Houghton-Mifflin/ Harcourt STORY TOWN (2009) FIRST ?· Houghton-Mifflin/ Harcourt STORY TOWN 1st Grade…

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<ul><li><p> Discover Intensive Phonics correlations to </p><p>Houghton-Mifflin/ Harcourt STORY TOWN (2009) </p><p>FIRST GRADE The Discover Intensive Phonics for Yourself (DIP) program can be used as a supplemental phonics program to enhance a basal reading series or as a complete phonics program when one is not present in a reading series. The DIP program is explicit, sequential, and systematic in teaching consonant and vowel sounds, using a unique marking system for decoding and reading purposes. Due to the unique marking system of proving words, it is recommended to teach the 5 Letter Groups and Blends in DIP order before using a specific reading series. The practice and enrichment pages in the Sound Essentials (SE) work as wonderful reinforcement for practicing the skills being taught. The stories in the Little Books, serve as an excellent source to use for reading with the DIP lessons due to the controlled and sequential vocabulary. Once The 5 Phonetic Skills have been introduced, use the DIP methodology and marking system with the reading series to aide in the decoding of words. Continue to use the remaining skills in DIP as you teach the skills in your reading series supplementing with the material from Sound Essentials and stories in The Little Books. DIP contains a Phonemic Awareness (PA) Supplement used as a determinant factor of phonemic awareness in students through teaching the lessons and administering the assessments. The PA lessons can be reviewed throughout the program to enhance phonics skills. Houghton-Mifflin/ Harcourt STORY TOWN 1st Grade lessons are contained in the Teacher Edition. There are six Themes in the Teacher Edition, each Theme has six lessons (one lesson per week, with 5 days of specific skills). The Story Town skills will be labeled or coded as, Theme (Th), Lesson/week (lsn/wk), example: Th 1, lsn/wk 3 (please check the 5-Day Lesson Planner to see which day a skill is taught during the week). Alphabet Sound/Spelling Cards and Letter Cards are used in Story Town by the teacher for letter/sound recognition (Photo Cards are used for ELL purposes). Leveled Readers (decodable books) for independent reading or small groups are labeled as Below-Level, On-Level, and Advanced. The consonants and vowels are introduced and taught in Kindergarten, so there is not a formal review of the alphabet in 1st Grade as students begin to build words in each lesson. Most vowel sounds are taught as vowel phonograms (example: -at, -am, -op, -in, etc.), and Phonics and Spelling are taught together using Word Builder cards. If students have difficulty hearing the vowel sound, teachers are encouraged to use the Word Sort vowel families to help sound out and spell words. Paying close attention to the 5-Day Lesson Planner at the beginning of each Lesson/Week will let the teacher know when specific phonologic, phonic, spelling, and grammar skills will be taught. The following implementation guide shows the DIP sequence of phonics instruction, correlating the Story Town phonics lessons to the DIP sequence. We recommend you follow the DIP sequence and use the marking system when teaching the phonic skills in Story Town. Supplement with material from the Sound Essentials to reinforce a specific skill.</p></li><li><p> DISCOVER INTENSIVE </p><p>PHONICS STORY TOWN </p><p> 1st Grade Implementation </p><p>PA: Rhyming Words Identifying rhyme: Th 1, lsn/wk-1 (uses Big Book of Rhymes); Th 1, lsn/wk-3 </p><p>Recognizing rhyme is one of the simplest phonological tasks. Practicing it early can help students recognize similar vowel sounds or word ending sounds (rime). Involve students in simple language games (and stories or poems) that involve rhyme (see Sound Essentials Games &amp; Activities). </p><p>PA: Syllables in Words Th 1, lsn/wk-2: syllables taught as word parts. Th 4, lsn/wk-17 </p><p>Clapping syllables in names, blending &amp; segmentation of syllables in words </p><p>PA: Phoneme Identification Onset &amp; Rime: Th 1, lsn/wk-1 (vowel /a/); Th 1, lsn/wk 2; Th 2, lsn/wk-4; Th 4, lsn/wk-17 </p><p>Say a word and identify the specific phoneme </p><p>PA: Phoneme Placement and Manipulation </p><p>Th 1, lsn/wk-2: Th 3, lsn/wk-7; Th 4, lsn/wk-17 </p><p>Say a word, omit a phoneme and replace with different phoneme </p><p>PA: Words in Sentences Th 1, lsn/wk-1: count how many words in the sentence. Word Order in Sentences: Th 1, lsn/wk-2 </p><p>Count the words in the sentences. </p><p>Lesson 1 Vowel A, Writing Names </p><p>Aa /a/ short a: Th 1, lsn/wk-1, taught in initial and medial position of words. Writing Names: Th 1, lsn/wk 1 (Writing Prompt) </p><p>Introduce A/a as a vowel (short vowel sound) &amp; written practice of letter (upper &amp; lowercase). Practice writing first and last name. </p><p>Lesson 2 Consonant B Bb /b/: no formal