4. Videos: Letter Names and Sounds Instruction
Letter Names and Sounds Skill Explainer
Word Recognition x Language Comprehension = Reading Comprehension
Assessment
The process of measuring students' progress and providing information to help guide instruction
(active)
Word Recognition
The ability to see a word and know how to pronounce it without consciously thinking about it
Phonological Awareness
A group of skills that enable you to recognize and manipulate parts of spoken words
Articulation
The production of speech sounds.
Articulation Skill Explainer
Syllables
Part of a word organized around a single vowel sound
Onset-Rime
Two parts of a word: onset is the initial sound; rime is the vowel and any consonant sounds that follow it.
Phonemic Awareness
The ability to recognize and manipulate individual sounds within a spoken word
Phoneme Segmentation and Blending
- Overview of Phoneme Segmentation and Blending
- When to Teach Phoneme Segmentation and Blending
- How to Teach Segmentation and Blending
- Videos: See It in the Classroom
- Lesson Plans for Phoneme Segmentation and Blending
- Assessing Your Students
- What the Research Says
- Resource Hub: Phoneme Segmentation & Blending
(active)
Phonics
A method for teaching children the relationship between spoken sounds and written letters so they can learn to decode and encode
(active)Sound-Letter Correspondence
The relationship between a phoneme and the grapheme that spells it
Letter Names and Sounds Skill Explainer
- Overview of Letter Names and Sounds
- When to Teach Letter Names and Sounds
- How to Teach Letter Names and Sounds
- Videos: See It in the Classroom
- Lesson Plans for Letter Names and Sounds
- Student Practice Activities
- Assessing Your Students
- For Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Phonics Patterns
Common letter combinations found in words.
Short Vowels Skill Explainer
- Overview of Short Vowel Sounds
- When to Teach Short Vowel Sounds
- How to Teach Short Vowel Sounds
- Videos: See it in the Classroom
- Lesson Plans for Teaching Short Vowels
- Student Practice Activities with Short Vowels
- Assessing Your Students
- For Students Who Need Additional Support
- Resource Hub: Videos, Lessons, Activities
Closed Syllables Skill Explainer
- Overview of Closed Syllables
- When to Teach Closed Syllables
- How to Teach Closed Syllables
- Lesson Plans for Teaching Closed Syllables
- Videos: See It in the Classroom
- Student Practice Activities
- Assessing Your Students
- For Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Glued Sounds Skill Explainer
Open Syllables Skill Explainer
Spelling with 'c' vs. 'k' Skill Explainer
- Overview of Spelling with 'c' vs. 'k'
- When to Teach Spelling with 'c' vs. 'k'
- How to Teach Spelling with 'c' vs. 'k'
- Lesson Plans for Spelling with 'c' vs. 'k'
- Videos: See It in the Classroom
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- Resource Hub: Videos, Lessons, Activities
Consonant Digraphs Skill Explainer
‘-ck’ Spelling Rule Skill Explainer
- Overview of the '-ck' Spelling Rule
- When to Teach the '-ck' Spelling Rule
- How to Teach the '-ck' Spelling Rule
- Videos: See It in the Classroom
- Lesson Plans for the '-ck' Spelling Rule
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- Resource Hub: Videos, Lessons, Activities
FLoSS(Z) Spelling Rule Skill Explainer
‘y’ as a Vowel Skill Explainer
Coming soon.
Soft 'c' and Soft 'g' Skill Explainer
Coming soon.
R-Controlled Vowels Skill Explainer
Coming soon.
Vowel Teams and Dipthongs Skill Explainer
Coming soon.
'-tch' Spelling Rule Skill Explainer
- Overview of '-tch' Spelling Rule
- When to Teach '-tch' Spelling Rule
- How to Teach '-tch' Spelling Rule
- Videos: See It in the Classroom
- Lesson Plans for '-tch' Spelling Rule
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
'-dge' Spelling Rule Skill Explainer
Coming soon.
Consonant '-le' Skill Explainer
Coming soon.
Schwa Skill Explainer
Coming soon.
Irregularly Spelled High-Frequency Words
High-frequency words that have a part of their spelling that has to be memorized
Irregularly Spelled High-Frequency Words
Multisyllable Words
Words that have more than one word part
Prefixes
How to add meaningful beginnings to words
Suffixes
How to add meaningful endings to words
Language Comprehension
The ability to understand the meaning of spoken words
Reading Comprehension
The ability to understand the meaning of printed text
Text Considerations
Characteristics of a text that impact the ease or difficulty of comprehension.
