The materials include opportunities for students to practice connecting sounds to letters in the context of guided and independent practice using the lesson presentation slides and the Student Workbook. The materials include teacher scripts for demonstrating articulation of all phonemes introduced on the back of the Sound-Spelling Cards; however, the lesson plans do not indicate when the teacher should use the cards in instruction.

Daily phonemic awareness instruction correlates to the phonics portion of the lesson (phoneme-grapheme correspondence). Examples include, but are not limited to the following: 

• In Lesson 8, Day 3, the phonics objective is to understand initial and final s-blends. At the beginning of the Sound-Spelling Mapping portion of the lesson, students segment the words just, skip, vest, stud, rust, and slop using colored-coded phonics chips and boxes. 

• In Lesson 19, Day 3, the phonics objective is to understand the long o silent e pattern. At the beginning of the Sound-Spelling Mapping portion of the lesson, students segment the words slope, pope, not, chose, slop, and note using colored-coded phonics chips and boxes. 

• In Lesson 24, Day 3, the phonics objective is to understand the phonogram patterns all, oll, and alk. At the beginning of the Sound-Spelling Mapping portion of the lesson, students segment the words mall, troll, chalk, mold, chest, and tall using colored-coded phonics chips and boxes. 

Materials include opportunities for students to practice connecting sounds to letters. Examples include, but are not limited to the following: 

• In Lesson 1, Day 5, students identify the beginning sound in the words zipper, queen, rug, van, yo-yo, and up in the Student Workbook. Students say the word, say the first sound, say the letter name, and then repeat the sound while writing the letter next to the picture of the word. 

• In Lesson 15, Day 1, students look at Key Cards for the words chair, branch, shoe, brush, thumb, mouth, and whale. Students say the keyword and then say the sound of the underlined digraph. 

• In Lesson 27, Day 3, students complete a Sound-Spelling Mapping Activity in the Student Workbook. Students finger stretch the dictated word fill, count the sounds, place a dot in the bottom right corner of each box they will need, and then write the letters, each sound in its own box. Students repeat with the words coil, clay, hope, paw, and joy. 

Materials include directions to the teacher for demonstrating how to pronounce each phoneme (articulation/mouth formation). Examples include, but are not limited to the following: 

• Articulation scripts are included on the Sound-Spelling Cards. However, the materials do not reference when to use the cards.

  • On the Sound-Spelling Card /sh/, the back of the card provides the teacher with a script for the articulation of the sound. The teacher says, “When I make the /sh/ sound, my teeth are together. My lips are puckered and look like fish lips. I put my hand on my throat. /sh/ I don’t feel a vibration. /sh/ is an unvoiced sound.”

  • On the Sound-Spelling Card /oll/, the back of the card provides the teacher with a script for the articulation of the sound. The teacher says, “When I say /oll/, my mouth is open and rounded, the first sound begins like /ō/. As I finish, my tongue moves toward the roof of my mouth for /l/. The vowel changes as my mouth moves toward the /l/ sound.”

The materials include a clear scope and sequence of phonics skills with explanations for the order of the phonics sequence. The materials cite their own research and study groups as the basis for the explanation of the order of the phonics sequence, as well as research from David Kilpatrick. The scope and sequence includes a cohesive, intentional sequence of phonics instruction, from simple to more complex skills, and practice to build toward the application of skills. Phonics instruction is based on high utility patterns as well as specific phonics generalizations.

Materials have a clear, research-based explanation for the order of the phonics sequence. Examples include, but are not limited to, the following:

• In the Teacher’s Edition, Introduction, Alignment with the Science of Reading, the materials state that the guiding principles of the curriculum are based on the studies cited in David Kilpatrick’s 2015 book Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. One of these principles is that “effective phonics instruction follows a prescribed sequence that progresses from simple to complex.” The materials indicate that the phonics skills progression is designed so that each lesson builds on earlier mastered concepts. 

• In the Teacher’s Edition, Introduction, “Effective phonics instruction follows a prescribed sequence that progresses from simple to complex. Our phonics products follow a skills progression that is defined by 95 Percent Group’s phonics continuum so that each lesson builds on earlier mastered concepts.” 

Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction, from simpler to more complex skills, and practice to build toward the application of skills. Examples include, but are not limited to, the following:

• In Introduction, Scope and Sequence, the materials include a scope and sequence that outlines the following progression in phonics instruction:

  • Lesson 1 Kindergarten review of letters, sounds and blending 

  • Lessons 2 -6 CVC words

    • Lesson 2 Short a 

    • Lesson 3 Short i 

    • Lesson 4 Short o 

    • Lesson 5 Short e 

    • Lesson 6 Short u

  • Lessons 8 - 11 Consonant Blends

    • Lesson 8 Initial/Final s-blends 

    • Lesson 9 Initial/Final l- and t-blends

    • Lesson 10 Initial r-blends 

    • Lesson 11 Initial 3-letter blends

  • Lesson 12 - 13 Consonant Digraphs

    • Lesson 12 Digraphs ch and sh 

    • Lesson 13 Digraphs th, wh, ck 

  • Lesson 14 Floss Rule, qu, and Final x 

  • Lesson 16 - 20 Long vowel silent-e

    • Lesson 16 Long a

    • Lesson 17 Long i 

    • Lesson 18 Long e

    • Lesson 19 Long o 

    • Lesson 20 Long u 

  • Lesson 22 - 24 Phonograms

    • Lesson 22 ang, ing, ong and ink, ank, onk 

    • Lesson 23 ild, ind, old, olt, and ost 

    • Lesson 24 all, oll, alk 

  • Lesson 26 - 27 Predictable vowel teams

    • Vowel teams ee, igh, oa, oe 

    • Vowel teams ai, ay, oi, oy, au, aw 

  • Lesson 28 Unpredictable vowel teams

    • 2 sounds for ea and ow 

  • Lesson 29 Vowel-r: ar, or, and er/ir/ur

  • Lesson 30 Simple closed-closed multisyllable

Phonics instruction is based in high utility patterns and/or specific phonics generalizations. Examples include, but are not limited to, the following:

• In the Teacher’s Edition, Introduction, Scope and Sequence, the materials show that the program is organized using high utility patterns and specific phonics generalizations. Lessons 1-7 review short vowel CVC patterns. Lessons 8-11 introduce consonant blends. Lessons 12-15 introduce consonant digraphs. Lessons 16-21 introduce the long vowel silent-e pattern. Lessons 22-25 introduce phonograms. Lessons 26-30 introduce   predictable and unpredictable vowel teams and vowel-r patterns.

• In Lesson 4, Day 4, the teacher provides instruction for reading and spelling words with the short o sound. The teacher says, “The vowel letter o represents the /o/ sounds, which is a short vowel sound. When a word has 1 vowel letter followed by 1 or more consonants, the vowel is short.” The teacher guides students to find the vowel in words, and identify the short o vowel pattern.

• In Lesson 15, Day 4, the teacher is provided with three rules for inflected endings. 

  • Rule 1 - For words spelled with 2 or more consonants at the end, add -er, -est

  • Rule 2 - For words spelled with y at the end, drop the last y and add i before adding -er, -est

  • Rule 3 - For words spelled with a single vowel followed by 1 consonant, double the final consonant before adding -er, -est

Materials do not contain elements of instruction that are based on the three-cueing system for teaching decoding.

• Materials do not contain lessons or resources that include the three-cueing system.

The materials use reasonable research-based pacing for the introduction of phonics skills over the year. At the lesson pacing level, the materials indicate that each lesson is designed to be taught in 20 minutes, and the teacher’s edition includes specific timing for each portion of the lesson. Each lesson contains ample and varied opportunities for students to practice newly-taught phonics skills. Materials include periodic cumulative review lessons, including a beginning-of-the-year kindergarten skills review. 

Materials include reasonable pacing of newly taught phonics skills. Examples include, but are not limited to, the following:

• According to the Scope and Sequence, pacing of newly taught phonics skills includes:

  • In Lessons 2-7 (6 weeks), the materials review and practice short vowel CVC patterns.

  • In Lessons 8-11 (4 weeks), the materials introduce initial and final s-blends, l-blends, and t-blends, initial r-blends, and initial 3-letter blends. 

  • In Lessons 12-15 (4 weeks), the materials introduce consonant digraphs ch, sh, th, wh, and ck, the Floss Rule, qu, and final x. 

  • In Lessons 16-21 (6 weeks), the materials introduce long vowel final e patterns one vowel at a time. The materials practice each pattern for one week in the following order, followed by a week of review: a, i, e, o, u. 

  • In Lessons 22-25 (4 weeks), the materials introduce the phonograms ang, ing, ong, ink, ank, onk, ild, ind, old, olt, ost, all, oll, and alk.

  • In Lessons 26-30 (4 weeks), the materials introduce predictable vowel teams ee, igh, oa, oe, ai/ay, oi/oy, and au/aw, unpredictable vowel teams ea and ow, and r-controlled vowels ar, or, and er/ir/ur. 

