Resource List 5.3 Of The Letrs Manual

The first section of the list directs teachers to specific Quick Phonics Screener (QPS) or CORE Phonics Survey pages. Why? Because before you teach a phonics lesson, you must know exactly where the student’s orthographic mapping has broken down.

| Text Feature | What to Look For | Example Sources | | :--- | :--- | :--- | | Rich Tier 2/Tier 3 density | At least 5–8 target words per 200 words | Newsela, ReadWorks, CommonLit | | Repetition of key terms | Target word appears ≥3 times in varied contexts | Content-area textbooks, trade books | | Support for inference | Context clues: definition, appositive, synonym, antonym | The Word Collector (Reynolds); Bringing Words to Life activities | | Readability match | 95–98% word recognition for independent reading | Lexile analyzer (Lexile.com) |

In the age of Teachers Pay Teachers and colorful laminated centers, many educators have lost the art of efficient phonics instruction. Resource List 5.3 feels sparse—it has no clip art, no games, and no color. That is its superpower. resource list 5.3 of the letrs manual

The Science of Reading (which LETRS is built upon) tells us that decodable texts and word lists are most effective when they are dense with the target skill. List 5.3 forces you to remove the fluff.

Veteran LETRS facilitators often say: "If you photocopy Resource 5.3 and hand it out, you’ve missed the point. If you model Resource 5.3 with a whiteboard and magnetic letters, you’ve mastered the point." The first section of the list directs teachers

Target Skill: Consonant blends (CCVC) – focusing on /st/ and /sp/

Materials: Resource List 5.3 (blends column), whiteboards, markers. Veteran LETRS facilitators often say: "If you photocopy

| Time | Activity | Action | | :--- | :--- | :--- | | 2 min | Phoneme Review | Say /s/, /t/, /p/, /l/, /r/. Students write the letter. | | 3 min | Auditory Sorting | Say "stop," "spot," "top," "pot." Students stand up for /st/ words, sit for /sp/ words. | | 5 min | Word Reading | Display 5 words from List 5.3 (stop, spot, spin, step, skip). Students decode aloud, tapping fingers for each phoneme. | | 3 min | Dictation | Teacher says "step." Students map it: /s/ /t/ /e/ /p/ → s-t-e-p. | | 2 min | Transfer | Students read a sentence: "The frog can stop on the log." (uses words from List 5.3 and known high-frequency words). |

How do you move from reading the list to using it? Here are four high-leverage instructional routines directly from LETRS training protocols.