The EMBRS Reading Scope and Sequence

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EMBRS Reading Curriculum Accordion

EMBRS Reading Scope and Sequence

A systematic and cumulative approach to literacy.

Phase 1: Foundational Skills – CVC Words ▼
1.1 First Set of Sounds and Initial Blending ▼
  • 1.Introducing Sounds: /s/, /æ/, /t/, /p/, /n/ and Initial Blending
  • 2.Heart Words: a, the, I
  • 3.Cumulative Practice: Blending & Dictation with first set of sounds
1.2 Expanding Sounds and CVC Words ▼
  • 4.The Sound of /ɪ/ (Short Vowel ‘i’) and CVC Blending
  • 5.The Sound of /m/ (Letter M) and CVC Blending
  • 6.The Sound of /d/ (Letter D) and CVC Blending
  • 7.Heart Words: is, his, as
  • 8.Cumulative Practice: CVC words with /s,a,t,p,n,i,m,d/
1.3 More Consonants and Short Vowels ▼
  • 9.The Sound of /ɒ/ (Short Vowel ‘o’) and CVC Blending
  • 10.The Sound of /k/ (Letter C – Hard Sound)
  • 11.The Sound of /k/ (Letter K)
  • 12.Practice: Distinguishing C vs. K
  • 13.The Sound of /g/ (Letter G – Hard Sound)
  • 14.Cumulative Review & Consolidation 1
1.4 Completing Short Vowels and More Consonants ▼
  • 15.The Sound of /ɛ/ (Short Vowel ‘e’) and CVC Blending
  • 16.The Sound of /h/ (Letter H) and CVC Blending
  • 17.The Sound of /r/ (Letter R) and CVC Blending
  • 18.The Sound of /ʌ/ (Short Vowel ‘u’) and CVC Blending
  • 19.Heart Words: was, for, go, no, to, do
  • 20.Cumulative Practice: All 5 Short Vowels in CVC Words
1.5 Remaining Basic Consonants ▼
  • 21.The Sound of /b/ (Letter B) and CVC Blending
  • 22.The Sound of /f/ (Letter F) and CVC Blending
  • 23.The Sound of /l/ (Letter L) and CVC Blending
  • 24.Cumulative Review & Consolidation 2
  • 25.The Sound of /j/ (Letter J) and CVC Blending
  • 26.The Sound of /v/ (Letter V) and CVC Blending
  • 27.The Sound of /w/ (Letter W) and CVC Blending
  • 28.The Sound of /j/ (Letter Y as a Consonant)
  • 29.The Sound of /z/ (Letter Z) and CVC Blending
  • 30.The Sound of /ks/ (Letter X) and CVC Blending
  • 31.Heart Words: of, said, you
1.6 Phase 1 Review and Assessment ▼
  • 32.Cumulative Review: All Phase 1 Skills
  • 33.Application: Decoding and Comprehending CVC Sentences
  • 34.Phase 1 Mastery Benchmark: Timed Sentence Reading
Phase 2: Consonant Digraphs, Blends, and Double Consonants ▼
2.1 Consonant Digraphs ▼
  • 35.Digraph ‘sh’ – /ʃ/
  • 36.Digraph ‘ch’ – /tʃ/
  • 37.Cumulative Practice: sh, ch
  • 38.Digraph ‘th’ (voiced /ð/ & unvoiced /θ/)
  • 39.Digraph ‘wh’ – /w/ or /hw/
  • 40.Digraph ‘ck’ – /k/
  • 41.Heart Words: she, he, we, me, be
  • 42.Cumulative Review & Consolidation 3 (CVC & Digraphs)
2.2 Double Consonants (FLSZ or FLoSS Rule) ▼
  • 43.Double Consonant ‘ff’ – /f/ (as in puff)
  • 44.Double Consonant ‘ll’ – /l/ (as in hill)
  • 45.Double Consonant ‘ss’ – /s/ (as in miss)
  • 46.Double Consonant ‘zz’ – /z/ (as in buzz)
  • 47.Other Double Consonants (bb, dd, gg, etc.)
