| A | B | C | D | E | F | G | ||
|---|---|---|---|---|---|---|---|---|
1 | Unit 0, Week 1 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | ||
2 | Phonemic Awareness | Onset and rime | Phoneme Isolation | Phoneme Identification | Syllabe segmentation | Rhyme | ||
3 | Model: Show children how to blend words using onset and rime. I am going to say a word in parts. I want you to listen carefully. Then I will put the parts together to say the word as a whole. Listen: /sss/ /at/. The first sound is /sss/ and the end of the word is /at/. Now listen as I put the first sound together with the rest of the word: /sssaaat/, sat. The word is sat. Let’s try another one: /sss/ /ad/. Listen as I put the sounds together: /sssaaad/, sad. The word is sad. | Model Show children how to isolate initial and medial /a/. I am going to say a word and then say the first, or beginning, sound in the word. Listen: at, /aaat/. The sound at the beginning of the word at is /a/, /aaa/. Now listen for the middle sound in a word. Listen: mat, /mmmaaat/. The middle sound in the word mat is /a/, /aaa/. Repeat with initial /m/ and /s/, using the words men and sit. | Model Show children how to identify the same sound in different words. I will say three words: mop, man, milk. What sound is the same in mop, man, and milk? The beginning, or first, sound in mop, man, and milk is the same. The words all begin with the /m/ sound. Have children identify the same sound in drum, him, team. | Model: Show children how to segment a word into syllables. Then model how to count the syllables in a word. I am going to say a word. Then I will clap the syllables, or word parts, that I hear. Tell children that a syllable has only one vowel sound. Listen: pancake, pan (clap) cake (clap). The word pancake has two syllables, or word parts. Continue modeling syllable segmentation, clapping for each syllable, using the words butter, fan, piano, and January. | Review Use the Photo Cards for man and fan to show children how to identify rhyming words. Look at these two Photo Cards. I will say the name of each card: man (point to card), fan (point to card). The words man and fan rhyme because they both end in /an/. Listen: /m/ /an/, man; /f/ /an/, fan. Both man and fan end in /an/. They rhyme. Rhyming words end in the same sounds. Now I will try to make some words that rhyme with man and fan. To do so, I need to think of other words that end in /an/. Listen as I try one: ran, /rrr/ /an/. The word ran rhymes with man and fan because it also ends in /an/: ran, man, fan. | |||
4 | Guided Practice/Practice: Have children practice blending words using onset and rime. The first set’s words begin with continuous sounds. These may be easier for children to blend. Guide practice and provide corrective feedback as needed. /s/ /ok/ /s/ /un/ /s/ /and/ /s/ /et/ /m/ /at/ /m/ /an/ /m/ /op/ /m/ /ud/ /f/ /at/ /f/ /an/ /f/ /un/ /f/ /ish/ The second set’s words begin with stop sounds. These words may be more difficult for children to blend. Continue to guide practice and provide corrective feedback as needed. /b/ /at/ /b/ /ag/ /p/ /an/ /p/ /at/ /t/ /ap/ /t/ /ip/ /p/ /it/ /b/ /at/ /j/ /az/ /d/ /ash/ /k/ /ot/ /p/ /art/ If children need additional practice blending words using onset and rime, see Practice Book page SS1 or the online activity. | Guided Practice/Practice Have children practice isolating initial /a/, /m/, and /s/. Stretch the target sound as you say each word. Listen to these words. Say the first, or beginning, sound you hear. Guide practice and provide corrective feedback as needed. am milk at safe mad sit sack mist ant sun ash man Now say the middle sound you hear in these words. sat map men sad run bag rash bat sap cab nap pan | Guided Practice/Practice Have children identify the same sound in a word group. Do the first one with them. I will say three words. Tell me the sound you hear that is the same in all three words. Guide practice and provide corrective feedback as needed. sad, say, six mitt, make, men mat, moon, mail safe, soup, sit sun, soap, suit us, yes, toss near, nest, not can, run, win next, new, noon late, let, like lake, loop, look cool, peel, tail If children need additional practice identifying the same phoneme in multiple words, see Practice Book p. SS2 or the online activity. | Guided Practice/Practice Now, let’s clap the syllables as we say the word pancake: pan (clap) cake (clap). We clapped two times because pancake has two syllables. Have children segment each word into syllables and count the number of syllables. If any children struggle, have them place their hands underneath their chins. Tell them that as they say a word, a new syllable happens every time their chin drops. Say: Listen to these words. Clap the syllables in each word. Count the syllables and tell me how many syllables you hear. Guide practice and provide corrective feedback as needed. little (2) Sunday (2) funny (2) book (1) together (3) running (2) mop (1) teacher (2) student (2) listen (2) elephant (3) tomato (3) hop (1) rabbit (2) animal (3) | Guided Practice Say each word pair. Ask children to identify which words rhyme and why. Listen to these word pairs. If the words rhyme, say the words. I will then ask you why they rhyme. Think about what sounds the two words have in common at the end. If the words don’t rhyme, remain silent. Guide practice and provide corrective feedback as needed. man/ran map/tap mat/hop sad/bat sock/lock run/sun hat/bat bit/sit hot/hit Have children generate words that rhyme with each rhyming pair. Now listen as I say the words again. Let’s think of other words that rhyme with the rhyming pairs. Continue to guide practice and provide corrective feedback as needed. | |||
5 | Phonics | /M/ and /S/ and Review the Alphabeet | Short a and Review the Alphabet | /p/ and /t/ | /n/ and /r/ | short i | ||
6 | Build Fluency:.n/a | Build Fluency: Display the ABC Teaching Poster. Sing “Alphabet Song” with children and point to each letter. Note letters children have difficulty naming. Repeat, stopping on a. Ask: What’s the letter’s name? What’s the sound? | Build Fluency: Display the ABC Teaching Poster. Sing “Alphabet Song” with children and point to each letter. Note letters children have difficulty naming. Repeat, stopping on a. Ask: What’s the letter’s name? What’s the sound? | Build Fluency: Display the ABC Teaching Poster. Sing “Alphabet Song” with children and point to each letter. Note letters children have difficulty naming. Repeat, stopping on a. Ask: What’s the letter’s name? What’s the sound? | Build Fluency: . Display Word-Building Cards a, i, m, n, p, r, s, t. Have children chorally say the sounds as you point to the letters. Then repeat and vary the pace. | |||
7 | Model: Display the Map Sound-Spelling Card. Teach the sound /m/ spelled m. This is the Map Sound-Spelling Card. The sound is /m/. The /m/ sound is spelled with the letter m. This is the sound at the beginning of the word map. Listen: /mmmap/, map. Watch as I write the letter m. I will say the sound /m/ as I write the letter m several times. Repeat with the Sun Sound-Spelling Card. Teach /s/ spelled s. This is the Sun Sound-Spelling Card. The sound is /s/. The /s/ sound can be spelled with the letter s. This is the sound at the beginning of the word sun. Listen: /sssun/, sun. Watch as I write the letter s. I will say /s/ as I write the letter s several times. Guided Practice: Have children practice connecting the letters and sounds through writing. Now let’s do it together. Say /m/ as I write the letter m. Say /s/ as I write the letter s. Now it’s your turn. Write the letter m five times as you say the /m/ sound. Write the letter s five times as you say /s/. If children need practice connecting the sounds /m/ and /s/ with the letters m and s, see Practice Book page SS3 or the online activity | Model: Display the Apple Sound-Spelling Card. Teach the sound /a/ spelled a. Say: This is the Apple Sound-Spelling Card. The sound is /a/. The /a/ sound is spelled with the letter a, /aaa/. This is the sound in apple. Listen: /aaapəl/, apple. Watch as I write a. I will say /a/ as I write a. Guided Practice Have children practice connecting the letter and sound through writing. Now do it with me. Say /a/ as I write a. This time, write the letter a five times as you say /a/. If children need additional practice blending words with short a, see Practice Book page SS4 or the online activity. | Model: Display the Piano Sound-Spelling Card. Teach the sound /p/ spelled p. This is the Piano Sound-Spelling Card. The sound is /p/. The /p/ sound is spelled with the letter p. This is the sound at the beginning of piano. Listen: /p/ /p/ /p/, piano. Watch as I write p. I will say /p/ as I write p several times. Repeat with /t/ spelled t. Use the Turtle Sound-Spelling Card. This is the Turtle Sound-Spelling Card. The sound is /t/. The /t/ sound is spelled with the letter t. This is the sound at the beginning of turtle. Listen: /t/ /t/ /t/, turtle. Watch as I write t. I will say /t/ as I write t. Guided Practice Guided Practice/Practice Have children practice connecting the letters and sounds through writing. Now do it with me. Say /p/ as I write p. Say /t/ as I write t. This time, write p five times as you say /p/. Write t five times as you say /t/. Guide practice and provide corrective feedback as needed. If children need additional practice connecting /p/ and /t/ to the letters p and t, see Practice Book page SS10 or the online activity. | Model: Display the Nest Sound-Spelling Card. Teach the sound /n/ spelled n. This is the Nest Sound-Spelling Card. The sound is /n/. The /n/ sound is spelled with the letter n. This is the sound at the beginning of nest. Listen: /nnnest/, nest. Watch as I write n. I’ll say /n/ as I write n. Repeat with /r/ spelled r. Use the Rose Sound-Spelling