Reading Horizons Elevate and Scott Foresman Reading Street Grade 4 TM
Correlated by Joan Parrish for Reading Horizons July 2014 ii
Table of Contents Table of Contents Reading Horizons Elevate Correlation to Scott Foresman, Reading Street INTRODUCTION Explanation of Implementation Guide... 5-6 CHAPTERS Chapter One... 7-14 Chapter Two... 15-18 Chapter Three... 19-24 Chapter Four... 25-28 Chapter Five... 29-34 Chapter Six... 35-38 PHONEMIC AWARENESS Implementation of Phonemic Awareness Concepts... 39-40 MOST COMMON WORDS Most Common Words... 41-42 iii
iv
Introduction The Reading Horizons Elevate (RHE) is an explicit, systematic, research-based phonics program based on the Discover Intensive Phonics for Yourself method. Multi-sensory techniques are employed both in the classroom via direct instruction and through use of interactive computer software programs. The classroom manuals and computer software are correlated to support each other, but each can be used independently of the other for instructional purposes. Reading Horizons logically and sequentially teaches the framework of phonics. While instruction is based on teaching the 42 Sounds of the Alphabet, Five Phonetic Skills, and Two Decoding Skills, students simultaneously learn handwriting, reading, spelling, grammar, pronunciation, listening, and thinking skills. Vocabulary development and spelling are an integral part of the program. The Reading Horizons Elevate Comprehensive Teacher s Manuals are divided into six chapters, with a seventh manual that includes the Teacher Supplement, Phonemic Awareness section, ELL Supplement, Games Supplement, and additional references. Due to the unique marking system of proving words, it is recommended to teach the Alphabet lessons, Blends, Special Vowel Combinations, Five Phonetic Skills, Digraphs and Special Vowel Sounds in RHE order along with the basal reading lessons. The Student Workbook, 42 Sound Cards, Games and Activities on the Enrichment CD work as a great reinforcement for practicing the skills being taught. RHE contains a Phonemic Awareness (PA) Section to be used as a determinant factor of phonemic awareness skills in students. The phonemic awareness lessons are structured to be used as needed. Scott Foresman Reading Street 4th grade there are 6 Teacher Editions (Units). For coding references below, the Teacher Editions will be referred to as U4.1, U4.2, U4.3, U4.4, U4.5, U4.6; week as wk-. Check the Skills Overview at the beginning of each Unit for the week a specific skill is taught. At the beginning of each week there is 5-Day Planner that provides information on the day a specific skill is taught. The Scott Foresman Reading Street 4th grade phonics instruction is presented in the Word Analysis and Spelling; the Grammar is in Conventions or Vocabulary components of the program. The following implementation guide shows the RHE sequence of phonics instruction, correlating the Scott Foresman READING STREET phonics lessons to the RHE sequence. We recommend you follow the RHE sequence and use the marking system when teaching the phonic skills in Scott Foresman READING STREET. When using the practice pages from Scott Foresman READING STREET, be sure to encourage your students to use the RHE marking system when decoding words. Supplement with materials as instructed in each RHE Lesson Summary, the Enrichment CD, Posters, Transfer Cards, and Practice Masters Additional help can be found on the Reading Horizons webpage www. RHAccelerate.com. 5
Introduction The format will be as follows: Reading Horizons Elevate Skill Implementation of two programs: A listing of the Most Common Words in the Reading Horizons Elevate method follow the correlation of the Reading Horizons Elevate program and the Scott Foresman Reading Street. 6
Correlation CHAPTER 1 Not reviewed in 4th grade. Lesson 1, Voiced and Voiceless, pp. 9-14 Implementation: This is a Reference Lesson that introduces students to the concept of voiced and voiceless sounds in English. The 26 letters of the alphabet make 42 Sounds. Some of these sounds are voiced, meaning they use the vocal cords, and some of them are voiceless, meaning that they don t use the vocal cords. See the ELL Supplement, Minimal Pairs in Reading Horizons Elevate (RH Elevate) Supplementary Materials. Use the Student Workbook, English Language Enhancement (ELE), and computer software. Lesson 2, Letter Group 1, pp. 15-40 Vowel A Aa /a/ short ă: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach A/a as a vowel (short vowel sound) written practice of letter (upper and lowercase). Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. Consonant B Bb /b/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach consonants B/b, F/f, D/d, and G/g, written practice of letter (upper and lowercase) and sound. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. Consonant F Reading Street --Ff /f/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach consonants B/b, F/f, D/d, and G/g, written practice of letter (upper and lowercase) and sound. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. Consonant D Dd /d/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach consonants B/b, F/f, D/d, and G/g, written practice of letter (upper and lowercase) and sound. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. 7