  • 48.Cumulative Practice: FLSZ Rule with Digraphs
2.3 Beginning Consonant Blends (Clusters) ▼
  • 49.L-Blend ‘bl’ (as in blue)
  • 50.L-Blend ‘cl’ (as in clap)
  • 51.L-Blend ‘fl’ (as in flag)
  • 52.L-Blend ‘gl’ (as in glad)
  • 53.L-Blend ‘pl’ (as in plug)
  • 54.L-Blend ‘sl’ (as in sled)
  • 55.Cumulative Review & Consolidation 4 (L-Blends)
  • 56.R-Blend ‘br’ (as in brim)
  • 57.R-Blend ‘cr’ (as in crab)
  • 58.R-Blend ‘dr’ (as in drip)
  • 59.R-Blend ‘fr’ (as in frog)
  • 60.R-Blend ‘gr’ (as in grab)
  • 61.R-Blend ‘pr’ (as in prop)
  • 62.R-Blend ‘tr’ (as in trap)
  • 63.Cumulative Review & Consolidation 5 (R-Blends)
  • 64.S-Blend ‘sc’ (as in scat)
  • 65.S-Blend ‘sk’ (as in skip)
  • 66.S-Blend ‘sm’ (as in smell)
  • 67.S-Blend ‘sn’ (as in snap)
  • 68.S-Blend ‘sp’ (as in spot)
  • 69.S-Blend ‘st’ (as in stop)
  • 70.S-Blend ‘sw’ (as in swim)
  • 71.Heart Words: they, my, by
  • 72.Cumulative Review & Consolidation 6 (All Beginning Blends)
2.4 Ending Consonant Blends ▼
  • 73.Ending Blend ‘-ft’ (as in gift)
  • 74.Ending Blend ‘-ld’ (as in hold)
  • 75.Ending Blend ‘-lk’ (as in milk)
  • 76.Ending Blend ‘-lp’ (as in help)
  • 77.Ending Blend ‘-lt’ (as in melt)
  • 78.Ending Blend ‘-mp’ (as in camp)
  • 79.Ending Blend ‘-nd’ (as in hand)
  • 80.Ending Blend ‘-nk’ (as in bank)
  • 81.Ending Blend ‘-nt’ (as in tent)
  • 82.Ending Blend ‘-pt’ (as in slept)
  • 83.Ending Blend ‘-sk’ (as in mask)
  • 84.Ending Blend ‘-sp’ (as in wasp)
  • 85.Ending Blend ‘-st’ (as in fast)
  • 86.Ending Blend ‘-ct’ (as in act)
  • 87.Heart Words: what, when, where, why, who
2.5 Phase 2 Review and Assessment ▼
  • 88.Cumulative Review: All Phase 1-2 Skills
  • 89.Application: Decoding and Comprehending Paragraphs
  • 90.Phase 2 Mastery Benchmark: Timed Paragraph Fluency
Phase 3: Long Vowel Sounds and Silent ‘e’ ▼
3.1 Vowel-Consonant-e (VCE) / Silent ‘e’ ▼
  • 91.Long ‘a’ with Silent ‘e’ (a_e) – Contrast with Short ‘a’
  • 92.Long ‘i’ with Silent ‘e’ (i_e) – Contrast with Short ‘i’
  • 93.Cumulative Practice: a_e, i_e
  • 94.Long ‘o’ with Silent ‘e’ (o_e) – Contrast with Short ‘o’
  • 95.Long ‘u’ with Silent ‘e’ (u_e) – Contrast with Short ‘u’
  • 96.Cumulative Practice: o_e, u_e
  • 97.Long ‘e’ with Silent ‘e’ (e_e)
  • 98.Heart Words: some, come, one, once, here, there
3.2 Phase 3 Review and Assessment ▼
  • 99.Cumulative Review: All Phase 1-3 Skills (CVC vs. VCE)
  • 100.Application: Decoding and Comprehending VCE Texts
  • 101.Phase 3 Mastery Benchmark: Timed CVC vs. VCE Word Reading
Phase 4: Common Vowel Teams and Digraphs ▼
4.1 Long ‘a’ Vowel Teams ▼
  • 102.Vowel Team ‘ai’ – /eɪ/ (as in rain)