The lesson plan design allots time to include sufficient student practice to work towards automaticity. Examples include, but are not limited to, the following:

• In Lesson 23, Day 1, the learning objective for the week is for students to “demonstrate understanding of the phonogram patterns ild, ind, old, olt, and ost by correctly identifying, reading, and writing pattern words in isolation and in passages.” In the Word Sort portion of the lesson, students practice in the Student Workbook by sorting the words child, bolt, find, most, blank, bind, gold, colt, old, and wild into columns labeled with the phonograms and a column for no phonogram pattern. In the Sound-Spelling Mapping portion of the lesson, students use sound mapping boxes to segment and then spell the following words: colt, mild, code, blind, most, and scold. In the Passage Reading portion of the lesson, students scan the passage Holding Colt to Task and underline words with the target phonograms. 

• In Lesson 23, Day 2, students use a list of the following words to identify the number of vowels, say the phonogram or syllable type while showing the matching gesture, saying the sound of the phonogram or vowel, and then reading the word. In the Pattern and Contrast Words portion of the lesson, students identify and whisper the phonogram pattern or syllable type and make the matching gesture, write the word under the column with the matching heading, and whisper read the word. In the Sound-Spelling Mapping portion of the lesson, students use sound mapping boxes to segment and then spell the following words: child, host, rind, jolt, vote, old. In the Passage Reading portion of the lesson, students read the underlined words containing the target phonogram patterns in the passage Holding Colt to Task and then read the passage as a whole. 

• In Lesson 23, Day 3, students chorally read the following words, making a phonogram gesture or the gesture for a closed or silent-e syllable as they read each word: blind, scold, colt, must, sob, hold, host, chip, told, kind, dot, think, hole, post, bold, grind, wild, cold, mind, bolt. In the Sound-Spelling Mapping portion of the lesson, students use phonics chips to segment and then spell the words. In the Passage Reading portion of the lesson, students scan the passage Bold Rush for Gold and underline words with the target phonograms. 

• In Lesson 23, Day 4, students use a Sound Bank to complete word ladders for the phonograms ild, ind, old, olt, and ost, completing three words for each phonogram. In the Passage Reading portion of the lesson, students read the underlined words containing the target phonogram patterns in the passage Bold Rush for Gold and then read the passage as a whole. 

• In Lesson 23, Day 5, students participate in a one-minute timed reading of a word list containing the following words: mind, old, hold, child, host, mild, bolt, told, cold, sold, wild, post, find, kind, bind, colt. Then students participate in a one-minute timed reading of phrases, using a set of 16 phrases containing the week’s target phonograms. In the Sentence Dictation portion of the lesson, students write the dictated sentences, Post a stake at the mine you find, The bold child likes to bolt, and Where did you find that gold? In the Passage Reading portion of the lesson, students re-read the passages Holding Colt to Task and Bold Rush for Gold. 

Materials contain distributed, cumulative, and interleaved opportunities for students to practice and review all previously learned grade-level phonics. Examples include, but are not limited to, the following:

• In Lesson 7, the materials include a five-day cumulative review of previously taught letter-sound correspondences: a, e, i, o, u . The learning objective for this review week states, “Students demonstrate understanding of all short vowel, and closed syllables by correctly identifying, reading, and writing pattern words in isolation and passages. Also, students demonstrate an early understanding of inflected ending -ed and simple closed-closed multisyllabic words.” 

• In Lesson 15, the materials include a one-week cumulative review of previously taught phonics skills. The learning objective for this review week states, “Students demonstrate understanding of consonant digraphs in closed syllable words, as well as an understanding of simple multisyllabic words, by correctly identifying, reading, and writing pattern words in isolation and passage.” Consonant digraphs were taught in Lessons 12-14.

Materials contain explicit instructions for systematic and repeated teacher modeling of newly-taught phonics patterns. Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling. Lessons include dictation of words and sentences using the newly taught phonics pattern(s). Materials include teacher guidance for corrective feedback when needed for students.

Materials contain explicit instructions for systematic and repeated teacher modeling of newly-taught phonics patterns. Examples include, but are not limited to the following: 

• RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

  • In Lesson 11, Day 1, the teacher explains that consonant digraphs have one sound spelled with two consonants side by side and that digraphs can be found at the initial or final position in words. The teacher displays the word cash and cast on the interactive slides along with a chart with the picture and words chair, branch, shoe, brush, and the no symbol meaning the word does have a consonant digraph. The teacher models the word sorting routine for the word cash by determining if the word has a consonant digraph ch or sh and if so, determining if the consonant digraph is at the initial or final part of the word. For the word cash, the teacher writes the word under the word/picture of brush. For the word cast, the teacher writes it under the no symbol since the word does not have a consonant digraph.

