moore collaborative committee and the of education...

Curriculum Associates’ Phonics for Reading response to the

Moore Collaborative Committee and the Alaska Department of Education & Early Development

Request For Information (RFI): Research Framework for Pre‐Screened Proposals

Deadline: January 7, 2013 Submitted via email to: [email protected]

For more information about this proposal, please contact:

Kellie Steiner, Educational Sales Consultant [email protected] | 907‐230‐3107

Moore Collaborative Committee Research Framework for Pre‐Screened Proposals

Table of Contents

TableofContents

Completed Research Framework

Supporting Documentation

Phonics for Reading First Level Student Book Sample

Phonics for Reading First Level Teacher Guide Sample

Phonics for Reading Research Summary

Florida Center for Reading Research Review of Phonics for Reading

For more information about Phonics for Reading—including product

samples, and supporting research—please go to

www.curriculumassociates.com/PFR.

1

Moore Collaborative Committee Research Framework for Pre‐Screened Proposals

Proposal title: Phonics for Reading Vendor/Agency: Curriculum Associates, LLC Contact person: Kellie Steiner Contact information: [email protected] | 907‐230‐3107

Description of proposal.

Phonics for Reading—authored by Anita Archer, James Flood, Diane

Lapp, and Linda Lungren in collaboration with Curriculum

Associates—supports students who struggle with reading

comprehension due to weak phonemic awareness and decoding

skills. Systematic, explicit instruction builds confidence and

motivation through the use of varied, engaging content. The

accompanying Teacher Guides offer educators the tools to

implement Phonics for Reading effectively in a wide variety of

settings. Phonics for Reading is based on considerable research and

established best practices. A review of our offering conducted by the

Florida Center for Reading Research (FCRR) highlighted a host of

strengths and no weaknesses. Please see the proposal appendix.

Phonics for Reading is a powerful tool for increasing the reading

achievement of diverse students in Alaska’s lowest performing

schools. Although the program teaches phonics skills introduced in

grades one through three, Phonics for Reading can help students:

In first and second grade who would benefit from

systematic decoding instruction

In third through sixth grade who have not yet mastered the

decoding skills taught in the primary grades

In the upper grades who have significant challenges

While this versatility means that Phonics for Reading effectively

addresses the needs of students in grades 1–12, the program was

specifically designed to appeal to older students who struggle with

core reading skills.

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3

Type of proposal. Please use one of the

following categories:

1. Professional development activity (i.e.,

one‐time training or workshop);

2. Product (i.e., curriculum guide,

workbook series or other physical item);

3. Service (i.e., curriculum or instruction

audit or coaching contract);

4. Hired professional (i.e., RTI or reading

intervention specialist);

5. Other (specify).

2. Product (Grades 1 – 12)

Our product includes:

Student Books in three levels

Teacher Guides in three levels

Conditions the proposal is intended to

address. (Describe school improvement

issues or challenges that this service or

product is intended to address or

remediate.)

1. Need for research‐based instructional tools

Instructional materials need to be grounded in established research

and best practices in order to raise the achievement of students in

Alaska’s underperforming schools.

2. Need for materials designed specifically for struggling students

Alaskan students struggling to achieve grade‐level mastery need

instruction that recognizes their skill gaps and addresses them.

Additionally, older students who are lagging significantly behind their

peers need fundamental skills presented in an engaging way.

3. Need for supporting materials that help differentiate instruction

and are easy to navigate

Teachers need quality supporting materials to ensure that they have

the tools to deliver each lesson effectively. They also require tools

for placing students at the appropriate instructional level.

4. Need to monitor progress and assess outcomes

Measuring student progress and adjusting instruction accordingly is

critical to helping students move up to grade level. Additionally,

Alaska educators need end‐of‐year data to assess gains and program

efficacy.

Intended outcomes of program. (How

will the program impact the conditions

mentioned above? Include intermediate

outcomes that lead to overall impact.

Where possible, note qualitative and

quantitative outcomes.)

1. Delivery of proven instruction that helps Alaska students develop

critical reading skills and move up to grade level.

The lessons and activities comprising Phonics for Reading are based

on considerable research and best practices in reading instruction.

Systematic, explicit instruction supports students who struggle with

reading comprehension. These materials reflect the expertise of

Anita Archer, PhD, a leading expert in the fields of literacy instruction

and instructional delivery.

4

2. Provision of lessons that specifically address the needs of

struggling readers.

While Phonics for Reading teaches foundational reading skills that

are crucial for younger students, it is also highly effective at

supporting older students who are struggling to meet academic

standards. The teacher‐directed lessons at each level motivate these

older students with engaging illustrations and reading material, as

well as developmentally‐appropriate font sizes. Phonics for Reading’s

systematic instruction builds student confidence and avoids

discouraging learners who have considerable skill gaps.

3. Equipping teachers with best‐in‐class supporting materials that

facilitate the differentiation of instruction.

Phonics for Reading includes robust Teacher Guides that help

educators deliver each lesson effectively. Scope and Sequence

charts, lesson objectives, scripting, and easy‐to‐use answer keys

guide teachers as they support Alaska students in mastering new

reading strategies. A placement test that helps educators

differentiate instruction is included at the back of each Teacher

Guide. Additionally, the recommendations contained in these

Teacher Guides will remain relevant and help teachers drive

sustainable growth beyond the period of grant funding.

Below, please find examples of some of the reproducible materials

found in each Teacher Guide that offer continued instructional

support.

5

4. Ability to monitor progress and evaluate program efficacy

Phonics for Reading offers a variety of tools for measuring students’

progress and assessing end‐of‐year mastery. Teachers use Checking

Up activities and Fluency Assessments to measure skill levels during

instruction. Additionally, the Placement Test can be re‐administered

within the program or at the end of the year to measure growth.

How outcomes are measured. (Provide

measures for the overall impact on

conditions mentioned above in addition

to program performance measures used

to evaluate quantity of service delivered,

quality of program delivery, and

implementation, and direct program

outcomes. Measures should Include a

quantitative or otherwise replicable

component appropriate for grant

evaluation and validation.)

Phonics for Reading offers educators a variety of assessment

opportunities that may be used during the instructional period to

monitor progress or to measure outcomes at the end of the

academic year:

Placement Test: The same placement test used to

determine students’ appropriate instructional levels at the

beginning of the year can be used to monitor progress or

determine program efficacy. This test, included at the back

of each Teacher Guide, can be administered before, during,

or after the instructional period to measure skill levels.

Alternately, teachers can use the online i‐Ready Diagnostic

assessment (proposed in a separate submission) to pinpoint

areas of skill improvement and to place students into

specific Phonics for Reading lessons.

Work Check Activity: Immediately following completion of

the independent practice activities, students may undertake

the Work Check activity as a group. In this activity, teachers

monitor progress as students self‐correct their work.

6

Checking Up Activities: The Checking Up activities within

the Student Books provide another way to measure

individual student growth. The teacher listens to each

student read a part from a reading passage in the Student

Book and counts the number of word‐reading errors. The

teacher then looks at the class results to decide if the

overall group has met the criteria to move onto the next

lesson. The recommended guideline is that if 90 percent of

the students make fewer than three errors, the group may

move on to the next lesson.

Fluency Checks: Students read the same passage a number

of times, attempting each time to read more words

correctly per minute. The teacher can time individual

students each day and, for each student, maintain a graph

of the number of words read correctly in one minute. The

Teacher Guide contains blank Reading Fluency Graphs to

copy and use as a visual examination of progress. Fluency

checks are available in the second and third levels of the

program.

Cost. (Provide cost on a unit basis, per‐

student basis, or per‐teacher basis, as

appropriate, to allow districts to

accurately calculate their actual potential

cost. Address any cost sharing

opportunities offered by the vendor or

agency.)

Phonics for Reading can be purchased in the configurations listed

below. However, we will work with Alaska schools and districts to

determine the most appropriate purchasing options for their unique

needs. We are also happy to explore discounts based on volume and

multi‐year purchases with Alaska districts.

Phonics for Reading Purchase Options

Student Book, 5‐Pack $39.95

Teacher Guide $14.95

Although many of our customers find success with Phonics for

Reading without the need for live professional development, we are

pleased to offer Alaska schools the following online and onsite

training options. Given the remote location of many Alaska schools,

we envision webinar trainings to be most appropriate.

Professional Development Options

Custom Live Webinar, 1 hour $500

Custom Onsite Session, 3‐6 hours $1750

Requirements for implementation.

(Capacity, staff, technology, facilities,

financial resources, other conditions or

resources.)

Phonics for Reading was designed with ease‐of‐use in mind and can

be effectively integrated into a wide variety of curricula and

instructional formats. For instance, the program can be implemented

as a component of whole‐class, small‐group, or one‐one‐one

instruction. As a fully print solution, no technology is required for

Phonics for Reading.

7

To implement the program, Alaska districts only need the Student

Books and Teacher Guides. To begin moving students up to grade

level and beyond, Alaska school and district administrators simply

determine the desired number of Student Books and Teacher Guides

to meet their unique needs. Given the program’s high degree of

instructional flexibility and rich teacher resources, these materials

can be effectively implemented in almost any classroom.

Complimentary online training on Phonics for Reading is available on

our website at www.curriculumassociates.com/professional‐

development.

Timeline for implementation. (Include

when the proposed action can begin,

how long the action lasts, and milestones

used to measure and demonstrate

progress.)

Phonics for Reading is appropriate for a variety of instructional

formats, so it can be easily implemented at any point throughout the

academic year. The program can be adapted to meet the needs of

striving readers at a variety of skill levels. After students have

completed the Phonics for Reading Placement Test, they begin

Student Book instruction at the appropriate skill level. Each lesson

takes between 45‐60 minutes to complete. The teacher‐directed

activities take approximately 30‐45 minutes, and the independent

practice takes 15 minutes.

The content of the Student Books for each level are:

First Level: 30 teacher‐directed lessons: focuses on short

vowels, consonants, consonant blends, and digraphs

Second Level: 32 teacher‐directed lessons: progresses with

vowel combinations, r‐controlled vowel sounds, common

endings, and CVCe words

Third Level: 36 teacher‐directed lessons: expands concepts

with vowel/letter combinations, common prefixes and

suffixes, minor consonant sounds for c and g, and minor

vowel sound combinations

A number of milestones are available to help teachers monitor gains

and measure progress.

8

Teachers employ these tools throughout the instructional period, as

well as at the end of the year:

Work Check activities: As students self‐correct independent

practice activities, teachers assess results to monitor

progress toward learning objectives.

Checking Up activities: 10 activities throughout each level

offer a formal measure of student skills. Teachers listen to

students read part of a passage and count word‐reading

errors. These data help determine movement forward or

the need for additional practice.

One‐minute Fluency Checks: Teachers utilize the fluency

chart available in Levels Two and Three to assess students’

fluency.

Placement Test: The same test used to differentiate initial

instruction may be used as a post‐test after a level and at

the end of the year. This tool enables teachers to monitor

students along their learning progression and to assess

overall gains at the end of the year.

Best practices for implementation.

(Processes or changes schools should

adopt to make best use of this proposal.)

As Phonics for Reading is so versatile, our customers have

successfully employed the program in diverse instructional settings.

No process changes are necessarily required for Alaska students to

benefit from the program’s assessment and instruction. The Teacher

Guides offer best practices on utilizing the series. Phonics for

Reading’s teacher‐directed lessons can be easily implemented in any

classroom to differentiate instruction and target struggling readers’

skill gaps.

Curriculum Associates’ complimentary online training suggests the

following general guidelines for implementing Phonics for Reading:

1. Place students at the appropriate level: A placement test

for differentiating instruction is included at the back of each

Teacher Guide. The test consists of numerous subtests; if

students receive at least 80% accuracy, they continue to the

next subtest until scoring below 80%.

2. Group students for instruction: Phonics for Reading is

highly versatile, but is specially designed for small‐group

differentiated instruction. Typically, our customers find

success with small groups of about 10 students working at

the same skill level. One‐on‐one instruction is also easy to

implement using the results from the placement test.

3. Teach lessons using scripted text: All Phonics for Reading

lessons are teacher‐directed. Educators leverage the

comprehensive Teacher Guide to deliver each lesson

successfully.

9

4. Monitor students’ progress: Phonics for Reading offers

educators a variety of tools for monitoring progress and

assessing improvement at the close of the academic year.

These tools are described in detail in response to the

Timeline for Implementation section: Placement Test, Work

Check Activities, Checking Up Activities, and One‐minute

Fluency Checks.

Additionally, the Teacher Guide offers guidance for facilitating

collaboration and interaction during small‐group differentiated

instruction. The following activities support the curriculum and keep

students engaged in each lesson:

Team Timings: Students form teams of four to do timed

readings of a word list. Team members take turns reading a

word from a list, with the winning team reading the most

words correctly during the allotted time.

I’m Thinking of a Word: For this activity, the teacher makes

a statement that relates to a word’s meaning. Students

work with a partner to identify the word, and say it aloud.

Timed Word List Reading: After students read a list of

words under teacher guidance, they work in pairs to engage

in timed readings that last 10 seconds.

Partner‐Timed Readings: Students work with partners for

timed readings of passages from the Student Book. They

score one another’s readings and then graph the number of

correct words per minute for each timed reading on a copy

of the Reading Fluency Graph.

Evidence of success in similar

environments. (List past or current

examples or incidences of successful

implementations in Alaska. Provide

references where possible.)

Among others, the following Alaska school districts have purchased

Phonics for Reading :

Juneau School District

o Contact: Patty Newman, Curriculum Director, 907‐523‐

1720, [email protected]

Kodiak Island School District

o Contact: Christy Lyle, Math Coordinator, 907‐481‐6256,

[email protected]

We hope to build on these implementations and reach more Alaskan

students with this research‐based instructional resource. Kellie

Steiner, our Alaska educational sales consultant, will be available to

provide local support to Alaska districts.

Evidence of success in any environment.

(List successful implementations and/or

research findings or literature review

validating your approach.)

Phonics for Reading has been used in all 50 states and the District of

Columbia. The activities, teacher‐directed lessons, and assessment

opportunities that comprise the program are based on considerable

research and best practices in reading instruction.

10

Phonics for Reading reflects the findings of major national research

publications on reading, including Becoming a Nation of Readers,

Preventing Reading Difficulties in Young Children, and The National

Reading Panel Report. Additionally, lesson development was

informed by well‐accepted research in the areas of beginning

reading, reading intervention for older students, explicit instruction,

and the literacy of cultural diversity. Finally, the efficacy of Phonics

for Reading is backed by the Florida Center for Reading Research’s

review, which noted a wide array of strengths and no weaknesses.

Customers in other difficult‐to‐access locations have experienced

great success with the program. One example is Kapaa Elementary

School in Hawaii:

Kauai Complex Area of Schools/Kauai District

o Kapaa Elementary School (K‐5)

o Address: 4886 Kawaihau Road, Kapaa, Hawaii 96746

o Contact: Jason Kuloloai, Administrator

o Email: [email protected]

o Phone: 808‐821‐4424

Ability to transfer to different

environments. (List and address

strengths and potential challenges of

transferring this concept to low

performing Alaska village schools. Explain

how the identified product, service, or

approach will meet or overcome

challenges of transferring to this setting.)

Phonics for Reading’s systematic, explicit instruction makes it ideal

for implementation in low performing Alaska village schools. Not

only does the program address the core reading needs of younger

students, but it also features engaging content intended to help

older struggling students overcome obstacles to their success.