  • 103.Vowel Team ‘ay’ – /eɪ/ (as in play)
  • 104.Cumulative Practice: ‘a_e’ vs ‘ai’ vs ‘ay’
4.2 Long ‘e’ Vowel Teams ▼
  • 105.Vowel Team ‘ee’ – /iː/ (as in see)
  • 106.Vowel Team ‘ea’ (Long e sound) – /iː/ (as in eat)
  • 107.Heart Words: their, these, because
  • 108.Cumulative Review & Consolidation 7 (Long a & e Teams)
4.3 Long ‘i’ Vowel Teams/Patterns ▼
  • 109.Vowel Team ‘ie’ (Long i sound) – /aɪ/ (as in pie)
  • 110.Vowel Pattern ‘igh’ – /aɪ/ (as in light)
  • 111.Cumulative Practice: i_e vs igh
4.4 Long ‘o’ Vowel Teams ▼
  • 112.Vowel Team ‘oa’ – /oʊ/ (as in boat)
  • 113.Vowel Team ‘ow’ (Long o sound) – /oʊ/ (as in snow)
  • 114.Cumulative Review & Consolidation 8 (Long i & o patterns)
4.5 Long ‘u’ Vowel Teams (and similar sounds) ▼
  • 115.Vowel Team ‘ue’ – /uː/ or /juː/ (as in blue, rescue)
  • 116.Vowel Team ‘ew’ – /uː/ or /juː/ (as in new, chew)
  • 117.Vowel Team ‘ui’ (Long u sound) – /uː/ (as in fruit)
4.6 The Sounds of oo ▼
  • 118.Vowel Team ‘oo’ (Long sound) – /uː/ (as in moon)
  • 119.Vowel Team ‘oo’ (Short sound) – /ʊ/ (as in book)
  • 120.Heart Words: friend, school, who, new
4.7 Phase 4 Review and Assessment ▼
  • 121.Cumulative Review: All Phase 1-4 Skills
  • 122.Application: Decoding and Comprehending Vowel Team Texts
  • 123.Phase 4 Mastery Benchmark: Timed Vowel Team Word Reading
Phase 5: R-Controlled Vowels ▼
5.1 Basic R-Controlled Vowels ▼
  • 124.R-Controlled Vowel ‘ar’ – /ɑːr/ (as in car)
  • 125.R-Controlled Vowel ‘or’ – /ɔːr/ (as in for)
  • 126.Cumulative Practice: ar, or
  • 127.R-Controlled Vowel ‘er’ – /ɜːr/ (as in her)
  • 128.R-Controlled Vowel ‘ir’ – /ɜːr/ (as in bird)
  • 129.R-Controlled Vowel ‘ur’ – /ɜːr/ (as in fur)
  • 130.Heart Words: are, were, her, bird, fur
  • 131.Cumulative Review & Consolidation 9 (er, ir, ur)
5.2 More Complex R-Controlled Vowel Patterns ▼
  • 132.R-Controlled Pattern ‘air’ – /ɛər/ (as in hair)
  • 133.R-Controlled Pattern ‘are’ – /ɛər/ (as in care)
  • 134.R-Controlled Pattern ‘ear’ (as in fear – /ɪər/)
  • 135.R-Controlled Pattern ‘ear’ (as in learn – /ɜːr/)
  • 136.R-Controlled Pattern ‘ear’ (as in bear – /ɛər/)
5.3 Phase 5 Review and Assessment ▼
  • 137.Cumulative Review: All Phase 1-5 Skills
  • 138.Application: Decoding and Comprehending R-Controlled Texts
  • 139.Phase 5 Mastery Benchmark: Timed R-Controlled Word Reading
Phase 6: Advanced Consonant Patterns and Sounds ▼
6.1 Consonant Digraph ph ▼
  • 140.Digraph ‘ph’ – /f/ (as in phone)
6.2 Silent Letters ▼
  • 141.Silent ‘k’ in ‘kn’ (as in knife)
  • 142.Silent ‘w’ in ‘wr’ (as in write)
  • 143.Silent ‘g’ in ‘gn’ (as in gnat)
  • 144.Silent ‘b’ in ‘mb’ (as in comb)
  • 145.Silent ‘p’ in ‘ps’ (as in psychology)