  • In Lesson 13, Day 1, the teacher tells students that a consonant digraph has one sound with two consonants side by side; the letters are not pronounced with two separate sounds. The teacher displays the digraph th and the words thin and path, with the digraph highlighted, and tells students that th can be found in the initial or final position of a word. The teacher displays the digraph wh and the word whisk and tells students that wh is only found in the initial position in words. The teacher displays the digraph ck and the word duck and tells students that ck is only found in the final position. 

• RF.1.3b Decode regularly spelled one-syllable words.

  • In Lesson 2, Day 2, the teacher reviews the /ă/ sound and explains that nasal a words follow the short a pattern, except that the final /m/ or /n/ changes the sound of the a. The teacher models decoding the word man. The teacher displays the word and touches the vowel, identifying one vowel in the word and one consonant after the vowel. The teacher identifies the syllable type as closed and vowel sound as nasal /ăn/, then reads the word man. 

  • In Lesson 8, Day 2, the teacher models decoding the word fast. The teacher first finds the vowel (a) and identifies the syllable type (closed, one vowel followed by one or more consonants). Next, the teacher whispers the vowel sound /ǎ/, then finds two consonants after the vowels, and identifies that the word has a final s-blend. Finally, the teacher slides a finger under the word and whispers fast.

• RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.

  • In Lesson 17, Day 1, the teacher explains that long vowel silent e words have a single vowel, a single consonant, and e at the end and that the vowel sound is long and the e at the end is silent and not pronounced. The teacher models sorting words under the long i column with a picture of ice or short i column with a picture of itch. The teacher projects the word ride and points to the vowels i and e explaining that the word follows the long vowel silent e pattern and places the word under the long i ice column.

  • In Lesson 26, Day 1, the teacher explains that a vowel team has two or three letters side by side that are pronounced as one vowel sound. The teacher reviews the week’s vowel team spellings and their keywords (ee-/ē/ eel, igh-/īi/ night, oe-/ō/ toe, oa-/ō/ oat.) The teacher then projects the word foam and explains that she is going to look for the ee, igh, oa, and oe vowel teams. The teacher finds the vowel letters oa and explains that the word has the vowel team oa pattern.

• RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

  • In Lesson 2, Day 1, the teacher says, “A syllable is a word or a part of a word. All syllables have at least 1 vowel sound. There are 6 syllable types. Learning all 6 syllable types is the key to reading more accurately and fluently.” The teacher then introduces the closed-syllable type with accompanying hand gestures of a closed fist, saying that closed syllables have one vowel letter followed by one or more consonants, with the vowel sound being short.

  • In Lesson 25, Day 2, the teacher projects the word tadpole and models reading multisyllabic words by using both hands to find the vowels in each syllable, pointing to the letter a and the letter o, explaining that the e at the end is silent. Next, the teacher draws a line under the vowel sounds and explains that this word has two syllables because it has two vowel sounds. The teacher continues to divide the word into syllables and read the word.

• RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.

  • In Lesson 15, Day 4, the teacher displays the word himself, then points to and underlines the two vowels. The teacher tells students the word has two syllables because it has two vowel sounds. The teacher models dividing the word by identifying the syllable type to decode the syllables and read the word. The teacher repeats the process, guiding students to decode the word chipmunk. 

  • In Lesson 21, Day 4, the teacher displays the word remote and models how to find the vowels in the word by using two hands to point to the vowels. The teacher explains that the first o and e have a sound, but the e is silent at the end. The teacher then models counting the number of consonants between the vowels by saying only one consonant is seen m. The teacher explains the first syllable, re is open since there is not a consonant following the vowel. The teacher says that the word is divided between the letters e and m. The teacher explains that the first e is long since it is in an open syllable and that the second syllable type is long vowel silent e, that the o says its name and the syllable is mote. Lastly, the teacher reads the whole word remote. 

• RF.1.3f Read words with inflectional endings.

  • In Lesson 15, Day 4, the teacher reviews a table that explains the rules for adding the endings -er and -est to an adjective. The teacher displays the word big and models finding the vowel. The teacher states the word has a single vowel followed by one consonant and follows rule 3 on the table, which indicates the consonant will be doubled before adding -er or -est. The teacher then writes the word bigger under the “Base word + er” column and biggest under the “Base word + est” column and reads each word: big, bigger, biggest.

  • In Lesson 21, Day 1, the teacher tells students that the -ed ending on a verb indicates it happened in the past. The teacher displays the spelling rules for adding -ed to the end of a word, then models changing like to liked by sliding a finger under the word and whispering liked. 