Because onsite training sessions often present challenges in remote

settings, the embedded professional development and ease‐of‐use

that characterize Phonics for Reading support implementations in

Alaska village schools. With this versatile program, teachers are

equipped with a variety of tools for differentiating instruction and

adjusting intervention plans according to student progress.

Potential obstacles to implementation.

(Review obstacles, especially issues

encountered in previous

implementations, and describe planned

support or solutions to address these

challenges.

Previous implementations have underscored Phonics for Reading’s

ease‐of‐use and adaptability. Because of the program’s strong

teacher resources, customers typically experience success with

Phonics for Reading without live product training. Should Alaska

schools request training, however, onsite sessions could present a

challenge. To meet the needs of educators in remote locations, our

expert Professional Development team could organize a series of

webinars to provide guidance. Additionally, Kellie Steiner, our Alaska

sales representative, will be available to provide local support.

Our experience working with customers in remote locations has also

made us aware of the additional time it may take for print resources

to arrive, especially during the winter. We are eager to work with

Alaska schools and districts to ship materials as early as possible.

PHONICS for Reading

Anita ArcherJames FloodDiane LappLinda Lungren

First Level

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Lesson 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Lesson 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Lesson 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Lesson 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Lesson 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Lesson 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Lesson 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Lesson 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Lesson 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Lesson 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Lesson 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Lesson 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Lesson 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Lesson 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Lesson 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

Lesson 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Lesson 18. . . . . . . . . . . . . . . . . . . . . . . . . . . . .72

Lesson 19. . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

Lesson 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

Lesson 21. . . . . . . . . . . . . . . . . . . . . . . . . . . . .84

Lesson 22. . . . . . . . . . . . . . . . . . . . . . . . . . . . .88

Lesson 23. . . . . . . . . . . . . . . . . . . . . . . . . . . . .92

Lesson 24. . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

Lesson 25. . . . . . . . . . . . . . . . . . . . . . . . . . . .100

Lesson 26. . . . . . . . . . . . . . . . . . . . . . . . . . . .104

Lesson 27. . . . . . . . . . . . . . . . . . . . . . . . . . . .108

Lesson 28. . . . . . . . . . . . . . . . . . . . . . . . . . . .112

Lesson 29. . . . . . . . . . . . . . . . . . . . . . . . . . . .116

Lesson 30. . . . . . . . . . . . . . . . . . . . . . . . . . . .120

Word Lists. . . . . . . . . . . . . . . . . . . . . . . . . . .124

TABLE OF CONTENTS

Phonics for Reading • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

4

New Sounds. Say.the.words .. . . ran . sit

A. New Words. Say.each.sound ..Say.each.word .

.1 .. a. m. . i. n. . S. a. m

.2 .. a. n. . N. a. n. f. i. t

.3 .. m. a. n. s. a. t. s. i. t

.4 .. f. a. t. s. a. d. l. i. p

.5 .. r. i. p. r. a. n. l. a. p

Circle.the.word.that.goes.with.each.picture .

. 1 .. . . am. in. Sam

. 2 .. . . an. Nan. fit

. 3 .. . . man. sat. sit

. 4 .. . . fat. sad. lip

. 5 .. . . rip. ran. lap

LESSON 1


5

Sight Words.. Say.the.words .

people. . . school. . . to. . . little. . . on. . . was. . . he. . . see. . . a. . . the

Challenge Words.. Say.the.words .

admit. . . . fabric. . . . rabbit. . . . rapid. . . . attic. 1. 2. 1. 2. 1. 2. 1. 2. 1. 2

B. Sentences and Stories. Read.each.part.of.the.story ..Write.the.story.number.under.the.picture.that.goes.with.each.story .

Story 1Sam.ran.to.school .He.had.a.hat .The.hat.was.little ..

Story 2Nan.had.a.rabbit .The.rabbit.sat.on.a.lap .The.rabbit.ran ..

Story 3The.man.sat.in.the.attic .The.fabric.had.a.rip .He.was.sad ..


6

C. Spelling. Write.the.words.and.sentence.that.your.teacher.says .

. 1 .. . 3 ..

. 2 ...

4 ..

.5 ..

..

D. Practice Activity 1. Change.the.first.letter.in.each.word.to.make.another.word.that.has.the.same.ending ..Write.the.letter.on.the.line .

. 1 .. f. . a. . t. . . . a. . t

. 2 .. r. . i. . p. . . . i. . p

. 3 .. m. . a. . d. . . . a. . d

. 4 .. N. . a. . n. . . . a. . n

. 5 .. s. . a. . t. . . . a. . t

. CorrectPhonics for Reading • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

7

E. Practice Activity 2. Draw.a.line.under.the.sentence.that.goes.with.each.picture .

. 1 .. Sam.ran.to.school .. . Sam.sat.in.school .

. 2 .. He.sat.on.a.lap .. . He.sat.on.a.lip .

. 3 .. Nan.had.an.attic .. . Nan.had.a.rabbit .

. 4 .. My.little.rabbit.ran .. . My.little.rabbit.sat .

. 5 .. The.fabric.has.a.lip .. . The.fabric.has.a.rip .

. 6 .. He.is.fat .. . He.is.fit .

. 7 .. Sam.and.Nan.sit .. . The.man.ran .

. 8 .. Nan.is.a.little.sad .. . Nan.is.in.the.attic .

. Correct.Phonics for Reading • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

124

Word Lists

Lesson 1

new WordsaminSamanNanfitmansatsitfatsadlipripranlap

sight Wordspeopleschooltolittleonwasheseeathe

Challenge Wordsadmitfabricrabbitrapidattic

Lesson 2

new Wordsfixadwaxwinvansapsipmadlidmapfinfanratsixmix

sight Wordswateryouaremywaspeopleschoollittletoon

Challenge Wordstidbitlimitsatinvalidaxis

Lesson 3

new Wordsbatcathishimcanbithadhidpatpithittantintaptip

sight Wordshaveherandwehelittlewaterpeopleseeto

Challenge Wordscabincatniphatpinatlaspanic

Lesson 4

new WordsbibJimbadhamdidDadpadhatbigdiphitmatgashashis

sight Wordswithnogoshemytowateronlittlewas

Challenge Wordsnapkinpicnictimidzigzagcandid

Lesson 5

new WordsonoxmobmopmapratrotfoxrodridnotNatBobribnod

sight Wordsafteroffromtowithpeoplewaterheschoolmy

Challenge Wordscannotfossilhatboxmadcapmishap

Lesson 6

new WordsBobjoblotjothimboxcabcobhottiphittopdothiphop

sight Wordssomeofwithafterfromwasschooltogoshe

Challenge Wordsrobinavidbobbincanvascatnap


125

Lesson 7

new Wordscotcattotfoxjogjiggotsopcodcapnotlogpatpotpit

sight Wordsputfromafterwithtopeopleonmywaterlittle

Challenge Wordstacticmimiccommatonsilcosmic

Lesson 8

new Wordsupusrunrubsodmugfunfansunpinmudmadpunrugrig

sight Wordstheyveryhavefromlittlewaterhepeopleandon

Challenge Wordsuntilsunupmuffinrusticsuntan

Lesson 9

new Wordsbudbidbutcubcabtubcupcodhutnotnuthotbusdugdog

sight Wordssawwentverytheyofshearehavefromher

Challenge Wordspublicribboncampushiccupcotton

Lesson 10

new Wordshugbigbugpuptugtaghumcuthamrutbunsubsobjugrot

sight WordsintoIverysawsometheygofromafterwith

Challenge Wordshabitsubmitsummitvividcomic

Lesson 11

new WordsEdfedsetsitmenrednotledladwebmetlotletgetrod

sight Wordslookdownsomesawverytheyafterwaslittlefrom

Challenge Wordsupsetexitsepticsaddenpanel

Lesson 12

new Wordsgetpethembedhumpenpanlegloglugbetbattenjetjot

sight WordswherechildrensomeseeverymywithonwaterI

Challenge Wordshectichelmethiddendenimpuppet


PHONICS for Reading

Anita ArcherJames FloodDiane LappLinda Lungren

Teacher Guide First Level

Page

ThePhonics for ReadingSeries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Phonics for Reading, First Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

ResearchReport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Lesson1 . Introduction .of .words .with ./a/ and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Lesson2 . Practice .of .words .with ./a/ and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28



Lesson5 . Introduction .of .words .with ./o/

Practice .of .words .with ./a/ and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Lesson6 . Practice .of .words .with ./o/, ./a/, and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Lesson7 . Practice .of .words .with ./o/, ./a/, and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Lesson8 . Introduction .of .words .with ./u/

Practice .of .words .with ./o/, ./a/, and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Lesson9 . Practice .of .words .with ./u/, /o/, ./a/, and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Lesson10 . Practice .of .words .with ./u/, /o/, ./a/, and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Lesson11 . Introduction .of .words .with ./e/

. Practice .of .words .with ./u/, /o/, ./a/, and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

Lesson12 . Practice .of .words .with ./e/, ./u/, /o/, ./a/, and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Lesson13 . Practice .of .words .with ./e/, ./u/, /o/, ./a/, and ./ı/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72

Lesson14 . Introduction .of .words .ending .with .the .double .consonants .gg, ff, ll, ss, tt, .and .zz . . . . . . . . . . . .76

Lesson15 . Practice .of .words .ending .with .the .double .consonants .gg, ff, ll, ss, tt, .and .zz . . . . . . . . . . . . . . . .80

Lesson16 . Practice .of .words .ending .with .the .double .consonants .gg, ff, ll, ss, tt, .and .zz . . . . . . . . . . . . . . . .84

TABLEOFCONTENTS

ISBN 978-0-7609-6899-4

©2011, 2009, 2002, 1993—Curriculum Associates, LLC North Billerica, MA 01862

Permission is granted for reproduction of the reproducible pages in limited quantity for classroom use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1


Lesson17 . Introduction .of .words .ending .with .the .consonant .digraphs .ck, th, .and .sh . . . . . . . . . . . . . . . . . .88

Lesson18 . Practice .of .words .ending .with .the .consonant .digraphs .ck, th, .and .sh . . . . . . . . . . . . . . . . . . . . .92

Lesson19 . Practice .of .words .ending .with .the .consonant .digraphs .ck, th, .and .sh . . . . . . . . . . . . . . . . . . . . . .96

Lesson20 . Introduction .of .words .ending .with .the .consonant .blends .st, mp, nd, nt, .and .sk . . . . . . . . . . . .100

Lesson21 . Practice .of .words .ending .with .the .consonant .blends .st, mp, nd, nt, .and .sk . . . . . . . . . . . . . . . .104



Lesson24 . Introduction .of .words .beginning .with .the .consonant .digraphs .ch, wh, th, .and .sh . . . . . . . . . . . . . . . . . . . .116

Lesson25 . Practice .of .words .beginning .with .the .consonant .digraphs .ch, wh, th, .and .sh . . . . . . . . . . . . . .120

Lesson26 . Practice .of .words .beginning .with .the .consonant .digraphs .ch, wh, th, .and .sh . . . . . . . . . . . . . .124

Lesson27 . Introduction .of .words .beginning .with .the .consonant .blends .

. cl, br, cr, dr, fl, fr, sl, sn, sp, .and .tw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128

Lesson28 . Introduction .of .words .beginning .with .the .consonant .blends .st, pl, sk, .and .tr . . . . . . . . . . . . . .132

Lesson29 . Introduction .of .words .beginning .with .the .consonant .blends .gl .and .gr . . . . . . . . . . . . . . . . . . . .136

Lesson30 . Practice .of .words .beginning .with .the .consonant .blends .

. cl, br, cr, dr, fl, fr, sl, sn, sp, tw, st, pl, sk, tr, gl, .and .gr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140

AnswerKey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144

WordLists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159

IndividualEducationPlan(IEP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165

LettersofProgress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168

PlacementTest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171

ScopeandSequenceChart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180


Phonics for Reading, First Level

Getting StartedPhonics for Reading, First Level, .teaches .students .how .to .read .one- .and .two-syllable .words .by .using .knowledge .of .letter-sound .relationships . .The .program .assumes .that .students .beginning .Phonics for Reading, First Level, .can .say .the .sounds .for .single .consonants . .

It .is .recommended .that .the .skills .be .taught .in .the .order .in .which .they .appear .in .the .program . .

1 Place Students in the Right Level

A .Placement .Test .is .provided .at .the .back .of .this .teacher .guide . .The .test .can .be .used .to .place .students .in .the .First .Level, . .Second .Level, .or .Third .Level .of .the .Phonics for Reading series . .

The .test .consists .of .numerous .subtests . .The .teacher .may .begin .administration .with .the .first .subtest .or .use .a .higher .subtest .if .appropriate . .If .the .student .receives .at .least .80 .percent .accuracy, .the .teacher .will .administer .the .next .subtest . .This .procedure .will .continue .until .the .student .scores .less .than .80 .percent .accuracy .on .a .subtest . .That .subtest .will .determine .placement .in .the .series . .(For .complete .procedures .for .administering .the .Placement .Test, .see .page .171 .)

2 Group Students for Instruction

Phonics for Reading, First Level, .is .designed .for .small-group .instruction .of .up .to .10 .students .working .at .the .same .skill .level . .

Although .group .instruction .is .generally .more .efficient .than .tutorial .instruction, .this .program .may .also .be .used .on .a . .one-to-one .basis . .Individual .instruction .can .be .provided .by . .a .paraprofessional, .a .tutor, .or .a .volunteer, .following .training . .on .program .implementation .

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Skills Taught in Phonics for Reading, First Level

Vowel Sounds

Lessons 1–13 introduce words with the short-vowel sounds a, i, o, u, and e.

Consonant Sounds and Letter Combinations

Lessons 14–16 introduce words ending with the double consonants gg, ff, ll, ss, tt, and zz.

Lessons 17–19 introduce words ending with the consonant digraphs ck, th, and sh.

Lessons 20–23 introduce words ending with the consonant blends st, mp, nd, nt, and sk.

Lessons 24–26 introduce words beginning with the consonant digraphs ch, wh, th, and sh.

Lessons 27–30 introduce words beginning with the consonant blends cl, br, cr, dr, fl, fr, sl, sn, sp, tw, st, pl, sk, tr, gl, and gr.

For the complete Scope and Sequence, see the chart on page 180.


Phonics for Reading, First Level

3 Teach the Lessons Using Scripted Text

Phonics for Reading, First Level, .includes .30 .teacher-directed .lessons . .Scripted .text .walks .the .teacher .through .what .to .do .and .say .during .each .part .of . .the .scaffolded .lessons . .Each .lesson .follows .the .same .procedures .for .introducing . .the .skills .students .will .learn . .

1. . A .focus .word .(or .words) .is .presented .to .students, .and .then .the .sound .for .a .letter .or .letter .combination .within .the .word .is .introduced . .Students .practice .the .focus .sound .in .isolation .along .with .other .previously .learned .sounds .

2. . The .letter .or .letter .combination .is .incorporated .into .one- .and .two-syllable .words . .Students .decode .several .words .containing .the .new .sound .

3. . Words .containing .recently .taught .letter-sound .associations .appear .in .decodable .text .(sentences .and .stories) . .Students .practice .reading .the .words .within .meaningful .contexts .

4. . Students .complete .independent .practice .activities .that .require .decoding .of .one- .and .two-syllable .words .with .known .sounds .

4 Monitor Students’ Progress

There .are .several .opportunities .for .monitoring .students’ .progress .during .instruction .

1. . Immediately .following .the .completion .of .each .independent .practice .activity, .students .may .complete .the .WorkCheckactivity .as .a .group . .In .this .activity, .students .self-correct .their .work . .(For .complete .procedures, .see .page .11 .) .

