In this video I walk through keywords for letter sounds I like to use and have included in my printable alphabet chart, linked below. I also talk about things to be mindful of with many different letters, but especially those contained here. One other topic worth mentioning, though not discussed here, is stop and continuous sounds. As we teach letter sounds, it’s important we teach them correctly and without the trailing schwa.

Hard C and Soft G

It’s common practice to teach the letter sounds with a hard c and a soft g. For this reason, our pictures should absolutely match that! You might be surprised at what is created, though, especially by non-educators or those that mass produce letter resources. I have seen a giraffe frequently used for that g sound. That’s confusing for students. If we want our youngest students to learn that the sound we associate with “g” is /g/ and not /j/, we need to be consistent in presenting them words that begin with the soft g sound like gift and girl.

C is a bit more consistent in resources. Cat is frequently used as a keyword and it’s a solid one. It is important just to note that the soft c sound should not be used. That means words like city or cent would not make good keywords for the letter sounds.

Vowel Sounds

The vowel sounds can be tricky due to some sounds feeling and sounding similar for students. Some students may struggle with the differences between “e” and “i”. Some others may struggle with “a” and “o”. For this reason, I like to use articulatory gestures to support my instruction of the short vowel sounds for those students that need additional support. In additional to physical movements with those students that need additional support, the keywords we use can make a big difference- especially for “e”.

The letter e can be confusing for some students, or can cause confusion, depending on the sound that comes next in the word we are using. For example you might have seen the word envelope or elephant used to teach the letter sound /e/. But that is difficult for many kids because the first sound they then hear in that word is the name of the letter “L” or the letter “N”. When we say the names of the letters “l” “m” and “n” we actually begin with an /e/. if we want our students to be successful in learning the short vowel sound for the letter e we need to be sure we are teaching them keywords that don’t have an “l” “m” and “n” next. I like to use the word edge I also like to use the word Edge because it connects with the articulatory gesture I use to support my kids that have a difficult time learning vowel sounds I have a quick short on using articulatory gestures I will link below

While we talked about not using “l” “m” and “n” as the second letter with the letter e, with an “i” it may actually be helpful. I like to use the words “in” and “on” as keywords. It’s easy to have an articulatory gesture for those words, and because they’re similar, it emphasizes the sound differences. Because the /i/ and /o/ themselves are such different sounds, it also doesn’t make them difficult for students, and instead helps students focus on the differences between them. I have seen ice cream frequently in resources. We don’t want our youngest kiddos to be learning a keyword for I that does not include the short i sound.

You can get this free Alphabet and Keywords for Letter Sounds chart here.

The Letter Sound for X

X is another one that I have commonly seen inappropriate keywords used to teach. We need our students to learn that for the letter “x”, we give two sounds. Those two sounds are co-articulated together. No words in English begin with those sounds. When we give students keywords for things like x-ray or xylophone, we are teaching them the name of that letter X because that is how we articulate that letter at the beginning of those words. I think it is much more important that we teach students that we use “x” as a final sound in a word. For that reason, I teach my students with box. Now we absolutely have to teach our students that they are looking for that keyword at the end of the word instead of at the beginning like all of the rest of the keywords we use. But I think it’s more important that we teach our students the correct letter sound for that word rather than giving an “x” at the beginning of the word.

You might think this is a pretty simple or very well-known concept. However, letter sound keywords have prevented me from purchasing many, many materials both at teacher stores on TPT stores or within sets at any old store where I can’t see what is inside or with incorrect and confusing keywords for letter sounds. Whether you are shopping for materials online, or in person, keep the appropriate keywords in the back of of your mind as you shop, and don’t buy things if you can’t see what the key words are that are connected with those letter sounds.

The post Choosing the Right Keywords for Letter Sounds Instruction appeared first on Tales from Outside the Classroom.

What are Phonemes Graphemes and Morphemes?

There are 44 phonemes in English. This includes short and long vowel sounds, r-controlled vowels, and consonants and digraphs. It’s also generally accepted that diphthong sounds such as /oy/ and /ou/ are single phonemes as well. The best way to understand the differences between phonemes, graphemes, and morphemes is to start with the roots.

Phonemes: Phon means sound so a phoneme is a sound. These are the smallest units of sound in our language. Think of them as the individual building blocks of spoken words. For example, the word “cat” has three phonemes: /k/, /ă/, and /t/. Sounds are represented between slashes, called virgules.