Strategies and Activities
How a reader approaches a specific text, depending on their purpose for reading
Reader’s Skill and Knowledge
The skills and knowledge a reader brings to the reading task that are necessary for comprehension
Sociocultural Context
Elements in a classroom that affect how well a child learns to read
Fluency
The ability to read accurately with automaticity and expression
Fluency: Accuracy, then Automaticity
Reading or decoding words correctly (accuracy) and reading at an appropriate rate (automaticity)
Accuracy, then Automaticity Skill Explainer
Coming soon.
Fluency: Expressive Text Reading
Reading characterized by accuracy with automaticity and expression
Expressive Text Reading Skill Explainer
Coming soon.
Writing
The act of putting thoughts into print using transcription and composition skills
Handwriting, Spelling, and Typing
Methods for translating speech into written words
Handwriting and Letter Formation Skill Explainer
Sentence Writing
Composing a complete statement, question, exclamation, or idea with proper grammar and punctuation
Writing a Simple Sentence Skill Explainer
Sentence Expansion Skill Explainer
- Overview of Sentence Expansion
- When to Teach Sentence Expansion
- How to Teach Sentence Expansion
- Video: See It in the Classroom
- Lesson Plan for Sentence Expansion
- Student Practice Activities
- Assessing Your Students
- For Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Features of Structured Literacy
A systematic and explicit approach to teaching reading based on research
Below you'll find some short videos that show steps for introducing a new letter-sound correspondence:
- Warming Up with Flash Cards (to review known sounds)
- Introducing a New Letter
- Dictation
Warming Up with Flash Cards
A great way to warm up before introducing a new letter is to do flash cards with the letters and sounds students already know.
At Burgess-Peterson Academy in Atlanta, teacher Carla Miller runs through the warm-up deck with her kindergartners. They do this at the beginning of every phonics lesson.

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Carla Miller: Are we ready to go? We're going to start our deck drill ...
Narrator: To get her first graders warmed up for their daily phonics lesson, instructional coach Carla Miller guides them through their letter flashcards. This helps them become automatic at matching letters to sounds.
Carla Miller: We're just going to say the name of the letter and the sound. Are you ready? 'G', /g/ (students say the letter names and sounds wit her). 'Y', /y/. Okay. Let's do that one more time. 'Y', /y/.'E', /ē/ ... long sound ... /ē/. Good 'q', 'u', /qwa/ ...rule 'q' and 'u' are stuck like glue. So good. 'A', /ā/ long sound ... /ā/. Very good 'F', /f/. 'I', /ĭ/ ... Long sound? /ī/. Good. 'R', /r/, 'i' ... oh, stop right there. There's something going on here. Who can raise their hand and tell me how this card is different? Ashton?
Ashton: 'Y' says /ī/.
Carla Miller:
'Y' says /ī/. Why does 'y' says /ī/ and not /yuh/?
Student: 'Y' is a special consonant that takes 'i'.
Carla Miller: Excellent. So, at the end of a one-syllable word 'y' says /ī/ and at the end of a two-syllable word 'y' says /ē/. Good. Okay, let's keep going. Let me see who has their tracers out. Thank you so much, Ellie. Let's go.(Students continue to say the letter names and sounds wit Ms. Miller.) 'D', /d/. Writing roll ... 'c', /c/. 'B', /b/. Oh, one more time ... 'b', /b/, 'c', /c/. Who knows a rule that goes with 'c'? Blakeley?
Blakeley: Curvy 'c' goes with curvy /ā/, /ō/, and /ū/.
Carla Miller: Very good. Let's keep going, friends. 'V', /v/, 'u', /ǔ/ ... Long sound? /ū/ or /oooh/ ... reminder "oooh, you stink!", you sink. Good. 'G', /g/, 'y' /yuh/ ... This one was different. This is not 'y' the vowel. This is 'y' the what? Who can tell me? Eloise ...
Eloise: A consonant.
Carla Miller: A consonant. Very good.