Consonant G Gg /g/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach consonants B/b, F/f, D/d, and G/g, written practice of letter (upper and lowercase) and sound. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. Not reviewed in 4th grade. The Slide Implementation: Fluency introduction to reading by sliding a consonant sound to a vowel: ba, fa, da, ga. Not reviewed in 4th grade. Lesson 3, Building Words, pp. 41-50 Implementation: This lesson teaches how to form short words (CVC) and mark vowels in words. Introduce marking system for decoding and reading purposes (identify vowel and print x beneath letter). Reinforce skills with: ELE Vocabulary Strategy 2, Student Workbook, Transfer Cards, Computer software. Not reviewed in 4th grade. Lesson 4, Nonsense Words, pp. 51-56 Implementation: Using letters to create nonsense words to identify if students understand blending sounds to words and say words based on letter/sound knowledge. Reinforce skills with Student Workbook and Lesson 5, Letter Group 2, pp. 57-82 Consonant H Reading Street Hh /h: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach consonants H/h, J/j, L/l, M/m letter sound and written form, and vowel E/e written form and letter sound (short sound). Use letters b, f, d, g, h, j, l, m, to make Slides with vowels A/a and E/e. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. Consonant J Jj /j/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach consonants H/h, J/j, L/l, M/m letter sound and written form, and vowel E/e written form and letter sound (short sound). Use letters b, f, d, g, h, j, l, m, to make Slides with vowels A/a and E/e. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. 8
Consonant L Ll /l/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach consonants H/h, J/j, L/l, M/m letter sound and written form, and vowel E/e written form and letter sound (short sound). Use letters b, f, d, g, h, j, l, m, to make Slides with vowels A/a and E/e. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. Consonant M Mm /m/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach consonants H/h, J/j, L/l, M/m letter sound and written form, and vowel E/e written form and letter sound (short sound). Use letters b, f, d, g, h, j, l, m, to make Slides with vowels A/a and E/e. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. Vowel E Ee /e/ short ĕ: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach consonants H/h, J/j, L/l, M/m letter sound and written form, and vowel E/e written form and letter sound (short sound). Use letters b, f, d, g, h, j, l, m, to make Slides with vowels A/a and E/e. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. ELE Vocabulary Strategy 1. Most Common Words List 1, pp. 83-92 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. Lesson 6, Sentences and Intonation, pp. 93-100 What Is a Sentence?: U4.1, wks 1-3 Subject: U4.1, wk-3 Predicate: U4.1, wk-3 Period: U4.1, wk-1 (declarative and interrogative) Exclamation: U4.1, wk-2 (imperative and exclamatory) Question mark: Not taught in 4th grade. Compound Sentences: U4.1, wk-4 9
Implementation: This is a Reference Lesson that teaches sentence structure, intonation, and punctuation (period, exclamation point, question mark). Teach a complete sentence has two parts: a naming part (subject) and telling part (predicate). Reinforce skills with Student Workbook. ELE Vocabulary Strategy Pronunciation Practice 4. Games Supplement. Computer software. Lesson 7 Letter Group 3, pp. 101-126 Consonant N Reading Street Nn /n/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach N/n, P/p, R/r, S/s letter sound and written form. Teach vowel O/o sound and written form. Use Letter Sets 1-3 with vowels A/a, E/e, O/o to make Slides. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Consonant P Pp /p/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach N/n, P/p, R/r, S/s letter sound and written form. Teach vowel O/o sound and written form. Use Letter Sets 1-3 with vowels A/a, E/e, O/o to make Slides. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Consonant R Rr /r/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach N/n, P/p, R/r, S/s letter sound and written form. Teach vowel O/o sound and written form. Use Letter Sets 1-3 with vowels A/a, E/e, O/o to make Slides. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Consonant S Ss /s/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach N/n, P/p, R/r, S/s letter sound and written form. Teach vowel O/o sound and written form. Use Letter Sets 1-3 with vowels A/a, E/e, O/o to make Slides. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. 10