2. . The .teacher .may .use .the .CheckingUp .activity .as .a .formative-assessment .measure . .The .teacher .listens .to .students .read .a .story .or .a .story .part .from .a .reading .passage .in .the .student .book .and .counts .the .number .of .word-reading .errors . .If .90 .percent . .of .the .students .make .two .errors .or .fewer, .the .group .may .move .on .to .the .next .lesson . . .If .this .criterion .is .not .met, .the .lesson .should .be .repeated .

3. . ThePlacementTest .may .also .be .used .as .a .post .test . .When .the .student .completes .a .level .or .a .portion .of .a .level, .the .appropriate .subtest .may .be .administered .again . .to .gauge .the .student’s .progress . .The .test .may .also .be .administered .at .the .end .of . .the .school .year .to .measure .student .growth .

7Phonics for Reading • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

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OBJECTIVE

• to introduce words ending with the consonant digraphs ck, th, and sh

New Sounds

(Have students open their books to Lesson 17,page 68.)

1. Look at the top of page 68 in your book.

2. Look at the first word.

3. This word is rock. Say the word. rock

4. The underlined sound is /k/. Say the sound. /k/

5. Say the sound again. /k/

(Repeat steps 2–5 with the words path and dish. Have students close their books. Do the board activities.)

Sound Drill (Oral Teacher-Directed Activity)

(Write the following on the board or display it on-screen:)

1. ck m th i r

2. n u sh d a

3. th c e ck p

4. b f j sh o

1. Let’s practice saying sounds. Look at the letters in line 1. Say the sounds. /k/, /mmm/, /th/, /iii/, /rrr/

2. Look at the letters in line 2. Say the sounds. /nnn/, /uuu/, /sh/, /d/, /aaa/

(Repeat step 2 with lines 3 and 4. Then call on individual students to say the sounds in a line.)

(NOTE: As an alternative, review the sounds with flash cards.)

Segmenting Words into Sounds (Oral Teacher-Directed Activity)

1. Let’s practice saying some words. I will say a word, and then you will say the sounds in the word.

2. The first word is math. What is the word? math

3. Say the sounds in math. Put up a finger for each sound. /mmm/ /aaa/ /th/

4. The next word is fish. What is the word? fish

5. Say the sounds in fish. Put up a finger for each sound. /fff/ /iii/ /sh/

(Repeat steps 4 and 5 with these words:)

Nick /nnn/ /iii/ /k/path /p/ /aaa/ /th/cash /k/ /aaa/ /sh/

A. New Words


1. math neck Nick2. pack path cash3. peck bath fish4. rock dish moth5. dash Jack rack

1. Find part A in your book.

2. Touch the first word in line 1. Look at the underlined letters. What is the sound? /th/

3. Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? math

4. Touch the next word. Look at the underlined letters. What is the sound? /k/ Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? neck

(Repeat step 4 with the remaining words in lines 1–3.)

5. Touch the first word in line 4. Sound out this word to yourself. Say the sounds carefully. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? rock

Lesson 17

LESSON 17

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Teacher Guide LessonsA teacher-directed approach is recommended during instruction with Phonics for Reading, First Level. Because students must learn letter-sound relationships, decoding rules, and various strategies for pronouncing words, they benefit from systematic, teacher-directed lessons. The structure of each lesson is consistent throughout the program, so students are able to focus on the content rather than on the teaching procedures being used.

1

2

3

4a 4b

24 Lesson 1

OBJECTIVE

• to introduce words with the sounds of /a/ and /ı/

New Sounds



2. Touch the first word.

3. This word is ran. Say the word. ran

4. The underlined sound is /aaa/. Say the sound. /aaa/

5. Say the sound again. /aaa/

6. Touch the next word.

7. This word is sit. Say the word. sit

8. The underlined sound is /iii/. Say the sound. /iii/

9. Say the sound again. /iii/

(Have students close their books. Then do the Sound Drill activity.)



1. a i a a i

2. r a n i t

3. 1 i f a a

4. p a m i d

1. Let’s practice saying the sounds in the words that we will be reading. Look at the letters in line 1. Say the sounds. /aaa/, /iii/, /aaa/, /aaa/, /iii/

2. Look at the letters in line 2. Say the sounds. /rrr/, /aaa/, /nnn/, /iii/, /t/


(NOTE: As an alternative, you can write the letters on flash cards and use them for daily review.)

Blending Sounds (Oral Teacher-Directed Activity)

Let’s practice saying some words. I will say a word slowly. You tell me the word. /mmm/ /aaa/ /nnn/ What is the word? man

(Repeat this procedure with the following words:)

sit /sss/ /iii/ /t/sat /sss/ /aaa/ /t/lap /lll/ /aaa/ /p/ rip /rrr/ /iii/ /p/

(NOTE: As you pronounce these words slowly, don’t stop between the sounds. This practice will assist students in recognizing words that they have sounded out.)

Word Practice (Oral Teacher-Directed Activity)


am in Sam

an Nan fit

LESSON 11

2

35

4a

Segmenting Words into SoundsIn Lessons 17–30, this phonemic awareness activity replaces Blending Sounds. The ability to segment words is a necessary preskill for spelling phonetically regular words.

ProcedureStudents repeat a word after the teacher pronounces it. Then students say the separate sounds in the word as they hold up a finger for each sound.

4b

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ObjectivesGoals for introducing or practicing specific sounds, consonants, digraphs, or blends are identified at the start of each lesson.

New Sound(s)Focus sounds are presented in Lessons 1, 5, 8, 11, 14, 17, 20, 24, 27, 28, and 29.

ProcedureStudents repeat the key words and focus sounds after the teacher pronounces them.

Sound DrillA letter-sound correspondence activity is included in every lesson. This activity is oral, teacher directed, and appears only in the teacher guide.

ProcedureStudents say the sounds from the words in the lesson with the teacher.

Teaching TipCare should be taken not to distort the sounds, which would make subsequent decoding of words difficult.

Continuous sounds should be held for one second. These sounds are indicated as /sss/, /mmm/.

If the sound is a stop sound, such as /k/ or /ch/, the sound should be said quickly with no vowel sound added.

Blending SoundsA phonemic awareness activity is included in Lessons 1–16. It is oral, teacher directed, and appears only in the teacher guide.

ProcedureAfter the teacher pronounces the separate sounds (without stopping) within a word, students say the whole word.


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5. Touch the first word in line 4. Sound out this word to yourself. Say the sounds carefully. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? puff

6. Touch the next word. Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? putt

(Repeat step 6 with the remaining words in lines 4 and 5. Then call on individual students to read a line.)

7. Now look at the bottom of page 56. Circle the word that goes with each picture. (Monitor students as they complete this activity.)

Answers

1. off miss mitt

2. hill mass pass

3. less jazz kiss

4. puff putt Jeff

5. egg will fill

Review Words (Oral Teacher-Directed Activity)


1. pot pup putt

2. less let lip

3. mat mud miss

4. pat pass pet

5. jet Jeff jog

1. Let’s practice reading some Review Words.

2. Look at the words in line 1. Read the words to yourself. When you can read all three words, put your thumb up. (Wait until thumbs are up.)

3. Let’s read the words in line 1 together. pot, pup, putt

(Repeat steps 2 and 3 with lines 2–5. Then call on individual students to read the words in a line.)

4. Now look at the words in line 1 again. I will say a sentence that has a word missing. You tell me the word from line 1 that goes in the sentence.

Don took his _____ for a walk. pup

(Repeat step 4 with lines 2–5. Call on individual students to complete the Review Word Sentences.)

Review Word Sentences1. Don took his ____ for a walk. pup2. Two is ____ than six. less3. The pigs play in the ____ . mud4. Do you have a cat for a ____ ? pet5. Sam went for a ride in a ____ . jet

Sight Words


be play saw after withchildren some to my from

1. Find the list of Sight Words in your book.

2. Touch the first word. This word is be. What is the word? be Spell and read. b-e. be

3. Touch the next word. This word is play. What is the word? play Spell and read. p-l-a-y. play

(Repeat step 3 with the remaining words.)

4. Let’s read these words again. (Call on individual students to read the Sight Words in random order.)

Lesson 14

77

5. Touch the first word in line 4. Sound out this word to yourself. Say the sounds carefully. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? puff

6. Touch the next word. Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? putt



Answers

1. off miss mitt

2. hill mass pass

3. less jazz kiss

4. puff putt Jeff

5. egg will fill

Review Words (Oral Teacher-Directed Activity)


1. pot pup putt

2. less let lip

3. mat mud miss

4. pat pass pet

5. jet Jeff jog

1. Let’s practice reading some Review Words.

2. Look at the words in line 1. Read the words to yourself. When you can read all three words, put your thumb up. (Wait until thumbs are up.)

3. Let’s read the words in line 1 together. pot, pup, putt

(Repeat steps 2 and 3 with lines 2–5. Then call on individual students to read the words in a line.)

4. Now look at the words in line 1 again. I will say a sentence that has a word missing. You tell me the word from line 1 that goes in the sentence.

Don took his _____ for a walk. pup

(Repeat step 4 with lines 2–5. Call on individual students to complete the Review Word Sentences.)

Review Word Sentences1. Don took his ____ for a walk. pup2. Two is ____ than six. less3. The pigs play in the ____ . mud4. Do you have a cat for a ____ ? pet5. Sam went for a ride in a ____ . jet

Sight Words


be play saw after withchildren some to my from

1. Find the list of Sight Words in your book.

2. Touch the first word. This word is be. What is the word? be Spell and read. b-e. be

3. Touch the next word. This word is play. What is the word? play Spell and read. p-l-a-y. play



Lesson 14

5

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1. Listen to me sound out a word. I will say each sound. I will not stop between the sounds. (Touch each letter in am as you say the sounds.)

2. Say the sounds. Remember, do not stop between the sounds. /aaa/ /mmm/ (Touch each letter as you say the sounds.)

3. Say the sounds again. /aaa/ /mmm/ (Touch each letter.)

4. What is the word? am

(Repeat steps 1–4 with the words in, Sam, an, Nan, and fit. If time permits, ask individual students to read the words.)

A. New Words

(Have students open their books to Lesson 1, page 4.)

1. am in Sam2. an Nan fit3. man sat sit4. fat sad lip5. rip ran lap

1. Find part A in your book. (Give help if needed.)

2. Touch the first word in line 1. Look at the underlined letter. What is the sound? /aaa/

3. Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? am

4. Touch the next word. Look at the underlined letter. What is the sound? /iii/ Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? in


5. Touch the first word in line 4. Sound out this word to yourself. Say the sounds carefully. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? fat

6. Touch the next word. Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? sad



Answers

1. am in Sam

2. an Nan fit

3. man sat sit

4. fat sad lip

5. rip ran lap

Sight Words


people school to little onwas he see a the

1. Find the list of Sight Words in your book. (Give help if needed.)

2. There are some words that are difficult to sound out. We just have to remember these words.

3. Touch the first word. This word is people. What is the word? people Spell and read the word. p-e-o-p-l-e. people

4. Touch the next word. This word is school. What is the word? school Spell and read the word. s-c-h-o-o-l. school



Lesson 1

6

7

This four-page section contains facsimiles from a teacher guide lesson. Numbered boxes call out and describe each feature. Each lesson is carefully outlined and includes a specific teacher script. The teacher can use the exact wording in the script or similar wording when presenting the lessons. Being provided with such a structure allows the teacher to focus attention on the students’ responses and provide immediate corrective feedback.

8 Review WordsStarting in Lesson 14, a list of 15 words with previously taught letter-sound relationships is included. The activity is oral, teacher directed, and appears only in the teacher guide.

Procedure Students read the words to themselves, and then read the words aloud. The teacher then reads incomplete sentences and asks students to choose the missing words.

Word PracticeThis activity is included in Lessons 1–4. It is oral, teacher directed, and appears only in the teacher guide.

ProcedureThe teacher models how to sound out a word. Students sound out the word and then say the whole word.

New WordsA list of 15 words is presented in each lesson.

ProcedureIn the first part of the activity, students say the sound for the underlined letters and then sound out and say the words.

In the second part of the activity, the words from the first part are repeated with a picture in front of each line of words. Students circle the word that goes with each picture.

Sight WordsA list of 10 high-frequency words is presented in each lesson.

Procedure Students repeat the words after the teacher pronounces them. Students then reread the words.

Teaching TipSince students must memorize these words, it is important that students be certain of all words before moving on to the next activity. Students should reread the words until they are read accurately and fluently.8


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Challenge Words


admit fabric rabbit rapid attic

1 2 1 2 1 2 1 2 1 2

1. Find the list of Challenge Words in your book. (Give help if needed.)

2. Each day we will be reading some long words. When we read these words, we sound out each part and then say the whole word.

3. Touch the first word. Say the sounds in the first part. /aaa/ /d/ What is this part? ad

4. Say the sounds in the next part. /mmm/ /iii/ /t/ What is this part? mit

5. Say the parts again. First part? adNext part? mit

6. Say the whole word. admit

(Repeat steps 3–6 with the words fabric, rabbit, rapid, and attic.)

7. Let’s read these words again. (Call on individual students to read the Challenge Words.)

B. Sentences and Stories


1. Find part B in your book.

2. Touch the first sentence in Story 1.

3. Read the first sentence to yourself. Carefully sound out the words. The words that are difficult to sound out are underlined. Put your thumb up when you are done. (Wait until thumbs are up.) Let’s read the sentence together. Sam ran to school.

(Repeat step 3 with the remaining sentencesin Story 1.)

4. Let’s read these sentences again. One person will read. When you are not reading aloud, follow along in your book. (Call on individual students to read a sentence.)

5. Look at the three pictures. Put a number 1 under the picture that goes with Story 1.

(Repeat steps 2–5 with Stories 2 and 3.)

Answers

2 1 3

C. Spelling


1. Find part C in your book.

2. Your first spelling word is man. What is the word? man

3. What is the first sound in man? /mmm/Write the letter. (Students write the first letterin the word.)

4. What is the next sound? /aaa/ Write the letter. (Students write the second letter in the word.)

5. What is the last sound? /nnn/ Write the letter. (Students write the third letter in the word.)

6. (Write the word on the board or display iton-screen.) Check your word. If you madea mistake, cross out the word and rewrite it. (Wait until students have checked spelling.)

(Repeat steps 2–6 with the words sit, lap, and fat.)

7. Get ready to write a sentence. Listen. The man sat. Say the sentence. The man sat.Write the sentence. (Monitor.)

8. (Write the sentence on the board or display it on-screen.) Check each word. If you made a mistake, cross out the word and rewrite it. (Monitor.)

Answers1. map 3. lap2. sit 4. fat5. The man sat.

Lesson 1

10

9

10

11

Challenge WordsFive two-syllable words are presented in each lesson. Reading two-syllable words is included to enhance students’ transfer of decoding skills to longer words and to increase student motivation.

Procedure Students sound out each word part, say each word part, and then pronounce the whole word.

Sentences and StoriesDecodable text, in story format, is included in each lesson.

ProcedureAfter the stories have been read silently and orally, students demonstrate their knowledge of what they have read by matching each story or story part to the appropriate picture.

Teaching TipSome students may have difficulty reading sentences with a group. If any students rush ahead, stop the group and instruct the students to read the sentences together. If necessary, read a sentence aloud to model the desired rate of reading.

SpellingA spelling activity is included in each lesson.

ProcedureThe teacher dictates four words and a sentence to students.

Students slow down the pronunciation of each word, say the sounds, and write down the corresponding letters.

Students then self-correct their spelling against a visual model that the teacher displays.

