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UFLI Foundations · Low Frequency Spelling

Lesson 118: ch /sh/, ch /k/, gn /n/, gh /g/, silent t

Lesson 118 is lesson 138 of 148 in the UFLI Foundations sequence, in the Low Frequency Spelling unit, starting on page 316 of the manual.

Previous: Lesson 117Next: Lesson 119Whole sequence

In short

Lesson 118 teaches ch /sh/, ch /k/, gn /n/, gh /g/, silent t. It comes after Lesson 117 (Signal Vowels: c /s/, g /j/) and before Lesson 119 (-sion, -tion). Teach it from the manual, then record the date, the minutes and one rating of how it went.

What to record after teaching it

  • The date and the minutes. That is the instruction log.
  • One rating, seen cold at the start of the next session: Needs support, Developing or Secure.
  • Whether ch /sh/, ch /k/, gn /n/, gh /g/, silent t needs to come back: next session for Needs support, after about three sessions for Developing.
  • A one-line note only if something surprised you.

The Low Frequency Spelling unit

8 lessons. This one is 8 of 8.

  1. Lesson 111: ar /er/, or /er/
  2. Lesson 112: air /air/, are /air/, ear /air/
  3. Lesson 113: ear /ear/
  4. Lesson 114: ei /ā/, eigh /ā/, ey /ā/, ea /ā/, aigh /ā/
  5. Lesson 115: ew /yū/, eu /yū/, ue /yū/, ou /ū/
  6. Lesson 116: ough /aw/, ough /ō/
  7. Lesson 117: Signal Vowels: c /s/, g /j/
  8. Lesson 118: ch /sh/, ch /k/, gn /n/, gh /g/, silent t

Questions people ask

No. This page gives the lesson's name, concept, unit and place in the sequence so you can plan and track. The lesson itself is in the UFLI Foundations manual, which you teach from. Literacy Trail is not affiliated with the University of Florida Literacy Institute.
Yes, if they read and spell the concepts of the earlier lessons reliably. Start one or two lessons before the first shaky one, which may mean Lesson 117, and mark the earlier lessons as already taught so the record reads correctly.
Teach the next lesson anyway and bring this concept back for two minutes at the start of the next session. Two Needs support ratings in a row on it means change the approach (build it, write it, then read it) rather than repeat the lesson.

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