Vowel O Oo /o/ short ŏ: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach N/n, P/p, R/r, S/s letter sound and written form. Teach vowel O/o sound and written form. Use Letter Sets 1-3 with vowels A/a, E/e, O/o to make Slides. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. U4.6, wk-3. Lesson 8, Commas, pp. 127-130 Implementation: A comma is a punctuation mark that is used to represent a breath or a pause during reading. Teach the proper use of commas in sentences, in a series, dates, letters, addresses, and with quotation marks. Most Common Words List 2, pp. 131-138 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. Lesson 9, Letter Group 4, pp. 139-168 Consonant T Tt /t/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o, and U/u to make Slides. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Consonant V Vv /v/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o, and U/u to make Slides. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. 11
Consonant W Ww /w/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o, and U/u to make Slides. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. X/x: U4.4, wk-4 /ks/ Consonant X Implementation: Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o, and U/u to make Slides. Implementation: Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o, and U/u to make Slides. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Consonant Y Yy /y/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o, and U/u to make Slides. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Vowel U Uu /u/ short ǔ: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o, and U/u to make Slides. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Q/q: U4.4, wk-4 /kw/ Lesson 10, Letter Group 5, pp. 169-186 Consonant Q Implementation: Teach Q/q with u to give it a sound (u is not a working vowel). Practice writing letters together to make the /kw/ sound. Teach Z/z letter sound and written form in initial placement with vowels. Make Slides with vowels a, o, e, u, and i to make real and nonsense words (use additional dictation provided in lesson). Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. 12
Consonant Z Zz /z/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach Q/q with u to give it a sound (u is not a working vowel). Practice writing letters together to make the /kw/ sound. Teach Z/z letter sound and written form in initial placement with vowels. Make Slides with vowels a, o, e, u, and i to make real and nonsense words (use additional dictation provided in lesson). Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Vowel I Ii/i/ short ĭ: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach vowel I/i (short sound) with Letter Sets 1-5 as Slides, real and nonsense CVC words. Reinforce skills with Student Workbook. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Consonant C Cc /k/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach C/c letter sound /kuh/ and written form. Reinforce skills with Student Workbook. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Consonant K Kk /k/: not reviewed as a specific CVC skill in 4th grade, only sounded in syllables/words. Implementation: Teach K/k letter sound /kuh/ and written form. Reinforce skills with Student Workbook. Use 42 Sounds Poster, Vowel Poster, and Student Workbook. English Language Enhancement (ELE). Computer software. English Language Enhancement (ELE): Pronunciation Practice 9. Most Common Words List 3, pp. 187-194 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. 13
Not taught in 4th grade. Lesson 11, Spelling with C and K, pp. 195-204 Implementation: Teach rule for using C/c with vowels a, o, u, and K/k with vowels i, e (consonants in initial position). Make Slides with vowels, real and nonsense CVC words. Reinforce skills with Student Workbook and the computer software. Use 42 Sounds Poster, Vowel Poster, and U4.6, wk-4 Lesson 12, Direct and Indirect Quotations, pp. 205-210 Implementation: This Reference Lesson teaches about direct quotations versus indirect quotations and how to use quotation marks with direct quotations. Reinforce skills with Student Workbook and computer software. Most Common Words List 4, pp. 211-218 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. Not reviewed in 4th grade. Lesson 13, Alphabetical Order, pp. 219-222 Implementation: Check mastery of all upper and lowercase letters in the alphabet and review alphabetical order. Use Alphabet Cards, Enrichment CD. U4.5, wk-1 Lesson 14, Articles, pp. 223-226 Implementation: This Reference Lesson teaches how to use the articles a, an, and the. 14
