grades k–2 - school...

Grades K–2ProGram overview

Systematic, phonics-based early reading program

Workbook 1Barbara W. Makar


1 Comprehension

Workbook

Thinking about Mac and Tab

6 Comprehension WorkbookThinking about Mac and Tab

At the Fair with

Cecil and Aliceby Joan Fleiss Kaplan

Mac Gets Wellby Barbara W. Makar

2 To Order: Call 800.225.5750 Fax 888.440.2665 Online epsbooks.com

Primary Phonics® is a systematic, phonics-based early reading program that has successfully stood the test of time because of features such as:

• The most practice for every skill to ensure mastery• Decodable readers for every skill for application of phonics to connected text• Reinforcement material to help struggling students succeed in the regular classroom

More practice per skill than any other program!

Barbara W. Makar

Features Benefits

Tim

e Te

sted

Provides an early reading program that incorporates decoding and reading comprehension and promotes fluency through decodable storybooks

Students apply phonic knowledge from the workbooks to read decodable storybooks and then demonstrate comprehension using the Comprehension Workbooks.

Instructs beginning readers in both phonemic awareness and explicit sound-symbol relationships

Students’ knowledge of phonemes and letter recognition is the greatest indicator of future reading success.

Promotes early reading fluency through the use of decodable storybooks

Students gain a sense of accomplishment in completing whole texts and are able to decode rapidly for fluent reading.

Facilitates individualized instruction through flexible, skills-based workbooks and storybooks that correspond to students’ ability levels

Students are able to work at their own pace and progress from simple to complex phonic elements to become successful readers.

Provides reinforcement using the MORE Workbooks as additional practice for students needing more opportunities to develop phonic skills

Students have many opportunities to become successful readers by receiving the reinforcement that they need.

Teacher‘s Guides K, 1•2•3, and 4•5•6 provide support at your fingertips for all program components.

Lesson plans address phonemic awareness, phonics, vocabulary, comprehension, fluency, and writing and cross-reference student materials at point-of-use.

The teacher’s Intervention Guide is designed specifically for struggling and dyslexic readers.

Lessons use a phonic coding system, employ multisensory techniques, and cover phonic elements, word and sentence dictation, and comprehension and challenge activities.

Workbooks, storybooks, and comprehension workbooks have matching colors for each level.

Materials have color-coded covers for easy classroom management.

Go to epsbooks.com/PP to find: u Research paper u Sample lessons

3For detailed product information, visit epsbooks.com/PP

How do I fit Primary Phonics® into my curriculum?

Primary Phonics ® Scope and Sequence

Level Consonant Sounds Short Vowels Long

VowelsVowel

DigraphsConsonant

Blendsr-Controlled

VowelsConsonant Digraphs Diphthongs Additional Concepts

Introduced

Kh, s, t, n, w, r,

f, d, m, c, l, b,

g, v, p, j, k

Sight words

1 a, i, o , u, e Sight words

2 Silent eie, oe, ee, oa,

ai, ea

Sight words Sentence construction

3 x

Initial & final

blends, twin

consonants

ff, ll, gg, ss,

zz, tt

ck

Sight words Plural -s

Compound words Two-syllable words

4 ar, or, er, ir, ursh, ch, th,

tch, wh

Sight words Consonant + le Endings -ed, 's Vowel + ng, nk

5 y, qu

oo (¬, ª),

ow (§), ay,

ey, aw

ow (ou), ou

Sight words a = /aw/

Vowel y ( i- ,Œ)Initial wa

6Long i (igh)

Long o (old)ie, au, ew ph oy, oi

Sight words Soft c (ce, ci, cy)

Soft g (ge, gi, gy, dge) Plural -ies

Primary Phonics® can easily be incorporated into any existing reading curriculum, using the components in conjunction with each other or independently. The following Scope and Sequence chart lists the phonic concepts addressed at each level.


Audio RecordingsStories by Barbara W. Makar

© 2008 by Barbara W. Makar and Sons, Inc. All rights reserved. Unauthorized duplication is a violation of applicable laws.

Educators Publishing Service, a division of School Specialty Publishing, a member of the School Specialty Family

Printed in U.S.A.ISBN 978-0-8388-7551-3

1 • 2 • 3 • 4 • 5 • FTW • 11 • 10 • 09 • 08 • 07

Storybooks 1 2 3

Workbooks progress in skill difficulty and provide extensive practice and consistent review and reinforcement.