Lessons include blending and segmenting practice using structured, consistent blending routines with teacher modeling. Examples include, but are not limited to the following: 

• In Lesson 8, Day 2, the teacher models segmenting and encoding the word spot. The teacher finger-stretches the word, counts the sounds, and marks four corresponding boxes, saying each sound while marking the boxes. The teacher names the letters that represent each sound and writes them in the boxes. The teacher identifies the syllable type and the initial s-blend, says the sounds, and then reads the word.  

• In Lesson 30, Day 5, the teacher reviews the routine for reading multisyllabic words.” The teacher displays the word zigzag and says, “I use both hands to find the vowels in each syllable. I point to the letter i with my left pointer finger, and the letter a with my right pointer finger. There are 2 vowel sounds. Next, I underline the vowels. This word has 2 syllables because it has 2 vowel sounds. I underline the vowel letters, i and a. I look for the number of consonants between the vowels. There are 2- g and z. When there are 2 consonants between the 2 vowels, divide the word between them. I draw a line between g and z.” The teacher guides students to do the next step together, read the first syllable while covering the second syllable and the second syllable while covering the first. Last, the teacher guides students to read the word zigzag. Students then practice the routine with the words himself, window, sunlamp, mistake, and gossip. 

Lessons include dictation of words and phrases using the newly taught phonics pattern(s). Examples include, but are not limited to the following: 

• In Lesson 15, Day 2, the teacher dictates the words shop, chip, quick, dash, then, split, and munch for students to practice reviewing the consonant digraphs ch, sh, th, and wh.

• In Lesson 19, Day 5, the lesson includes sentence dictation for the sentences, Hope made notes for her pals, Some homes are shaped like cones, and The mole ran down the hole. These sentences practice the lesson’s target phonics objective of understanding the long o silent -e pattern. 

Materials include teacher guidance for corrective feedback when needed for students. Examples include, but are not limited to the following: 

• In the Ancillary materials, Teacher’s Material, the Corrective Feedback for Positive Achievement document provides examples for teachers on how to give corrective feedback for one-syllable and multisyllable words.

The materials include spelling rules and generalizations aligned to the phonics scope and sequence. The materials contain explanations for spelling of specific words or spelling rules. The materials provide the teacher with scripting for explaining phonics patterns repeatedly throughout the week with instructional routines. The materials contain sufficient opportunities for students to practice spelling rules and generalizations. Activities for students to practice spelling rules and generalizations occur throughout the week. Activities include Sound-Spelling Mapping, Writing Pattern and Contrast Words, Underlining Pattern Words, and Writing Dictated Sentences.

Spelling rules and generalizations are aligned to the phonics scope and sequence. Examples include, but are not limited to the following: 

• In Lesson 8, Day 2, the Scope and Sequence indicates a phonics focus on  initial and final s-blends. The teacher models spelling the words spot and list.

• In Lesson 17, Day 2, the Scope and Sequence indicates a phonics focus on silent-e pattern words. The teacher models spelling the words ripe, glide, smug, stride, slide, damp, and wide.

• In Lesson 19, Day 1, the Scope and Sequence indicates a phonics focus on the long o silent -e syllable pattern. The teacher models spelling the words zone, bone, drove, flash, probe, chase, and froze.

Materials include explanations for spelling of specific words or spelling rules. Examples include, but are not limited to the following: 

• In Lesson 9, Day 1, the teacher tells students about consonant blends. The teacher says, “An l- or t- blend has 2 consonants side by side. Each consonant in a blend is pronounced. The l- or t- blend can be in the initial or final position in a word. The word initial means at the beginning…the word final means at the end.”

• In Lesson 14, Day 1, the teacher introduces the Floss Rule pattern and displays a slide stating the rule with example words puff, pull, mess, and fuzz. The teacher asks students to repeat the sentence, “The letters f, l, s, and z are doubled at the end of a word after a short vowel. The doubled consonant is pronounced as one sound.”

• In Lesson 26, Day 1, the materials include a note that explains the -igh spelling pattern: “The letters g and h become part of a vowel team when they follow the single vowel letter i. When these 3 letters ‘team up,’ they are pronounced with 1 sound /i/.”

Students have sufficient opportunities to practice spelling rules and generalizations. Examples include, but are not limited to the following: 

• In Lesson 21, Day 1, students spell the words slide, cake, ship, twine, globe, and grass using the Sound-Spelling Mapping routine. When a word contains a silent -e pattern, students record a small e in the corner of the final sound box and connect that e to the long vowel using a v-shape. 

• In Lesson 28, Day 3, after learning the sounds of vowel team ow, ea, and ee, students spell the following words: throw, flow, sea, ship, head, frow, and camp.