Correlation CHAPTER 2 Lesson 15, L-Blends, pp. 7-16 Not reviewed in 4th grade. Implementation: Teach six L-Blends, then with vowels as slides, and make real and nonsense words (use additional dictation provided in lesson). Use 42 Sounds Poster, Blends Poster, Vowel Poster, and Lesson 16, Double S, F, and Z Words, pp. 17-22 FF special spelling: not reviewed in 4th grade as a single-syllable word. ZZ special spelling: not reviewed in 4th grade as a single-syllable word. SS special spelling: not reviewed in 4th grade as a single-syllable word. Implementation: Teach spelling rule for single-syllable words ending is /s/, /f/, /z/. Use words from the lesson and additional words in dictation. Reinforce skills with Student Workbook, English Language Enhancement (ELE): Vocabulary Strategy 3, and computer software. Use 42 Sounds Poster, Blends Poster, Vowel Poster, and Lesson 17, Special Vowel Combinations, pp. 23-32 LL special spelling: -all: not reviewed in 4th grade as a single-syllable word. -ell: not reviewed in 4th grade as a single-syllable word. -ill: not reviewed in 4th grade as a single-syllable word. -NG: U4.2, wk-4. -NK: U4.2, wk-4. Implementation: Teach Special Vowel Combination words ending in -LL, -NG, -NK. Some of the vowels change in sound when followed by LL, NG, NK. Teach special marking for decoding. Use words from the lesson and additional words in dictation. Reinforce skills with Student Workbook, English Language Enhancement (ELE): Vocabulary Strategy 3, and computer software. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Special Vowel Combinations Poster, and Most Common Words List 5, pp. 33-42 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. 15
Not reviewed in 4th grade. Lesson 18, R-Blends, pp. 43-48 Implementation: Teach seven R-Blends, then with vowels as slides, and make real and nonsense words (use additional dictation provided in lesson). Use 42 Sounds Poster, Blends Poster, Vowel Poster, Special Vowel Combinations Poster, and Plurals with -s: U4.2, wks 1-2. Plurals with es: U4.2, wks 1-2. Irregular Plurals: U4.2, wk-2. Lesson 19, Plurals, pp. 49-56 Implementation: Plurals: Explain the term plural and teach the spelling rule for plurals of adding -s or -es to the end of words. To form a plural, an -s is added to words ending in a consonant (e.g., one hat, two hats). If the ending consonant is voiceless, the sound of the plural -s is /s/ (e.g., hats). If the ending consonant is voiced, the sound of the plural -s is /z/ (e.g., pens). If a word ends in ss, zz, or x, the plural ending -es must be added. The sound for -es is /iz/ (e.g., dresses, buzzes, boxes). Reinforce skills with Student Workbook, Transfer cards, computer software, and English Language Enhancement (ELE): Pronouncing Plurals and Possessives; Vocabulary Strategy 3. Lesson 20, Possessives, pp. 57-62 Singular Possessive Nouns: U4.2, wk-4; U4.3, wk-5. Plural Possessive Nouns: U4.2, wk-5; U4.3, wk-5. Possessive Pronouns: U4.4, wk-4. Implementation: A possessive identifies who or what has something or to whom something belongs. To make a singular noun possessive, add an apostrophe and -s ( s). Add just an apostrophe to plural nouns ending with -s (s ). A plural noun that does not end with an -s is made possessive by adding the apostrophe s ( s). Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronouncing Plurals and Possessives. Lesson 21, S-Blends, pp. 63-74 Not reviewed in 4th grade. 3-letter S-Blends: Not reviewed in 4th grade. Implementation: Teach eight S-Blends, then with vowels as slides, and make real and nonsense words (use additional dictation provided in lesson). Reinforce skills with Student Workbook. 16
Teach five three-letter S-Blends, then with vowels as slides (remember squ, the u is not a working vowel). Reinforce skills with Student Workbook and the computer software. English Language Enhancement (ELE): Vocabulary Strategy 4. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Special Vowel Combinations Poster, and Not taught in 4th grade. Lesson 22, Two Extra Blends, pp. 75-78 Implementation: Teach TW and DW as extra blends. Reinforce skills with practice pages and differentiation activities. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Special Vowel Combinations Poster, and Most Common Words List 6, pp. 79-86 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. 17
18