Storybooks parallel the phonic concepts in the workbooks and provide opportunities for students to apply new phonic elements as they read in context.

Storybooks Audio CDs are read with conversational phrasing and expression and also emphasize the targeted phonic skill words.

Comprehension Workbooks provide comprehension questions, discussion points, and activities for every storybook.







Barbara W. MakarWorkbook K

Program Components

At the Fair with Cecil and Aliceby Joan Fleiss Kaplan

The Pet Poodleby Barbara W. Makar

Fish Funby Barbara W. Makar

5 Comprehension Workbook












Audio Recordings

© 2008 by Barbara W. Makar and Sons, Inc. All rights reserved. Unauthorized duplication is a violation of applicable laws.

Educators Publishing Service, a division of School Specialty Publishing, a member of the School Specialty Family

Printed in U.S.A.ISBN 978-0-8388-7552-0

1 • 2 • 3 • 4 • 5 • FTW • 11 • 10 • 09 • 08 • 07

Storybooks 4 5 6Stories by Barbara W. Makar and

Joan Fleiss Kaplan

Slideby Barbara W. Makar

Mac and Tabby Barbara W. Makar Mac Gets Well

by Barbara W. Makar


Teacher’s Guides 1•2•3 and 4•5•6 comprise a rotating menu of activities to accommodate a broad range of learning needs and instructional opportunities.

Classroom Set K includes a scripted Teacher’s Guide for teaching consonant lessons, 1 Picture Dictionary, 25 Color Workbooks, and 25 Kindergarten Workbooks.

Materials for Additional Practice provide further reinforcement through MORE Workbooks and two sets of additional Storybooks.

1 2 3Teacher’s Guide

4 5 6Teacher’s Guide

Intervention Guide – Levels 1–6 follows the scope and sequence of the Primary Phonics decodable storybooks and provides systematic instruction using a phonetic coding system. Comes with a book of blackline masters and a classroom coding chart.

Levels 1 6Intervention Guide

Joan Fleiss Kaplan

Intervention GuideJoan Fleiss Kaplan

blackline masters

Levels 1 6

Picture Dictionary

® ColorWorkbook

Barbara W. Makar

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Barbara W. Makar

Workbook K

KTeacher’s Guide

Barbara W. Makar

Delby Barbara W. Makar

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Moleby Barbara W. Makar

Storybooks in Set 2A1 Babe, the Big Hit Long Vowels with Silent e

2 Make the Bed Long Vowels with Silent e Review

3 MoleLong Vowels with Silent e Review

4 A Ride on a Bus Long Vowels with Silent e Review

5 The LieVowel Digraphs ie, oe, ee

6 A Fine CoatVowel Digraph oa

7 Cop Cat and the Mule Vowel Digraph ai8 A Real PalVowel Digraph ea

9 Rose and Weed Vowel Digraph Review

10 The DeerVowel Digraph Review

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Process CyanProcess MagentaProcess YellowProcess BlackPANTONE 3005 C

Barbara W. Makar

MORE Workbook 3Additional Practice

with Initial Consonant Blends

®

Barbara W. Makar

MORE Workbook 2Additional Practice

Barbara W. Makar

MORE Workbook1Additional Practice


22

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The hat is red.

The cab is green.

The bat is blue.

The fan is yellow.

The rag is red.

The jam is green.


A Sample Primary Phonics Lesson

Workbook 1

5

The ham is in the pan.The ham is for Tab.

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Mac and Tab, Set 1

Decodable text provides for application of skills in context.

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26 Now you can read the storybooks Mac and Tab and The Cab listed on the back cover.

Workbook

Storybook

Mac and Tab, Set 1

4

Tab has a nap on

the mat.

Mac has a nap on Tab.

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to model fluent reading. A great tool for struggling readers and ELL students!

After phonics practice, students are directed to the storybooks to apply their new skills.

Workbook 1

Del, Set 1A



Comprehension Workbook 1

Literal comprehension questions promote story recall. Inferential questions are also included. See p.14 for more information.

3

Which one came first? Circle.

Circle the correct word to fill in the blank.

Tab had a nap on the .

cat mat ham

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Process CyanProcess MagentaProcess YellowProcess Black

Comprehension Workbook

Barbara W. Makar


More Workbook 1

Additional Practice

Provides further reinforcement for students who need repeated exposure or extra practice.

Teacher support provided at every step with Teacher and Intervention Guides. See pages 8–9 for more information.