The materials provide decodable texts containing grade-level phonics skills aligned to the program’s scope and sequence. The materials include detailed lesson plans for repeated readings of decodable texts to address acquisition of phonics skills. Reading practice occurs in decodable texts until students can accurately decode single-syllable and multisyllabic words. Materials also include 20 Decodable Duos readers and an alignment document that indicates the focus skill and corresponding lesson number. 

Decodable texts contain grade-level phonics skills aligned to the program’s scope and sequence. Examples include, but are not limited to, the following: 

• In Lesson 5, students read the story Ned and Meg at the Vet. The story contains words such as beg, get, Jen, led, Meg, Ned, pen, pet, vet, yes, and yet, which align to the phonics skill of the lesson, short e. 

• In Lesson 9, students read the story The Raft Club. The story includes words such as glad, twin, plums, and raft, which align to the phonics skill of the lesson, initial and final l- and t- blends. 

• In Lesson 15, students read the story The Next Plan. The story contains words such as bench, chest, dash, rush, shin, smash, path, that, them, then, this, thump, with, when, which align to the phonics skill of consonant digraphs (ch, sh, th, wh). 

Materials include detailed lesson plans for repeated readings of decodable texts to address acquisition of phonics skills. Examples include, but are not limited to, the following: 

• In Lesson 4, Day 5, students choose to reread one of two passages previously read in their workbook earlier in the week. Both passages, My Funny Dog Bob and The Job of a Top Cop, have words such as mom, fog, log, and sod that align with the phonics skill of the week: short vowel o.

• In Lesson 7, the materials provide instructions for rereading two passages. On Day 1, students underline pattern words while reading the passage as the teacher follows the script. On Day 2, the teacher tells students to whisper read the passage Gus and Peg and to think about the beginning, middle, and end of the passage. On Day 3, the teacher introduces a new passage about a canyon and guides students to underline pattern words. On Day 4,  the teacher tells students it is time to read the passage The Canyon and gives the following instructions: “First, we will read the passage aloud together. While we’re reading, think about the main topic of the passage. (Guide students in chorally reading the passage starting with the title).” On Day 5, the teacher is provided with instruction stating, “Today, you are going to practice reading 1 of the passages. One was about a kid and 2 cats. The second was about a visit to a big canyon. Passage 1 is on page 44 and passage 2 is on page 47.”

• In Lesson 17, Day 5,  students reread both passages previously read in their workbook earlier in the week. Both passages, Mike the Mime and Bike and Hike and Dive have words such as side, ride, nine, and five that align with the phonics skill of the week, long vowel silent - e, long i.

Reading practice occurs in decodable texts (i.e., an absence of predictable) until students can accurately decode single syllable and multisyllabic words. Examples include, but are not limited to, the following: 

• In Lesson 3, students read the passage The Tip for a Big Hit featuring short vowel i words such as big, did, dig, fit, hit, in, is, it, Jim, kid, Kim, pit, Sid, Sis, tip, win.

• In Lesson 9, students read the passage The Raft Club featuring decodable words with initial and final l- and t- blends such as blast, clam, clan, clip, club, glad, plan, plum, slim, slip, gulp, held, help, step, stop, trap, trip, twin, blast, cast, fast, just, last, lift, list, must, past, raft, rest, rift, vest, went.

• In Lesson 20, students read the passages Luke the Rude Brute or Playing the Flute, which have words aligned to the lesson’s phonics skill of long vowel silent -e, long u such as in dude, cute, tunes, and mute.

Students practice decoding high-frequency words in isolation through the use of four-by-four-word grids. Lessons provide students with opportunities to decode high-frequency words in context in the decodable passages and Decodable Duo readers; however, practice is not always explicitly tied to the lesson’s high-frequency words in which the decoding tasks appear. Lessons include opportunities to encode high-frequency words in tasks, but practice is not always explicitly tied to the lesson’s high-frequency words in which the encoding tasks appear. The encoding tasks and decodable texts include some previously taught high-frequency words.

Students practice decoding high-frequency words in isolation. Examples include, but are not limited to, the following:

• In Lesson 6, Day 4, students chorally read 16 high-frequency words from a word grid. The teacher times students for one minute as they read the words independently. At the end of one minute, students circle the last word they read. Words include were, them, could, when, as, then, had, some, little, under, went, well, yellow, all, brown, and soon.  

• In Lesson 8, Day 5, students finger stretch the high-frequency words, decide the number of sounds in the word, and then record the word under the appropriate column indicating if the word has two, three, or four sounds. Students say the sounds aloud as they record the letters and then state the word. The list of high-frequency words includes of, jump, as, had, please, an, and him.

