Say-it, Spell-it, Say-it
Say-it, Spell-it, Say-it
heard
walking
young
hold
Card #3 – Irregular Words
|heard |walking |young |hold |
|front |gold |enough |friend |
|told |woman |believe |learning |
|sidewalk |behind |busy |half |
Card #5 – Phoneme Blending
Card #7 – Sound/Spelling Review
|ar |or |ee |sh |
|or |ou |ay |ar |
|ar |or |ea |wh |
|ch |ow |ore |th |
Card #10 – Word Reading: Spelling Focused
|Bart |sort |feet |short |
|store |forms |tray |cart |
|smart |horn |feel |March |
Card #10 – Word Reading: Spelling Focused
|garden |market |pardon |doctor |
|morning |cleaning |meeting |opened |
|playing |weedy |before |department |
Card #17 – Specific Word Instruction
commands
officer
safety
announced
auditorium
bulletin
swivel
snoring
Card #5 – Phoneme Blending
Card #10 – Word Reading: Spelling Focused
|smart |card |farm |chart |
Card #10 – Word Reading: Spelling Focused
|market |harvest |barnyard | |
|department |large |spark | |
|partner |harder |sharpen | |
|march |dark |scar | |
|artist |target | | |
Card #10 – Word Reading: Spelling Focused
|torn |more |north | |
|porch |store |snore | |
|orbit |shortest |ignore | |
|tornado |storm |horse | |
|chores |forget |important | |
Card #15 – Explain & Model: Phonics/Decoding
Parkdale (p. 1)
Card #14 – Phonics Library: A Park for Parkdale
Card #10 – Word Reading: Spelling Focused
|card |torn |now |shell |
|form |shout |tray |mark |
|part |stand |speech |went |
Card #10 – Word Reading: Spelling Focused
|safety |never |swivel |banner |
|department |speeches |along |standing |
|sitting |number |starting |checking |
Partner Reading - Phonics Library: A Park for Parkdale
Say-it, Spell-it, Say-it
listen
was
above
live
Card #3 – Irregular Words
|listen |was |above |live |
|heard |walking |young |hold |
|front |gold |enough |friend |
|told |woman |believe |learning |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|ar |or |ee |sh |
|or |ou |ay |ar |
|ar |or |ea |wh |
|o_e |ow |ay |a_e |
Card #10 – Word Reading: Spelling Focused
|hark |house |needs |shore |
|speech |chop |feed |think |
|name |weed |stay |stood |
Card #10 – Word Reading: Spelling Focused
|snoring |started |stormy |station |
|fiction |section |about |chases |
|helpful |missing |outside |starting |
Card #16 – Explain & Model
discovered (p. 29)
attention (p. 27)
Card #17 – Specific Word Instruction
commands
officer
safety
announced
auditorium
bulletin
swivel
snoring
Card #17 – Word Learning Strategy
accident
attention
audience
commands
officer
safety
Card #15 – Strategy Instruction
Card #15 – Explain & Model: Monitor/Clarify
Card #15 – Guided Practice: Phonics/Decoding
named (p. 24)
announced (p. 25)
tied (p. 26)
checked (p. 27)
Card #15 – Guided Practice: Monitor/Clarify
Card #15 – Guided Practice: Phonics/Decoding
speech (p. 35)
children (p. 36)
please (p. 35)
Card #3 – Single Syllable Words
|Bart |sort |feet |short |
|store |farms |tray |cart |
|smart |horn |feel |March |
Card #3 – Multisyllabic Words
|garden |market |pardon |doctor |
|morning |cleaning |meeting |opened |
|playing |weedy |before |department |
Partner Reading
Phonics Library: A Park for Parkdale
Anthology: Officer Buckle and Gloria
I Love Reading Books #34, 36-39
Say-it, Spell-it, Say-it
walk
through
because
watch
Card #3 – Irregular Words
|walk |through |because |watch |
|listen |was |above |live |
|heard |walking |young |hold |
|front |gold |enough |friend |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|ar |or |ee |a_e |
|or |ou |ay |ar |
|ar |or |ea |aw |
|ay |ow |ck |tch |
Card #10 – Word Reading: Spelling Focused
|park |born |beef |short |
|port |pout |clay |cart |
|trash |start |tale |went |
Card #10 – Word Reading: Spelling Focused
|letters |station |drawing |shocking |
|paper |kissing |buckle |safety |
|crowded |buddy |sticking |enjoys |
Card #16 – Guided Practice: Phonics/Decoding
applauded (p. 40)
screamed (p. 46)
Card #17 – Specific Word Instruction
commands
officer
safety
announced
auditorium
bulletin
swivel
snoring
Card #15 – Strategy Instruction
Card #15 – Guided Practice: Monitor/Clarify