Card. This is the Rose Sound-Spelling Card. The sound is /r/. The /r/ sound is spelled with the letter r. This is the sound at the beginning of rose. Listen: /rrrōz/, rose. Watch as I write r. I will say /r/ as I write r. Guided Practice: Have children practice connecting the letters and sounds through writing. Now do it with me. Say /n/ as I write n. Say /r/ as I write r. This time write n five times as you say /n/. Write r five times as you say /r/. If children need additional practice connecting /n/ and /r/ with the letters n and r, see Practice Book page SS11 or the online activity. | Model: Display the Insect Sound-Spelling Card. Teach the sound /i/ spelled i. This is the Insect Sound-Spelling Card. The sound is /i/. The /i/ sound is spelled with the letter i. This is the sound at the beginning of the word insect. Listen: /iiinsekt/, insect. Watch as I write the letter i. I will say /i/ as I write the letter i several times. Guided Practice: Have children practice connecting the letter and sound through writing. Now do it with me. Say /i/ as I write the letter i. This time, write the letter i five times as you say the /i/ sound. If children need additional practice connecting /i/ to the letter i, see Practice Book page SS15 or the online activity. | |||
8 | Model: Display the ABC Teaching Poster. Say: This is the alphabet. It contains 26 letters. Say the alphabet slowly as you point to each letter a–z. Explain that throughout the year, children will learn how to read and spell words with combinations of the letters. Guided Practice Sing “Alphabet Song” with children as you point to each letter. Note any letters that children have difficulty naming. Sing the song again and stop on the letters m and s. Ask: What’s the letter’s name? What’s the sound? | Model: Display Word-Building Cards a, m, s. Tell children that each day you will review the sound-spellings they have learned. Tell them that this is a great way to master these sound-spellings, which is necessary as they begin reading and writing. Have children say each sound. When finished, repeat and vary the pace. Model how to blend the sounds. This is the letter a. It stands for /a/. This is the letter m. It stands for /m/. Listen as I blend: /aaammm/, am. Guided Practice Display the Word-Building Cards s, a, m. Read the word together with children, blending the sounds: /sssaaammm/. The word is Sam. Then have children blend and read the word. | Model: Display Word-Building Cards p, a, t. Model how to blend the sounds together as you run your finger under each letter. This is the letter p. It stands for /p/. This is the letter a. It stands for /a/. This is the letter t. It stands for /t/. Listen as I blend these sounds together: /paaat/. Continue by modeling blending the words tap, sat, and map. Guided Practice Display the Phonics Practice Activity. Guide practice, reading the words in the first row, blending the sounds; for example: /aaat/. The word is at. Have children blend each word with you. Have children practice by completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words and saying high-frequency words quickly. Provide corrective feedback as needed. | Model: Display Word-Building Cards r, a, n. Model how to blend the sounds together as you run your finger under each letter. This is r. It stands for /r/. This is a. It stands for /a/. This is n. It stands for /n/. Listen as I blend: /rrraaannn/, ran. Continue by modeling the words nap, rat, and man. Guided Practice: Display the Phonics Practice Activity. Guide practice, reading each word in the first row, blending the sounds; for example: /aaannn/. The word is an. Have children blend with you. Have children practice by completing the remaining lines. Prompt children to read the connected text, sounding out decodable words. | Practice: Display Word-Building Cards i, n. Model how to blend the sounds together as you run your finger under each letter. This is the letter i. It stands for /i/. This is the letter n. It stands for /n/. Listen as I blend these sounds together: /iiinnn/, in. Continue by modeling the words pin, it, and sit Guided Practice: Display the Phonics Practice Activity. Guide practice, reading each word in the first row, blending the sounds; for example: /iiinnn/. The word is in. Have children blend each word with you. Have children practice, completing the remaining lines chorally. Prompt children to read the connected text, sounding out the decodable words. Provide corrective feedback as needed. | |||
9 | Practice: | Practice: | Practice: | |||||
10 | High Frequency Words | I, like | Do, to, you | he, she, can | go, a, has | Review Day | ||
11 | Review: n/a | Review: I. like | Review: I. like, do, to, you | Review: I. like, do, to, you, he, she, can | ||||
