Uses sequence that works for majority of students begin to read multisyllabic students, but has built-in differentiation words)  Recognizes that not all skills are equal Create comprehensive phonics mastery assessment  Don’t overdo it  Devote more time to non-transferable or challenging sound-spellings 3 Blending Characteristics Instructional Issues Next Steps   Primary decoding strategy Make sure the focus is applying skills to Add review skills to blending word lists real reading and writing—not isolated skill each day  Must be frequently modeled and applied work Add transition to longer words work  Improve teacher knowledge of early on  Uses strategic blending lines (including research-based routines Add word pattern sorts (untimed and  minimal contrasts) Focus on high-utility words in lessons timed)   Include vocabulary work Include technology (apps and  Make sure gradual-release model is whiteboard activities) used (and teacher isn't doing all the work/thinking)
Uses sequence that works for majority of students, but has built-in differentiation Recognizes that not all skills are equal students begin to read multisyllabic words)  Create comprehensive phonics mastery assessment  Don’t overdo it  Devote more time to non-transferable or challenging sound-spellings 3 Blending Characteristics Instructional Issues Next Steps Primary decoding strategy Must be frequently modeled and applied Uses strategic blending lines (including minimal contrasts)  Make sure the focus is applying skills to real reading and writing—not isolated skill work  Improve teacher knowledge of research-based routines  Focus on high-utility words in lessons  Include vocabulary work  Make sure gradual-release model is used (and teacher isn't doing all the work/thinking)  Add review skills to blending word lists each day  Add transition to longer words work early on  Add word pattern sorts (untimed and timed)  Include technology (apps and whiteboard activities)
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