Saxon Phonics Intervention Scope and Sequence

Transcription

1 Saxon Phonics Intervention Scope and Sequence Pre-assessment Consonants Lesson 1 Consonants Lesson 2 Vowel A Lesson 3 Identify single consonants heard in the initial position in words (except c and q) and final x Name individual consonants and identify the sound each one makes when these letters are presented in random order Hard c /k/ - Identifying the situations when c makes the /k/ sound - Coding hard c - Review Deck Cards/responses for hard c (Includes Keyword/Picture card, Spelling and Letter Cards when appropriate) Voiced and unvoiced s - Distinguishing voiced and unvoiced s - Coding voiced s - Review Deck Cards/responses added for voiced and unvoiced s Long and short sounds of a Coding marks: macron and breve Short vowel rule (in closed syllable) Students are directed to Phonics Rules section in Workbook - Vowel Rules - Vowel Rule 1 Twin consonants added for long and short a Long and short sounds of i Coding long and short i Long vowel rule used in accented, open syllable Phonics Rules section in workbook Vowel Rule 2 added for long and short i Review Decks Consonants Letter, Keyword/Picture, and Spelling Cards are for the consonants. Spelling Deck Review: students provide a written response for the spelling for specific sounds. All other Review Decks require a verbal response. Letter, Keyword/Picture, and Spelling decks are reviewed daily, covering the new letters/ letter clusters and those previously taught. Affix and Sight Word Decks will be in later lessons and incorporated into this daily review. Consonants : one syllable, short a words Spelling* one syllable, short a words Vocabulary* one syllable, short a words four words by first letter three words : long and short a and i words Spelling* long and short a and i words Vocabulary* two new short i words added by first letter * The Spelling, Vocabulary, and Alphabetizing activities are optional. Teachers must decide at the beginning of the lessons whether to include these worksheet activities.

2 Lesson 4 Vowel O Long and short sounds of o Coding long and short o added for long and short o : long and short a, i, and o words Spelling* long and short a, i, and o words Vocabulary* two new short o words added by first letter Lesson 5 Vowel U Lesson 6 Vowel E Long and short sounds of u - Long u sound as in unicorn - Long oo sound as in flu Coding long and short u words added for long and short u Long and short sounds of e Coding long and short e words added for long and short e : long and short a, i, o, and u words Spelling* long and short a, i, o, and u words Vocabulary* two new short u words added by first letter and Spelling* practice continues in same format daily, incorporating new letters/letter clusters with those previously taught Vocabulary* one new word added daily starting in this lesson three words Assessment 1 can be given after Lesson 6 Lesson 7 Blends Concept of two and three-letter consonant blends is - Students identify initial blends in spoken words - Students generate other words with initial blends Spelling* Vocabulary* five words 4

3 Lesson 8 Vowel Y Lesson 9 Digraph th; blend thr Lesson 10 Digraph sh; Blend shr Lesson 11 Digraph ch Other concepts: Silent Letters Cedilla Identifying those situations when y functions as a vowel - At the end of a word (long i sound of y) - In a medial position (short i sound of y) Coding y as a vowel added for long vowel y Short vowel y is taught as an irregular spelling Irregular Spelling Lists are. Students are encouraged to use the lists in the workbook for reference. The lists are referred to in several lessons. Consonant and vowel digraphs defined Voiced and unvoiced digraph th identified Coding of voiced and unvoiced th Concept of a digraph incorporated into a blend is (thr) for voiced and unvoiced th added to decks Digraph sh (unvoiced sound) Coding of digraph sh Blend shr added for digraph sh Digraph ch (unvoiced sound) Coding digraph ch Digraph ch with /k/ sound - Code with k-back c Digraph ch with /sh/ sound - Code with cedilla c for ch (including three different sounds for ch) Spelling* Vocabulary* by first letter five words Workbook activities: Spelling* Vocabulary* by first letter five words Spelling* Vocabulary* by first letter five words Spelling* Vocabulary* by first letter five words 5