• In Lesson 17, Day 4, students chorally read 16 high-frequency words from a word grid. The teacher times students for one minute as they independently read the words after, how, every, could, want, by, walk, think, here, our, let, who, there, going any, and over. At the end of one minute, the students circle the last word they read.  

Lessons provide students with frequent opportunities to decode high-frequency words in context. Examples include, but are not limited to, the following:

• In Lesson 4, Day 1, students read the passage “My Funny Dog Bob.” The passage contains the high-frequency words my, funny, he, too, she, little, play, with, the, under, see, of, to, good, look, finds, want, and likes.

• In Lesson 9, Day 1, students read the passage “The Frog Trap.” The passage contains the high-frequency words the, are, to, you, make, here, of then, will, like, want, and see.

• In Lesson 16, Day 2, students read the passage “The Lake Raft.” The passage contains the previously introduced high-frequency words her, him, had, as, and then. 

• In Lesson 21, the materials include the Decodable Duo reader Jude’s June Hike for small-group instruction. The Words to Know Chart highlights the high-frequency words out, of, the, was, to, she, see, her, and said included in the text. The materials introduce the word her in Lesson 2. The words out, the, to, she, see, was, and said are included in the Kindergarten Scope and Sequence. 

Lessons provide students with frequent opportunities to encode high-frequency words in tasks, such as sentences, in order to promote automaticity of high-frequency words. Examples include, but are not limited to, the following:

• In Lesson 8, Day 5, students write dictated sentences in their workbook, including Spot was too fast for her. The sun can be a risk to the skin. I saw a black spot under my skin. Although not directly stated, the high-frequency word her is included in the sentences students write.

• In Lesson 18, Day 5, students write dictated sentences in their workbook, including Steve and Zeke go to Lake Meke again. These grebes are fun to see. The theme made me smile. Although not directly stated, the high-frequency word again is included in the sentences students write.

• In Lesson 22, Day 5, students write the sentences, The strong stink is from the sink, The king was flinging his bling, and The gang sang a funny song. The sentences contain the high-frequency words the, from, was, a, and funny. The high-frequency word from is listed in the Grade 1 Scope and Sequence. The high-frequency words the, was, a, and funny are listed in the Kindergarten Scope and Sequence.

• In Lesson 24, Day 5, students write the sentences, We have slate stones to make the wall tall, It was fun rolling in the grass, and The chalk makes dust on the wall. The sentences contain the high-frequency words the and was. While these high-frequency words are not included in the scope and sequence, student practice spelling the and was in isolation during a Sound-Spelling Mapping activity in Lesson 12.

The materials include frequent and varied instruction and practice in syllabication and morpheme analysis. The materials use recurring instructional and practice routines that include but are not limited to syllable type gestures, repeated identification of syllable type and vowel sound, Sound-Spelling Mapping with syllable symbols, and word sorts. The materials also include explicit instruction in morpheme analysis, specifically inflectional endings.

Materials contain frequent explicit instruction of syllable types and routines for syllable division that promote decoding and encoding of words. Examples include, but are not limited to, the following:

• In Lesson 2, Day 1, the teacher defines vowels, consonants, and syllables. The teacher tells students that all syllables have at least one vowel sound and that there are six syllable types. The teacher introduces a closed syllable and tells students that closed syllables have one vowel letter followed by one or more consonants, and the vowel sound is short. The teacher shows students the gesture for a closed syllable, which is a closed fist. Students repeat the definition of a closed syllable. 

• In Lesson 4, Day 1, the teacher explains that closed syllables have one vowel. The teacher models the routine for identifying closed syllables with short vowel sounds. The routine is: 

  • “1. Find the vowel

  • 2. Determine if there is a vowel followed by a consonant

  • 3. Make the short vowel sound

  • 4. Do the short vowel gesture

  • 5. Sort the word under the proper short vowel column.”

• In Lesson 20, Day 1, the teacher explains that vowel consonant-e syllables have one vowel with a single consonant and a silent e at the end. The teacher then models the routine for identifying vowel consonant-e syllables with long vowel sounds. The routine is: 

  • “1. Find the vowel 

  • 2. Determine if there is a vowel followed by a consonant with a silent e at the end

  • 3. Make the long vowel sound

  • 4. Do the long vowel gesture 

  • 5. Sort the word under the proper long vowel column.”

Materials contain frequent explicit instruction in morpheme analysis to decode unfamiliar words. Examples include, but are not limited to, the following:

• In Lesson 7, Day 4, the teacher displays the rule table for adding -ed to a verb. The table contains the examples fish/fished, bake/baked, and tap/tapped. The teacher explains spelling rules for words spelled with a vowel team, y, or two or more consonants at the end of a word, words with the silent -e patten, and words spelled with one vowel and one consonant. The teacher displays the word fit. The teacher identifies the word type and tells students that because fit has one vowel followed by one consonant, we use the third rule from the table to add an ending. The teacher tells students the new word is fitted and writes the word in a table with columns for Base Word and New Word +ed.