Graphemes: Graph means write so a grapheme is written. These are the written symbols that represent phonemes. They are the letters or combinations of letters, such as digraphs, we use to spell words. Each phoneme has corresponding graphemes that help us spell those sounds. In the word “cat,” the graphemes are ‘c’, ‘a’, and ‘t’. Sometimes, one phoneme can be represented by more than one grapheme, such as /oi/ is spelled with the graphemes “oi” and “oy”. And sometimes, one grapheme can represent more than one phoneme, such as ‘a’ in ‘cat’ and the ‘a’ in ‘about’. Or, as is the case with the grapheme ‘x’, which is pronounced with phonemes /k/ & /s/ graphemes may be comprised of two phonemes.

Morphemes: Morph means change so a morpheme gets added to graphemes to change it. These are the smallest units of meaning in our language. They can be whole words, or parts of words. For example, the word “unbreakable” has three morphemes: “un-” (a prefix meaning “not”), “break” (a root word), and “-able” (a suffix meaning “able to be”). Morphemes might also be a word, but they might just be a letter. For example “s” is a morpheme because when we add it onto a word we can change it into its plural form. “Ed is a morpheme because when we add it on to a word, we make it past tense.

Morphemes can also be words; “cat” and “dog” are morphemes. Morphemes can be free or bound. Bound morphemes are like that “s” that needs to be added to a word in order to have meaning. Otherwise it’s just a grapheme. Free morphemes have meaning on their own, such as base words like cat and dog.

Why It Matters

You might be thinking, “Okay, that’s interesting, but why do I need to know this stuff?” Understanding phonemes, graphemes, and morphemes is crucial for effective reading and spelling instruction because they are the foundation of how our written language works. For example, understanding that there isn’t one clear lateral connection between phonemes and graphemes means you are more precise in your language and more explicit in your phonics instruction. Phonemes, graphemes, and morphemes each represent a different, but connected, area of our reading instruction.

• Phonemic Awareness: A strong understanding of phonemes (phonemic awareness) is essential for learning to read. Kids need to be able to hear and manipulate the individual sounds in words before they can connect those sounds to letters. Activities like rhyming, segmenting words into sounds, and blending sounds together are all about developing phonemic awareness. If a child struggles to hear the individual sounds in “dog,” they will likely have a hard time sounding it out when reading.

• Phonics: The connection between phonemes and graphemes (phonics) is the key to decoding and encoding written words. When children understand that letters represent sounds, they can start to “sound out” words they’ve never seen before. Knowing the different graphemes that can represent a single phoneme (like ‘k’, ‘c’, and ‘ck’ all representing the /k/ sound) helps kids read and spell more accurately.

• Morphology: Understanding morphemes helps students understand word meanings and build their vocabulary. When students recognize common prefixes and suffixes, they can figure out the meaning of unfamiliar words. For instance, if a student knows that “pre-” means “before,” they can figure out that “preheat” means to heat something before. This knowledge also helps with spelling, as students can break words down into their meaningful parts. As students begin reading and writing words with more complexity, morphology becomes even more important. The spelling of many words connects back to their morphology, or roots, more specifically than their phoneme-grapheme correspondence. It’s important that we teaching morphemes

The Tricky Part: How They Relate (and Don’t)

Here’s where things can get a little confusing, and why it’s so important to understand the distinctions. Phonemes, graphemes, and morphemes are all interconnected, but they don’t always line up perfectly.

• Phoneme to Grapheme One-to-One Correspondence (Sometimes): Sometimes, there’s a simple one-to-one relationship between a phoneme and a grapheme. For example, in the word “bat,” the phoneme /b/ is represented by the grapheme ‘b’, the phoneme /ă/ is represented by the grapheme ‘a’, and the phoneme /t/ is represented by the grapheme ‘t’.

• Many-to-One Phoneme to Grapheme Correspondence (Often): More often, things are not so straightforward. One phoneme can be represented by multiple graphemes. Think about the /k/ sound, which can be spelled with ‘c’ (cat), ‘k’ (kite), ‘ck’ (duck), or even ‘ch’ (school). Most long vowel sounds are represented by many different letter combinations.