4 Lesson 12 Spelling with the letters k and c K spelling used after e, i, or y in initial and medial positions C spelling used before a, o, u, or any consonant in initial and medial positions Phonics Rules section in workbook Spelling Rules-Initial and Medial /k/ Rules Spelling* Vocabulary* by first letter five words Assessment 2 can be given after Lesson 12 Lesson 13 Digraph ck Other concepts: s phrase guide words Lesson 14 Sight Words, Part 1 are from of said to want was were what where Optional: Speed Drill 1 Lesson 15 VCCV rule ck spelling used in the final position after a short vowel Phonics Rules section in workbook Spelling Rules-Final /k/ Rules Irregular Spelling List in workbook) for digraph ck s used to show ownership Concept of a word phrase is taught Ten sight words are Students are directed to Sight Word List in workbook Sight Word Review Deck is begun with the first ten words Speed Drill* (new activity, optional) In workbook Students read sentences/short passages for fluency. Drills can be repeated over several days, noting the time and date. Concepts of syllable and syllable division are VCCV pattern Coding VCCV words Phonics Rules section of the workbook Syllable Division Rules- VCCV Pattern and Rules #1 and #2 activity (new): students read a sentence and answer two questions Spelling*, Vocabulary* activities, Guide words identifying the page on which a word would be located Sight Word Deck Sight Words (reading practice), Spelling*, Vocabulary* (no Alphabetizing activity) v Speed Drill 1* in workbook with guide words 6

5 Lesson 16 Digraph ng Lesson 17 Long vowel /consonant/silent e rule Lesson 18 Vowel Digraphs Digraph ng Coding words with digraph ng for digraph ng Silent e at the end of words Silent e can make the first vowel say its long sound Phonics Rules section Vowel Rules- Vowel Rule 3 Coding words with long vowel consonant silent e pattern Two consonants between will prevent the silent e from making the first vowel say the long sound for the long vowel-consonant-silent e patterns Digraph ai Digraph ay Digraph ea (long e sound) Digraph ee Digraph ei Digraph ey Digraph ie Digraph oa Digraph ue (long u and long oo sound) New Review Deck Cards (Keyword/ picture and Letter Cards) for all the above are added to decks Irregular digraphs oe and ui Coding of vowel digraphs, Assessment 3 can be given after Lesson 18 Lesson 19 Spelling with ay and ue Spelling Cards responses for ay and ue added Spelling words with long a and long u sounds Vocabulary*, with second letter three words 7

6 Lesson 20 Spelling with ee Digraph ee is used in the initial, medial, and final positions Spelling Cards response for digraph ee added Spelling words with ee Vocabulary*, to second letter three word v Vocabulary Test 1* can be given after this lesson Lesson 21 Sight Words, part 2 come didn t do does don t one put says some who Other concepts: contractions Ten new sight words are Sight Word List in workbook New Sight Word Cards added to Review Decks Contractions are Apostrophe used in contractions Sight word review New sight words v Speed Drill 2* in workbook Sight Word Evaluation - Words in Lesson 14 (Word Cards 1-10) Lesson 22 Combination er Lesson 23 Combination ir (L23 Combination ir) Other concepts: Compound words Combinations are two letters that come together to make an unexpected sound Bossy r (r-controlled vowels) Identifying combination er in the final position Coding combination er New Review Deck Cards/response for combination er Identifying combination ir in the medial position Coding combination ir Recognizing when ir is not a combination New Review Deck Cards for combination ir Identifying compound words Workbook activities: Coding compound words 8

7 Lesson 24 Combination ur Identifying combination ur in the medial position Coding combination ur New Review Deck Cards for combination ur Combination ur followed by another r may be pronounced differently in some areas. activities Assessment 4 can be given after Lesson 24 Lesson 25 Combination qu Lesson 26 Combination wh Lesson 27 Suffix -s Other concepts: Plural Root words Consonant suffixes The letter q is almost always paired with the letter u to form combination qu Qu is a combination because it makes an unexpected sound: /kw/ Combination qu is usually in the initial position, but it can also be in the medial position. Coding combination qu New Review Deck Cards/response for for qu Combination wh makes the unexpected sound /hw/ Usually found in the initial position Coding combination wh New Review Deck Cards/response added for wh A suffix is added to a word to modify the meaning When -s is added to certain words, it makes the words mean more than one which is the plural of that word Distinguishing whether a final letter s is a suffix Coding of suffixes Spelling words with consonant suffixes: Students are directed to Phonics Rules section in workbook Suffixes (first rule) Review Deck card: Suffix -s card is to start the Affix Deck five words five words : Affix Deck is started with suffix s card activities: New activity Sentence completion- Students choose from a word list to complete sentences. five words 9