  • 146.Silent ‘t’ (as in castle, listen)
  • 147.Silent ‘s’ (as in island)
  • 148.Silent ‘gh’ (as in night, though)
  • 149.Heart Words: could, should, would, write, know
  • 150.Cumulative Review & Consolidation 10 (Silent Letters)
6.3 Soft c and Soft g ▼
  • 151.Soft ‘c’ (/s/) before ‘e’, ‘i’, ‘y’ (as in cent, city, cycle)
  • 152.Soft ‘g’ (/dʒ/) before ‘e’, ‘i’, ‘y’ (as in gem, ginger, gym)
  • 153.Pattern ‘-ge’ at end of words (as in cage)
  • 154.Cumulative Practice: Soft c and g
6.4 Three-Letter Consonant Blends (Trigraphs) ▼
  • 155.Trigraph ‘scr’ (as in scrape)
  • 156.Trigraph ‘shr’ (as in shrink)
  • 157.Trigraph ‘spl’ (as in splash)
  • 158.Trigraph ‘spr’ (as in spring)
  • 159.Trigraph ‘squ’ (as in squish)
  • 160.Trigraph ‘str’ (as in street)
  • 161.Trigraph ‘thr’ (as in throw)
6.5 Other Consonant Patterns ▼
  • 162.Pattern ‘-dge’ – /dʒ/ (as in bridge)
  • 163.Pattern ‘-tch’ – /tʃ/ (as in catch)
6.6 Phase 6 Review and Assessment ▼
  • 164.Cumulative Review: All Phase 1-6 Skills
  • 165.Application: Decoding and Comprehending Complex Consonant Texts
  • 166.Phase 6 Mastery Benchmark: Timed Word Reading (Advanced Consonants)
Phase 7: Advanced Vowel Teams, Diphthongs, and Other Vowel Patterns ▼
7.1 Diphthongs (Gliding Vowel Sounds) ▼
  • 167.Diphthong ‘oi’ – /ɔɪ/ (as in coin)
  • 168.Diphthong ‘oy’ – /ɔɪ/ (as in boy)
  • 169.Diphthong ‘ou’ (as in cloud) – /aʊ/
  • 170.Diphthong ‘ow’ (as in cow) – /aʊ/
  • 171.Heart Words: down, now, how, about, our
  • 172.Cumulative Review & Consolidation 11 (Diphthongs)
7.2 Other Vowel Teams and Patterns ▼
  • 173.Vowel Team ‘aw’ – /ɔː/ (as in saw)
  • 174.Vowel Team ‘au’ – /ɔː/ (as in August)
  • 175.Welded Sound ‘all’ – /ɔːl/ (as in ball)
  • 176.Welded Sound ‘oll’ – /oʊl/ or /ɒl/ (as in doll, roll)
  • 177.Cumulative Practice: aw, au, all, oll
  • 178.Vowel Pattern ‘eigh’ – /eɪ/ (as in eight)
  • 179.Vowel Team ‘ea’ (Short e sound) – /ɛ/ (as in bread)
  • 180.Vowel Team ‘ie’ (Long e sound) – /iː/ (as in chief)
  • 181.Vowel Team ‘ei’ (Long a sound /eɪ/ & Long e sound /iː/)
  • 182.Vowel Team ‘ui’ (Short i sound) – /ɪ/ (as in build)
  • 183.Heart Words: water, any, many, again, against
7.3 The Many Sounds of ough ▼
  • 184.‘ough’ as /oʊ/ (as in though)
  • 185.‘ough’ as /uː/ (as in through)
  • 186.‘ough’ as /ʌf/ (as in tough)
  • 187.‘ough’ as /ɔːf/ (as in cough)
  • 188.‘ough’ as /aʊ/ (as in bough)
  • 189.‘ough’ as /ɒf/ (as in trough – less common)
  • 190.Heart Words: through, though, enough, thought, bought
7.4 Less Common/Multi-Sound Vowel Combinations ▼
  • 191.Vowel Combination ‘ia’ (as in diamond, special)