Levels 1 6

Intervention GuideJoan Fleiss Kaplan

Delby Barbara W. Makar

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7Lesson 1

WritingDisplay the words cap, tag, gas, and Pam. Have students number 1–4 on lined paper. Tell them to choose and write the word that matches each clue.1. You wear this on your head. (cap)2. This is a name. (Pam)3. This is a game where you might say, “You’re it!” (tag)

4. A car needs this to run. (gas)

reading in COnteXtread Tell students that they are now going to use what they know about short a words to read a story. Invite students to read Mac and Tab independently or with a partner. If needed, support students by identifying and reviewing sight words from the storybook. Help them identify and blend sounds as they read.

respond Engage students in a discussion about Mac and Tab with these questions:1. What is a pal? (a friend)2. In the beginning of the story, how can you tell that Mac and Tab are good friends? (Guide

students to use text and picture clues on pages 2 and 4 to point out that Tab gives Mac a ride, and Mac takes a nap right on Tab’s back.)3. Who woke up from the nap first? (Mac)4. How do you know? (Mac ate some of the ham while Tab was still sleeping.)5. Why is Tab angry? (The ham was meant for

Tab, but Mac ate some of it.)6. How did the two friends work out this

problem? (Tab put on Mac’s cap and let Mac have the ham.)7. Were they both happy with this solution? How do you know? (They must have both decided this was fair because they are smiling pals at the end.)

8. How else could they have handled the problem in a fair way? (Answers will vary. Possibilities include: They could have shared the ham. They could have talked about it together before napping. Tab and Mac could have politely asked for a bite of ham or a turn wearing the cap.)

Have students turn to pages 2 and 3 in Thinking about Mac and Tab. Read the directions with them and invite them to complete the pages. If time permits, students may want to color the pictures on these pages. extend Help students extend the theme of friendship in Mac and Tab with the following activity: Gather materials such as markers, colored paper, yarn, or fabric. Invite students to make two “friends” out of these materials. Ask them to name their friends and discuss what each pair likes to do together. Relate this activity to the story by asking if any of the pairs are like Mac and Tab: Do they take naps? Do they like ham?

differentiating instruCtiOn Kinesthetic learners will benefit from using

•letter tiles to build words from the lesson. Have students build new words by replacing the beginning consonants in the familiar words tap, dad, and ham. Have them say each new word they form and write it on a piece of paper or a white board. Struggling readers may need further practice

•with short a before they begin the next skill, short i. See Lesson 4 for additional work with short a. These students may also benefit from extended direct instruction available in the Intervention Guide. English language learners may also •need further practice with short a since Spanish does not contain the short vowel sounds found in English. See Lesson 4 for additional work with short a.

short a

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6Primary Phonics Teacher’s Guide 1 • 2 • 3

Part 3Materials:Workbook 1, pp. 20–26

Set 1, Book 1: Mac and Tab

Thinking about Mac and Tab 1, pp. 2–3

Warm-uP

Play a game of Grab Bag as you review the sounds

of short a and the consonants. Put cards with the

consonant letters and several cards with a into a

paper bag. Invite students to take turns drawing a

card from the bag, naming the letter and making

its sound. Repeat until everyone has had a turn.

Phonemic aWareness

Tell students you are going to sound out some

words very slowly. Ask students to listen to the

sounds, repeat the sounds, and say the word. For

example: What word is /r/ / a / /g/? Response: /r/

/ a / /g/ is rag.

/m/ / a / /p/ (map) /k/ / a / /p/ (cap)

/b/ / a / /g/ (bag) /h/ / a / /d/ (had)

/f/ / a / /n/ (fan) /h/ / a / /m/ (ham)

Phonics

review short a Ask the class to tell you what

vowel sound they hear in the words mat, pan, and

jam. (short a) Remind them that in Parts 1 and 2

they learned and practiced a lot of short a words.

Tell them that they will continue to practice

these words.

Vocabulary

sight Words Review the sight words printed

on the inside back cover of Workbook 1: a, black,

blue, brown, green, in, is, no, on, orange, purple, red,

the, yellow, and yes. Write the words on the board,

add them to the Word Wall, and/or have students

write them in their personal dictionaries.

comPleting student Pages 20–26

Read the directions with students. Together,

complete a sample item on each page. Then

have students complete the pages independently,

providing assistance as needed.

automaticity

Provide or have students create several flashcards

with short a words. Have them flip through

the cards as they read the words to a partner.