9

10

11

Time to Complete Each Lesson

Depending on the length of the instructional period, the teacher may choose to complete an entire lesson in one day or divide the lesson into two sessions.

A lesson will take 45–60 minutes to complete, depending on the number of students in the group, the pace of the instruction, and the proficiency of the students.

Teacher-directed activities 30–45 minutes

Independent practice activities 15 minutes

Lesson Part Time


27

D. Practice Activity 1


1. Find part D in your book.

2. Follow along as I read the directions. Change the first letter in each word to make another word that has the same ending. Write the letter on the line.

3. Find number 1. Sound out the word. (Wait.) Say the word. fat

4. Now write a new letter and make the word sat. (Monitor.)

(Repeat steps 3 and 4 with number 2.)

5. Finish the rest of part D on your own.

Work Check for Part D (Oral Teacher-Directed Activity)

1. Let’s check your work. If you made a mistake, circle the number. (Call on individual students to read their answers.)

2. Count how many correct answers you have, and write that number in the box at the bottom of the page. (Monitor.)

3. Now go back and correct any mistakes. (Monitor.)

Answers1. sat 4. ran2. lip 5. fat3. sad

E. Practice Activity 2


1. Find part E in your book.

2. Follow along as I read the directions. Draw a line under the sentence that goes with each picture.

3. Find number 1. Read the first sentence to yourself. Put your thumb up when you are done. (Wait until thumbs are up. Call on a student to read the sentence.) Sam ran to school.

4. Read the next sentence in number 1 to yourself. Put your thumb up when you are done. (Wait until thumbs are up. Call on a student to read the sentence.) Sam sat in school.

5. Look at the picture. Draw a line under the sentence that goes with the picture. Sam sat in school.

(Repeat steps 3–5 with number 2.)

6. Finish the rest of part E on your own.

Work Check for Part E (Oral Teacher-Directed Activity)




Answers1. Sam sat in school.2. He sat on a lap.3. Nan had a rabbit.4. My little rabbit ran.5. The fabric has a rip.6. He is fat.7. The man ran.8. Nan is a little sad.

Lesson 1

11

Practice ActivitiesTwo practice activities are presented in each lesson for students to complete independently.

ProcedureThe teacher introduces each activity and monitors the completion of the first two items. This procedure will ensure that students understand the directions and will be able to do the work without assistance.

Work Check This oral teacher-directed activity, in which students self-correct their practice activities, provides an informal measure of students’ progress.

ProcedureIndividual students are called on to read aloud their answer to each item.

Students circle the numeral for each incorrect item and then write the total number of correct items in the box below each activity.

Students then go back and correct their errors.

Teaching TipEach Work Check activity should be done as a group immediately following the practice activity. If time is limited, however, the correct answers may be read to students. Or students may correct their own work, using a copy of the Answer Key on pages 144–158.

12

13

Checking Up This activity is a formal measure of students’ skills and appears at the end of every fourth lesson. The activity is oral and teacher directed.

14

Teaching TipThe best time to listen to individual students read is during their independent work session. No words should be corrected during the Checking Up activity. After the story has been read, errors may then be corrected.

ProcedureThe teacher listens to students read from a story and counts the number of errors. If 90 percent of the students make two errors or fewer, the group may move to the next lesson. Otherwise, the lesson should be repeated.

12 12

13

13

39



1. Find part D in your book.

2. Follow along as I read the directions. Fill in each blank with the best word.

3. Find number 1. Read the sentence. The man ran to _____ van.

4. Look at the three words after the sentence. Read each word. Try each word in the sentence. Which word makes sense in the sentence? his Write the word on the line. his

5. Read the sentence again. The man ran to his van.(Call on a student to read the sentence.)


6. Finish the rest of part D on your own.

Work Check for Part D (Oral Teacher-Directed Activity)




Answers1. his 5. ham 9. did2. dip 6. big 10. gas3. mat 7. hat4. bib 8. has



1. Find part E in your book.

2. Follow along as I read the directions. Draw a line under the sentence that goes with each picture.

3. Find number 1. Read the first sentence to yourself. Put your thumb up when you are done. (Wait until thumbs are up. Call on a student to read the sentence.) Dad and Jim go on a picnic.

4. Read the next sentence in number 1 to yourself. Put your thumb up when you are done. (Wait until thumbs are up. Call on a student to read the sentence.) Dad and Jim go to the cabin.

5. Look at the picture. Draw a line under the sentence that goes with the picture. Dad and Jim go to the cabin.


6. Finish the rest of part E on your own.

Work Check for Part E (Oral Teacher-Directed Activity)




Answers1. Dad and Jim go to the cabin.2. Ham is in the can.3. Jim has a bib.4. Gas can go in the van.5. Nan has a big hat.6. The cat is in the bag.7. The mat has a rip.8. Did Nan dip in the water?

Checking Up (Oral Teacher-Directed Activity)

Practice reading Story 1 on page 17. I am going to listen to each of you read. Your goal is to make fewer than two errors. Keep practicing the story until you can read it without any errors.

(Ask each student to read Story 1. Record the number of errors in his or her book.)

(NOTE: If 90 percent of the students make two errors or fewer, you may move on to Lesson 5. If not, repeat Lesson 4.)

Lesson 4

14


Providing Feedback to StudentsOne .of .the .most .effective .ways .to .promote .students’ .academic .growth .is .to .provide .immediate .feedback .on .their .performance, .using .both .affirmative .feedback .and .corrective .feedback . .Affirmative .feedback .includes .acknowledging .students’ .correct .responses .and .praising .their .efforts .and .achievements . .Corrective .feedback .involves .correcting .errors .immediately .by .modeling .the .desired .response, .asking .students .to .make .the .correct .response, .and .then .returning .later .in .the .lesson .to .verify .that .students .have .retained .the .information .

The .following .are .examples .of .the .correction .procedure . .Text .in .regular .type .and .bold .type .indicates .what .the .teacher .should .say . .Text .in .italic .type .indicates .expected .student .responses .

Example 1(use with the Sound Drill activity, for instance)

Model . Listen .again . .The .sound .is ./iii/ .

Check . . What .is .the .sound? ./iii/

Recheck . Go .back .to .the .beginning .of .line .1 . . .Say .the .sounds .again .

Example 2(use with the Blending Sounds activity, for instance)

Model . Listen . ./s/ /iii/ /ttt/The .word .is .sit.

Check . . /s/ /iii/ /ttt/What .is .the .word? . .sit

Recheck . /s/ /iii/ /ttt/ .What .is .the .word? . .sit

Example 3(use with the New Words activity, for instance)

Model . Stop . .The .word .is .in. .

Check . . What .is .the .word? .in

Recheck . Read .the .words .again . .What .is .the .first .word? . amWhat .is .the .next .word? . inWhat .is .the .next .word? . Sam

.

Feedback Tips

Listen carefully as students respond. Be sure that all students pronounce the sounds and words correctly.

When correcting an error, whether made by an individual or a number of students, involve all students in the correction. Then go back and check the response of the student or students who made the original error.

All corrections should end with students making the correct response.

Be sure to use a supportive tone when correcting errors.

Abundant affirmative feedback, including acknowledgement for correct responses as well as praise for effort and consistent accuracy, should be given to the group as well as to individual students.

Praise should be positive, credible, and genuine.

24 Lesson 1

OBJECTIVE


New Sounds














1. a i a a i

2. r a n i t

3. 1 i f a a

4. p a m i d












am in Sam

an Nan fit

LESSON 1

24 Lesson 1

OBJECTIVE


New Sounds














1. a i a a i

2. r a n i t

3. 1 i f a a

4. p a m i d












am in Sam

an Nan fit

LESSON 1

25

1. Listen to me sound out a word. I will say each sound. I will not stop between the sounds. (Touch each letter in am as you say the sounds.)

2. Say the sounds. Remember, do not stop between the sounds. /aaa/ /mmm/ (Touch each letter as you say the sounds.)

3. Say the sounds again. /aaa/ /mmm/ (Touch each letter.)

4. What is the word? am

(Repeat steps 1–4 with the words in, Sam, an, Nan, and fit. If time permits, ask individual students to read the words.)

A. New Words


1. am in Sam2. an Nan fit3. man sat sit4. fat sad lip5. rip ran lap

1. Find part A in your book. (Give help if needed.)

2. Touch the first word in line 1. Look at the underlined letter. What is the sound? /aaa/

3. Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? am

4. Touch the next word. Look at the underlined letter. What is the sound? /iii/ Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? in


5. Touch the first word in line 4. Sound out this word to yourself. Say the sounds carefully. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? fat

6. Touch the next word. Sound out the word to yourself. Put your thumb up when you can say the whole word. (Wait until thumbs are up.) What is the word? sad



Answers

1. am in Sam

2. an Nan fit

3. man sat sit

4. fat sad lip

5. rip ran lap

Sight Words


people school to little onwas he see a the

1. Find the list of Sight Words in your book. (Give help if needed.)

2. There are some words that are difficult to sound out. We just have to remember these words.

3. Touch the first word. This word is people. What is the word? people Spell and read the word. p-e-o-p-l-e. people

4. Touch the next word. This word is school. What is the word? school Spell and read the word. s-c-h-o-o-l. school



Lesson 1


Cross-OutTo .begin .this .activity, .students .circle .three .words .

on .their .individual .word .list . .Then .the .teacher .

reads .words .from .the .list .in .random .order . .As .each .

word .is .read, .the .student .locates .and .crosses .out .

the .word . .The .winner .is .the .student .whose .circled .

words .are .crossed .out .first .

I’m Thinking of a WordFor .this .activity, .the .teacher .makes .a .statement .that .relates .to .a .word’s .meaning . .For .example, .“I’m .thinking .of .a .word .that .is .something .people .ride .in .” .(van) .Students .locate .the .word .and .say .it .aloud . .Students .may .also .work .with .a .partner .to .identify .words . .

Teacher Guide ResourcesIncluded .at .the .back .of .this .teacher .guide .are .several .reproducible .resources .the .teacher . .may .find .useful .while .instructing .students .with .Phonics for Reading, First Level .

Placement TestPlacement .Test .instructions .explain .how .to .use .the .Student .Forms .that .students .read, .as .well .as .the .Recording .Form, .Individual .Student .Record, .and .Group .Record .that .the .teacher .uses .

(pages 171–179)172 ©Curriculum Associates, LLC Phonics for Reading, First Level

Phonics for Reading—First Level (1)

Subtest A

mix pad hit cab dot

hut jet hum cod yet

habit muffin rustic summit

Subtest B

less dill moss rack bath

wish lock mesh rust desk

shed thud whip chat ship

crib clam grin plum trim

potluck dentist contest unpack

PLACEMENT TEST – Student Form

Letters of Progress

Three .progress .letters . .may .be .sent .home .to . .family .members .to .inform .them .about .their .child’s .performance .(after .the .completion .of .Lessons .1–13, .14–23, .and .24–30) .


Distribute after Lesson 13

To: _______________________________________________________________________________________

From: _____________________________________________________________________________________

Re: Progress of ____________________________________________________________________________

I am pleased to inform you that ______________________________________ has successfully completed the first thirteen lessons in the First Level of Phonics for Reading. In these lessons, students learned to read one-syllable words with short vowels. The students also learned how to read two-syllable words with the same sounds. The following words are examples of those taught in the first thirteen lessons:

One-Syllable Words Two-Syllable Wordsran rug admit suntansit net cannot upsetmop fossil

In addition, the students learned to read the following high-frequency words:

people see have she very whereschool a her after saw childrento the we of went worklittle water with from into saidon you no some Iwas are go put lookhe my and they down

I am very pleased with __________________’s efforts. Please listen as your child reads the words listed in this letter.

PHONICS FOR READING – Letter of Progress

Answer KeyThe .answers .to .written .activities .are .compiled .into .this .easy-to-use .reference . .The .Answer .Key .may .also .be .provided .to .students . .for .use .when .self-correcting .their .practice .activities .


LESSON 1

A. New Words

1. am in Sam

2. an Nan fit

3. man sat sit

4. fat sad lip

5. rip ran lap


2 1 3

C. Spelling

1. map 3. lap 5. The man sat.2. sit 4. fat


1. sat 4. ran2. lip 5. fat3. sad


1. Sam sat in school.2. He sat on a lap.3. Nan had a rabbit.4. My little rabbit ran.5. The fabric has a rip.6. He is fat.7. The man ran.8. Nan is a little sad.

LESSON 2

A. New Words

1. fix ad wax

2. win van sap

3. sip mad lid

4. map fin fan

5. rat six mix


3 1 2

C. Spelling

1. fin 3. rat 5. Nan has a van.2. lid 4. six


1. map 4. fin2. fan 5. rat3. six


1. The man has my map.2. Sam can win a van.3. A cat ran to a rat.4. Nan has six satin fans.5. The can has a lid.6. Nan can sip.7. Sam is in the water.8. The people can wax the van.

Answer Key

Individual Education Plan (IEP)

A .long-term .goal .and . .short-term .objectives . .can .be .set .for . .individual .students .

(pages 165–167)165©Curriculum Associates, LLC Phonics for Reading, First Level

Name of Student ___________________________________________ Student’s Age _________

Teacher ___________________________________________________ Student’s Grade _______

Date Begun ____________________________ Date Completed ___________________________

Long-Term Goal: _________________________________________ will be able to read the phonetically regular and irregular words presented in Phonics for Reading, First Level, when those words are presented in lists or within passages.

SHORT-TERM OBJECTIVES Lessons

One-Syllable Words

1. Given a list of VC and CVC words with the short-vowel sounds 1–4of /a/ and / ı/, ____________________________ will be able to read the words with __________ accuracy. (Examples: am, ran, it, sit)

2. Given a list of VC and CVC words with the short-vowel sound 5–7of /o/, ____________________________ will be able to read the words with __________ accuracy. (Examples: on, mop)

3. Given a list of VC and CVC words with the short-vowel sound 8–10of /u/, ____________________________ will be able to read the words with __________ accuracy. (Examples: up, rug)

4. Given a list of VC and CVC words with the short-vowel sound 11–13of /e/, ____________________________ will be able to read the words with __________ accuracy. (Examples: Ed, net)

5. Given a list of VCC and CVCC words with the final double consonants 14–16gg, ff, ll, ss, tt, zz, and known vowels, ___________________________ will be able to read the words with __________ accuracy. (Examples: egg, off, hill, miss, mitt, jazz)

6. Given a list of CVCC words with the final digraphs ck, th, sh, and 17–19known vowels, ____________________________ will be able to read the words with __________ accuracy. (Examples: rock, path, dish)

7. Given a list of CVCC words with final blends and known vowels, 20–23____________________________ will be able to read the words with __________ accuracy. (Examples: nest, lamp, send, sent, task)

INDIVIDUAL EDUCATION PLAN (IEP)

13

Timed Word List Reading

After .students .read .a .list .of .words .under .teacher . .

guidance, .they .may .work .in .pairs .to .engage .in .

timed .readings .that .last .10 .seconds . .When .the .

teacher .says, .“Begin,” .Partner .1 .reads .the .list, .

while .Partner .2 .puts .up .a .finger .for .each .word .

read .correctly . .When .10 .seconds .are .up, .the .

teacher .says, .“Stop,” .and .Partner .2 .shows .with .

fingers .the .total .number .of .words .read .correctly . .

Then .the .partners .switch .roles .

Games for Additional Word PracticeThese .games .are .fun .and .require .no .preparation . .Students .may .use .the .words .from . .the .activities .or .the .Word .Lists .in .their .books .