CHAPTER 3 Lesson 23, Short Vowels and Long Vowels, pp. 5-8 Not taught or identified with diacritical markings. Implementation: Teach all vowels have more than one sound. Vowels are marked with diacritical markings to show the sound of the vowel in a word. Teach diacritical markings for short and long vowels (short/breve and long/ macron ˉ ). Reinforce skills with Student Workbook, the computer software, and English Language Enhancement (ELE): Pronunciation Practice 5. Use 42 Sounds Poster, Blends Poster, Vowel Poster, and Lesson 24, Phonetic Skill 1, pp. 17-26 Spelling CVC-Teaching the principle, the vowel says short /a/, /i/, /o/, /e/, or /u/, when followed by a consonant: vowel-consonant pattern. /ă/: Not reviewed in 4th grade. /ĕ/: Not reviewed in 4th grade. /ĭ/: Not reviewed in 4th grade. /ŏ/: Not reviewed in 4th grade. /ǔ/: Not reviewed in 4th grade. Implementation: Teach the phonetic spelling and decoding skill where the vowel sound is short because it is followed by a consonant (CVC, CCVC, and VC) in a single-syllable word. Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to prove words. Reinforce skills with Student Workbook and the computer software. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and Lesson 25, Phonetic Skill 2, pp. 27-34 Spelling CCVCC, CVCC-Teaching the principle, vowel-consonant pattern: Not reviewed in 4th grade. Implementation: Teach phonetic spelling and decoding skill where the vowel sound is short because it is followed by two consonants (CVCC, CCVCC and VCC) in a word. Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to prove words. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and Lesson 26, Vowel Families O and I, pp. 35-40 Vowel Families: -ind, -ild: Not reviewed in 4th grade. Implementation: Teach when two consonants follow the vowels o or i, sometimes the vowel sound will be long Vowel Families. Teach long vowel o families in single syllable words (-old, -olt, -oll, -ost). Teach long vowel i families in single syllable words (-ind, -ild). 19
Discuss Vowel Families O and I that do follow Phonetic Skill #2. Use Blends Poster, 42 Sounds Poster, Vowel Poster, and Lesson 27, Parts of Speech, pp. 41-46 Nouns (names for person, place or thing): U4.2, wk-1. Pronouns: U4.4, wk-2. Singular and Plural Pronouns: U4.4, wk-1 Plurals with -s: U4.2, wk-1 (nouns with -s) Plurals with -es: U4.2, wk-1. Verbs (action words): U4.3, wk-1; U4.3, wk-2. Linking Verbs: U4.3, wk-1. Helping Verbs: U4.3, wk-2. Irregular Verbs: U4.3, wk-5. Subject-Verb agreement: U4.3, wk-3. Adjectives: U4.5, wk-1; U4.5, wk-3 Adverb: U4.2, wk-5; U4.5, wk-2; U4.5, wk-3 Implementation: This is a Reference Lesson that teaches the fundamentals of the parts of speech in English to aid in reading and writing. A noun names a person, place, thing, or idea. Teach pronouns. An adjective describes a noun. A verb names an action or state. Teach linking verbs. An adverb describes a verb, an adjective, or another adverb. Frequently, adverbs end in the suffix -ly. Reinforce skills with: Student Workbook, Transfer Cards, English Language Enhancement (ELE): Learn Word Families; Vocabulary Strategy 5, and the computer software. Lesson 28, Adding Suffixes to Phonetic Skills 1 and 2, pp. 47-58 Adding Suffixes/Verb Endings -ed: U4.1, wk-1; U4.3, wk1. Base words with ing: U4.1, wk-2; U4.1, wk-3; U4.3, wk1. Base words ending with -er, -est: U4.5, wk-3 Implementation: Teach that a suffix is one or more letters added to the end of a word that changes the meaning of the word. Teach the spelling skill for adding suffixes to words ending in one or two consonants and Special Vowel Combination words. When marking a word with a suffix, prove the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix. Reinforce skills with Student Workbook, computer software, English Language Enhancement (ELE): Learn Word Families; Vocabulary Strategy 5, and English Language Enhancement (ELE): Sort Vocabulary; Vocabulary Strategy 6. 20
Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and Not reviewed in 4th grade. Lesson 29, The Three Sounds of -ED, pp. 59-64 Implementation: Introduce and teach the 3 sounds for the suffix ed (/ed/, /d/, /t/). When -ed follows a voiced sound, it sounds like /d/. When it follows a voiceless sound, it sounds like /t/. When it follows /t/ or /d/, it sound like /id/. Reinforce skills with Student Workbook, Transfer Cards, computer software, English Language Enhancement (ELE): Pronunciation Practice 6, and English Language Enhancement (ELE): Sort Vocabulary; Vocabulary Strategy 6. Most Common Words List 7, pp. 65-74 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. Taught as CV Long ē: Not reviewed in 4th grade. Long ō : Not reviewed in 4th grade. Long ū : U4.1, wk-5 (in multi-syllabic words). Long ī : Not reviewed in 4th grade. Lesson 30, Phonetic Skill 3, pp. 75-80 Implementation: Teach using diacritical marking - when the vowel stands alone in a word (VC), the vowel sound is long. *Exception words: to, do. Specific markings are introduced to aid students in decoding the vowel sound in a word. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and Lesson 31, Phonetic Skill 4, pp. 81-90 Taught as CVCe or consonant-vowel-consonant-e: Long ā, CVCe: Not reviewed in 4th grade. Long ē, CVCe: Not reviewed in 4th grade. Long ō, CVCe: Not reviewed in 4th grade. Long ū, CVCe: U4.1, wk-5. Long ī, CVCe: Not reviewed in 4th grade. Implementation: Teach students to prove and read single-syllable words ending with e ; the e is silent making the first vowel long (CVCe, VCe). Demonstrate skill by going from CVC to CVCe word (cap cape, fin fine). 21
