Example of Scope and Sequence Chart for Beginning Reading

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Scope and Sequence Chart From 100 Easy Lessons

Below is a scope and sequence chart. It tells what (knowledge) is taught, and the sequence in which it is taught. The scope and sequence chart is for a beginning reading curriculum. Persons who designed the curriculum read scientific research to find out which skills are in reading and when it is best to teach each skill.

They learned that proficient readers use five skills when they read stories, poems, newspapers, science books, and other text. These elementary reading skills (called elementary not because they are simple, but because they are the elements---pre-skills---of reading) are:

1. Phonemic awareness. This means hearing and identifying the separate words in sentences and the separate syllables and sounds in words. There are several subskills of phonemic awareness---that is, there are several things a person can do if they have knowledge of the separate words in sentences and of the separate syllables and sounds in words. For instance,

a. A person says that “The cat sat” is three words…the…cat…sat.

b. A person says that “cat” has three sounds…/c/a/t/.

c. A person also tells the first, last, and middle sounds. “What is the first sound in rruuunnn?” rrr.

d. And if you tell the person three sounds (r…a…t) the person can blend them (say them fast, together) into a word. r…a…t rat

Again, this knowledge (hearing and identifying the words in sentences and the syllables and sounds in words) is called “phonemic awareness.”

2. Letter-sound correspondence. This means knowing the sound that goes with each letter. m “says” mmm. r “says” rrr.

Sounding out (decoding) words. A person uses knowledge of letter-sound correspondence (s says ssss) to sound out (decode) words. For example, a child sees a new word---fins. The child already knows what sound each letter says (a pre-skill), and so the child does this: “fffiiinnnsss….fins.”

These two kinds of knowledge---letter-sound correspondence and decoding---are called “the alphabetic principle.”

3. Fluency is a third elementary reading skill (knowledge). Fluency is knowledge of how to read correctly (accurately) and quickly. For instance, we say that a second grader is fluent if she reads 120 words correctly per minute from a second grade level text.

4. Vocabulary knowledge is a fourth elementary reading skill. It’s knowledge of what words mean. The words “house cat” mean (they point to) all those little animals with tiny teeth, four legs, fur, claws, whiskers, pink noses, who chase mice, and say Meow.

5. Comprehension is the fifth elementary reading skill. It is knowledge of what sentences, paragraphs, and larger sections of text mean. For instance, the reader can tell what a sentence is about (the subject: a cat); can tell facts about the subject of the sentence (the name of the cat is Muffy and she’s black); can tell what happens, and in what sequence; and can tell why things happen in the text (give explanations using information in the text).

The scope and sequence chart below shows what knowledge the curriculum teaches and the order in which it teaches the knowledge.

Example of Scope and Sequence Chart for Beginning Reading


Strands 1 10 20 30 40 50 50 60 70 80

1. Phonemic awareness

Pronounce sounds __________________________________________

Blend words _________

Segment words _________

Onset rime ___________

2. Alphabetic principle

Letter-sound correspond __________________________________________

dence m s a e t r

Sounding out words _______________________________________

am em met

ma me at

sa es et



Word lists and written _______________________________

across the page

Reading sentences __________________________________

see me

see a rat

a rat sat

3. Fluency

Say sounds fast __________________________________

Say letter-sounds ______________________________

(see m, say mmm) quickly

Sound out words ____________________________


Read sentences __________________________


4. Vocabulary [words in stories made from sentences taught] ________________







5. Comprehension

Repeat sentence __________________________

Identify subject and predicate _____________

State sequences of events _____________

Find and state explanations of ______

things that happen


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