Encourage students to review the flashcards

multiple times as they work to increase their

accuracy and speed. Include cards from previous

lessons as review.

comPrehension

extending Word Knowledge Ask questions

or give directions such as the following to be sure

that students understand short a words used in

this lesson:

1. A sad person may cry. Pretend to be sad.

2. A sleepy person may take a nap. Pretend to

be sleepy.

3. The words Sam, Jan, Pat, Pam, Dan, and Nat are

all what? (names) Do you know anyone with

one of those names?

4. When would you want to have a map with you?

(when you are in an unfamiliar place)

short a

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Teacher Support

4 5 6Teacher’s Guide1 2 3

Teacher’s Guide

Detailed lesson plans include phonemic awareness, phonics, vocabulary, comprehension, fluency, and writing. Cross-references student materials at point-of-use. Lessons incorporating the MORE Workbooks and Storybooks provide extra instruction for students who need additional practice.

Teacher’s Guide 1•2•3

Clear cross-referencing of Primary Phonics materials helps classroom management.

Teacher’s Guide 1•2•3Develop comprehension and engage students in discussion with these literal and inferential questions.

Teacher’s Guides

KTeacher’s Guide

Barbara W. Makar


PRIMARY PHONICS CODING CHART

5 Word Endings • Plural -s • -ed • ’s

4 Initial and Final Consonant Blends

3 Vowel Digraphs and Diphthongs • Digraphs ie, oe, ee, oa, ai, ea

• Digraphs aw, au • Digraph oo • Diphthong ow • Digraph ie • Digraph oo • Diphthong ou • Diphthong oy, oi • Digraph ow • Digraphs ay, ey • Digraph ew

2 Long Vowels

• Silent e

• Long i

• Long o

1 Short Vowels

6 Compound Words

12 r-Controlled Vowels ar, or, er, ir, ur

11 Consonant + le

10 Vowel + ng and Vowel + nk • Vowel + ng

• Vowel + nk

9 Low-Frequency Consonants and Soft Consonants • Consonant x • Consonant qu • Soft g (ge, gi, gy) • Soft c (ce, ci, cy) • Soft g (dge)

8 Twin Consonants and Consonant Digraphs • ff, gg, ll, ss • ck, sh, ch, th, wh, ph

7 Two-Syllable Words

13 y as a Vowel • at the end of a one-syllable word • at the end of a two-syllable word

Code

14 Initial wa 15 a = /aw/ 1 2 3 4 5 KSP 11 10 09 08 07

© 2008 by Educators Publishing ServiceISBN 978-0-8388-0375-2

Levels 1 6Intervention Guide

Joan Fleiss Kaplan

Intervention Guide Blackline Master

Intervention Guide

Lessons follow the scope and sequence of all six sets of decodable storybooks and are designed specifically for struggling and dyslexic readers, using a phonetic coding system and employing multisensory techniques. Provides systematic, direct instruction in phonic elements and word coding, word and sentence dictation, and comprehension and challenge activities. Comes with a separate book of blackline masters and a classroom coding chart.

Intervention Guide

Primary Phonics BLM. © protected by Educators Publishing Service. Permission is granted to reproduce this page.

Name

Coding PhrasesUnderline consonant digraph sh. Apply the other codes you have learned.

swim and splash a shrimpa catfish shake the crabback to shore

Coding SentencesApply the codes you have learned.

It is a clam in his shell.She is a catfish.

It is a shrimp.

The sheep had to shake the crab.I must rush back to shore.We can swim and splash.

Consonant Digraph sh

<BLM 31B

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Students learn, apply, and internalize a proven phonic coding system to advance decoding and reading skills.

Lesson 31123

Write the following sentence from Fish Fun on the board. Ask a student to read it aloud, with help if

necessary. Have students take turns coming up to the board to code.

Repeat with other sentences from the story, inviting other students to code.

BLM 31B ✜ Read the directions aloud with students. Have students code phrases and sentences from left

to right. After coding, ask students to practice reading the words to themselves and/or a partner.

For more practice, use pages 3–8 of Workbook 4. Use page 6 to review compound words.

Step 4: Read the Storybook

Read Fish Fun with students, asking them to join you when they can. Stop to work on any hard words,

encouraging students to help you analyze words by coding them on the board. Have students reread the

story independently or in pairs.

Step 5: Check Comprehension

Discuss the sequence of the story. Then discuss the five bulleted questions with the class. Encourage

students to answer using complete sentences.