Specific markings are introduced to aid students in decoding the vowel sound in a word. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Sort Vocabulary; Vocabulary Strategy 6. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and Soft C /s/ and G /j/: U4.4, wk-4. -ange: not taught in program. -aste: not taught in program. Lesson 32, Another Sound for C and G, pp. 91-104 Implementation: Teach when c is followed by an e or i the sound is /s/ (Bridge S: ce, ci). Teach when g is followed by an e or i the sound is /j/ (Bridge J: ge, gi). Teach words ending in -ge spelling, the preceding vowel sound will be long; words ending in -dge spelling, the preceding vowel sound will be short. Teach words ending in -nge spelling, the vowel sound will be short, however, -ange is exception to Silent E rule where the vowel a will remain the same as /ang/ in a word. Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to prove words. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and Lesson 33, Adding Suffixes to Phonetic Skills 3 and 4, pp. 105-114 Base words ending with: -ed, -ing: U4.1, wk-1; : U4.1, wk-2; U4.1, wk-3; U4.3, wk1. Implementation: Teach students spelling skills for adding suffixes -ing, -er, -ed, -est to Phonetic Skill 3 words (e.g., be/being, go/going) and Phonetic Skill 4, Silent E words (e.g., vote/voting, voted) and Bridge S (ce/ci) and Bridge J (ge/gi). When marking a word with a suffix, prove the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix. Reinforce skills with Student Workbook, the computer software, and English Language Enhancement (ELE): Learn Word Families; Vocabulary Strategy 5. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and /g/ spelled gh: Not reviewed in 4th grade. igh: U4.1, wk-2. /f/ spelled gh: Not reviewed in 4th grade. Lesson 34, Sounds of -GH, -IGH, -IGHT, pp. 115-120 Implementation: Teach 3 Jobs for GH GH at the beginning of a word the sound is /g/ as in ghost. GH at the end of a word sometimes has the sound /f/ as in cough, rough; sometimes gh is silent as in though. -IGH, -GHT: When the vowel i comes before gh, the vowel i is long and gh is silent, as in sigh or sight. 22
Specific markings are introduced to aid students in decoding this particular sound. Use these markings to prove the words. Reinforce skills with Student Workbook, Transfer Cards, and the computer software. Lesson 35, Phonetic Skill 5 and Adjacent Vowels, pp. 121-132 Taught as Long Vowels or Vowel Digraphs: Long e spelled ee/ea: U4.1, wk-3. Long a spelled ay: : U4.1, wk-2. Long a spelled ai: U4.1, wk-2. Long o spelled oa: U4.1, wk-3. /oo/ as in blue/glue spelled ue: U4.1, wk-5 (taught with ui, ew). /oo/ as in suit/bruise spelled ui: U4.1, wk-5 (taught with ue, ew). Long i spelled ie and igh: U4.1, wk-2 (-igh). Implementation: Teach students Phonetic Skill 5, Adjacent Vowels, using diacritical markings. When two vowels are adjacent (together) in a word, the second vowel is silent making the first vowel long (CVVC). Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to prove words. Reinforce skills with Student Workbook, Transfer Cards, computer software, and English Language Enhancement (ELE): Sort Vocabulary; Vocabulary Strategy 6. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and Lesson 36, Adding Suffixes to Phonetic Skill 5, pp. 133-142 Base words ending with -ed, -ing: U4.1, wk-1; U4.1, wk-2; U4.1, wk-3; U4.3, wk1. Implementation: Teach the spelling skill of adding the suffix ing to words with Adjacent Vowels. When marking a word with a suffix, prove the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix. Reinforce skills with Student Workbook, Transfer Cards, computer software, and English Language Enhancement (ELE): Learn Word Families; Vocabulary Strategy 5. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and Most Common Words List 8, pp. 143-150 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. 23
24