Team TimingsStudents .should .form .teams .of .four .to .do .timed .readings .of .a .word .list . .When .the .teacher .says, .“Begin,” .the .team .members .take .turns .reading .a .word .from .the .list . .Teams .should .continue .reading .until .the .teacher .says, .“Stop .” .The .winner . .is .the .team .that .reads .the .most .words .correctly .


4

New Sounds. Say the words. ran sit

A. New Words. Say each sound. Say each word.

1. a m i n S a m

2. a n N a n f i t

3. m a n s a t s i t

4. f a t s a d l i p

5. r i p r a n l a p

Circle the word that goes with each picture.

1. am in Sam

2. an Nan fit

3. man sat sit

4. fat sad lip

5. rip ran lap

LESSON 1

5

Sight Words. Say the words.

people school to little on was he see a the

Challenge Words. Say the words.

admit fabric rabbit rapid attic 1 2 1 2 1 2 1 2 1 2

B. Sentences and Stories. Read each part of the story. Write the story number under the picture that goes with each story.

Story 1Sam ran to school.He had a hat.The hat was little.

Story 2Nan had a rabbit.The rabbit sat on a lap.The rabbit ran.

Story 3The man sat in the attic.The fabric had a rip.He was sad.

Student Book LessonsPhonics for Reading, First Level, includes 9 types of activities. This two-page section contains facsimiles from a student book lesson. Numbered boxes call out and describe each type of activity.

1

2

New Sound(s)A focus sound (or sounds) is introduced.

New WordsOne-syllable words are introduced. Then students circle the word that goes with each picture.

Sight WordsHigh-frequency words are introduced and practiced. These include irregular words that are not spelled as they sound as well as words that can be decoded but contain elements that have not yet been introduced to students.

Challenge WordsTwo-syllable words that include known letter-sound correspondences and configuration patterns are introduced.

Each word is divided into pronounceable units referred to as word parts rather than syllables. (Rules for dividing words into syllables are not introduced. However, after much practice in decoding two-syllable words, students will be able to generalize this strategy and apply it to other words.)

Sentences and StoriesSentences and stories of increasing length are presented for students to decode and comprehend.

1

2

3

4

5

14

3

4

5

Sample Pages from Lesson 1


SpellingFour words and a sentence are dictated to students by the teacher.

Students then compare their spelling to a model and rewrite incorrect words.

Practice ActivitiesTwo practice activities are presented for students to complete independently.

The types of activities vary from lesson to lesson to keep students engaged, but each type remains consistent in its format.

The activities require students to add letters to make new words, choose words with the same endings, match words or sentences to pictures, complete sentences using a choice of words, reorder words into meaningful sentences, as well as read a short story and respond to comprehension items.

Self-Correct BoxesStudents self-correct their practice activities and record the total number of correct answers in the boxes.

Receiving feedback on their own answers is more helpful than examining another student’s work.

Checking Up BoxStudents read a story or a part from the story passage as the teacher counts and records the number of word-reading errors.

6

7

8

15

9

18

C. Spelling. Write the words and sentence that your teacher says.

1. 3.

2.

4.

5.

D. Practice Activity 1. Fill in each blank with the best word.

1. The man ran to van. his has hit

2. Jim and Dad in the water. big pad dip

3. Sam sat on my . mat six sip

4. The has a rip. sit bib sip

5. A is in the can. tap tan ham

6. The school is . big hit did

7. A pin was in the . fit his hat

8. Nan six maps. ad has ham

9. Jim go to school. did big hat

10. Dad has in the van. bad gas dip

Correct

8

6

7

19

E. Practice Activity 2. Draw a line under the sentence that goes with each picture.

1. Dad and Jim go on a picnic. Dad and Jim go to the cabin.

2. Ham is in the can. Jim is in the hat.

3. Jim has a napkin. Jim has a bib.

4. Gas can go in the van. Gas can go in the can.

5. Nan has a big hat. Nan has a little pad.

6. The rabbit sits on the mat. The cat is in the bag.

7. The mat has a rip. The bib has a rip.

8. Did Sam hit with his bat? Did Nan dip in the water?

Correct Checking Up

8 9

7

Sample Pages from Lesson 4


16

Phonics for Reading .is .a .research-based .program .

that .reflects .the .findings .of .the .major .national .

documents .on .reading, .including .Becoming a Nation

of Readers .(Anderson .et .al ., .1985), .Preventing

Reading Difficulties in Young Children .(Snow .et .al ., .

1998), .and .the .National Reading Panel Report .(2000), .

which .summarized .research .on .numerous .topics, .

including .phonemic .awareness, .phonics, .fluency, .

and .comprehension . .In .addition .to .these .reports, .the .

design .of .Phonics for Reading .was .informed .by .the .

research .on .beginning .reading .(Honig, .Diamond, .and .

Gutlohn, .2008), .the .research .on .reading .interventions .

for .older, .struggling .readers .(Archer, .Gleason, .and .

Vachon, .2003), .the .research .on .explicit .instruction .

(Archer .and .Hughes, .2011), .and .the .research .on .

literacy .and .cultural .diversity .(Morrow, .Rueda, . .

and .Lapp, .2009) .

PhonemicAwarenessPhonemic .awareness .refers .to .the .understanding .that .

words .can .be .segmented .into .constituent .sounds .

or .phonemes . .Students .must .understand .that .the .

words .they .say .can .be .segmented .into .sounds .so .

that .they .can .map .letters .(graphemes) .onto .those .

sounds .(phonemes) .and .use .those .letter-sound .

associations .to .decode .unknown .words .(Chard .and .

Dickson, .1999; .Erhi .and .Roberts, .2006) . .A .lack .of .this .

understanding .is .the .most .common .cause .of .children’s .

early .difficulties .in .acquiring .accurate .and .fluent .

word .recognition .skills .(Torgesen, .2002; .Torgesen, .

2004) . .Students .with .strong .phonological .skills .will .

likely .become .good .readers, .and .students .with .weak .

phonological .skills .will .likely .become .weak .readers .

(Blachman, .2000) . .In .fact, .phonemic .awareness .has .

proven .to .be .the .best .early .predictor .of .reading .

difficulties .(Adams, .1990) .and .is .more .highly .related .to .

learning .to .read .than .are .tests .of .general .intelligence, .

reading .readiness, .and .listening .comprehension .

(Stanovich, .1994) . .

Research .clearly .indicates .that .phonemic .awareness .

can .be .developed .through .instruction, .and .that .doing .so .

accelerates .students’ .reading .and .writing .achievement .

(Ball .and .Blachman, .1991; .Lane .and .Pullen, .2004) . .When .

phonemic .awareness .is .taught, .it .enhances .the .reading .

acquisition .of .young .students .as .they .move .into .first .

and .second .grade .(Foorman .et .al ., .1997) .as .well .as .the .

reading .gains .of .older, .struggling .readers . .Torgesen .and .

Mathes .(1998) .concluded .that .phonemic .awareness .

training .would .accelerate .the .reading .growth .of .all .

children, .but .is .particularly .vital .for .at .least .20 .percent .

of .children .to .acquire .useful .reading .skills .

Because .of .its .importance .to .beginning .reading .

acquisition, .phonemic .awareness .activities .are .

included .in .Phonics for Reading. .Consistent .with .

the .recommendations .of .the .National .Reading .Panel .

(2000), .the .authors .incorporated .a .limited .number .

of .phonemic .awareness .tasks .into .the .program . .As .

a .result, .students .become .familiar .with .the .tasks, .

allowing .them .to .direct .their .cognitive .energy .to .the .

content .rather .than .the .tasks . .These .tasks .focus .on .

blending .and .segmenting, .which .are .the .phonemic .

awareness .skills .that .have .the .greatest .benefit .to .

reading .and .spelling .acquisition .(Snider, .1995) . .In .

the .blending .activities, .students .hear .the .sounds .in .

a .word .and .say .the .whole .word . .In .the .segmenting .

activities, .students .put .up .a .finger .as .they .say .each .

sound .within .a .word . .Torgesen .et .al . .(1994) .concluded .

that .phonemic .awareness .training .for .at-risk .children .

must .be .more .explicit .and .intense .than .that .for . .

other .students . .For .this .reason, .the .program . .

provides .explicit .modeling .of .these .blending .and .

segmenting .tasks .and .daily .practice .with .increasingly .

difficult .words .

ResearchReport


17

ResearchReport

PhonicsPhonics .is .the .study .and .use .of .letter-sound .associations .

to .pronounce .(decode) .unknown .words .and .to .spell .

(encode) .words . .In .the .past, .students .were .taught .that .

there .were .three .equal .cueing .systems .that .could .be .

used .to .determine .the .pronunciation .of .an .unknown .

word: .the .phonological .cueing .system .(letter-sound .

associations), .the .semantic .cueing .system .(context .and .

pictures), .and .the .syntactical .cueing .system .(word .order) . .

However, .research .has .shown .that .good .readers .rely . .

on .letters .in .a .word .rather .than .context .or .pictures .to .

pronounce .familiar .and .unfamiliar .words .(Ehri, .1994) . .

Research .has .also .determined .that .competent .readers .

do .not .sample .text .as .they .read, .but .rather .process .the .

letters .of .each .word, .although .this .is .done .rapidly .and .

unconsciously .(Adams .et .al ., .1998; .Share .and .Stanovich, .

1995; .Rayner .and .Pollatsek,1989) . .For .these .reasons, .

Phonics for Reading .teaches .students .to .use .letter-

sound .associations .as .their .primary .decoding .tool .and .

to .utilize .the .semantic .and .syntactical .cues .to .confirm .

the .accuracy .of .their .initial .pronunciation .of .a .word .

As .with .phonemic .awareness, .students—especially .

those .struggling .to .acquire .reading .skills—benefit .

from .very .explicit .instruction, .in .this .case .focused .on .

letter-sound .associations .and .their .application .to .the .

decoding .and .encoding .of .words . .In .fact, .one .of .the .most .

well-established .conclusions .in .all .of .behavioral .science .

is .that .direct .instruction .on .letter-sound .associations .

and .word .decoding .facilitates .early .reading .acquisition .

(Stanovich,1994) . .To .optimize .student .gains .in .decoding .

and .encoding, .Phonics for Reading .uses .the .following .

instructional .steps: .a) .introduce .a .letter-sound .

association, .b) .guide .students .in .reading .one-syllable .

words .with .the .letter-sound .association, .c) .provide .

reading .practice .with .multisyllabic .words .containing .

the .letter-sound .association, .d) .have .students .read .

decodable .passages .containing .words .with .the .target .

letter-sound .association, .and .e) .dictate .spelling .words .

containing .the .target .letter .sound . .The .research .basis .

for .each .of .these .steps .is .articulated .below . . .

Letter-SoundAssociations Many .studies .have .

confirmed .that .students .are .more .successful .readers .

.if .they .have .been .taught .letter-sound .associations .

(Juel, .1991) . .In .teaching .letter-sound .associations, .

Phonics for Reading .is .consistent .with .the .

recommendations .of .the .National .Reading .Panel .

(2000) . .First, .only .the .highest .frequency .letter-sound .

associations .are .introduced . .Next, .an .explicit .

instructional .approach .is .utilized .in .which .the .sounds .

for .the .letters .are .modeled .and .practiced .with .other .

graphemes .during .initial .practice .sessions, .followed .

by .distributive .and .cumulative .practice .in .subsequent .

lessons .(Archer .and .Hughes, .2011; .Carnine .et .al, .2006) .

DecodableWords As .soon .as .the .letter-sound .

associations .have .been .introduced, .they .are .

immediately .placed .in .words .that .reflect .common .

English .configurations .(e .g ., .CVC, .CVCC, .CCVC, .CVCe, .

CVVC) . .Students .are .explicitly .taught .the .following .

decoding .strategy: .a) .say .the .sounds .for .each .grapheme, .

b) .blend .the .sounds .together, .c) .pronounce .the .entire .

word, .and .d) .ask .yourself .if .it .is .the .“real .word .” .

Students .repeatedly .sound .out .words .in .which .the .

focus .grapheme .is .mixed .with .words .containing .

previously .taught .graphemes .deliberately .chosen .to .

promote .careful .scrutiny .of .the .letters .(e .g ., .lake, tale,

mane, man, tape, tap, fate) .to .diminish .“guessing” .as .

a .strategy . .As .Beck .(2006) .concluded, .the .ability .to .

blend .individual .sounds .into .a .recognizable .word .is . .

an .important .component .of .reading .

Systematic .phonics .instruction .has .many .benefits .

including: .a) .preventing .reading .difficulties .among .

at-risk .students .(Ambruster, .Lehr, .and .Osborn, .2001), .

b) .helping .children .overcome .reading .difficulties, .

and .increasing .the .ability .to .comprehend .text .for .

beginning .readers .and .older .students .with .reading .

challenges .(National .Reading .Panel, .2000) . .


18

MultisyllabicWords The .ability .to .read .one-syllable .

words .does .not .necessarily .lead .to .proficiency .with .

multisyllabic .words .(Just .and .Carpenter, .1987) . .

Decoding .instruction .must .go .beyond .one-syllable .

words .to .multisyllabic .words .to .truly .prepare .

students .for .intermediate .and .secondary .reading .

and .also .to .ensure .that .students .are .not .intimidated .

when .confronted .by .long .words . .From .fifth .grade .on, .

students .encounter .about .10,000 .unknown .words .

each .year .(Nagy .and .Anderson, .1984), .the .majority .

of .which .are .multisyllabic .words .(Cunningham, .1998) .

that .often .convey .the .meaning .of .the .passage . .For .

example, .when .reading .an .article .about .the .water .

cycle, .students .will .need .to .decode .words .such .as .

evaporation, precipitation, .and .transpiration . .Students .

must .be .taught .systematic .procedures .for .decoding .

longer .words, .such .as .these .

Research .indicates .that .when .good .readers . .

encounter .unfamiliar .multisyllabic .words, .they . .

chunk .the .words .into .manageable, .decodable .units .

(Adams, .1990; .Mewhort .and .Campbell, .1981) . . .

To .facilitate .the .development .of .this .process, .each .

level .of .this .program .presents .multisyllabic .words .

segmented .into .decodable .chunks, .or .parts .(Archer, .

Gleason, .and .Vachon, .2003) . .Loops .under .the .words .

indicate .the .parts, .which .students .are .asked .to . .

read .one .by .one .and .then .to .blend .into .a .word . . .

As .suggested .by .research .in .this .area, .students . .

are .also .taught .to .use .affixes .and .vowels .to . .

pronounce .longer .words .(Chall .and .Popp, .1996; .

Shefelbine, .1990; .Shefelbine .and .Calhoun, .1991) . . .

High-FrequencyWords In .order .to .be .a .fluent .

reader, .students .must .quickly .and .automatically .

recognize .the .most .common .words .appearing .in .

text .(Blevins, .1998) . .Only .100 .words .account .for .

approximately .50 .percent .of .the .English .words .in .print .

(Fry .et .al ., .1985) . .Thirteen .words .(a, and, for, he, is,

in, it, of, that, the, to, was, you) .account .for .25 .percent .

of .the .words .in .print .(Johns, .1980) . .Many .of .the .most .

frequent .words .are .irregular, .having .unique .letter-

sound .associations . .For .example, .the .high-frequency .

words .you, was, of, said, do, some, .and .what .are .

not .pronounced .as .expected, .given .the .letters .in . .

the .words . .

In .Phonics for Reading, .high-frequency .words .are .

systematically .introduced, .practiced, .and .reviewed . . .

A .spell-out .method .is .used .for .directly .teaching .high-

frequency .words . .Students .hear .the .word, .say .the .

word, .spell .the .word .letter .by .letter, .and .finally .repeat .

the .word .(Honig .et .al ., .2008) . .As .suggested .by .Louisa .