  • 192.Vowel Combination ‘io’ (as in lion, nation)
  • 193.Vowel Combination ‘eo’ (as in geography)
7.5 Phase 7 Review and Assessment ▼
  • 194.Cumulative Review: All Phase 1-7 Skills
  • 195.Application: Decoding and Comprehending Complex Vowel Texts
  • 196.Phase 7 Mastery Benchmark: Timed Complex Vowel Word Reading
Phase 8: Syllabication and Multisyllabic Words ▼
8.1 The Schwa Sound (ə) ▼
  • 197.Introducing the Schwa Sound /ə/ in unstressed syllables
8.2 Syllable Types ▼
  • 198.Syllable Types: Closed & Open
  • 199.Application: Dividing VC/CV and V/CV words (robot, napkin)
  • 200.Syllable Types: Vowel-Consonant-e & Vowel Team
  • 201.Application: Dividing words with VCE and Vowel Team syllables
  • 202.Syllable Types: R-Controlled & Consonant-le
  • 203.Application: Dividing words with R-Controlled and C-le syllables
  • 204.Cumulative Practice: Identifying all syllable types in words
8.3 Syllable Division Rules/Patterns ▼
  • 205.Review: Syllable Division with VC/CV Pattern (e.g., rabbit)
  • 206.Review: Syllable Division with V/CV Pattern (e.g., open)
  • 207.Syllable Division: VC/V Pattern (e.g., cabin)
  • 208.Syllable Division: V/V Pattern (e.g., diet)
  • 209.Cumulative Practice: All syllable division patterns
  • 210.Syllable Division with Blends and Digraphs
  • 211.Syllable Division with Prefixes and Suffixes
8.4 Phase 8 Review and Assessment ▼
  • 212.Cumulative Review: All Phase 1-8 Skills
  • 213.Application: Decoding and Comprehending Multisyllabic Texts
  • 214.Phase 8 Mastery Benchmark: Timed Multisyllabic Word Decoding
Phase 9: Morphology – Affixes (Prefixes and Suffixes) ▼
9.1 Basic Inflectional Endings ▼
  • 215.Plural Ending ‘-s’ (/s/, /z/)
  • 216.Plural Ending ‘-es’ (/ɪz/)
  • 217.Possessive Ending ‘-’s’ and ‘-s’’
  • 218.Past Tense Ending ‘-ed’ (/d/, /t/, /ɪd/)
  • 219.Cumulative Practice: The three sounds of -ed
  • 220.Present Tense (3rd Person Singular) Endings ‘-s’, ‘-es’
  • 221.Comparative Ending ‘-er’
  • 222.Superlative Ending ‘-est’
  • 223.Progressive/Gerund Ending ‘-ing’
  • 224.Spelling Rule: Doubling final consonants when adding endings
  • 225.Spelling Rule: Dropping the ‘e’ when adding endings
  • 226.Spelling Rule: Changing ‘y’ to ‘i’ when adding endings
  • 227.Cumulative Review & Consolidation 12 (Inflectional Endings)
9.2 Common Prefixes ▼
  • 228.Prefix ‘un-‘ (not) & ‘re-‘ (again, back)
  • 229.Prefix ‘pre-‘ (before) & ‘dis-‘ (not, opposite of)
  • 230.Prefix ‘mis-‘ (wrongly) & ‘non-‘ (not)
  • 231.Prefixes ‘in-‘, ‘im-‘, ‘il-‘, ‘ir-‘ (not)
  • 232.Cumulative Practice: Reading words with prefixes
9.3 Common Suffixes ▼
  • 233.Noun Suffixes: ‘-ment’, ‘-ness’, ‘-tion’, ‘-sion’