8 Lesson 28 Suffixes -ing, -less Other concepts: Vowel Suffixes Lesson 29 Suffix -ed Lesson 30 Dictionary Coding Related concepts: Reading coded words Using the dictionary Identifying, defining, and coding suffix ing Identifying, defining, and coding suffix -less Suffixes that have a vowel sound add a syllable to the root word Accent is usually on the root word Review Deck Cards for suffix -ing and -less are added to Affix Deck Identifying, defining, and coding suffix -ed Suffix -ed can have three sounds: - /d/ when the final letter in the root word is voiced - /t/ when the final letter in the root word is unvoiced - /short ed/ when the final letter is a d or t this results in an added syllable Review Deck Cards for suffix ed added to the Affix Deck Phonetic coding is used in dictionaries to help students pronounce words correctly Phonetic coding may differ from one dictionary to another Phonetic coding will be incorporated on worksheets from this point : sentence completion five words, : sentence completion five words Students write dictionary codings for words that are irregular or have spellings not yet taught. : sentence completion five words v Vocabulary Test 2* Assessment 5 can be given after Lesson 30 Lesson 31 Sight Words, Part 3 because been could four other should their they would there Ten new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Sight Word activities : sentence completion using sight words v Speed Drill 3* in workbook Sight Word Evaluation Words in Lesson 21 (Word Cards 11-20) 10

9 Lesson 32 Combination ar Identifying combination ar in the final position Coding combination ar New Review Deck Cards/response for combination ar : answering questions about a paragraph by five words all by first letter Lesson 33 Combination or Identifying combination or in the medial position Coding combination or New Review Deck Cards/response for combination or Lesson Combination or (part 2) Other concepts: bossy w Lesson 35 Combination ar (part 2) Lesson 36 Schwa sound Identifying combination or in the final position Combination or sounds like /er/ in a two-syllable word where the second syllable is unaccented Combination or also sounds like /er/ when following w (bossy w) New Review Deck Cards for combination or with the /er/ sound Identifying combination ar in the final position Combination ar sounds like /er/ in a two-syllable word where the second syllable is unaccented Combination ar sounds like /or/ when following w (bossy w) New Review Deck Cards for combination ar with the /er/ and /or/ sounds When a vowel is in an unaccented syllable, it often makes the schwa sound Coding schwa vowels Dictionaries use the same coding The words a and the also have the schwa sound Assessment 6 can be given after Lesson 36 11

10 Lesson 37 Sight Words, part 4 any brother buy father learn many mother ocean sure trouble Ten new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Sight Word activities : sentence completion using sight words five words v Speed Drill 4* in workbook Sight Word Evaluation - Words taught in Lesson 31 (Word Cards 21-30) Lesson 38 Spelling with final -k Lesson 39 Digraph oo Lesson 40 Long i and Long o words followed by specific twoconsonant spellings ( Wild Colt words) When the final sound /k/ follows another consonant, the letter k is used to spell the /k/ sound When the final sound/k/ follows a vowel digraph, the letter k is used to spell the /k/ sound Phonics Rules section-final /k/ Rules Exceptions are noted in the Irregular Spelling List Review Decks: New Spelling response added for final /k/ sound Digraph oo can make the long sound of oo as in spoon Digraph oo can make the short sound of oo as in book Coding of digraph oo for oo The vowels i and o will often have the long sound when followed by certain two-consonant spellings: -ld, -lt, -nd, -nt, -st Coding Wild Colt words /Spelling with final k (no Reading Comp activities) five words guide words v Vocabulary Test 3* 12

11 Lesson 41 Review of combinations Other concepts: Review of the vowel rules Lesson 42 Suffixes -er and -est Students write abbreviations for short vowel, open accented vowel, and vowel-consonant-silent e rules Students recall and give examples of all combinations learned thus far Identifying, defining, and coding suffixes -er, and -est Suffix -er and -est are related Proper use of each suffix New Review Deck Cards for suffixes -er and -est added to Affix Deck Review no Reading Comp fill in the blank Assessment 7 can be given after lesson 42 Lesson 43 Sight Words, part 5 again against door enough friend give live have only talk walk young Twelve new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Sight Word activities answering questions about a paragraph v Speed Drill 5* in workbook Sight Word Evaluation Words taught in Lesson 37 (word Cards 31-40) Lesson 44 Floss Rule The final spelling in a one-syllable root word having a short vowel sound followed by the sound /f/, /l/, or /s/ will be spelled ff, ll, and ss Phonics Rules Section-Spelling Rules- Floss Rule Common exceptions to the rule are noted Review Decks New responses to the Spelling Deck are added for the floss rule spellings students think of a word that could come between two given guide words 13