Moats .(2005), .high-frequency, .irregular .words .are .

grouped .by .pattern .when .possible .(e .g ., .would, could;

come, some; all, call, tall) .to .facilitate .acquisition . . .

ReadingDecodableText After .students .have .been .

introduced .to .short, .decodable .words, .multisyllabic, .

decodable .words, .and .high-frequency .words, .they .

read .decodable .passages .containing .these .words . .

Decodable .text .is .useful .in .beginning .reading .for .

developing .automaticity .and .fluency .(Chard .and .

Osborn, .1999) .and .for .providing .students .with .a .

strong .start .in .reading .(Blevins, .2006) . .Anderson .et .al . .

(1985) .and .Juel .(1994) .recommended .that .90 .percent .

of .the .words .in .a .story .should .be .decodable . .

“The .important .point .is .that .a .high .proportion .of .

the .words .in .the .earliest .selections .students .read .

should .conform .to .the .phonics .they .have .already .

been .taught . .Otherwise, .they .will .not .have .enough .

opportunity .to .practice, .extend, .and .refine .their .

knowledge .of .letter-sound .relations .” .(Becoming

a Nation of Readers, .1985) .


19

Spelling . Spelling .dictation .was .included .in .each .

Phonics for Reading .lesson .for .a .number .of .reasons . .

First, .learning .to .read .and .spell .rely .on .much .of .the .

same .underlying .knowledge, .such .as .letter-sound .

associations, .affixes, .and .word .patterns .(Joshi, .Treiman, .

Carreker, .and .Moats, .2008/2009) . .Because .of .the .

reciprocal .relationship .between .decoding .and .encoding, .

spelling .instruction .can .help .children .better .understand .

key .knowledge, .resulting .in .better .reading .(Ehri, .2000) . .

Likewise, .reading .instruction .focused .on .the .patterns .

of .words .can .strengthen .spelling . .Systematic .spelling .

instruction .is .also .critical .to .improving .students’ .

writing .skills . .Writers .who .must .think .too .hard .about .

how .to .spell .words .use .crucial .cognitive .resources .

that .could .be .used .for .higher .level .aspects .of .

composition, .such .as .organization, .transcription, .and .

revision .(Singer .& .Bashir, .2004) . .Because .of .the .

importance .of .spelling, .in .each .Phonics for Reading .

lesson, .students .are .asked .to .spell .words .that .contain .

letter-sound .associations .and .affixes .that .they .have .

been .taught .and .have .used .in .decoding .words .

FluencyFluency .has .been .defined .as .being .able .to .read .words .

accurately .and .fluently .with .expression .or .prosody .

(Hudson, .Lane, .and .Pullen, .2005) . .Meyer .and .Felton .

(1999) .concluded .that .fluency .is .“the .ability .to .read .

connected .text .rapidly, .smoothly, .effortlessly, .and .

automatically .with .little .conscious .attention .to .the .

mechanics .of .reading .such .as .decoding” .(p . .284) . . .

When .students .are .able .to .read .fluently, .decoding .

requires .less .attention .and .cognitive .effort . . .

Instead, .attention .and .cognition .can .be .directed . .

to .comprehension .(La .Berge .and .Samuels, .1974; .

Stanovich, .1986) . .Not .surprising, .oral .reading .rate . .

is .strongly .correlated .with .reading .comprehension .

(Torgesen .and .Hudson, .2006) . .As .Hasbrouck .(2006) .

concluded, .if .students .read .slowly, .they .struggle . .

to .remember .what .was .read, .much .less .to . .

extract .meaning . . .

Another .result .of .laborious .decoding .and .low .fluency .

is .little .reading .practice .(Moats, .2001) . .Because .reading .

is .arduous .for .struggling .readers, .they .read .less .over .

time .and .fail .to .gain .fluency, .while .their .peers .read .

more .and .more .over .time .and .become .increasingly .

fluent; .thus, .the .gap .between .the .best .readers .and .the .

weakest .readers .widens .as .they .get .older . .The .term .

“Matthew .Effect” .illustrates .this .rich-get-richer .and .

poor-get-poorer .phenomenon .(Stanovich, .1986) . .Fluent, .

voracious .readers .are .likely .to .gain, .among .other .

things, .increased .vocabulary, .background .knowledge, .

ideas .that .can .be .incorporated .into .written .products, .

visual .memory .of .words .for .spelling, .and .schema .

for .understanding .certain .genre . .It .has .even .been .

suggested .that .voracious .reading .can .alter .measured .

intelligence .(Cunningham .& .Stanovich, .1998) . .

Fluency .in .reading, .like .automaticity .of .any .skill, .is .

primarily .gained .though .practice . .In .Phonics for

Reading, .students .are .given .abundant .practice .in .

reading .lists .of .words .and .decodable .passages . .The .

decodable .passages .are .read .more .than .once . .The .

students .read .the .passages .silently .first .and .then .

orally . .Oral .reading .has .particular .benefits .at .the .

beginning .reading .stages .(National .Reading .Panel, .

2000) .for .a .number .of .reasons . .First, .the .student .can .

listen .to .his/her .own .reading .and .determine .if .the .

words .are .pronounced .accurately . .Second, .the .teacher .

can .also .listen .to .the .student .and .gain .information .on .

the .accuracy .of .the .student’s .reading .

In .Phonics for Reading, Second Level and Third Level, .

focused, .intentional .fluency .practice .is .also .provided .

by .using .a .research-based .procedure .referred .to .as .

repeated .readings . .After .completing .a .comprehensive .

review .of .fluency .intervention .studies .conducted .in .

the .past .25 .years, .Chard, .et .al . .(2002) .concluded .that .

repeated .reading .interventions .with .struggling .readers .

were .associated .with .improvement .in .reading .rate, .

accuracy, .and .comprehension . .In .Phonics for Reading, .

students .read .a .short .passage .a .number .of .times . .After .

practice, .they .read .the .passage .for .a .minute, .count .the .

number .of .words .read, .and .graph .the .number . .Timing .

student’s .reading .is .effective .in .increasing .accuracy . .

and .fluency .(Hasbrouck .and .Tindal, .1992) .


20

ComprehensionThe .desired .outcome .of .all .reading .instruction .is . .

that .students .can .read .passages, .constructing .

meaning .as .they .proceed .and .extracting .the .gist . .

of .the .passage . .Each .of .the .reading .components .

previously .discussed .contributes .to .increased . .

reading .comprehension . .If .students .can .decode . .

words .accurately, .comprehension .will .be .facilitated . .

Similarly, .if .students .can .fluently .read .a .passage, .

comprehension .is .enhanced . .Nevertheless, .as .in .all .

areas .of .reading, .students .benefit .from .systematic .

instruction .and .intentional .practice . . .

Phonics for Reading .addresses .comprehension .in .

a .number .of .ways . .First, .in .response .to .a .portion .of . .

a .reading .passage, .the .students .are .asked .to .select . .

an .illustration .that .depicts .what .has .been .read . . .

They .are .also .asked .to .respond .to .oral .comprehension .

questions, .a .time-honored .and .research-validated .

procedure .to .increase .reading .comprehension .

(National .Reading .Panel, .2000; .McKeown, .Beck, .

and .Blake, .2009) . .As .Ambruster, .Lehr, .and .Osborn .

(2001) .suggested, .responding .to .oral .comprehension .

questions .encourages .students .to .form .better .

answers .and .to .learn .more . .In .addition, .students .

are .taught .to .answer .written .questions .on .passage .

content .in .response .to .the .most .common .questioning .

words: .who, what, when, where, how, .and .why . .This .

instruction, .like .all .of .the .instruction .in .Phonics

for Reading, .involves .modeling .the .skill .followed .

by .guided .practice, .support .which .is .gradually .

reduced . .This .type .of .scaffolding, .found .in .all .strands .

of .the .program, .is .designed .to .increase .the .success .

experienced .by .students .who .have .encountered .

consistent .failure .in .the .past .


21

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Juel, .C . .1991 . .Beginning .reading . .In .Handbook of Reading Research .2, .edited .by .R . .Barr, .M . .L . .Kamil, .P . .B . .Mosenthal, .and .P . .D . .Pearson . .Mahwah, .NJ: .Erlbaum .

Just, .M . .A ., .and .P . .A . .Carpenter . .1987 . .The Psychology of Reading and Language Comprehension . .Boston: .Allyn .and .Bacon .

LaBerge, .D ., .and .S . .J . .Samuels . .1974 . .Toward .a .theory .of .automatic .information .processing .in .reading . .Cognitive Psychology .6: .292–323 .

Lane, .H . .B, .and .P . .C . .Pullen . .2004 . .A sound beginning: Phonological awareness assessment and instruction . . .Boston: .Allyn .& .Bacon . .

McKeown, .M .G ., .Beck, .I . .L ., .and .Blake, .R . .K . .2009, .July/August/September . .Rethinking .reading .comprehension .instruction: .A .comparison .of .instruction .for .strategies .and .content .approaches . .Reading Research Quarterly, .44(3), .218–253 .

Mewhort, .D . .J . .K ., .and .A . .J . .Campbell . .1981 . .Toward .a .model .of .skilled .reading: .An .analysis .of .performance .in .tachistoscoptic .tasks . .In .Reading Research: Advances in Theory and Practice .3, .edited .by .G . .E . .MacKinnon .and .T . .G . .Walker, .39–118 . .New .York: .Academic .Press .

Meyer, .M . .S . .and .R . .H . .Felton . .1999 . .Repeated .reading .to .enhance .fluency: .Old .approaches .and .new .directions . .Annals of Dyslexia, .49, .283–306 .

Moats, .L . .C . .2005 . .When .older .students .can’t .read . .Educational Leadership, .58, .36–40 .

Morrow, .L . .M ., .Rueda, .R ., .& .Lapp, .D . .(2009) . .Handbook of research on literacy and diversity . .New .York: .Guilford .

Nagy, .W ., .and .R . .C . .Anderson . .1984 . .How .many .words .are .there .in .printed .school .English? .Reading Research Quarterly .19: .304–330 .

National .Reading .Panel . .2000 . .Teaching Children to Read: An Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction . .Bethesda, .MD: .National .Institute .of .Child .Health .and . .Human .Development .

Rayner, .K ., .and .A . .Pollatsek . .1989 . .The .Psychology of Reading . .Englewood .Cliffs, .NJ: .Prentice .Hall .

Share, .D ., .and .K . .E . .Stanovich . .1995 . .Cognitive .processes .in .early .reading .development: .Accommodating .individual .differences .into .a .mode .of .acquisition . .Issues in Education: Contributions for Educational Psychology .1: .1–57 .

Shefelbine, .J . .1990 . .A .syllable-unit .approach .to .teaching .decoding .of .polysyllabic .words .to .fourth- .and .sixth-grade .disabled .readers . .In .Literacy Theory and Research: Analysis from Multiple Paradigms, edited .by .J . .Zutell .and .S . .McCormick, .223–230 . .Chicago: .National .Reading .Conference .

Shefelbine, .J ., .and .J . .Calhoun . .1991 . .Variability .in .approaches .to .identifying .polysyllabic .words: . .A .descriptive .study .of .sixth .graders .with .highly, .moderately, .and .poorly .developed .syllabication .strategies . .In .Learner Factors/Teacher Factors: Issues in Literacy Research and Instruction, .edited .by .J . .Zutell .and .S . .McCormick, .169–177 . .Chicago: .National .Reading .Conference .

Singer, .B . .and .A . .Bashir . .2004 . .Developmental .variations .in .writing . .In .Stone, .C . .A ., .Silliman, . .E . .R ., .Ehren, .B . .J ., .and .Apel, .K . .(Eds .), .Handbook of Language and Literacy: Development and Disorders, .pp . .559–582 . .New .York: .Guilford .

Snider, .V . .E . .1995 . .A .primer .on .phonemic .awareness: .What .it .is, .why .it’s .important, .and .how .to .teach .it . .School Psychology Review .24: .443–455 .


23

Snow, .C . .E ., .M . .S . .Burns, .and .P . .Griffin . .1998 . .Preventing Reading Difficulties in Young Children . Washington, .D .C .: .National .Academy .Press .

Stanovich, .K . .E . .1986 . .Matthew .effects .in .reading: .Some .consequences .of .individual .differences .in .the .acquisition .of .literacy . .Reading Research Quarterly .21: .360–407 .

Stanovich, .K . .E . .1994 . .Romance .and .reality . . .The Reading Teacher .47(4): .280–291 .

Torgesen, .J . .K . .2002 . .The .prevention .of .reading .difficulties . .Journal of School Psychology, .40, .7–26 .

Torgesen, .J . .K . .2004 . .Preventing .early .reading .failure . .American Educator, Fall .

Torgesen, .J . .K ., .R . .K . .Wagner, .and .C . .A . .Rashotte . .1994 . .Longitudinal .studies .of .phonological .processing .and .reading . .Journal of Learning Disabilities 27: .276–286 .

Torgesen, .J . .K . .and .R . .Hudson . .2006 . .Reading .fluency: .Critical .issues .for .struggling .readers . .In . .S . .J . .Samuels .and .A . .Farstrup .(Eds .), .Reading Fluency: The forgotten dimension of reading success . Newark, .DE: .International .Reading .Association .Monograph .of .the .British .Journal .of .Educational .Psychology .

Torgesen, .J . .K, .and .P . .Mathes . .1998 . .What .every .teacher .should .know .about .phonological .awareness . .CORE Reading Research Anthology . Novato, .CA: .Arena .Press .


24 Lesson 1

OBJECTIVE


New Sounds














1. a i a a i

2. r a n i t

3. 1 i f a a

4. p a m i d












am in Sam

an Nan fit

LESSON 1


180 ©Curriculum Associates, LLC Phonics for Reading, First Level

The following Scope and Sequence Chart indicates the lessons in which each skill is taught.