  • 234.Adjective Suffixes: ‘-ful’ (full of), ‘-less’ (without)
  • 235.Adjective Suffixes: ‘-able’, ‘-ible’ (can be done)
  • 236.More Adjective Suffixes: ‘-ous’, ‘-ive’, ‘-al’, ‘-y’
  • 237.Agent Nouns (‘-er’, ‘-or’, ‘-ist’) and Verb Suffixes (‘-ize’, ‘-ify’)
9.4 Specific Suffix Patterns ▼
  • 238.Suffix ‘-cial’ & ‘-tial’
  • 239.Suffix ‘-ture’ & ‘-cious’
9.5 Phase 9 Review and Assessment ▼
  • 240.Cumulative Review: All Phase 1-9 Skills
  • 241.Application: Decoding and Comprehending Texts with Affixes
  • 242.Phase 9 Mastery Benchmark: Morphological Analysis & Decoding
Phase 10: Special Cases, Advanced Concepts, and Fluency Building ▼
10.1 The Letter y as a Vowel ▼
  • 243.‘y’ as Long /iː/ (as in baby)
  • 244.‘y’ as Long /aɪ/ (as in my)
  • 245.‘y’ as Short /ɪ/ (as in gym)
  • 246.Cumulative Practice: The Three Sounds of y
10.2 Contractions ▼
  • 247.Introduction to Contractions (e.g., can’t, don’t)
  • 248.More Contractions (e.g., I’m, it’s, we’ll, they’re)
  • 249.Cumulative Practice: Contractions
10.3 Homophones, Homonyms, Homographs ▼
  • 250.Understanding Homophones (e.g., to/too/two)
  • 251.More Homophones (e.g., there/their/they’re, see/sea)
  • 252.Understanding Homonyms/Homographs (e.g., read/read; lead/lead)
10.4 Fluency and Application ▼
  • 253.Strategies for Decoding Multisyllabic Words
  • 254.Fluency Practice: Building Accuracy, Rate, and Prosody
10.5 Phase 10 Review and Assessment ▼
  • 255.Cumulative Review: All Phonics and Word Analysis Skills
  • 256.Application: Decoding and Comprehending Grade-Level Text
  • 257.Phase 10 Mastery Benchmark: Passage Reading Fluency (WCPM)
Phase 11: Advanced Morphology & Etymology ▼
11.1 Introduction to Word Roots ▼
  • 258.What are Greek and Latin Roots?
11.2 Common Latin Roots ▼
  • 259.Latin Root: port (to carry)
  • 260.Latin Root: spect (to look)
  • 261.Latin Root: tract (to pull, drag)
  • 262.Latin Root: struct (to build)
  • 263.Latin Root: ject (to throw)
  • 264.Cumulative Practice: Building words with Latin roots and affixes
11.3 Common Greek Roots ▼
  • 265.Greek Roots: tele, graph, phone
  • 266.Greek Roots: photo, bio, logy
  • 267.Greek Roots: meter, scope, therm
  • 268.Cumulative Practice: Building words with Greek roots and affixes
11.4 Number Prefixes ▼
  • 269.Number Prefixes: uni, bi, tri
  • 270.Number Prefixes: quad, oct, cent, milli
11.5 Phase 11 Review and Assessment ▼
  • 271.Cumulative Review: All Morphological & Etymological Skills
  • 272.Application: Using Roots and Affixes to Understand Academic Text
  • 273.Phase 11 Mastery Benchmark: Morphological Analysis & Application

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