Narrator: Enjoyed this video? Don't forget to subscribe to our YouTube channel @RUTeaching. For more information, please visit ReadingUniverse.org. Special thanks to Burgess Peterson Academy and Atlanta Public Schools. Reading Universe is made possible by generous support from Jim and Donna Barksdale, the American Federation of Teachers, the Emily Hall Tremaine Foundation, and three anonymous donors. Reading Universe is a service of WETA, Washington, DC, the Barksdale Reading Institute, and First Book.
Carla Miller: This is Reading Universe.
Watch as Ashton Smith, a kindergarten teacher at Hope-Hill Elementary School in Atlanta, reviews ‘qu’ with her students in her warm-up deck, reinforcing that ‘q’ and ‘u’ are “stuck like glue” and make the sound /kw/.

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Ashton Smith: What do we know about 'q' and 'u'? Carter?
Carter: They're besties.
Ashton Smith: Besties. Yep. They're besties. They're always together. So when we see 'q' and 'u' together, what do we say?
Students: /kw/ ...
Ashton Smith: /kw/ ... /kw/ ... 'q', 'u', stuck like glue.
Students: 'q', 'u', stuck like glue.
Ashton Smith: And Carter, when we have 'q' and 'u' together, what sound does it make?
Carter: /kw/ ...
Ashton Smith: /kw/ ... So let's say 'q', 'u' ... /kw/ ... ready?
Students: 'q', 'u' ... /kw/ ...
Ashton Smith: One more time.
Students: 'q', 'u' ... /kw/ ...
Ashton Smith: Very good.
Introducing a New Letter
At Prather-Brown Center in Frederick, Oklahoma, Monica Peeveyhouse introduces the letter ‘f’ to her kindergartners.

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Monica Peevyhouse: Okay, we're going to learn a new sound today.
Narrator: Kindergarten teacher Monica Peevy house is introducing a new letter today, the letter 'f'. She'll go through steps that she'll repeat every time she introduces another new letter.
Monica Peevyhouse: Our new sound today is /f/. Say /f/ ...
Student(s): /F/
Monica Peevyhouse: Okay. Very good.
Narrator: She begins by saying the new letter's sound and having students try it on their own.
Monica Peevyhouse: Let's make that sound again. /F/. (Ms. Peevyhouse and the students make the sound together.) Is this a voice sound or an uninvoice?
Student(s): Unvoice.
Monica Peevyhouse: It's off. Our voice box is not moving. It's an unvoiced sound. Okay, so we don't need our voice for it. Say /f/ ...
Student(s): /F/
Monica Peevyhouse: Okay. What is our mouth doing? Where are our teeth?
Student(s): Right here, on the bottom ... (they touch their lower lips).
Monica Peevyhouse: On the bottom lip. Our teeth are touching our bottom lip.
Narrator: Talking about how the sound is made and what your mouth looks and feels like when you make it, helps students get the hang of pronouncing it.
Monica Peevyhouse: It continues. We can make this sound for as long as we have breath. If you have breath for a hundred hours. Okay. Let's see how long we can go real quick.
Student(s): /Ffffff/
Monica Peevyhouse: Okay. Very good. Very good. Okay. I'm going to give you some words. Okay? Some of them are going to begin with the sound /f/ and I want you to give me a thumbs up. If it does not, I want you to cover your mouth. Okay. Here we go. Say fire.
Student(s): Fire
Monica Peevyhouse: Does fire begin with /f/? I should see thumbs up. Good job. Okay, say fork.
Student(s): Fork.
Monica Peevyhouse: Does fork begin with /f/?
Narrator: Playing with words in this way provides an opportunity for students to both hear the sound in words and practice producing the sound themselves.
Monica Peevyhouse: Say flipper.
Student(s): Flipper.
Monica Peevyhouse: Does flipper begin with /f/? 9Students hold up their thumbs to respond yes.) Very good. Very, very good. Okay. Our letter that represents the sound /f/ is an 'f'. Very good. It is an 'f'. Okay. This is our uppercase 'F'
Student(s): And our lowercase 'f'.
Monica Peevyhouse: And our lowercase 'f'. Let's sing our alphabet until we find the letter 'f'. Okay. Here we go. (They all sing the alphabet song together). 'A', 'b', 'c', 'd', 'e', 'f' ... Oh, we found it. Okay. What letter comes before 'f'?
Student(s): 'E'
Monica Peevyhouse: 'E'. Very good. Okay. What letter comes after 'f'?
Student(s): 'G'
Monica Peevyhouse: 'G'. Very good. And what sound does 'f' represent?