• One-to-Many Grapheme to Phoneme Correspondence (Also Common): One grapheme can represent multiple phonemes. The letter ‘a’ in ‘cat’ has a different sound than the ‘a’ in ‘father’ , the ‘a’ in about, or the ‘a’ in ‘want’.

• Morphemes Add Complexity: Morphemes add another layer of complexity. A single morpheme can contain multiple phonemes and graphemes, or it could be just one phoneme and grapheme. For example, the morpheme “ing” in “running” contains the phonemes /ɪŋ/ and is represented by the grapheme combination ‘ing’.

• 

The post The Comparison Corner: What are Phonemes Graphemes & Morphemes? appeared first on Tales from Outside the Classroom.

What are Blends?

Blends are clusters of two or more consonants that come together within a word. The sound of each letter is present within the word, though they tend to merge together a bit as they are articulated. Blends can be in initial or final positions within a syllable, though some blends can only be present in one of those positions. They tend to be identified or classified by their first or second consonant. Some of the most common blends are “s blends” such as in snake, slip, stack, or fast. Or “l” and “r” blends such as in flake, pluck, grip, and train.

Some phonics programs explicitly teach blends by these categories. One of the most popular methodologies for teaching students with dyslexia or other difficulties learning phonics focuses on teaching each blend. However, I’m in the camp of believing that blend is a verb. We blend sounds in words to read them and most blends don’t need our explicit instruction. We need our students to be able to read words with blends, but we build that skill through phonemic awareness instruction, not explicit phonics instruction. Because each sound is articulated in the word and represented in the phonemes, it’s not worth the time to teach most blends explicitly.

With that said, there are a couple blends I think it’s important that we do explicitly teach students because of our pronunciation of them. Can you guess which blends those are?

tr and dr

Let’s take the word “truck”.  When we say the word, truck sounds like a “chr” at the beginning. This is due to our mouth placement for both sounds. It’s not an improper pronunciation; it’s just the way we pronounce it.

You can also use the word dress as an example of the sounds for “dr”. Dress sounds like it  begins with a “j” or a “jr”.

Students need to be explicitly taught that when they make these sounds, it’s actually tr and dr. I just tell the students that we never use those letter combinations together so when they say those sounds, it’s spelled with tr and dr. Even though our pronunciation is different it’s important to note we don’t need to emphasize an atypical pronunciation for those words that begin with those sounds. However, we need to teach students that when we feel like we’re making those sounds we don’t spell it with a “chr” or a “jr” but with a “tr” and a “dr”.

Have students struggling with blending sounds within words? Especially words with blends that have additional sounds? Continuous blending and/or successive blending might be helpful strategies for them.

Looking for resources for practicing reading and writing words with blends? I have many different resources from word building, to blending slides, to fluency activities. See all of my consonant blends resources in my TpT store.

What are digraphs?

A digraph, however, is when we have two letters that come together to make one, and only one, sound. Some of the most common consonant digraphs are combinations like “sh”, “ch”, “th”, and “ck” or “qu”. We also have many vowel digraphs such as “ai” and “ay” that both are spellings for the long vowel sound a. Many consonant digraphs, such as those listed above, are commonly occurring and are taught early in a students’ phonics instruction. Others, such as those with “silent letters” like “kn” and “gn” occur less frequently and are taught much later. Digraphs require explicit instruction as we support students in learning to read and spell with those letter combinations.

I have many resources practicing consonant digraphs as well, including many free options. You can check out all of my Consonant Digraphs Resources in my TpT store, or you can click to access the free resources linked below by clicking on their cover.

Some Tricky Blends and Digraphs

There are a couple specific cases where there are mixed opinions on blends and digraphs. I think it’s important to not get too hung up on these. When teaching them with my students, I again focus on the number of phonemes that correspond.

qu- Some people say that qu is a digraph, but other people say it’s a blend. Because there are two sounds present I lean more towards the blend camp. But, I don’t teach either to my students. We just focus on there being two sounds made when those letters are represented.

ng– These letters are a digraph because they represent just one sound.  Think of words like ring and sang. In these words, we have the nasalized n sound produced rather than the typical n sound that is produced with the tongue on the roof of your mouth. This is one I’ve personally struggled with as I feel I articulate the /g/ sound in words with “ng”.

nk- These letters are a blend because they represent two sounds. Think of words like bank and think. In these words, we have the nasalized /ng/ as with the words above making one sound, and the final /k/ as another. I personally feel like I say these words the same as words with an ng with just the /g/ and /k/ difference.