What was the sheep doing at the beach? (He was sitting in the sunshine.)•

Why do you think he wanted to be a fish? (He was hot and the water looked cool.)•

When the sheep stuck his nose in the water, who came to talk to him? (A fish came.)•

The sheep saw five things in the water. Can you name them? (He thought the clam was a rock, the •

catfish was a cat, the shrimp was a bug, the crab was a big bug, and the seaweed was grass.)

Who told him what these five things really were? (The fish told him.)•

BLM 31C ✜ Help students read the five comprehension questions. As they answer orally, write the

answers on the board: 1. The crab grabbed onto the sheep’s nose; 2. that it tasted bad; 3. The sheep saw a

sailboat he said was a ship; 4. The waves scared him and the water was deep; 5. “No, I am glad to eat real

grass and be a sheep.”


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Intervention Guide

Intervention Guide Classroom Coding Chart

Primary Phonics Intervention Guide124

Step 6: Practice Dictation

Word Dictation: Select 4–6 target words from Fish Fun. Make up a sentence or phrase that uses a word.

Repeat the word and have students repeat it. Tell students to write the word on their Dictation Sheet.

Repeat with each word.

Sentence Dictation: Read the first sentence aloud. Say it slowly and have students count the words. Ask

them to repeat the sentence and then write it on their Dictation Sheet. Repeat with 2–4 sentences.

It must be fun to be a fish.•

The sheep stuck his nose in.•

She is a catfish.•

I must rush back to shore.•

We can swim and splash.•

Step 7: Additional Practice

Write these challenge words with digraph sh on the board. Have students code and read the words to

themselves and/or a partner. Encourage students to use what they know to divide and pronounce challenging

words. If needed, help them by using each unfamiliar word in a context sentence.


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Dictation from each story encourages encoding skills.

A poster of phonic word-coding elements is included for classroom reference.




Barbara W. Makar

Workbook K

© 2008 by Barbara W. Makar and Sons, Inc. No part of this book may be reproduced or utilized in any form or by any electronic or mechanical means, including photocopying, without permission in writing from the publisher.

Educators Publishing Service, a division of School Specialty Publishing, a member of the School Specialty FamilyISBN 978-0-8388-0360-8

Printed in U.S.A.

1 2 3 4 5 PPG 11 10 09 08 07

Complete the workbook pages before reading the corresponding storybook titles.

Focus Concepts Workbook 1 Pages Set 1 Storybooks Set 1A StorybooksShort aShort iShort oShort uShort eShort Vowel ReviewShort Vowel ReviewShort Vowel ReviewShort Vowel ReviewShort Vowel Review

1–2627–3435–4445–5455–6061–6364–6768–7172–7576–80

Mac and Tab The Tin ManAlTim The JetBen BugEdMegTedThe Wig

The Cab Kim and WagThe Van and the Hot RodFun in the MudHal and NipCop CatThe Wet PupThe Cod and the Fat CatDelGum on a Cat

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Workbooks

Workbook 1, Inside Front Cover

Detailed Table of Contents cross-references workbook pages with storybook titles and focus concepts.





Covers are color coded by level for easy classroom management.

Workbooks provide extensive practice for every concept to accommodate all students, allowing them to work at their own pace. Ample opportunities for reinforcement are included.

More practice pages per skill than any other program!


21

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trap

trip

tree

train

grin

grain

grapes

green

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Workbook 3

47

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gopherisThe

inthetrophy

cowTheon

iscowboythe

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Workbooks provide explicit phonics instruction with controlled vocabulary.

Exercises combine decoding and spelling instruction.


Convenient inside covers list phonic focus concepts and sight words for each title.

Storybooks

Covers are color coded by level for easy classroom management.

Students are motivated to apply newly learned phonics skills to read engaging decodable stories. A storybook for every concept allows students to read in context, making phonics meaningful. Students feel successful as they read books on their own from the beginning of instruction.

Decodable text matches skills addressed in workbooks, allowing students to apply newly learned phonics skills.

5

Gail and Ben set sail in the boat.

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4

“We can nail the sail

to the pole,” said Gail.