Card #3 – Single Syllable Words
|hark |house |needs |shore |
|speech |chop |feed |think |
|name |weed |stay |stood |
Card #3 – Multisyllabic Words
|snoring |started |stormy |station |
|fiction |section |about |chases |
|helpful |missing |outside |starting |
Partner Reading
Phonics Library: A Park for Parkdale
Anthology: Officer Buckle and Gloria (Segment 2)
Say-it, Spell-it, Say-it
working
together
talking
mothers
Card #3 – Irregular Words
|working |together |talking |mothers |
|walk |through |because |watch |
|listen |was |above |live |
|heard |walking |young |hold |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|or |ore |ar |dge |
|ee |sh |ore |or |
|wh |ch |or |ore |
|ng |ai |ay |ee |
Card #10 – Word Reading: Spelling Focused
|corn |store |part |torn |
|feet |shell |ore |storm |
|Hank |food |chomp |plant |
Card #10 – Word Reading: Spelling Focused
|between |feeding |panda |drinking |
|visiting |quietly |tunnels |story |
|hatching |inside |eating |fungus |
Card #17 – Specific Word Instruction
hardly
nearby
fungus
crowded
Card #10 – Word Reading: Spelling Focused
|station |attention | | |
|capture | | | |
Card #15 – Guided Practice: Phonics/Decoding
mixture (p. 10)
Card #14 – Phonics Library: Arthur’s Book
Card #3 – Single Syllable Words
|park |born |beet |short |
|port |pout |clay |cart |
|trash |start |tale |went |
Card #3 – Multisyllabic Words
|letters |station |drawing |shocking |
|paper |kissing |buckle |safety |
|crowded |buddy |sticking |enjoys |
Partner Reading
Phonics Library: Arthur’s Book
Anthology: Officer Buckle and Gloria
Say-it, Spell-it, Say-it
one
told
another
sometimes
Card #3 – Irregular Words
|one |told |another |sometimes |
|working |together |talking |mothers |
|walk |through |because |watch |
|listen |was |above |live |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|or |ore |ar |dge |
|ew |sh |ore |or |
|tch |ch |or |ore |
|ee |ai |igh |ng |
Card #10 – Word Reading: Spelling Focused
|porch |chore |mark |storm |
|feed |shells |pore |form |
|bridge |jump |new |tree |
Card #10 – Word Reading: Spelling Focused
|shortcut |between |branches |across |
|around |going |rubbing |little |
|sunshades |marching |yellow |central |
Card #17 – Specific Word Instruction
fastening
thread
munching
Syllabication Handout #7
Card #3 – Single Syllable Words
|corn |store |part |torn |
|feet |shell |ore |storm |
|Hank |food |chomp |plant |
Card #3 – Multisyllabic Words
|between |feeding |panda |drinking |
|visiting |quietly |tunnels |story |
|hatching |inside |eating |fungus |
Partner Reading
Phonics Library: Arthur’s Book
Anthology: Officer Buckle and Gloria
Say-it, Spell-it, Say-it
weigh
watches
water
what
Card #3 – Irregular Words
|weigh |watches |water |what |
|one |told |another |sometimes |
|working |together |talking |mothers |
|walk |through |because |watch |
Card #5 – Phoneme Blending
Card #7 – Sound/Spelling Review
|or |ore |ar |qu |
|ea |sh |ore |or |
|wh |tch |or |ore |
|ew |oaw |a_e |ee |
Card #10 – Word Reading: Spelling Focused
|cord |tore |smart |fork |
|seed |mash |fore |dorm |
|queen |team |stick |paste |
Card #10 – Word Reading: Spelling Focused
|sawdust |chewing |turning |hatching |
|cutter |faster |going |sticky |
|farmer |inside |insects |eaters |
Card #17 – Specific Word Instruction
hardly
nearby
fungus
crowded
fastening
thread
munching
Card #10 – Word Reading: Spelling Focused
|dump |sent |pink |band |
Card #10 – Word Reading: Spelling Focused
|dampen |dumpling |moment |longest |
|handshake | | | |
Card #10 – Word Reading: Spelling Focused
stamp
spend
strong
thankful
absent
Card #15 – Explain & Model: Phonics/Decoding
Hank’s Panda
Card #14 – Phonics Library: Hank’s Panda
Card #3 – Single Syllable Words
|porch |chore |mark |storm |
|feed |shells |pore |form |
|bridge |jump |new |tree |
Card #3 – Multisyllabic Words
|shortcut |between |branches |across |
|around |going |rubbing |little |
|sunshades |marching |yellow |central |
Partner Reading – Phonics Library: Hank’s Panda
Say-it, Spell-it, Say-it
young
live
group
build
Card #3 – Irregular Words
|young |live |group |build |