lesson in 1st Grade. </p><p>Teach B/b - /buh/ as a consonant with written practice of letter (upper &amp; lowercase). </p><p>Lesson 3 The Slide Uses Word Builder cards to slide letter sounds together starting at the beginning of the word. </p><p>Fluency introduction to reading: Slide B - A together to form slide and sound /ba/ (upper &amp; lowercase). </p><p>Lesson 4 Consonant F Ff /f/: no formal lesson in 1st Grade. </p><p>Teach F/f - /fuh/ as a consonant. Slide F - A together to form slide and sound /fa/. Review /ba/ slide. Written practice of letters (upper &amp; lowercase). </p><p>Lesson 5 Consonant D Dd /d/: no formal lesson in 1st Grade. </p><p>Teach D/d - /duh/ as a consonant. Slide D - A together to form slide and sound /da/. Review /ba/, /fa/ slides. Written practice of letters (upper &amp; lowercase). </p></li><li><p>Lesson 6 Consonant G Gg /g/: no formal lesson in 1st Grade. </p><p>Teach G/g - /guh/ as a consonant. Slide G - A together to form slide and sound /ga/. Review /ba/, /fa/, /da/ slides. Written practice of letters (upper &amp; lowercase). </p><p>Lesson 7 Lets Make Words! With each phonic/spelling skill, Word Builder cards are used to make words. Vowels and consonants are substituted and manipulated to create new words. If students struggle remembering a particular vowel sound, they are directed to vowel families/phonograms on the Word Sort chart. </p><p>Creating and decoding CVC words using letters a, b, f, d, g. Introduce marking system for decoding and reading purposes (identify vowel and print x beneath letter). </p><p>Lesson 8 Nonsense Words Not taught in 1st Grade. Using letters a, b, f, d, g, to create nonsense words to identify if students understand blending to words and know phonemes. Review of the Slide concept is critical for beginning fluency and will help students form words. Using Word Builder will aide in this process. </p><p>Lesson 9 Consonants H, J, L, M </p><p>Hh /h/: no formal lesson in 1st Grade. Jj /j/: no formal lesson in 1st Grade. Ll /l/: no formal lesson in 1st Grade. Mm /m/: no formal lesson in 1st Grade. </p><p>Teach H/h, J/j, L/l, M/m letter sound and written form. Use letters b, f, d, g, h, j, l, m, to make Slides with vowel A/a. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement. </p><p>Lesson 10 Vowel E, Beginning Sentences (Punctuation, Subject &amp; Predicate) </p><p>Ee /e/ short e: Th 3, lsn/wk-7 taught in initial and medial position of words. Capital letters: Th 1, lsn/wk-3; Th 3, lsn/wk-11 (capitalization of names &amp; titles for people) Punctuation: Th 1, lsn/wk-1; Th 1, lsn/wk-3 Period: Th 1, lsn/wk-1 </p><p>Teach vowel E/e written form and letter sound (short sound). Use Letter Set 1 and Letter Set 2 with vowels A/a and E/e to make Slides. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement. Teach sentence structure with capitals and introduce punctuation (. ! ?). Only teach one punctuation skill at a time and reinforce skill with sentence examples in stories and creative writing sentences. </p></li><li><p> What Is a Sentence?: Th 1, lsn/wk 1 (Grammar); Th 1, lsn/wk-2 Subject: Th 1, lsn/wk-3 (continued review in subsequent lessons). Predicate: Th 1, lsn/wk-3 (continued review in subsequent lessons). </p><p>Lesson 11 Most Common Word List #1 </p><p>Vocabulary Words /Word Wall: specific high frequency words are introduced prior to the reading selection. They are practiced, the placed on the Word Wall. Teachers are to note any phonemic element (in the word) that was taught during the week. </p><p>Using MCW list #1 with Discover Intensive Phonics word bank, create sentences for students to read. Introduce Red Little Books story, My Bed. Administer Section 2 Assessment, also Mastery Check as needed. </p><p>Lesson 12 Consonants N, P, R, S; Exclamation Marks, Question Marks, Commas </p><p>Nn /n/: no formal lesson in 1st Grade. Pp /p/: no formal lesson in 1st Grade. Rr /r/: no formal lesson in 1st Grade. Ss /s/: no formal lesson in 1st Grade. Punctuation: Th 1, lsn/wk 3; Th 2, lsn/wk-6 Period: Th 2, lsn/wk-5 Exclamation: Th 3, lsn/wk-7 Question mark: Th 2, lsn/wk-6 Commas: not taught as a skill in 1st Grade. </p><p>Teach N/n, P/p, R/r, S/s letter sound and written form. Use Letter Sets 1-3 with vowels A/a and E/e to make Slides. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement. Review sentence structure with capitals and practice writing sentences using correct punctuation (. ! ?). Review MCW list 1 </p><p>Lesson 13 Vowel O; Nouns, Adjectives, and singular and possessive plurals </p><p>Oo /o/ short o: Th 2, lsn/wk-5 (taught in initial and medial position of words). </p><p>Teach vowel O/o sound and written form. Use letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o to make Slides. Create real and nonsense CVC words (use Discover Intensive Phonics </p></li><li><p>Nouns (names for person, place or thing): Th 3, lsn/wk-8 (people or places); Th 3, lsn/wk-9 (animals or things) Plurals with -s: Th 1, lsn/wk-1 (introduces /z/ sound for s). Plurals with es: Th 4, lsn/wk-13 Possessive pronouns: Th 4, lsn/wk-17 Adjectives: Th 5, lsn/wk-19; Th 5, lsn/wk-20; Th 5, lsn/wk-21 </p><p>word bank), be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement. Review sentence structure with capitals and practice writing sentences using correct punctuation (. ! ?). Identify nouns, singular and plural possessives in sentences. </p><p>Lesson 14 Most Common Word List #2; Direct and Indirect Quotations </p><p>Vocabulary Words /Word Wall: specific high frequency words are introduced prior to the reading selection. They are practiced, the placed on the Word Wall. Teachers are to note any phonemic element (in the word) that was taught during the week. Direct &amp; Indirect Quotations: not taught as a skill in 1st Grade. </p><p>Introduce MCW list 2 and review MCW list 1. Review with CVC words from Letter Sets 1-3. Read story, Lad, from Red Little Book. Introduce quotation marks and practice for reading and writing purposes. Administer Section 3 Assessment, also Mastery Check as needed. </p><p>Lesson 15 Oral Test Skill assessments are administered at the end of each Theme or week. </p><p>Oral assessment of initial and final sound in word; identification of vowels /a/, /e/, /o/, and associated key words; reading nonsense words; identification of uppercase and lowercase letters taught to this point. </p><p>Lesson 16 Consonants T, V, W, X, Y; Possessives, Contractions </p><p>Tt /t/: no formal lesson in 1st Grade. Vv /v/: no formal lesson in 1st Grade. Ww /w/: no formal lesson in 1st Grade. Xx /ks/: no formal lesson in 1st Grade. Yy /y/: no formal lesson in 1st Grade. </p><p>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 to make Slides. Intro X/x (sound /ks/) in final position with CVC words. Create real and nonsense CVC words (use Discover Intensive Phonics word bank), be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement. </p></li><li><p> Possessives with s: Th 4, lsn/wk-17 Contractions: -s: Th 1, lsn/wk-3 -nt: Th 2, lsn/wk-6 ll: Th 3, lsn/wk-10 </p><p>Lesson 17 Vowel U Uu /u/ short u: Th 3, lsn/wk-9 taught in initial and medial position of words. </p><p>Teach vowel u /u/ sound and written form with Letter Sets 1-4 as Slides, real and nonsense CVC words. Review MCW lists 1 &amp; 2. Write creative sentences using phonic, grammar, and spelling skills taught to this point. </p><p>Lesson 18 Most Common Word List #3 </p><p>Vocabulary Words /Word Wall: specific high frequency words are introduced prior to the reading selection. They are practiced, the placed on the Word Wall. Teachers are to note any phonemic element (in the word) that was taught during the week. </p><p>Intro MCW List #3, review lists 1-2. Read story, The Red Fox, from Red Little Book. Review punctuation and grammar skills previously taught. Administer Section 4 Assessment, also Mastery Check as needed. </p><p>Lesson 19 Consonants Q and Z Qq /kw/: no formal lesson in 1st Grade. Th 4, lsn/wk-15 (taught as digraph: qu) Zz /z/: no formal lesson in 1st Grade. </p><p>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. Make Slides with vowels a, o, e, and make real and nonsense words. Teach Z/z letter sound and written form in initial placement with vowels a, o, e, u, and make Slides, real and nonsense CVC words </p><p>Lesson 20 Vowel I Ii/i/ short i: Th 1, lsn/wk-3: Th 2, lsn/wk-4 (-it) </p><p>Teach vowel i /i/ with Letter Sets 1-5 as Slides, real and nonsense CVC words. Review MCW lists 1 - 3. Write creative sentences and or stories using phonic, grammar, and spelling skills taught to this point. </p><p>Lesson 21 Consonants C and K; Alphabetizing, Writing Names </p><p>Cc /k/: no formal lesson in 1st Grade. Kk /k/: no formal lesson in 1st Grade. </p><p>Teach C/c letter sound /kuh/ and written form. Teach K/k letter sound /kuh/ and written form. </p></li><li><p>Alphabetizing: only taught as alphabetizing words or word order. Capitalizing names: Th 1, lsn/wk-1 </p><p>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. Review written uppercase and lowercase letters, alphabet order of letters, writing names using capital letter at beginning. </p><p>Lesson 22 Most Common Word List #4 </p><p>Vocabulary Words /Word Wall: specific high frequency words are introduced prior to the reading selection. They are practiced, the placed on the Word Wall. Teachers are to note any phonemic element (in the word) that was taught during the week. </p><p>Intro MCW List #4, review lists 1-3. Read story, Friends, from Red Little Books. Review punctuation and grammar skills previously taught. Write creative sentences and or stories using phonic, grammar, and spelling skills taught to this point. Administer Section 5 Assessment, also Mastery Check as needed. </p><p>Lesson 23 Review MCWs High Frequency Words are assessed in each at the end of each Theme, generally for spelling purposes....</p></li></ul>

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