• In Lesson 15, Day 4, the teacher models how to use the inflectional endings -er and -est. The teacher explains there are three rules for writing and reading these inflectional endings. The rules are: 

  • “1. For words spelled with two or more consonants at the end, add -er or -est

  • 2. For words spelled with y at the end, drop the last y and add i before adding -er or -est

  • 3. For words spelled with a single vowel followed by one consonant, double the final consonant before adding -er or -est. 

  The teacher models the following routine for students: “Read the base word. Check for the number of consonants or the letter y after the vowel. Decide which rule to use. Write the base word plus the -er and -est using the correct spelling rule. Read the word.” 

• In Lesson 21, Day 2, the teacher displays the rule table for adding -ing, -s/-es, and -ed to a verb. The table explains spelling rules for words spelled with a vowel team, y, or two or more consonants at the end of a word, words with the silent -e pattern, and words spelled with one vowel and one consonant. The teacher reads each spelling rule, and then students repeat the rule. The teacher displays the word dress. The teacher identifies the syllable type and tells students that because dress has two consonants at the end, we use the first rule from the table to add an ending. The teacher writes the verbs dresses, dressed, and dressing in a table under the correct verb ending column heading. 

Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. Examples include, but are not limited to, the following:

• In Lesson 4, Day 3, students scan the decodable passage “The Job of a Top Cop” with the teacher. When students see a word with the short o pattern, they hold up the closed syllable gesture. 

• In Lesson 17, Day 4, in the word chains section, students practice analyzing words and applying the vowel consonant-e syllable type to the following closed syllable words to make new words: slid to slide and slim to slime. 

• In Lesson 20, Day 2, students use the Sound-Spelling Mapping routine to spell the words dupe, tub, five, tone, rule, and duke. Students use a v shape to connect the silent e to the vowel if the word follows the silent e pattern. Students whisper the syllable type and read the word.

The materials include opportunities for repeated readings of decodable passages. Lessons include two decodable passages each week. The recurring passage reading routine includes students scanning the passage to identify words with the lesson’s phonics target on Days 1 and 3, then reading the underlined words, followed by reading the passage as a whole on Days 2 and 4, and then rereading both passages on Day 5 to promote automaticity. The materials include a Fluency Pack with additional passages. The materials indicate that teachers should provide corrective feedback in order to promote fluency, and provide some guidance for corrective feedback about word reading in isolation and in text.

Varied, frequent opportunities are provided over the course of the year for students to gain automaticity and prosody. Examples include, but are not limited to, the following: 

• In Lesson 6, Day 4, students whisper read the underlined words containing short vowel u words in the passage “Gus and Liz.” Then, they go back and whisper read the entire passage. 

• In Lesson 9, Day 4, students whisper read the underlined words containing initial and final l- and t-blends in the passage “Kids of the Past.” Then, they go back and whisper read the entire passage. 

• In Lesson 16, Day 2, students whisper read the underlined words containing long a silent -e words in the passage “Bake Sales.” Then students go back and whisper read the entire passage. 

• In Lesson 18, Day 2, students whisper read the underlined words containing long vowel silent-e and long e in the passage “The Grebes of Lake Meke.” Then students go back and whisper read the entire passage. 

Materials provide practice opportunities for oral reading fluency in a variety of settings (e.g., repeated readings, diad or partner reading, continuous reading). Examples include, but are not limited to the following: 

• In Lesson 7, Day 5, students reread the week’s two passages, “Gus and Peg” and “The Canyon.” 

• In Lesson 10, Day 5, students reread the week’s two passages, “Brad Can Brag” and “A Trap for a Frog.” 

• In Lesson 21, Day 5, students reread the week’s two passages, “Jude’s June Hike” and “Drones.” 

• In Lesson 26, Day 5, students reread the week’s two passages, “Doe the Goat and Kids” and “Keep Loads of Luck.” 

Materials include guidance and corrective feedback suggestions to the teacher for supporting students’ gains in oral reading fluency. Examples include, but are not limited to the following: 

• In Decodable Duos Set 1-A, Recommended Routine, the materials indicate that teachers may listen as students whisper read the text, providing corrective feedback when appropriate. 

• In the Ancillary materials, Teacher Information, the Corrective Feedback for Positive Achievement document provides examples for the teacher on how to provide corrective feedback on wording reading in isolation and in text.