These two skills are frequently taught as “welded” or “glued” sounds for this reason – and also because of their effect on the connecting vowel sound.

Understanding the difference between blends and digraphs ensures we are teaching them properly with our students and supporting them as they’re learning to read. Are there any other terms you would like to see me define and compare in the series? Leave a comment below and let me know!

The post The Comparison Corner: What are Blends and Digraphs and How Should we Teach Them? appeared first on Tales from Outside the Classroom.

What is Continuous Blending?

Imagine a stream of water from a faucet that you are using to fill a cup. You can stop the stream by turning off the faucet. Water can come out in choppy amounts, but water is still coming out and cup is being filled. Or, you can leave the faucet running and water will come out in one amount. That’s similar to the differences between traditional sound by sound blending and continuous blending. With traditional blending, each sound is given in isolation. When those isolated sounds are put together, the word is blended. With continuous blending, sounds are stretched and connected together, flowing from one sound to the next. It’s free flowing rather than isolated and choppy.

Why is Continuous Blending Beneficial?

As mentioned before, many students struggle with blending words as they read. Most students struggle for just a short period of time and their phonemic awareness skills advance rather quickly. For others, trying to read even the simplest of words can be laborious. Continuous blending is a natural scaffold for those students as they are able to speed up the sounds as they attempt to blend them. It can be applied with the simplest of word patterns- vc and cvc words, helping support students right from the start as they begin trying to read.

• Enhances Phonemic Awareness: By smoothly blending sounds, students strengthen their ability to hear and manipulate individual sounds within words.
• Boosts Confidence: The flowing motion can make reading feel more natural and less daunting for some students. As students successfully use continuous blending,
• Provides Scaffolds: When beginning to read words with consonant blends, and adding that 4th sound into words, continuous blending can help support students, even if they didn’t need support initially. Blending an additional sound, and keeping it in a student’s phonological working memory, can be a difficult transition for some. Continuous blending helps ease that transition since each sound is heard.

Tips for Continuous Blending

Continuous blending has some key components to consider as you implement it with students.

• Continuous Sounds: Continuous blending should initially be done with only continuous sounds in non-final positions. This is essential for the blending to be continuous, or connected. Not sure what the continuous sounds are? Watch my video below that compares continuous and stop sounds.

• Build complexity: As students get more proficient with reading words using continuous blending, there are two ways you can add complexity to support students’ further reading development.

First, you can introduce stop sounds in the initial position. This means students that first sound is unable to be held as the other sounds are added. Since all vowel sounds are continuous, it naturally helps students blend the rime. This is a great way to push students forward as they only have to hold the one stop sound in their working memory as they work to blend the onset and rime.

Another way to add complexity is by introducing blends, or words containing 4 sounds rather than 3. Continuous blending can continue to be done with blends, as long as each sound in the blend is a continuous sound. Final s blends are a great one to use as the stop sound is in the final position in the word. Otherwise S and F blends are also great initial blends to use, so long as the second sound is also a continuous sound. Just as mentioned before, once students have become proficient with blending 4 sound words with continuous sounds in non-final positions, the complexity can again be increased by inserting a non-continuous sound within the word.

You may find that some students develop proficiency with decoding CVC words with initial stop sounds but then need the scaffold of using all continuous sounds in order to successfully recode words with blends.

• Add manipulatives: Manipulatives provide a great concrete reinforcement for students as hold and stretch sounds during connected phonation, especially if they are reading a printed or oral word rather than manipulating letter tiles. I like to use counters, toy cars, and even small Junior Slinkys to reinforce the stretch and connection used during connected phonation. Please note: Links are to items on Amazon where I receive a very small product commission for your purchase at no additional cost to you. 

Continuous Blending vs. Successive Blending

Continuous blending and successive blending are both strategies for supporting students struggling to correctly blend words as they’re reading. With continuous blending, the focus is on connecting the phonemes in the word together. This is why it’s also referred to as connected phonation.

With successive blending, each sound is added on, successively, before adding on the next sound. This means the first sounds are blended together before new sounds are added. There isn’t a focus on using only continuous sounds with this strategy, though that’s obviously a support with successive blending as well. I detail all about successive blending in its own individual post.

Ready to try Continuous Blending?