CHAPTER 4 Lesson 37, Contractions, pp. 9-16 U4.4, wk-1; U4.4, wk-5. Implementation: Teach contractions. The students will learn and understand that when two words are combined some letters are omitted, and replace by an apostrophe ( ). Reinforce skills with Student Workbook, Transfer Cards, computer software, and English Language Enhancement (ELE): Pronunciation Practice 7, Pronouncing Contractions. Lesson 38, Many Jobs of Y, pp. 17-28 Y Can Be Short Vowel ĭ : Not reviewed in 4th grade. Y says long i as in fly/by: Not reviewed in 4th grade. Y with Silent E: Not reviewed in 4th grade. Long a spelled ay: U4.1, wk-2. Long e spelled -ey: Not reviewed in 4th grade. Implementation: Teach y at the beginning of a word is a consonant. Teach when y is anywhere else in a word, it is a vowel. In single-syllable words, when y is the working vowel it will take the vowel i (short and long i ) follow Phonetic Skills 1-4). When y acts as an adjacent vowel (e.g., -ay/gray, -ey/key) it is silent. ** Exceptions: they, grey, whey and prey. When y is next to a c or g, it becomes the Bridge S and Bridge J (e.g., cyst, gym). Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to prove words. Reinforce skills with Student Workbook and computer software. Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, and Lesson 39, Decoding Skill 1, pp. 29-48 Decoding Skill 1(V/CV Pattern): Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill. It is introduced as a phonemic awareness skill, listening smaller word parts within the entire word. If a word has one consonant between the two vowels, the consonant usually goes with the second vowel. Not reviewed in 4th grade. Implementation: Teach the first skill for dividing words into syllables. If one consonant follows the vowel, the consonant goes on to the next vowel. Remember to have students decode vowel sound, using 5 Phonetic Skills, one syllable at a time and box each syllable. Use marking system to prove syllables/words. Reinforce skills with Student Workbook and computer software. 25
U4.4, wks 1-2; U4.6, wk-1 Lesson 40, Syllable Stress and the Schwa, pp. 49-58 Implementation: Stressed sounds and syllables are louder and longer than unstressed ones. Words that usually have stress on the first syllable include two-syllable nouns (pilot, crisis), compound nouns (bedroom, stoplight), and numbers that are multiples of ten (twenty, thirty). Words that usually have stress on the second syllable include verbs (protect, propel), compound verbs (outsmart, overlook), and reflexive pronouns (myself, yourself). The vowel sound in unaccented syllables is frequently the schwa. Teach the importance of the schwa sound. The schwa says /u/ and is represented in the dictionary as an upside-down e (ə). The vowel a at the beginning or ending of a multi-syllabic word usually has the schwa sound (e.g., ago, sofa). The schwa can take any vowel sound. Reinforce skills with Student Workbook, the computer software, ELL Supplement: Dictionary Skills; Stress Predictability, and English Language Enhancement (ELE): Pronunciation Practice 8, Syllable Stress and Schwa. Lesson 41, Last Job of Y, pp. 59-68 The Last Rule for Y, Y says long e : U4.1, wk-4. (Determining sounds for each syllable is not taught.) Implementation: Teach Last Rule for Y (long e vowel sound): when there is more than one working vowel in a word and y is at the end of the word, y will say the long e sound. Teach exception: when the word is a verb and ends with ny, -fy, -ly, the y is long i vowel sound. Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to prove syllables/words. Lesson 42, Decoding Skill 2, pp. 69-80 Using Decoding Skill 2 (VC/CV Pattern): U4.1, wk-1. Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill. It is introduced as a phonemic awareness skill, listening smaller word parts within the entire word. If there are two consonants together, break between the two consonants for syllables. Implementation: Teach the second skill for dividing words into syllables. If two consonants follow the vowel, the consonants split and one stays with the 1st vowel and the consonant goes on to the next vowel. Remember to have students decode vowel sound one syllable at a time, and box each syllable. Use marking system to prove syllables/words. 26
un-: U4.1, wk-5; U4.4, wk-5. in-: U4.2, wk-1; U4.4, wk-3; U4.4, wk-5. dis-: U4.2, wk-3; U4.4, wk-5. re-: U4.2, wk-3; U4.6, wk-2. non-: U4.2, wk-3. im-: U4.4, wk-3 mis-: U4.6, wk-2 non- : U4.6, wk-2 pre- : U4.6, wk-2 Lesson 43, Prefixes, pp. 81-88 Implementation: Teach the root word is the basic part of the word. A prefix is one or more letters added to the beginning of a root word that changes the meaning of a word. Meanings and examples are provided for the 20 prefixes that account for 97 percent of all prefix usage. A suffix is one or more letters added to the end of a root word adding more information to the root word (Words with suffixes have been taught in previous lessons). Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Vocabulary Strategy 7, Prefixes and Roots. Use Lesson 44, -LE at the End of a Word, pp. 89-98 /l/ taught as Consonant and le: U4.4, wk-2 (taught as a syllable or word part with the sound of /ul/; no reference to the schwa sound). Implementation: Teach when -le is found at the end of a word, it causes the consonant l to have the sound /ull/. The -le syllable has no working vowel, but it does have a vowel sound and works like a syllable. Students will learn how to decode and pronounce words ending with le spelling. Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to prove syllables/words. U4.4, wk-4. Lesson 45, Decoding Words of Any Length, pp. 99-104 Implementation: Practice decoding any length words with lessons Decoding Skills 1 and 2 using the markings learned in the 5 Phonetic Skills, Many Jobs of Y, Words Ending in LE, and the Schwa to decode each syllable. 27