12 Lesson 45 Final, Stable Syllable -ble (L45 -ble) Other concepts: Words with final, stable syllables and suffixes Multiple suffixes Lesson 46 Final, Stable Syllables -dle, -ple Defining final, stable syllables Identifying final, stable syllable -ble Pronouncing final, stable syllable -ble Coding final, stable syllable -ble Final, stable syllables plus suffix -ed, and -s. Multiple suffixes Coding words with multiple suffixes and final, stable syllables plus suffixes New Review Deck Cards/response for -ble Identifying, pronouncing, and coding words with final, stable syllables -dle and -ple for -dle, and -ple students think of a word that could come between two given guide words students think of a word that could come between two given guide words Lesson 47 Final, Stable Syllables -fle, -gle, -tle Identifying, pronouncing, and coding words with final, stable syllables -fle, -gle, and -tle for -fle, -gle, and -tle Irregular words that end with -stle in which the t is silent students think of a word that could come between two given guide words Lesson 48 Digraph ph The spelling ph makes the sound of /f/ in the initial, medial, and final position Coding digraph ph New Review Deck Cards for digraph ph students think of a word that could come between two given guide words Assessment 8 can be given after Lesson 48 14

13 Lesson 49 Sight Words, Part 6 country early earth eye fought heard two woman whose women Ten new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Sight Word activities fill in the blank with sight words) v Speed Drill 6* in workbook Sight Word Evaluation words that were in Lesson 43 (Word Cards 41-50) Lesson 50 Spelling with Final -ke and -ve Lesson 51 Digraph ea The sound of /k/ at the end of a word is spelled with -ke after a long vowel In the English language, the sound of /v/ in the final position is always spelled with a -ve no matter what sounds or letters are preceding the /v/ Phonics Rules section-spelling Rules- Final /k/ Rules-Final /v/rules Review Decks Add responses to the Spelling Deck Cards for /k/ and /v/ Digraph ea that sounds like long e Digraph ea that sounds like short e Digraph ea that sounds like long a Coding digraph ea three ways New Review Deck Cards for the three sounds of digraph ea Spelling/Coding/Reading Spelling with ck, k, and ke Spelling with v and ve v Vocabulary* Test 4 to third letter Lesson 52 Vowel y, part 2 Suffix -y Vowel y at the end of two syllable words makes the long e sound Coding vowel y when it has the long e sound Vowel y at the end of a word can also be a suffix Defining suffix -y Coding -y when it is a suffix Determining if -y is simply an ending, or a suffix New Review Deck Cards for vowel -y and suffix -y to third letter 15

14 Lesson 53 Ghost Letter Digraphs Lesson 54 Soft c (Cedilla c) Other concepts: Final /s/ Rules (L54 Soft C) Ghost Letter Digraphs are consonant digraphs in which the first letter is silent - gn - kn - wr Coding ghost letter digraphs New Review Deck Cards for the ghost letter digraphs When c is followed by e, i, or y, it makes the soft sound /s/ Phonics Rules section-spelling Rules- Final /s/ Rules Coding Cedilla C New Review Deck Cards/response for Cedilla C Words that end with the /s/ sound will have different spellings: -ss after a short vowel -ce after a long vowel sound -se after everything else to third letter to third letter Assessment 9 can be given after Lesson 54 Lesson 55 Sight Words, part 7 cousin gone guard guess guest half island laugh listen mountain once Eleven new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Sight Word activities fill in the blank with sight words) v Speed Drill 7* in workbook Sight Word Evaluation Words in lesson 49 (Word Cards 51-60) Lesson 56 Diphthong/ Digraph ou A diphthong is two vowel sounds that come together quickly and make only one syllable Diphthong -ou makes the sound heard in the word out Coding diphthong -ou New Review Deck Cards/response for diphthong -ou five words to third letter 16