Student(s): /F/
Monica Peevyhouse: Very, very good. Here we go. We're going to learn to write the letter 'f', uppercase 'F'. Watch me. We're going to start in the sky and we're going to come straight down to the ground. We're going to come back up to the sky and go across. Then we're going to come to the fence line and go across. Okay. Now I want you to do this with me. This time when we write it, I want you to air write it and I want you to say the sound.
Student(s): /F/ (the students use their fingers to write the letter 'f' in the air).
Monica Peevyhouse: Very good. Now we're going to do lowercase 'f'. We're going to start right here In between the fence and the sky, we're going to curve up towards the sky and then come down to the ground and we'll cross this at the fence. I want you to air write it or write it on the carpet with me this time.
Narrator: Demonstrating how to write the letter on paper while students practice tracing it in the air, not only teaches the letter's formation, it also lays the groundwork for the next step in their journey with this new letter ... dictation.
Monica Peevyhouse: Very good.
Narrator: Enjoyed this video? Don't forget to subscribe to our YouTube channel @RUTeaching. For more information, please visit ReadingUniverse.org. Special thanks to Prather-Brown Center, Frederick Public Schools, and the Oklahoma State Department of Education. Reading Universe is made possible by generous support from Jim and Donna Barksdale, the American Federation of Teachers, the Emily Hall Tremaine Foundation, and three anonymous donors. Reading Universe is a service of WETA, Washington, DC, the Barksdale Reading Institute, and First Book.
Monica Peevyhouse: I'm Monica Peevy House and this is Reading Universe.
Dictation
In this video, Monica Peevyhouse reinforces sound-letter correspondences with sound dictation. She says a sound and students practice writing it. This connects the individual sounds to the letters that represent them.

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Monica Peevyhouse: Boys and girls, we're going to work on dictation. I want you to put everything away.
Student: I love that!
Monica Peevyhouse: I know. And get out your pencil. I'm going to have you say a sound, and then I'm going to have you write the letter that spells the sound. Everybody say /f/. What letter spells …?
Students: ‘F’!
Monica Peevyhouse: Very good.
Student: Lowercase or uppercase?
Monica Peevyhouse: We're going to write lowercase … lowercase when we do dictation. We're going to start in the middle of the fence line and the skyline. We're going to go up towards the sky, then curve down to the ground, and we're going to cross at the fence. I want you to move to the second line. And we'll write some more sounds. Everybody say /h/.
Students: /h/.
Monica Peevyhouse: Here we go. I start high in the sky, all the way to the ground. Trace back up.
Everybody say /ŏ/.
Students: /ŏ/.
Monica Peevyhouse: How do we spell /ŏ/?
Students: ‘O'!
Monica Peevyhouse: With an 'o’. Make sure you give yourself a little space. Everybody, I want you to say the sound /a/.
Students: /a/.
Monica Peevyhouse: How do we spell /a/?
Students: ‘A’!
Monica Peevyhouse: With an 'a’. Make sure we give ourselves a little space. Everybody say the sound /m/.
Students: /m/.
Monica Peevyhouse: How do we spell /m/?
Students: ‘M’!
Monica Peevyhouse: With an 'm’. Let's write 'm'. Can we try that one more time? Okay. We have to make sure that we keep our curves underneath the fence line. I want you to start right there. So come straight down to the ground and trace back up. Curve under that fence line. Okay. Trace back up and curve under the fence line. Very good, sister. Good job. Hey, everybody say /t/.
Students: /t/.
Monica Peevyhouse: How do we spell /t/?
Student: ‘T’.
Monica Peevyhouse: With a 't’? Very good. Will you write the letter 't'? Make sure we give ourselves some space. Okay, everybody, you did such a great job. Give your brain a kiss.
Monica Peevyhouse: Say "Love you, brain. Love you, brain.”
Students: Love you, brain!
Narrator: For more information, please visit ReadingUniverse.org. Special thanks to Prather-Brown Center, Frederick Public Schools, and the Oklahoma State Department of Education. Reading Universe is made possible by generous support from Jim and Donna Barksdale, the Emily Hall Tremaine Foundation, and two anonymous donors. Reading Universe is a service of WETA, Washington D.C., the Barksdale Reading Institute, and First Book.
Monica Peevyhouse: I'm Monica Peevyhouse, and this is Reading Universe.