Continuous blending is a strategy that can be incorporated within your existing phonics and phonemic awareness work. Depending on your scope and sequence of instruction, you can intentionally incorporate continuous blending as students are reading words. While it’s a blending strategy that students can use anytime, students will not be able to apply it to words with stop sounds. For this reason, it’s best done with intentionally chosen words and/or sounds to ensure continuation is possible. This makes it a great tool to incorporate within your small group and intervention instruction.

Card Drills

I start out most of my small group instruction doing card drills to review letter sounds and to practice decoding using phonics and phonemic awareness skills. The routine takes only a few minutes and gives students quick and focused practice on reading a variety of real and nonsense words. I’ve learned that it’s similar (or maybe even the same as) the 3 part drill from OG, but I’ve done it for many years before ever hearing of that method of instruction.

To implement card drills, all you need are letter cards. I have made cards using regular index cards or I’ve also printed ones on my own. After reviewing letter sounds one at a time, I lay the cards out as detailed below to create the stacks for our CVC words (or more complex words if that’s our focus). If you’re doing words with blends, you’ll obviously change this to match that practice.

Step 1: Set up your letter cards

Pile 1 C– all continuous consonants  except for q and x

Pile 2 V– all vowels

Pile 3 C– all stop sounds

It seems like a lot to remember, but it becomes pretty quick and painless once you’ve done it a few times. If you inadvertently include a letter a wrong spot, just move it as you’re practicing.

Step 2: Stretch and blend

Once the cards are set up, you’re reading to blend. Stretch the sounds into each other and blend the word to form the word. Then, flip over one letter to create a new, minimal contrast word and read again.

With card drills, students get exposure and practice with both real and nonsense words just due to the nature of the routine. Practicing with nonsense words, which may seem counterintuitive, actually ensures students aren’t just reading words that are stored in their long-term memory. A great routine is to have students identify the word as a real word or nonsense word before continuing on to the next word.

Continuous Blending Slides

If you’re ready to give continuous blending a try in your classroom, I offer a few sets of Continuous Blending Slides to help you get started. With that said, continuous blending can absolutely be implemented without buying anything special! Just use letter tiles and/or letter cards for the letters and get working!

My CVC Continuous Blending Slides were created for independent practice . Each slide was intentionally created with a continuous sound as the first sound- especially with commonly confused continuous sounds /h/, /w/, & /y/. These are great tools use during literacy centers, independent work, homework, and small group work. Because these include a self-checking or feedback component, students are able to use them to practice independently.

With that said, they are also perfect for whole class practice on a display screen or interactive whiteboard! Just display and walk through the routine together! That’s perfect for special education or other intervention groups, or for beginning readers just working on blending CVC words.

To check out my CVC Continuous Blending Slides click the image below.

You can also get a set of free continuous blending slides practicing the CK and SH digraphs (individual practice sets) by signing up for my newsletter below. A link to the download containing both Powerpoint and Google Slides slideshows will be sent immediately.

The post Continuous Blending: An Effective Scaffold for Supporting Decoding appeared first on Tales from Outside the Classroom.

The Frayer Model was developed in the 1960s by four educators: Norman Frayer, Wayne Frederick, Arthur Merkel, and Philip Klaus. They recognized that true vocabulary learning goes beyond rote memorization. They wanted to create a strategy that encouraged students to actively engage with the word and understand its nuances. While it can be used with any grade level, especially as a teacher model, it’s most effective beginning in middle/upper elementary school.

What is the Frayer Model of Vocabulary

While the Frayer Model is a graphic organizer, it isn’t your average fill-in-the-blank worksheet. It encourages students to think deeply about a word, going beyond simply memorizing a definition. It builds critical thinking skills as students analyze the word. For this reason, it’s important that we choose the right words for using with a Frayer model. They’re best completed with abstract concepts as they will contain facts and examples. This makes them difficult to define, at times, which is why it’s such a helpful strategy..

A Frayer Model is typically created by dividing your sheet of paper into four smaller rectangles along each corner. The word is placed in the center, typically within a circle. The part of speech may also be included in the circle. Each of the rectangles contains one component of the word analyzation:

• Definition: Start with the dictionary definition, but encourage students to put it in their own words.
• Characteristics: Key features, attributes, or qualities of the word; What makes this word unique? What are its essential features?
• Examples: Brainstorm real-life examples, literary examples, or even create their own original examples.
• Non-Examples: Things that the word does not describe. This is where critical thinking kicks in! Students must identify things that do not fit the definition or possess the characteristics of the word.