15 Lesson 57 Diphthong/ Digraph ow Diphthong ow makes the sound heard in the word now Digraph ow makes the sound heard in the word grow (long o) Coding diphthong and digraph ow New Review Deck Cards for diphthong and digraph ow five words to third letter Lesson 58 Diphthongs oi, oy Lesson 59 The Rule vc/cvc/cv Other concepts: Words containing more than one vowel pattern Diphthong oi and oy make the sound hear in the words oil and boy Diphthong oi is used in the initial and medial position Diphthong oi followed by the letter l can make the oi sound like two separate vowel sounds Diphthong oy is used in the final position. Coding diphthongs oi and oy New Review Deck Cards/response for diphthongs oi and oy Coding long words steps: - Code suffixes/final stable syllables - Obvious coding (e.g., k-back c) - Code vowels/vowel groups with a v underneath - Code the consonants between the vowels with a c underneath - Divide the word into syllables (likely placement) - Place the accent (likely placement) - Code the vowels - Sound out the word - Adjust coding and pronunciation to arrive at a recognizable word Phonics Rules in workbook Syllable Division Rules vc/cvc/cv five words to third letter five words to third letter Lesson 60 Doubling Rule, part 1 When adding a vowel suffix to a root word that ends with one consonant preceded by one vowel, double the consonant. When adding a consonant suffix to a root word that ends with a consonant, do not double the final consonant. Phonics Rules section in workbook Spelling Rules Doubling Rule Spelling with the Doubling Rule Vocabulary* Review Cards v Vocabulary* Test 5 17

16 Assessment 10 can be given after Lesson 60 Lesson 61 Sight Words, part 8 bought brought busy cough done rough though thought through tough Ten new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Sight Word activities fill in the blank with sight words v Speed Drill 8* in workbook Sight Word Evaluation Words in Lesson 55 (Word Cards 61-70) Lesson 62 The Rule vc/ccv and vcc/cv (L62 VCCCV) Lesson 63 Spelling with Final, Stable Syllables Words with three consonants between two vowels may be divided either between the first two or last two consonants Often, there are consonant digraphs or blends that help determine where to divide the word The accent can be on either syllable Phonics Rules section in workbook- Syllable Division Rules-VCCCV Rule When spelling words with final, stable syllables, if the vowel sound in the first syllable is to have a short sound: - there must be another consonant preceding the final, stable syllable ( humble, thimble ) OR - double the first letter of the final stable syllable (e.g., bubble, fiddle, tattle, giggle, ruffle, etc.) If the first vowel is long, there isn t another consonant preceding the first consonant in the final, stable, syllable ( table, bugle ) In words with a short vowel in the first syllable and -kle as a final stable syllable, do not double the k instead add c before the kle; ( pickle, tackle, buckle, etc.) fill in the blank activities five words to third letter Spelling/Coding/Reading Reading Comp multiple choice response activities five words to third letter 18

17 Lesson 64 Soft g Lesson 65 The Rule vcv, part 1 The letter g will have the soft sound /j/ when it precedes e, i, and y Coding soft g Exception: When there are two g s in a word, the first g has the hard sound: suggest Medial -ng followed by a vowel will also have the soft g sound New Review Deck Cards/response for soft g Phonics Rules Section-Spelling Rules- Initial and Medial /j/ Rules Some words with a vcv spelling pattern will divide after the first vowel. - The first vowel will have a long sound - The first syllable will be accented Phonics Rules section-syllable Division Rules-VCV Rule #1 multiplechoice response five words to third letter multiple choice, five words Lesson 66 Suffixes -let, -ly Identifying, defining, and coding consonant suffixes -let and -ly New Review Deck Cards: Add suffix -let and -ly cards to Affix Deck multiple choice, five words Assessment 11 can be given after Lesson 66 Lesson 67 Sights Words, part 9 certain climb floor move often push shoe sign tastes very Ten new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Worksheet: Sight Word activities fill in the blank with sight words v Speed Drill 9* in workbook Sight Word Evaluation Words in Lesson 61 (Word Cards 71-80) 19

18 Lesson 68 Trigraph -igh A trigraph is three letters that come together to make one sound Trigraph -igh sounds like long i Coding trigraph -igh New Review Deck Cards for trigraph -igh activities students generate a word that would fit into a given alphabetizing pattern Lesson 69 Trigraph -tch The letters -tch at the end of some words are a trigraph (rule will be taught later) Coding trigraph -tch New Review Deck Cards for trigraph -tch activities students generate a word that would fit into a given alphabetizing pattern Lesson 70 Trigraph -dge Lesson 71 Spelling with final -dge and -ge The letters dge at the end of some words are a trigraph (rule will be taught later) Coding trigraph -dge Review Deck Cards for trigraph -dge The spelling -dge follows a short vowel sound The spelling -ge follows long vowel sounds, a digraph or a consonant for -dge, -ge Phonics Rules section in workbook Spelling Rules Final /j/ Rules v Vocabulary* Test 6 Spelling/Coding/Reading Spelling -dge and -ge words students generate a word that would fit into a given alphabetizing pattern 20