Scope and Sequence Chart – First Level

Intr

oduc

tion

ofL

ette

r-So

und

Ass

ocia

tion

sO

ne-S

ylla

ble

Wor

ds

Two-

Syll

able

Wor

ds

Irre

gula

ror

Key

Sy

llab

le

H

igh-

Freq

uenc

yW

ords

Le

sson

Le

tter

(s)

Soun

dW

ord(

s)

Wor

dTy

pe

Exam

ples

Ty

pe

Exam

ples

1–

4 a

/aaa

/ ra

n V

C a

nd C

VC

am

a

and

i ad

mit

p

eop

le, s

choo

l, to

, lit

tle,

on,

was

, he

w

ord

s w

ith

/a

/ m

an

ca

bin

se

e, a

, th

e, w

ater

, you

, are

, my,

hav

e,

her

, and

, we,

wit

h, n

o, g

o, s

he

i /i

ii/

sit

VC

and

CV

C

in

wor

ds

wit

h /

ı/

fit

5-

7 o

/ooo

/ m

op

VC

and

CV

C

on

o an

d k

now

n vo

wel

s ca

nnot

af

ter,

of,

from

, som

e, p

ut

wor

ds

wit

h /

o/

fox

a an

d i

tons

il

8–

10

u /u

uu/

rug

VC

and

CV

C

up

u an

d k

now

n vo

wel

s m

uffin

th

ey, v

ery,

saw

, wen

t, in

to, I

w

ord

s w

ith

/u/

su

n a,

i, a

nd o

su

ntan

11

–13

e /e

ee/

net

VC

and

CV

C

Ed

e an

d k

now

n vo

wel

s up

set

look

, dow

n, w

her

e, c

hild

ren,

wor

k

wor

ds

wit

h /

e/

red

a,

i, o

, and

u

hec

tic

said

14

–16

gg

/g/

eg

g V

CC

and

CV

CC

eg

g d

oub

le c

onso

nant

s eg

gnog

b

e, p

lay,

tre

e, s

now

ff /f

ff/

off

wor

ds

end

ing

puf

f an

d k

now

n vo

wel

s un

less

ll /l

ll/

hill

w

ith

th

e d

oub

le

will

ss

/sss

/ m

iss

cons

onan

ts

pas

s

tt

/t/

mit

t gg

, ff,

ll, s

s, tt

, p

utt

zz

/zzz

/ ja

zz

and

zz

jazz

17

–19

ck

/k/

rock

C

VC

C w

ord

s

pac

k ck

, th,

sh,

and

ra

cket

R

evie

w o

f irr

egul

ar

th

/t

h/

pat

h

end

ing

wit

h

bat

h

know

n vo

wel

s b

ath

tub

or

hig

h-fr

eque

ncy

wor

ds

sh

/sh/

d

ish

th

e co

nson

ant

fis

h

d

ish

rag

intr

oduc

ed in

pre

viou

s le

sson

s

digr

aphs

ck, t

h, a

nd s

h

20

–23

st

/sss

/ /t

/ ne

st

CV

CC

wor

ds

fa

st

cons

onan

t b

lend

s in

sist

R

evie

w o

f irr

egul

ar

m

p /m

mm

/ /p

/ la

mp

en

din

g w

ith

th

e

lum

p

and

kno

wn

vow

els

sand

box

or

hig

h-fr

eque

ncy

wor

ds

nd

/nnn

/ /d

/ se

nd

cons

onan

t bl

ends

le

nd

intr

oduc

ed in

pre

viou

s le

sson

s

nt

/n

nn/

/t/

sent

st

, mp,

nd,

nt,

h

int

sk

/sss

/ /k

/ ta

sk

and

sk

mas

k

24

–26

ch

/ch/

ch

in

CV

CC

wor

ds

ch

op

ch, w

h, th

, sh,

ch

ipm

unk

Rev

iew

of i

rreg

ular

wh

/wh/

w

hen

b

egin

ning

wit

h

wh

iz

and

kno

wn

vow

els

wh

ipla

sh

or h

igh

-freq

uenc

y w

ord

s

th

/t

h/

that

th

e co

nson

ant

th

ud

an

them

in

trod

uced

in p

revi

ous

less

ons

sh

/sh/

sh

op

dig

rap

hs

sh

ed

sh

ipm

ent

ch

, wh,

th, a

nd s

h

27

–30

cl

/k/

/lll/

cl

am

CV

CC

wor

ds

cl

ap

cons

onan

t b

lend

s sn

apsh

ot

Rev

iew

of i

rreg

ular

br

/b/

/rrr

/ b

ran

beg

inni

ng w

ith

b

rim

an

d k

now

n vo

wel

s cl

inic

or

hig

h-fr

eque

ncy

wor

ds

cr

/k/

/rrr

/ cr

op

the

cons

onan

t

crib

in

trod

uced

in p

revi

ous

less

ons

dr

/d/

/rrr

/ d

rip

b

lend

s cl

, br,

cr,

d

rop

fl /f

ff/ /

lll/

fled

dr

, fl,

fr, s

l, sn

, fla

t

fr

/f

ff/ /

rrr/

Fr

ed

sp, t

w, s

t, pl

, sk,

Fr

ed

sl

/s

ss/

/lll/

sl

ed

tr, g

l, an

d g

r sl

ed

sn

/s

ss/

/nnn

/ sn

ap

sn

ip

sp

/s

ss/

/p/

sped

sped

tw

/t/

/ww

w/

twig

twig

st

/sss

/ /t

/ st

op

st

ep

pl

/p

/ /l

ll/

pla

n

plo

t

sk

/s

ss/

/k/

skin

skip

tr

/t/

/rrr

/ tr

ip

tr

im

gl

/g/

/lll/

G

len

gl

ad

gr

/g

/ /r

rr/

grin

grip


2 Phonics for Reading Research Report

Phonics for Reading is a research-based program

that reflects the findings of the major national

documents on reading, including Becoming a Nation

of Readers (Anderson et al., 1985), Preventing

Reading Difficulties in Young Children (Snow et al.,

1998), and the National Reading Panel Report (2000),

which summarized research on numerous topics,

including phonemic awareness, phonics, fluency,

and comprehension. In addition to these reports, the

design of Phonics for Reading was informed by the

research on beginning reading (Honig, Diamond, and

Gutlohn, 2008), the research on reading interventions

for older, struggling readers (Archer, Gleason, and

Vachon, 2003), the research on explicit instruction

(Archer and Hughes, 2011), and the research on

literacy and cultural diversity (Morrow, Rueda,

and Lapp, 2009).

Phonemic AwarenessPhonemic awareness refers to the understanding that

words can be segmented into constituent sounds

or phonemes. Students must understand that the

words they say can be segmented into sounds so

that they can map letters (graphemes) onto those

sounds (phonemes) and use those letter-sound

associations to decode unknown words (Chard and

Dickson, 1999; Erhi and Roberts, 2006). A lack of this

understanding is the most common cause of children’s

early difficulties in acquiring accurate and fluent

word recognition skills (Torgesen, 2002; Torgesen,

2004). Students with strong phonological skills will

likely become good readers, and students with weak

phonological skills will likely become weak readers

(Blachman, 2000). In fact, phonemic awareness has

proven to be the best early predictor of reading

difficulties (Adams, 1990) and is more highly related to

learning to read than are tests of general intelligence,

reading readiness, and listening comprehension

(Stanovich, 1994).

Research clearly indicates that phonemic awareness

can be developed through instruction, and that doing so

accelerates students’ reading and writing achievement

(Ball and Blachman, 1991; Lane and Pullen, 2004). When

phonemic awareness is taught, it enhances the reading

acquisition of young students as they move into first

and second grade (Foorman et al., 1997) as well as the

reading gains of older, struggling readers. Torgesen and

Mathes (1998) concluded that phonemic awareness

training would accelerate the reading growth of all

children, but is particularly vital for at least 20 percent

of children to acquire useful reading skills.

Because of its importance to beginning reading

acquisition, phonemic awareness activities are

included in Phonics for Reading. Consistent with

the recommendations of the National Reading Panel

(2000), the authors incorporated a limited number

of phonemic awareness tasks into the program. As

a result, students become familiar with the tasks,

allowing them to direct their cognitive energy to the

content rather than the tasks. These tasks focus on

blending and segmenting, which are the phonemic

awareness skills that have the greatest benefit to

reading and spelling acquisition (Snider, 1995). In

the blending activities, students hear the sounds in

a word and say the whole word. In the segmenting

activities, students put up a finger as they say each

sound within a word. Torgesen et al. (1994) concluded

that phonemic awareness training for at-risk children

must be more explicit and intense than that for

other students. For this reason, the program

provides explicit modeling of these blending and

segmenting tasks and daily practice with increasingly

difficult words.

PhonicsPhonics is the study and use of letter-sound associations

to pronounce (decode) unknown words and to spell

(encode) words. In the past, students were taught that

there were three equal cueing systems that could be

used to determine the pronunciation of an unknown

word: the phonological cueing system (letter-sound

associations), the semantic cueing system (context and

pictures), and the syntactical cueing system (word order).

However, research has shown that good readers rely

on letters in a word rather than context or pictures to

pronounce familiar and unfamiliar words (Ehri, 1994).

Research Report

3Phonics for Reading Research Report

Research Report

Research has also determined that competent readers

do not sample text as they read, but rather process the

letters of each word, although this is done rapidly and

unconsciously (Adams et al., 1998; Share and Stanovich,

1995; Rayner and Pollatsek,1989). For these reasons,

Phonics for Reading teaches students to use letter-

sound associations as their primary decoding tool and

to utilize the semantic and syntactical cues to confirm

the accuracy of their initial pronunciation of a word.

As with phonemic awareness, students—especially

those struggling to acquire reading skills—benefit

from very explicit instruction, in this case focused on

letter-sound associations and their application to the

decoding and encoding of words. In fact, one of the

most well-established conclusions in all of behavioral

science is that direct instruction on letter-sound

associations and word decoding facilitates early

reading acquisition (Stanovich,1994). To optimize

student gains in decoding and encoding, Phonics

for Reading uses the following instructional steps:

a) introduce a letter-sound association, b) guide

students in reading one-syllable words with the

letter-sound association, c) provide reading practice

with multisyllabic words containing the letter-

sound association, d) have students read decodable

passages containing words with the target letter-

sound association, and e) dictate spelling words

containing the target letter sound. The research basis

for each of these steps is articulated below.

Letter-Sound Associations Many studies have

confirmed that students are more successful readers if

they have been taught letter-sound associations (Juel,

1991). In teaching letter-sound associations, Phonics

for Reading is consistent with the recommendations

of the National Reading Panel (2000). First, only the

highest frequency letter-sound associations are

introduced. Next, an explicit instructional approach

is utilized in which the sounds for the letters are

modeled and practiced with other graphemes during

initial practice sessions, followed by distributive and

cumulative practice in subsequent lessons (Archer

and Hughes, 2011; Carnine et al, 2006).

Decodable Words As soon as the letter-sound

associations have been introduced, they are

immediately placed in words that reflect common

English configurations (e.g., CVC, CVCC, CCVC, CVCe,

CVVC). Students are explicitly taught the following

decoding strategy: a) say the sounds for each

grapheme, b) blend the sounds together,

c) pronounce the entire word, and d) ask yourself if it is

the “real word.” Students repeatedly sound out words

in which the focus grapheme is mixed with words

containing previously taught graphemes deliberately

chosen to promote careful scrutiny of the letters

(e.g., lake, tale, mane, man, tape, tap, fate) to diminish

“guessing” as a strategy. As Beck (2006) concluded, the

ability to blend individual sounds into a recognizable

word is an important component of reading.

Systematic phonics instruction has many benefits

including: a) preventing reading difficulties among

at-risk students (Ambruster, Lehr, and Osborn, 2001),

b) helping children overcome reading difficulties,

and increasing the ability to comprehend text for

beginning readers and older students with reading

challenges (National Reading Panel, 2000).

Multisyllabic Words The ability to read one-syllable

words does not necessarily lead to proficiency with

multisyllabic words (Just and Carpenter, 1987).

Decoding instruction must go beyond one-syllable

words to multisyllabic words to truly prepare

students for intermediate and secondary reading

and also to ensure that students are not intimidated

when confronted by long words. From fifth grade on,

students encounter about 10,000 unknown words

each year (Nagy and Anderson, 1984), the majority

of which are multisyllabic words (Cunningham, 1998)

that often convey the meaning of the passage. For

example, when reading an article about the water

cycle, students will need to decode words such as

evaporation, precipitation, and transpiration. Students

must be taught systematic procedures for decoding

longer words, such as these.


Research indicates that when good readers encounter

unfamiliar multisyllabic words, they chunk the words

into manageable, decodable units (Adams, 1990;

Mewhort and Campbell, 1981). To facilitate the

development of this process, each level of this

program presents multisyllabic words segmented

into decodable chunks, or parts (Archer, Gleason,

and Vachon, 2003). Loops under the words indicate

the parts, which students are asked to read one by

one and then to blend into a word. As suggested by

research in this area, students are also taught to

use affixes and vowels to pronounce longer words

(Chall and Popp, 1996; Shefelbine, 1990; Shefelbine

and Calhoun, 1991).

High-Frequency Words In order to be a fluent reader,

students must quickly and automatically recognize

the most common words appearing in text (Blevins,

1998). Only 100 words account for approximately 50

percent of the English words in print (Fry et al., 1985).

Thirteen words (a, and, for, he, is, in, it, of, that, the, to,

was, you) account for 25 percent of the words in print

(Johns, 1980). Many of the most frequent words are

irregular, having unique letter-sound associations.

For example, the high-frequency words you, was,

of, said, do, some, and what are not pronounced as

expected, given the letters in the words.

In Phonics for Reading, high-frequency words are

systematically introduced, practiced, and reviewed.

A spell-out method is used for directly teaching high-

frequency words. Students hear the word, say the

word, spell the word letter by letter, and finally repeat

the word (Honig et al., 2008). As suggested by Louisa

Moats (2005), high-frequency, irregular words are

grouped by pattern when possible (e.g., would, could;

come, some; all, call, tall) to facilitate acquisition.

Reading Decodable Text After students have been

introduced to short, decodable words, multisyllabic,

decodable words, and high-frequency words, they

read decodable passages containing these words.

Decodable text is useful in beginning reading for

developing automaticity and fluency (Chard and

Osborn, 1999) and for providing students with a

strong start in reading (Blevins, 2006). Anderson et al.

(1985) and Juel (1994) recommended that 90 percent

of the words in a story should be decodable.

“The important point is that a high proportion of

the words in the earliest selections students read

should conform to the phonics they have already

been taught. Otherwise, they will not have enough

opportunity to practice, extend, and refine their

knowledge of letter-sound relations.” (Becoming a

Nation of Readers, 1985).

Spelling Spelling dictation was included in each

Phonics for Reading lesson for a number of reasons.

First, learning to read and spell rely on much of the

same underlying knowledge, such as letter-sound

associations, affixes, and word patterns (Joshi, Treiman,

Carreker, and Moats, 2008/2009). Because of the

reciprocal relationship between decoding and encoding,

spelling instruction can help children better understand

key knowledge, resulting in better reading (Ehri, 2000).

Likewise, reading instruction focused on the patterns

of words can strengthen spelling. Systematic spelling

instruction is also critical to improving students’

writing skills. Writers who must think too hard about

how to spell words use crucial cognitive resources

that could be used for higher level aspects of

composition, such as organization, transcription, and

revision (Singer & Bashir, 2004). Because of the

importance of spelling, in each Phonics for Reading

lesson, students are asked to spell words that contain

letter-sound associations and affixes that they have

been taught and have used in decoding words.

FluencyFluency has been defined as being able to read words

accurately and fluently with expression or prosody

(Hudson, Lane, and Pullen, 2005). Meyer and Felton

(1999) concluded that fluency is “the ability to read

connected text rapidly, smoothly, effortlessly, and

automatically with little conscious attention to the

mechanics of reading such as decoding” (p. 284). When

students are able to read fluently, decoding requires

less attention and cognitive effort. Instead, attention

and cognition can be directed to comprehension

(La Berge and Samuels, 1974; Stanovich, 1986). Not

surprising, oral reading rate is strongly correlated with

reading comprehension (Torgesen and Hudson, 2006).

As Hasbrouck (2006) concluded, if students read slowly,

they struggle to remember what was read, much less to

extract meaning.


Another result of laborious decoding and low fluency

is little reading practice (Moats, 2001). Because

reading is arduous for struggling readers, they read

less over time and fail to gain fluency, while their

peers read more and more over time and become

increasingly fluent; thus, the gap between the best

readers and the weakest readers widens as they

get older. The term “Matthew Effect” illustrates this

rich-get-richer and poor-get-poorer phenomenon

(Stanovich, 1986). Fluent, voracious readers are

likely to gain, among other things, increased

vocabulary, background knowledge, ideas that can

be incorporated into written products, visual memory

of words for spelling, and schema for understanding

certain genre. It has even been suggested that

voracious reading can alter measured intelligence

(Cunningham & Stanovich, 1998).