U4.1, wk-4; U4.2, wk-4; U4.3, wk-4. Lesson 46, Compound Words, pp. 105-110 Implementation: Teach: compound words are smaller words joined together to make a bigger word and gives new meaning to the word. To mark compound words, place a wall between the two words, and mark each word according to the Five Phonetic Skills. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Vocabulary Strategy 8, Create Word Webs. Most Common Words List 9, pp. 111-120 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. 28
CHAPTER 5 /ar/ spelled ar: U4.2, wk-3. Adding endings to /ar/ words: Not reviewed in 4th grade. Lesson 47, Murmur Diphthong AR, pp. 9-22 Implementation: Teach A-R /ar/ Murmur Diphthong. When a is followed by r, it says /ar/. It sounds like the name of the consonant r. Students will recognize and read words containing the A-R Murmur Diphthong (R-controlled vowel). Use marking system to prove syllables/words. Students will learn spelling rule for adding suffixes -ing, -ed, -er, -est, to words ending in a-r. When marking a word with a suffix, prove the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix. Reinforce skills with Student Workbook, computer software, ELL Supplement: Murmur Diphthong /ar/, and English Language Enhancement (ELE): Pronunciation Practice 10 Minimal Pairs. /or/ spelled or and ore: U4.2, wk-3. Adding endings to /or/ words: Not reviewed in 4th grade. Lesson 48, Murmur Diphthong OR, pp. 23-32 Implementation: Teach O-R /or/ Murmur Diphthong. When o is followed by r, it says /or/. It sounds like the word or. Students will recognize and read words containing the O-R Murmur Diphthong (R-controlled vowel). Students will learn spelling rule for adding suffixes -ing, -ed, -er, -est, to words ending in o-r. When marking a word with a suffix, prove the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix. Reinforce skills with Student Workbook, computer software, ELL Supplement: Murmur Diphthong /or/, and English Language Enhancement (ELE): Pronunciation Practice 10 Minimal Pairs. /er/ spelled er, ir, and ur: U4.2, wk-5. Lesson 49, Murmur Diphthongs ER, UR, and IR, pp. 33-44 Adding endings to /er/ words: Not reviewed in 4th grade. Implementation: Teach Murmur Diphthongs /er/ sound, spelled E-R, U-R, I-R. When e, u, or i is followed by r, it says /er/. Because all three combinations make the same sound, students must memorize the spelling of these words. Students will recognize and read words containing the e-r, u-r, i-r Murmur Diphthongs (R-controlled vowels). Use marking system to prove syllables/words. 29
Students will learn spelling rule for adding suffixes -ing, -ed, -er, -est, to words ending in e-r, u-r, i-r. When marking a word with a suffix, prove the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix. Reinforce skills with Student Workbook, computer software, ELL Supplement: Murmur Diphthong /er/, and English Language Enhancement (ELE): Pronunciation Practice 10 Minimal Pairs. Lesson 50, Exceptions to Murmur Diphthongs, pp. 45-62 -or and -er (as a suffix); -our and -ear: U4.1, wk-2; U4.4, wk-2 Crazy W: Not reviewed in 4th grade. Implementation: Students will learn when a Murmur Diphthong is followed by a Silent E, the first vowel will be long (Silent E rules!). Students will learn when a Murmur Diphthong and Adjacent vowel are together, the Adjacent Vowel sound rules. Students will learn when a consonant comes between the Murmur Diphthong and final E, the Murmur Diphthong sound rules. Students will learn sound and spelling for words with: w-a /wah/; w-a-r /wor/; w-o-r /wer/. When a follows qu, it says /kwŏ/. When ar follows qu, it says /kwor/. Use marking system to prove syllables/words. When marking a word with a suffix, prove the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix. Most Common Words List 10, pp. 63-72 Amazing Words: specific words from the week s reading selection. The words are introduced, demonstrated for understanding, then applied in text. Implementation: Most Common Words are words we often use that do not always follow phonetic rules. Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD. Lesson 51, Digraphs CH, SH, WH, TH, and TH, pp. 73-94 /ch/ spelled ch initial position: Not reviewed in 4th grade. /ch/ spelled tch final position: Not reviewed in 4th grade. /sh/ spelled sh initial and final position: U4.4, wk-3 /hw/ spelled wh: U4.2, wk-4. 30