: Resources for building "mental dictionaries" or semantic lexicons by connecting new words to known synonyms, antonyms, and concepts.
What (e.g., vowel teams, blends, digraphs) is your current class studying? What grade level do you teach?
Download the PDF version of the Unit 5 Resource Lists for easy printing and lesson planning. Tips for Maximizing the Resource resource list 5.3 of the letrs manual
The LETRS manual is systematically divided into units, chapters, and sessions. At the end of specific sections or within the accompanying online portal resources, LETRS provides curated lists. These lists are not just random examples; they are precisely engineered phonetic and morphological frameworks designed to help teachers move students from speech to print.
: Links to educational videos such as The Brain Dictionary , which visualizes how different regions of the brain process semantic meaning. : Resources for building "mental dictionaries" or semantic
: Strategies for distinguishing vocabulary needs for ELs, such as interpreting figurative language or teaching Tier 1 words that native speakers may already know. Context within Unit 5
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. Download the PDF version of the Unit 5
The manual provides structured routines to ensure vocabulary is taught explicitly: Give a student-friendly definition. Example: Provide context in a sentence. Ask: Ask questions that require students to use the word. Implementing 5.3 Resources in the Classroom
Hold up a word from the list ( chat ). Do not ask for meaning. Ask: "Where do my teeth touch my tongue for the ch sound?" (Phonetic articulation). This is a LETRS non-negotiable found in the 5.3 notes.
Words starting with consonant clusters (e.g., slip , frog ).
Standard reading lists (like Dolch or Fry) mix regular and irregular words. A child can read "the" (irregular) and "cat" (regular) on the same list, making it hard to diagnose where decoding breaks down. List 5.3 isolates patterns so you can see if a child truly understands the alphabetic principle.