Fluency in reading, like automaticity of any skill, is

primarily gained though practice. In Phonics for

Reading, students are given abundant practice in

reading lists of words and decodable passages. The

decodable passages are read more than once. The

students read the passages silently first and then

orally. Oral reading has particular benefits at the

beginning reading stages (National Reading Panel,

2000) for a number of reasons. First, the student can

listen to his/her own reading and determine if the

words are pronounced accurately. Second, the teacher

can also listen to the student and gain information on

the accuracy of the student’s reading.

In Phonics for Reading, Second Level and Third

Level, focused, intentional fluency practice is also

provided by using a research-based procedure

referred to as repeated readings. After completing a

comprehensive review of fluency intervention studies

conducted in the past 25 years, Chard, et al. (2002)

concluded that repeated reading interventions with

struggling readers were associated with improvement

in reading rate, accuracy, and comprehension. In

Phonics for Reading, students read a short passage

a number of times. After practice, they read the

passage for a minute, count the number of words

read, and graph the number. Timing student’s reading

is effective in increasing accuracy and fluency

(Hasbrouck and Tindal, 1992).

ComprehensionThe desired outcome of all reading instruction is that

students can read passages, constructing meaning as

they proceed and extracting the gist of the passage.

Each of the reading components previously discussed

contributes to increased reading comprehension.

If students can decode words accurately,

comprehension will be facilitated. Similarly, if

students can fluently read a passage, comprehension

is enhanced. Nevertheless, as in all areas of reading,

students benefit from systematic instruction and

intentional practice.

Phonics for Reading addresses comprehension in

a number of ways. First, in response to a portion of

a reading passage, the students are asked to select

an illustration that depicts what has been read. They

are also asked to respond to oral comprehension

questions, a time-honored and research-validated

procedure to increase reading comprehension

(National Reading Panel, 2000; McKeown, Beck,

and Blake, 2009). As Ambruster, Lehr, and Osborn

(2001) suggested, responding to oral comprehension

questions encourages students to form better

answers and to learn more. In addition, students

are taught to answer written questions on passage

content in response to the most common questioning

words: who, what, when, where, how, and why. This

instruction, like all of the instruction in Phonics

for Reading, involves modeling the skill followed

by guided practice, support which is gradually

reduced. This type of scaffolding, found in all strands

of the program, is designed to increase the success

experienced by students who have encountered

consistent failure in the past.


References

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Adams, M. J., R. Treiman, and M. Pressley. 1998. Reading, writing, and literacy. In Handbook of Child Psychology 4, edited by I. E. Sigel and K. A. Renninger, 275–355. New York: Wiley.

Ambruster, B., F. Lehr, and J. Osborn. 2001. Put reading first: The research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy.

Anderson, R. C., E. H. Heibert, J. A. Scott, and I. A. G. Wilkinson. 1985. Becoming a Nation of Readers: The Report of the Commission on Reading. Washington, D.C.: National Institute of Education.

Archer, A. L., M. M. Gleason, and V. L. Vachon. 2003. Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly 26, pp. 89–101.

Archer, A., and C. Hughes. 2011. Explicit Instruction: Effective and Efficient Teaching. New York: Guilford.

Ball, E. W., and B. A. Blachman. 1991. Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly 26 (1): 33–44.

Beck, I. L., 2006. Making sense of phonics: The hows and whys. New York: Guilford.

Blachman, B. A. 2000. Phonological awareness. In M. L. Kamil, P. B. Rosenthal, P. D. Pearson, and R. Barr (eds), Handbook of reading research, Vol. 3 (pp. 483–502). Mahwah, NJ: Erlbaum.

Blevins, W. 1998. Phonics from A to Z: A Practical Guide. New York: Scholastic.

Carnine, D. W., J. Silbert, E. J. Kame’enui, S. Tarver, and K. Jungjohann. 2006. Teaching struggling and at-risk readers. Upper Saddle River, NJ: Pearson.

Chall, J. S. 1996. Learning to Read: The Great Debate. New York: McGraw-Hill.

Chall, J. S., and H. M. Popp. 1996. Teaching and Assessing Phonics: A Guide for Teachers. Cambridge, MA: Educator’s Publishing Service.

Chard, D. J., and J. Osborn. 1999. Phonics and word-recognition instruction in early reading programs: Guidelines for accessibility. Learning Disabilities Research and Practice 14(2): 107–117.

Chard, D. J., and S. V. Dickson. 1999. Phonological awareness: Instructional and assessment guidelines. Intervention in School and Clinic 34: 261–270.

Chard, D. J., S. Vaughn, and B. J. Tyler. 2002. A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities 35, 386–406.

Cunningham, P. M., & Stanovich. 1998. The multisyllabic-word dilemma: Helping students build meaning, spell, and read “big” words. Reading and Writing Quarterly: Overcoming Learning Difficulties 14: 189–218

Ehri, L. 2000. Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20(3), 19–49.

Ehri, L. 1994. Development of the ability to read words. In Theoretical Models and Processes of Reading, edited by R. Ruddell, M. Ruddell, and H. Singer. Newark, DE: International Reading Association.

Ehri, L. C., & T. Roberts. 2006. The roots of learning to read and write: Acquisition of letters and phonemic awareness. In Handbook of early literacy research, Vol. 2, eds. D. K. Dickinson & S. B. Neuman, 113–31. New York: Guilford.

Foorman, B. R., D. J. Francis, S. E. Shaywitz, B. A. Shaywitz, and J. M. Fletcher. 1997. The case for early reading intervention. In Foundations of Reading Acquisition and Dyslexia: Implications for Early Intervention, edited by B. A. Blachman, 243–264. Mahwah, NJ: Erlbaum.

Fry, E., D. Fountoukidis, and J. Polk. 1985. The New Reading Teacher’s Book of Lists. Upper Saddle River, NJ: Prentice-Hall.

Hasbrouck, J. 2006, Summer. Drop everything and read—but how? The American Educator, 30(2), 22–31.

Hasbrouck, J. E., and G. Tindal. 1992. Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children 24(3): 41–44.

Honig, B., L. Diamond, and L. Gutlohn. 2008. Teaching Reading Sourcebook for Kindergarten Through Eighth Grade. Second Edition. Novato, CA: Arena Press.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58, 702–714.

Joshi, M., Treiman, R., Carreker, S., & Moats, L. C. (2008/2009) How words cast their spell: Spelling is an integral part of learning the language, not a matter of memorization. American Educator, 32(4), 6–16, 42–43.


Johns, J. L. 1980. First-graders’ concepts about print. Reading Research Quarterly 15.

Juel, C. 1994. Learning to Read in One Elementary School. New York: Springer-Verlag.

Juel, C. 1991. Beginning reading. In Handbook of Reading Research 2, edited by R. Barr, M. L. Kamil, P. B. Mosenthal, and P. D. Pearson. Mahwah, NJ: Erlbaum.

Just, M. A., and P. A. Carpenter. 1987. The Psychology of Reading and Language Comprehension. Boston: Allyn and Bacon.

LaBerge, D., and S. J. Samuels. 1974. Toward a theory of automatic information processing in reading. Cognitive Psychology 6: 292–323.

Lane, H. B, and P. C. Pullen. 2004. A sound beginning: Phonological awareness assessment and instruction. Boston: Allyn & Bacon.

McKeown, M.G., Beck, I. L., and Blake, R. K. 2009, July/August/September. Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218–253.

Mewhort, D. J. K., and A. J. Campbell. 1981. Toward a model of skilled reading: An analysis of performance in tachistoscoptic tasks. In Reading Research: Advances in Theory and Practice 3, edited by G. E. MacKinnon and T. G. Walker, 39–118. New York: Academic Press.

Meyer, M. S. and R. H. Felton. 1999. Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283–306.

Moats, L. C. 2005. When older students can’t read. Educational Leadership, 58, 36–40.

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Nagy, W., and R. C. Anderson. 1984. How many words are there in printed school English? Reading Research Quarterly 19: 304–330.

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Shefelbine, J. 1990. A syllable-unit approach to teaching decoding of polysyllabic words to fourth- and sixth-grade disabled readers. In Literacy Theory and Research: Analysis from Multiple Paradigms, edited by J. Zutell and S. McCormick, 223–230. Chicago: National Reading Conference.

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Snider, V. E. 1995. A primer on phonemic awareness: What it is, why it’s important, and how to teach it. School Psychology Review 24: 443–455.

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Torgesen, J. K. and R. Hudson. 2006. Reading fluency: Critical issues for struggling readers. In S. J. Samuels and A. Farstrup (Eds.), Reading Fluency: The forgotten dimension of reading success. Newark, DE: International Reading Association Monograph of the British Journal of Educational Psychology.

Torgesen, J. K, and P. Mathes. 1998. What every teacher should know about phonological awareness. CORE Reading Research Anthology. Novato, CA: Arena Press.

PhOnICS FOR READInG

What is Phonics for Reading?

Phonics for Reading is a supplementary phonics program designed to teach phonemic decoding to students who have not yet mastered those skills. The program was originally conceived for students in grades 3-6 but may also be used for students in grades 1 and 2, for lower performing students in upper grades, and for adults learning to read English. Phonics for Reading may be taught in small groups or one-on-one by a classroom teacher; or following training, by an aide, tutor, or volunteer. Daily lessons require 40-50 minutes to complete, or the teacher may choose to complete a lesson in two sessions. The program is appropriate for flexible use in general and special education classrooms, for tutoring, and for summer-school sessions.

Phonics for Reading includes a clear scope and sequence that enables teachers to see the development of each lesson’s objective. The program consists of 3 sequential levels. Within each level students are taught to access pronunciation of phonetically regular, one-syllable and multisyllable words by careful examination of a word’s internal structure using letter-sound correspondences, word endings, and units such as prefixes and suffixes. The First Level introduces students to the short vowels, double consonants, digraphs, and consonant blends. The focus of the Second Level is on long vowels, vowel combinations, CVCe words, common endings, and r-controlled vowels. The Third Level continues to develop and expand the previous level with letter and vowel combinations, prefixes and suffixes, and the variant pronunciations of vowel combinations and of c and g.

The first part of a Phonics for Reading lesson involves instruction in word recognition. To begin a lesson, a word is introduced initially and either a single letter or letter combination is highlighted. Students practice the sound in isolation and then participate in a discrimination activity with the target sound and other previously learned sounds. This is followed by oral blending or segmenting of words which contain the target sound and the previously learned sounds. next, students practice reading 15 new words that contain the target sound and finish this activity by matching some of the new words to an illustration. At this point, students are taught 10-18 high frequency words which are defined as irregular words and words that contain phonic elements that have not yet been introduced. After that, students learn a specific strategy to read two syllable or multisyllable words that contain the lesson’s target sound. The next three parts of the lesson involve passage reading, spelling, and independent activities. All of these activities are directly related to the lesson’s objective and include the target sound or sounds. These activities may vary slightly depending upon whether the focus of the lesson is on letter introduction or practice.

Each level of Phonics for Reading includes one Teacher’s Guide and one Student Book. The Teacher’s Guide is clear and succinct with helpful tips on decoding strategies, sound pronunciation and three procedures for offering corrective feedback. The lesson formats are highly detailed and consistent throughout the program.

Student materials are directly aligned with each lesson’s objective. Phonics for Reading placement tests are found in the back of the Teacher’s Guide to assist in determining student placement in the appropriate level. The various placement tests consist of subtests which may also be used to monitor progress during teaching and as a posttest at the end of a level.

Florida Center for Reading Research

©Florida Center for Reading Research


FCRR Phonics for Reading Report

800 225 0248

How is Phonics for Reading aligned with Reading First?

Phonics for Reading addresses phonics, one of the important components of reading instruction cited by the Report of the National Reading Panel (2000). The program’s systematic and explicit focus on phonics attempts to help students master the print-to-speech mapping system of our alphabetic language by developing automaticity with letter-sound correspondences and with word reading. Consistent teaching routines featured throughout the program may be beneficial from two standpoints: students are able to focus uniquely on the lesson’s content and the teacher has more freedom to concentrate on student responses.

Lessons develop progressively from simpler skills to more complex skills along a continuum of word types. Once a letter has been introduced within a word, the words are first practiced in isolation, then in lists, sentences, and in a story. Students are taught a specific strategy for segmenting and blending single and multisyllable words. Word analysis activities that focus on letter-sounds and letter combinations, prefixes, suffixes and common endings are constructed in such a manner that students’ attention is drawn to the word’s internal structure in order to assist their ability to read all parts of the word. Spelling is directly linked with each lesson’s objective in order to solidly develop the sound to print connection. Activities from Phonics for Reading attempt to develop fluency with prereading skills through the program’s systematic and cumulative review of previously taught skills and repeated practice opportunities.

The emphasis in Phonics for Reading is on phonics instruction, but the program has woven aspects of the other components of reading in daily lesson throughout all levels. Phonemic awareness activities in oral blending and segmenting are found in Levels 1 and 2. In Levels 2 and 3, students practice repeated reading of decodable passages and conclude with a one minute timed reading. All words taught are placed within a meaningful context of sentences and brief passages. After passage reading, students answer literal questions about the passage and match illustrations to parts of the story to ensure understanding.

Before beginning instruction in Level 1 with Phonics for Reading, it would be important to note the program’s assumption that students must already be able to say the sounds of consonants. Although the program was conceived for the older struggling reader, the program states that it would be also appropriate for 1st and 2nd grade students who experience difficulty with phonics knowledge. In view of this consideration, the program may not provide the level of instruction needed for students in 1st and 2nd grade who have not yet developed automaticity with consonant sounds.

Professional development for Phonics for Reading is available through a free, web-based training program. Customers have the possibility to log on as frequently as they wish for this training of approximately 25 minutes. It guides the user through a lesson and offers helpful information about the program’s materials. Onsite training is also available for a fee, or, in the case of a large district implementation of the program, the training is free.

Research Support for Phonics for Reading

Phonics for Reading, developed in 1989 and revised in 2002, consists of strategies in phonics instruction consistent with findings from the Report of the National Reading Panel (2000). At the present time, no research studies have been conducted that examine the effectiveness of Phonics for Reading.

©Florida Center for Reading Research


www.CurriculumAssociates.com

Strengths & Weaknesses

Strengths of Phonics for Reading: ■ Instruction is explicit and systematic, and the materials include a detailed scope

and sequence and clear objectives. ■ Materials are teacher friendly and easy to navigate. ■ The program consists of features that may be helpful for struggling readers

such as consistent teaching routines, repeated practice, and cumulative review. ■ The decoding strategies are taught to automaticity. ■ Students learn to pronounce the individual sounds in a blend. ■ Students are given immediate corrective feedback.

Weaknesses of Phonics for Reading: ■ None were noted.

Which Florida districts have schools that implement Phonics for Reading?

Broward 754-321-2600 Leon 850-487-7147

Dade 305-995-1430 St. Johns 904-819-7502

Flagler 386-437-7526 Volusia 386-734-7190

For More Informationwww.curriculumassociates.com

References

National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, Washington, D.C.

Lead Reviewer: Michelle Wahl, M.S.

Date Posted: September, 2006

Important Note: FCRR Reports are prepared in response to requests from Florida school districts for review of specific reading programs. The reports are intended to be a source of information about programs that will help teachers, principals, and district personnel in their choice of materials that can be used by skilled teachers to provide effective instruction. Whether or not a program has been reviewed does not constitute endorsement or lack of endorsement by the FCRR. The programs for which reports are available do not constitute an “approved” or “required” list, since many potentially useful programs have not yet been reviewed. For more information about FCRR go to: www.fcrr.org

©Florida Center for Reading Research 227 N. Bronough St., Suite 7250 ■ Tallahassee, FL 32301

http://www.fcrr.org ■ 850-644-9352


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