, model the correct blending slowly, then ask them to try again.
Encoding (Spelling) Practice (3–5 min)
Dictate 3–5 words containing the target skill. Students write on whiteboards. Whole-class reveal — scan for errors and address systematically. Encoding strengthens the phonics-to-spelling connection.
Differentiation Strategies
For Below-Grade Readers
Go back to the most recent mastered skill and build forward systematically. Use letter sound pages and CVC word families. Short daily sessions (10 min) with a small group are more effective than longer whole-class instruction.
For Advanced Readers
Extend to multi-syllable decoding, less common patterns (silent letters, -tion, -ture endings), and morphology (prefixes, suffixes, roots). Challenge them with advanced word lists on each letter page.
For ELL Students
Explicitly build vocabulary alongside phonics — show pictures, use objects, and act out word meanings. ELL students need both the sound-letter mapping and the word meaning; our keyword + emoji approach supports both.
For Students with Dyslexia
Use multi-sensory techniques: tap sounds on fingers, write letters in sand, use colored tiles to represent phonemes. More practice repetitions and spaced review are essential. The structured sequence here aligns with Orton-Gillingham principles.