19 Lesson 72 Spelling with final -ch and -tch The spelling -tch follows a short vowel sound The spelling -ch follows all other spellings (vowel digraph, consonant, long vowel, etc.) Phonics Rules section-spelling Rules- Final /ch/ Rules Exceptions noted Review Deck Cards New spelling response for final -tch, -ch Spelling, Coding/Reading Spelling -tch and -ch words students generate a word that would fit into a given alphabetizing pattern Assessment 12 can be given after Lesson 72 Lesson 73 Sight Words, part 10 above answer build caught taught clothes February heart none nothing straight Eleven new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Sight Word activities fill in the blank with sight words v Speed Drill 10* in workbook Sight Word Evaluation Words that were in Lesson 67 (Word Cards 81-90) Lesson 74 Final Stable Syllable -tion Pronunciation of -tion Identifying words with final, stable syllable -tion Coding final, stable syllable -tion New Review Deck Cards/response for -tion beginning in this lesson, Reading Comprehension exercise content will be about US history and/or government paragraph-multiple choice, completion, responses activities students will order a group of words by numbering the words 21

20 Lesson 75 The Rule VCV, part 2 Lesson 76 Vowel A, part 2 Lesson 77 The Rule VCV, part 3 (L77 VCV) Some words with a vcv pattern will divide after the consonant when: - The first vowel is short - The accent is on the first syllable Phonics Rule section -Syllable Division Rules-VCV Rule #2 The single vowel a can have a sound similar to short o when it: - is followed by the letter l or double l - follows the letter w - follows the combination qu Coding the letter a when it has this sound Pronunciation may vary in different regions New Review Deck Cards for the letter a when it sounds like short o Words with a vcv pattern may divide after the first vowel, even if the first syllable is not accented The letters e, o, and u will usually have their long sound, even in syllables that are not accented, if the syllable is open Phonics Rules section Syllable Division Rules VCV Rule #3 activities students will order a group of words by numbering the words activities students will order a group of words by numbering the words activities students will order a group of words by numbering the words) Lesson 78 The Rule VCV, part 4 When a vcv word divides after the first vowel and the first syllable is open, but not accented: - If the first vowel is a, it will be schwa - If the first vowel is i, it will be either short or schwa - Phonics Rules Section in workbook Syllable Division Rules VCV Rule #3 Vowel Rules-Rule #4 New Review Deck Cards/response for schwa a activities students will order a group of words by numbering the word Assessment 13 can be given after Lesson 78 22

21 Lesson 79 Sight Words, part 11 beautiful Dr. Full Mrs. poor prove shoulder special stomach sugar Ten new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Sight Word activities fill in the blank with sight word v Speed Drill 11* in workbook Sight Word Evaluation Words that were in Lesson 73 (Word Cards ) Lesson 80 Dropping Rule Lesson 81 Digraphs au, aw (L81 au, aw) Lesson 82 Digraph ew Silent e at the end of a root word is dropped before adding a vowel suffix Silent e at the end of a root word is not dropped before adding a consonant suffix Phonics Rules section in workbook- Spelling Rules-Dropping Rule The letters au and aw make the sound /au/ or short o (regional) Digraph au may be in the initial or medial position Digraph aw will usually be in the final position Coding digraphs au and aw New Review Deck Cards/ responses for au and aw Digraph ew makes the same sound as long u and long oo New Review Deck Cards for digraph ew Spelling with the Dropping Rule Vocabulary* Review Vocabulary Word Cards v Vocabulary* Test 7 23

22 Lesson 83 Scribal o Lesson 84 Digraphs ei and ie Some words that are spelled with the letter o have a schwa or short u sound Coding scribal o New Review Deck Cards for scribal o Digraph ie can make the long e sound Digraph ei can make the long a sound Coding digraph ie / long e / and ei / long a / New Review Deck Cards for digraph ie / long e / and ei / long a / Assessment 14 may be given after Lesson 84 Lesson 85 Sight words, part 12 aunt course daughter hour Mr. Ms. pour pull touch Wednesday Ten new sight words are Phonetic codings of sight words are Students are directed to Sight Word List in workbook Sight Word Cards are added to the Review Decks Sight Word activities fill in the blank with sight words v Speed Drill 12* in workbook Sight Word Evaluation Words in Lesson 79 (Word Cards ) Lesson 86 Suffixes -ful, -ness Identifying, defining, coding suffix -ful and -ness Review Deck Cards Add suffix -ful and -ness to Affix Deck 24

