The Skills Strand teaches the mechanics of reading–students are taught systematic and explicit phonics instruction as their primary tool for decoding written English. By the end of grade 2, students have learned all of the sound‐spelling correspondences in the English language and are able to decode written material they encounter. In addition to phonics, students also are taught spelling, grammar, and writing during the Skills Strand.

Spelling Cards are to be used with Code Flip Books in Units 1–7 of the Grade 1 Skills Strand. Each Spelling Card is printed front and back. One side of the card shows the sound; the other side of the card shows three things: the spelling, a power bar (indicating how common this spelling is for the sound it represents), and a sample word containing the spelling.

The Vowel Code Flip Book will be used in Units 1–7 of the Grade 1 Skills Strand to review sound/spelling correspondences with the entire class. It may also be used at any time during the year with individual or groups of students in need of targeted remediation and practice.

In Units 2–7 of the Grade 1 Skills Strand, students will use the Individual Code Chart to record the vowel sound/spelling correspondences they have learned. These charts are a good way for students to have at their hands a guide to help them remember what they have learned. You may wish to encourage students to refer to the Individual Code Chart when reading and writing independently.

The Consonant Code Flip Book will be used in Units 1–7 of the Grade 1 Skills Strand to review sound/spelling correspondences with the entire class. It may also be used at any time during the year with individual or groups of students in need of targeted remediation and practice.

The Large Cards will be used in Units 1–7 of the Grade 1 Skills Strand during Large Card Chaining. Students will work in pairs or in teams to form words with the Large Letter Cards.

Lesson 23 - Sounds /k/, /b/, /d/, /f/, /g/, /l/, /m/, /s/ spelled ‘ck’, ‘bb’, ‘dd’, ‘ff ’, ‘gg’, ‘ll’, ‘mm’, ‘ss’