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Kilgore  \nTABLE OF CONTENTS  \n2   Scope and Sequence 3   Document Guidance 6   Closed Syllables 23   Open Syllables 42  Vowel Team Syllables 54   R-Controlled Syllables 73   Silent-E Syllables 89   Consonant + LE Syllables 105   Schwa/Diphthong Syllables 122   Prefixes: fore- , pro- , inter-  \n141   Prefixes: trans- , non- , over-  \n161   Prefixes: sub- , semi- , anti- 176   Suffixes: -y, -ly, -ful 198   Suffixes: -hood, -less, -ness 217   Suffixes: -er/or, -en, -ment 236   ......Roots: port, form, ject 255   Roots: spect, dict, tend 274   ..   .   Roots: fer, meter, graph 293   ...   ..Roots: photo, script, geo 308   Appendices  \n\n|  | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |\n| --- | --- | --- | --- | --- | --- |\n| Week\u003Cbr>1 | CLOSED SYLLABLES\u003Cbr>I DO: Closed Syllables Lesson\u003Cbr>WE DO: Closed Syllables Guided Practice | CLOSED SYLLABLES\u003Cbr>WE DO/YOU DO: Closed Syllables Text Application\u003Cbr>Students should have present and consistent support from instructional staff. | OPEN SYLLABLES\u003Cbr>I DO: Open Syllables Lesson\u003Cbr>WE DO: Open Syllables Guided Practice | OPEN SYLLABLES\u003Cbr>WE DO/YOU DO: Open Syllables Text Application\u003Cbr>Students should have present and consistent support from instructional staff. | VOWEL TEAM SYLLABLES\u003Cbr>I DO: Vowel Team Syllables Lesson\u003Cbr>WE DO: Vowel Team Syllables Guided Practice |\n| Week\u003Cbr>2 | VOWEL TEAM SYLLABLES\u003Cbr>WE DO/YOU DO: Vowel Team Syllables Text Application\u003Cbr>Students should have present and consistent support from instructional staff. | R-CONTROLLED SYLLABLES\u003Cbr>I DO: R-Controlled Syllables Lesson\u003Cbr>WE DO: R-Controlled Syllables Lesson | R-CONTROLLED SYLLABLES\u003Cbr>WE DO/YOU DO: R-Controlled Syllables Text Application\u003Cbr>Students should have present and consistent support from instructional staff. | SILENT-E SYLLABLES\u003Cbr>I DO: Silent-E Syllables Lesson\u003Cbr>WE DO: Silent-E Syllables Guided Practice | SILENT-E SYLLABLES\u003Cbr>WE DO/YOU DO: Silent-E Syllables Text Application\u003Cbr>Students should have present and consistent support from instructional staff. |\n| Week\u003Cbr>3 | CONSONANT + LE SYLLABLES\u003Cbr>I DO: Consonant + LE Syllables Lesson\u003Cbr>WE DO: Consonant + LE Syllables Guided Practice | CONSONANT + LE SYLLABLES\u003Cbr>WE DO/YOU DO: Consonant + LE Syllables Text Application\u003Cbr>Students should have present and consistent support from instructional staff. | SCHWA/DIPHTHONG SYLLABLES\u003Cbr>I DO: Schwa/Diphthong Syllables Lesson\u003Cbr>WE DO: Schwa/Diphthong Syllables Guided Practice | SCHWA/DIPHTHONG SYLLABLES\u003Cbr>WE DO/YOU DO: Schwa/Diphthong Syllables Text Application\u003Cbr>Students should have present and consistent support from instructional staff. | Prefixes: fore-, pro-, inter\u003Cbr>I DO: Prefixes: fore-, preo-, interLesson\u003Cbr>WE DO: Prefixes: fore-, preo-, interGuided Practice |\n| Week\u003Cbr>4 | Prefixes: fore-, pro-, inter\u003Cbr>WE DO/YOU DO: Prefixes: fore-, pro-, inter-Text Application\u003Cbr>Students should have present and consistent support from instructional staff. | Prefixes: trans-, non-, over-,\u003Cbr>I DO: Prefixes: trans-, non-, overLesson\u003Cbr>WE DO: Prefixes: trans-, non-, overGuided Practice | Prefixes: trans-, non-, over-,\u003Cbr>WE DO/YOU DO: Prefixes: trans-, non-, over-Text Application\u003Cbr>Students should have present and consistent support from instructional staff. | Prefixes: sub-, semi-, anti\u003Cbr>I DO: Prefixes: sub-, semi-, antiLesson\u003Cbr>WE DO: Prefixes: sub-, semi-, antiGuided Practice | Prefixes: sub-, semi-, anti\u003Cbr>WE DO/YOU DO: Prefixes: sub-, semi-, anti-Text Application\u003Cbr>Students should have present and consistent support from instructional staff. |\n| Week\u003Cbr>5 | Suffixes: -y, -ly, -ful\u003Cbr>I DO: Suffixes: -y, -ly, -ful Lesson\u003Cbr>WE DO: Suffixes: -y, -ly, -ful Guided Practice | Suffixes: -y, -ly, -ful\u003Cbr>WE DO/YOU DO: Suffixes: -y, -ly, -ful Text Application\u003Cbr>Students should have present and consistent support from instructional staff. | Suffixes: -hood, -less, -ness\u003Cbr>I DO: Suff","cbCaif4h9kdSfjRb","https://ap.wps.com/l/cbCaif4h9kdSfjRb","pdf",19356029,344,"English","# Scope and Sequence\n## Document Guidance\n## Closed Syllables\n## Open Syllables\n## Vowel Team Syllables\n## R-Controlled Syllables\n## Silent-E Syllables\n## Consonant + LE Syllables\n## Schwa/Diphthong Syllables\n## Prefixes\n## Suffixes\n## Roots\n## Appendices","[{\"question\":\"What skill does the document target?\",\"answer\":\"The document targets accelerated reading of multisyllabic words by teaching word structure, syllable types, and morphology.\"},{\"question\":\"How is instruction organized day to day?\",\"answer\":\"Each week follows an I DO / WE DO / WE DO-YOU DO pattern for lessons, guided practice, and text application.\"},{\"question\":\"Which topics are included beyond syllables?\",\"answer\":\"It includes prefixes, suffixes, and roots such as port/form/ject and spect/dict/tend, plus appendices.\"}]","ADVANCED WORD STUDY - Accelerated learning of multisyllabic word reading and morphology | PDF",1789904555,867]