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Mac and Tab, Set 1, Inside Front Cover

Sail, Set 2


LIST OF TITLES

Set

1 Mac and Tab, The Tin Man, Al, Tim, The Jet, Ben Bug, ed, Meg, Ted, The Wig

Set

1A

The Cab, Kim and Wag, The Van and the Hot rod, Fun in the Mud, Hal and Nip, Cop Cat, The Wet Pup, The Cod and the Fat Cat, Del, Gum on a Cat

Set

2

Mac Gets Well, The Big Game, The Joke, The Cake, The Bee, The Goat, Sail, The Seal, Hide and Seek, The Fire

Set

2

A Babe, the Big Hit, Make the Bed, Mole, A ride on a Bus, The Lie, A Fine Coat, Cop Cat and the Mule, A real Pal, rose and Weed, The Deer

Set

3 Slide, The Plane Trip, Spot, The Prints, The Dream, The Best Gift, Mittens, The Sea Gull,

The Lost Duck, Max and the Fox

Set

4

Fish Fun, The Chicken ranch, ring the Bell, The Little Skunk, The White Hen, The Go-cart, The Lost Horse, The Brave Hunter, The Birdfeeder, The Hard Worker

Set

5 The Pet Poodle, The Good Cook, Snow Fun, A Cow in Town, The Mouse House,

The Shy Tiger, The Lost Wallet, Too Small, The Square egg, The Clumsy rabbit

Set

6

At the Fair with Cecil and Alice, Garbage Day with Paige, Hedgehog Lodge, Sollie, the Timid Puppy, A Class Trip with Miss royal, The Mighty Mustangs, Phil and Stephanie, Paulette in Space, A Lucky Day for Andrew, A Birthday Surprise for Goldie

2

A little monkey was in

the tree.

“Why are you so sad?”

said the little monkey.

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Stories present memorable characters for young readers.

3

“Tigers are big and mean,” said the little tiger. “But I am little and shy.”

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17

Which one came last? Circle.

Circle the correct word to fill in the blank.

Dad ran to get .

Ken Meg mud

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Process CyanProcess MagentaProcess YellowProcess BlackComprehension Workbook 1

Comprehension Workbooks

Students develop comprehension skills as they sequence, recognize story elements, and use context clues to build meaning. Each workbook corresponds to a set of 10 storybooks within each level.

Sequencing activities provide an early introduction to comprehension skills.

Fill in the puzzle with the correct words.

Across

1. A sheep sat in

the .

(page 1)

Down

2. The crab let go

of his .

(page 9)

3. “That is not a bug,” said the . (page 7)

Draw or write.

Why is the sheep glad to be back on land?

3

1

3

2

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Comprehension Workbook 4

Questions and activities promote inferential thinking.

“Look,” said Mom.

“I got cupcakes at

the store.”

“These cupcakes are

good,” said Kim. “The

store is a good cook!”16

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The Good Cook, Set 5

Students are encouraged to refer back to the text for information.





1 Comprehension

Workbook


4

Match.

“This cookbook may be hard for me to read.”

He stood up on the stool to reach the cookbook.

He sat on the stool to wait.

Circle the best answer.

Where did Mom get the cupcakes?a. from the ovenb. from the storec. from the kitchen

The Good Cook

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Materials for Additional Practice

MORE Workbooks and two additional sets of Storybooks, Sets 1A and 2A, provide additional practice and reinforce phonic concepts.

More Workbook 1

Cumulative review is incorporated throughout.

Picture Dictionary The Picture Dictionary allows beginning readers to match common words with corresponding pictures. Great for English Language Learners.

Picture Dictionary

®

Barbara W. Makar

MOREConsonant Workbook

Additional Practice

Barbara W. Makar


Storybooks in Set 2A

1 Babe, the Big Hit Long Vowels with Silent e

2 Make the Bed Long Vowels with Silent e Review

3 Mole Long Vowels with Silent e Review

4 A Ride on a Bus Long Vowels with Silent e Review

5 The Lie Vowel Digraphs ie, oe, ee

6 A Fine Coat Vowel Digraph oa

7 Cop Cat and

the Mule

Vowel Digraph ai

8 A Real Pal Vowel Digraph ea

9 Rose and Weed Vowel Digraph Review

10 The Deer Vowel Digraph Review

A Real Palby Barbara W. Makar

Set2A_Book8_ARealPal.indd 2-3

7/2/07 10:38:30 AM

Process CyanProcess MagentaProcess YellowProcess BlackPANTONE 3005 C

The Cabby Barbara W. Makar

Set1A_Book1_TheCab_cvr.indd 3

3/13/08 1:00:55 PM

More Decodable ReadersThese decodable collections from EPS allow emergent and struggling readers to practice decoding, improve fluency, and develop comprehension skills while they read connected text.

120 Decodable

Readers

39 Decodable Readers

S.P.I.R.E.® Illustrated Decodable Readers

636015-026-POV

Each series can be used with any phonics program!

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