23 Lesson 87 The Rule vv Lesson 88 Prefixed over-, pre-, under- Lesson 89 Suffix es Other Concepts: Subject-verb agreement Sibilant sound Lesson 90 Spelling with final -C Words that have two neighboring vowels that are not part of the same spelling, divide between the two vowels, with each vowel making its own sound The separate vowels may be either long or short The accent may be on either syllable Phonics Rules Section-Syllable Division Rules-VV Rule A prefix is a group of letters added to the beginning of words to modify the meaning of the root word Identifying, defining, coding prefixes over-, pre-, under- Some words have both prefixes and suffixes Review Deck Cards for prefixes over-, pre-, under- added to Affix Deck Suffix -es is another form of the suffix s -es can be added to action words (verbs) as well as naming words (nouns) Sentences must have a subject and verb Subject and verb forms must agree Words that end with the sound of voiced or unvoiced s, ch, or x (sibilant sounds) must have suffix es added in order to be a plural noun or a singular verb Adding -es to a root word adds another syllable Coding suffix -es Review Deck Cards for suffix es added to the Affix Deck Words with the /k/ sound at the end that also have more than one syllable will have the letter c as the final letter Phonics Rules section-spelling Rules- Final /k/ Rules Review Deck Cards new response for final c added to Spelling Deck (new activity) looking for correctly coded words activities Spelling Bingo Spelling*, Vocabulary* activities v Vocabulary* Test 8 Assessment 15 can be given after Lesson 90 25

24 Lesson 91 Review of Sight Words Reviewing the sight words Spelling*, Vocabulary* Sight Word Evaluation Words in Lesson 85 (Word Cards ) Lesson 92 Final, Stable Syllables -sion and -ture Lesson 93 Prefixes, dis-, im-, in-, ir-, un- Lesson 94 Final, Stable Syllables -cious, -tious Lesson 95 Suffixes -en, -ish, -ist, -ous Pronunciation of -sion and -ture Identifying and coding words that end with -sion and -ture New Review Deck Cards/response for -sion and -ture Identifying, defining, and coding words with prefixes dis-, im-, in-, ir-, and un- Review Deck Cards- Cards for prefixes dis-, im-, in-, ir-, and unadded to the Affix Deck Pronunciation of -cious, -tious Identifying and coding words that end with final stable syllables -cious and -tious Review Deck Cards for -cious and -tious added to decks Identifying, defining, and coding words with suffixes -en, -ish, -ist, -ous Review Deck Cards Suffixes -en, -ish, -ist, -ous added to Affix Deck 26

25 Lesson 96 Doubling Rule, part 2 Words ending with one vowel and one consonant that have an accented final syllable will have the final consonant doubled before adding a vowel suffix Phonics Rules section-spelling Rules- Doubling Rule Spelling with the Doubling Rule Vocabulary*, activities Assessment 16 can be given after Lesson 96 Lesson 97 The Rule VCCV, part 2 Lesson 98 French endings -ice, -ile, -ine Lesson 99 Prefixes mono-, bi-, tri-, quad-, pent- Quadrigraph -eigh Lesson 100 Changing Rule Some words with the vccv pattern do not divide between the two consonants, but after the first vowel The accent can be on the first or second syllable Phonics Rules section-syllable Division Rules-VCCV Rule #3 and 4 The letter i in the endings -ice, -ile, -ine has the schwa sound These endings have origins in the French language The i may also have a long e sound ( machine, police ) Coding of French ending words Prefixes mono-, tri-, quad-, pentstand for a number (1-5) respectively Quadrigraph -eigh makes the long a sound Coding quadrigraph -eigh Review Deck Cards for eigh Affix Cards for prefixes mono-, bi-, tri-, quad-, pent- added to deck When a word ends with y, change the y to i before adding a suffix, unless the suffix begins with i When a word ends with y, do not change y to i before adding a suffix if the y comes after a vowel Phonics Rules section in workbook- Spelling Rules-Changing Rule Common exceptions to rule Spelling with the Changing Rule Vocabulary*, activities v Vocabulary* Test 9 v Final Vocabulary Test Assessment 17 can be given after Lesson 100. Pre-Post Test can be given again after Lesson