12 | Display the High-Frequency Word Cards I and like. Use the Read/Spell/Write routine to teach each word. Read Point to and say the word like. Say: This is the word like. Say it with me: like. I like to play outside. Spell The word like is spelled l-i-k-e. Spell it with me. Write Let’s write the word in the air as we say each letter: l-i-k-e. Follow the same steps to introduce the word I. Use this sentence: I can read. Point out that I is also a letter. | Display the High-Frequency Word Cards do, to, and you. Use the Read/Spell/Write routine to teach each word. Read Point to and say the word do. This is the word do. Say it with me: do. What will we do today? Spell The word do is spelled d-o. Spell it with me. Write Let’s write do in the air as we say each letter: d-o. Follow the same steps to introduce the words to and you. Use these sentences: We will go to the park. Where are you going? Have partners use the high-frequency words in sentences. | Display the High-Frequency Word Cards he and can. Use the Read/Spell/Write routine to teach each word. Read Point to and say the word he. This is the word he. Say it with me: he. He jumps up and down! Spell The word he is spelled h-e. Spell it with me. Write Let’s write the word in the air as we say each letter: h-e. Repeat the same steps to introduce the words can and she. Use this sentence: We can run outside. She can kick the ball.. | Display the High-Frequency Word Cards go, a, and has. Use the Read/Spell/Write routine to teach each word. Read Point to and say the word go. This is the word go. Say it with me: go. We go to the store. Spell The word go is spelled g-o. Spell it with me. Write Let’s write the word in the air as we say each letter: g-o. Repeat the steps to introduce the words a and has. Use these sentences: He reads a book. She has brown eyes. | Display the High-Frequency Word Cards for I, like, do, to, you, he, can, go, a, and has. Have children Read/Spell/Write each word. Read Point to and say the word go. This is the word go. Say it with me: go. I will go to my desk. Spell The word go is spelled g-o. Spell it with me. Write Let’s write the word in the air as we say each letter: g-o. Use the Read/Spell/Write routine to review previously taught words. | |||
13 | Have children work in pairs to make up sentences using the words. | Tell children that they are now going to read the high-frequency words in a story. Have children turn to Practice Book page SS5. Walk through the Start Smart Reader, identifying the high-frequency words and pointing out the rebuses. Say: If we look at the rebuses, they all show action words. An action word is a word that tells something you can do, like run or jump. I can identify the action word on page 1. Swim is an action, or something you can do. I can swim in a pool. | Have children work with a partner to make up sentences using the high-frequency words. Use the same routine to review I, like, do, to, and you. Guide practice and provide corrective feedback as needed. | Have children work with a partner to make up sentences using the high-frequency words. Continue to review I, like, do, to, you, he, and can. | Point to a word and call on a child to Read/Spell/Write it. Challenge the child to use the word in a sentence. Then have partners work together to create sentences using as many of the high-frequency words as they can. Guide practice and provide corrective feedback as needed. | |||
14 | You may wish to begin a Word Bank, a list of words that children have learned, by adding this week’s high-frequency words. Through the year, place related words together, such as words that contain the same spelling patterns. Evaluate the words throughout the year, and as children master words, remove them from the Word Bank. | Have children reread the story, pointing out the high-frequency words and identifying the pictured action words: swim, read, and paint. Have partners continue to identify the high-frequency words and the action words and use them in sentences. Guide practice as needed. | Tell children that they are now going to read the high-frequency words in a story. Have children turn to Practice Book page SS13. Walk through the Start Smart Reader, identifying the high-frequency words and pointing out the rebuses. Say: If we look at the rebuses, they all show clothing words. Clothing is a category of words. There can be other categories, such as color words or number words. I can identify the category word on page 1. Coat is a clothing word, or one thing of a specific type. The coat is warm. Have children reread the story, pointing out the high-frequency words and identifying the category words pictured: coat, mittens, and boots. Have partners identify the high-frequency words and then identify a category and words. Have children use them in sentences. Guide practice as needed. | |||||
15 | Spelling - Optional | None this week | None this week | None this week | None this week | None this week | ||
16 | n/a | n/a | n/a | n/a | n/a | |||
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