Engage students in a class discussion about the word and the components being written about in the model. Give them opportunities to talk together before sharing orally. Brainstorming with a peer before sharing is a great strategy for increasing student participation and engagement.

Steps for Teaching a Vocabulary Word with a Frayer Model

The Frayer Model can be used in whole group, or small group instruction. Because of its interactive nature, its typically not done in one-on-one instruction, though it certainly can be. The steps in completing the Frayer Model should be modeled with Think Alouds to help students understand the process for completion. First interactions should include relatively known and concrete words. This can be interactive, especially when it comes to giving examples and non-examples. As students develop further understanding of the concept, students can take on more responsibility for completion through a gradual release.

1. Choose a word for explicit instruction. Find more about which words are best for explicit instruction in my 3 Tiers of Vocabulary Instruction post. Also keep in mind that you want words that are able to generate examples and non-examples.
2. Provide students with the Frayer Model. If it’s your first, or first few, times using it, explain the four sections and what they mean. For your first introduction, use a Think Aloud to model the process of how to use the Frayer Model with a vocabulary word. Use a gradual release model to incorporate it into your regular instruction.
3. Work with the students to build knowledge of the term. You can use small group discussion, review various artifacts such as pictures, images, primary sources, charts, etc.
4. Have students work together to identify examples and relevant non-examples.
5. While monitoring student progress, share new ideas with the class to discuss and have students add characteristics as they are recognized. Work with students to identify those essential characteristics from the examples and non-examples compared to non-essential characteristics.
6. Provide groups an opportunity for students to share their thinking with others through an Academic Dialogue strategy, posting artifacts around the room. Posting around the room allows students to revisit and extend thinking and reference for the remainder of the unit of study.

Ready to begin using the Frayer Model as part of your vocabulary instruction? You can download several versions of the graphic organizer, including an unlabeled one here.

Why is the Frayer Model Beneficial?

The Frayer Model encourages students to move beyond surface-level learning. By exploring different aspects of the word, they develop a richer, more nuanced understanding of the meaning of the word. Actively engaging with the word in multiple ways improves long-term retention. By identifying characteristics and non-examples, students analyze and evaluate information, strengthening their critical thinking skills. Because the Frayer Model is completed together through discussion, it can foster collaboration as students discuss and refine their ideas. This also makes it interactive and engaging for students. For these reasons, it’s not effective to be done wholly independently either in-class or as homework. Instead, students can generate their ideas independently and then present them as part of a class discussion.

Changing Up the Organizer

There are many modifications out there for changing up the organizer. One change I’ve seen and used is removing the “characteristics” section and doing a drawing to represent the word. Another is swapping out examples and non-examples with synonyms and antonyms. While there is a specific organization to the Frayer Model, it can be adapted to meet your students’ needs.

Further Information on Vocabulary Instruction

Content Area Vocabulary Learning by Douglas Fisher & Nancy Frey on Reading Rockets

Four Practical Principles for Enhancing Vocabulary Instruction by Manyak, Von Gunten, Autenrieth, Gillis, and Mastre-O’Farrell on Reading Rockets

Bringing Words to Life: Robust Vocabulary Instruction by Beck, McKeown, & Kucan (book) on Amazon (affiliate link)

Five Key Principles for Effective Vocabulary Instruction by Tim Shanahan on Reading Rockets

Which Words Do I Teach and How? by David Liben from Student Achievement Partners on Achieve the Core

Teaching Vocabulary by Linda Diamond & Linda Gutlohn on Reading Rockets

The Frayer Model on TeachHub

Further Information on the Science of Reading

I am sharing helpful information on the Science of Reading throughout this blog series. Each post has a different focus and includes links to relevant posts of my own, from time to time. The topics have been carefully chosen to include the background information needed to understand the science and help you learn more about some of the large, underlying research in the field. The first three up in the series include The National Reading Panel’s 5 Pillars of Reading, the Simple View of Reading, and Scarborough’s Rope.

Want to get each post in your email so you don’t miss it? Sign up below. I will email you the posts, beginning with the first ones in the series, and continuing with each post throughout.

The post Frayer Model for Vocabulary Instruction – Getting Started with SoR appeared first on Tales from Outside the Classroom.