|weigh |watches |water |what |
|one |told |another |sometimes |
|working |together |talking |mothers |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|or |ore |ar |ng |
|ee |ck |ore |or |
|wh |ci |or |ore |
|ce |a_e |ai |dge |
Card #10 – Word Reading: Spelling Focused
|corn |store |lark |form |
|beet |sharp |storm |play |
|long |strong |takes |help |
Card #10 – Word Reading: Spelling Focused
|thanking |marching |little |stopping |
|going |raining |hardly |feeding |
|singing |garden |under |picking |
Card #16
Explain & Model: munching (p. 78)
Guided Practice: experts (p. 80)
Card #17 – Specific Word Instruction
hardly
nearby
fungus
crowded
fastening
thread
munching
Card #17 – Word Learning Strategies
antennae
colonies
larvae
cocoons
fungus
tunnels
Card #15 – Strategy Instruction
Card #15 – Explain & Model: Question
Card #15 – Guided Practice: Question
Card #15 – Guided Practice: Phonics/Decoding
crowded (p. 64)
ground (p. 64)
Card #3 – Single Syllable Words
|cord |tore |smart |fork |
|seed |mash |fore |dorm |
|queen |team |stick |paste |
Card #3 – Multisyllabic Words
|sawdust |chewing |turning |hatching |
|cutter |faster |going |sticky |
|farmer |inside |insects |eaters |
Partner Reading
Phonics Library: Hank’s Panda
Anthology: Ants (Segment 1)
Say-it, Spell-it, Say-it
some
picture
kinds
pieces
Card #3 – Irregular Words
|some |picture |kinds |pieces |
|young |live |group |build |
|weigh |watches |water |what |
|hold |walk |another |sometimes |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|or |ore |ar |ea |
|ea |sh |ore |or |
|wh |ch |or |ore |
|ng |th |ay |ee |
Card #10 – Word Reading: Spelling Focused
|born |smart |farm |start |
|peel |chores |cord |larks |
|hear |each |day |leaf |
Card #10 – Word Reading: Spelling Focused
|making |leader |thinking |never |
|closing |perching |grasses |swooping |
|perfect |needed |thinking |smarter |
Card #16 – Guided Practice
experts (p. 80)
caterpillar (p. 81)
Card #17 – Specific Word Instruction
hardly
nearby
fungus
crowded
fastening
thread
munching
Card #15 – Strategy Instruction
Card #15 – Guided Practice: Question
Card #15 – Guided Practice: Phonics/Decoding
eat (p. 77)
teams (p. 74)
leaves (p. 74)
thread (p. 74)
plants (p. 78)
insects (p. 78)
houses (p. 78)
colonies (p. 78)
Card #3 – Single Syllable Words
|corn |store |lark |form |
|beet |sharp |storm |play |
|long |strong |takes |help |
Card #3 – Multisyllabic Words
|thanking |marching |little |stopping |
|going |raining |hardly |feeding |
|singing |garden |under |picking |
Partner Reading
Phonics Library: Hank’s Panda
Anthology: Ants (Segments 1 & 2)
Say-it, Spell-it, Say-it
worms
comes
work
very
Card #3 – Irregular Words
|worms |comes |work |very |
|some |picture |kinds |pieces |
|young |live |group |build |
|weigh |watches |water |what |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|oa |ow |or |ore |
|ou |sh |oa |ow |
|oa |ow |ck |wh |
|ng |ea |oa |tch |
Card #10 – Word Reading: Spelling Focused
|oak |bowl |born |tore |
|seed |shout |croak |crow |
|clean |picked |goal |sank |
Card #10 – Word Reading: Spelling Focused
|floating |rowboat |bellow |fellow |
|about |dropping |picnic |problem |
|speaking |thinking |goalposts |yelling |
Card #17 – Specific Word Instruction
accept
begged
swift
Card #10 – Word Reading: Spelling Focused
shark
thorn
store
morning
harmful
artist
orange
Card #15 – Guided Practice: Phonics/Decoding
chores (p. 25)
hardly (p. 25)
Card #3 – Single Syllable Words
|born |smart |farm |start |
|peel |chores |cord |larks |
|hear |each |day |leaf |
Card #3 – Multisyllabic Words
|making |leader |thinking |never |
|closing |perching |grasses |swooping |
|perfect |needed |thinking |smarter |
Partner Reading
Phonics Library: Marta’s Larks
Anthology: Ant
Say-it, Spell-it, Say-it
busy
teamwork
finding
pull
Card #3 – Irregular Words
|busy |teamwork |finding |pull |
|worms |comes |work |very |
|some |picture |kinds |pieces |
|young |live |group |build |
Card #5 – Phoneme Blending
Card #7 – Sound/Spelling Cards
|oa |ow |or |ore |
|ee |sh |oa |ow |
|oa |ow |a_e |wh |
|th |ea |o_e |ch |
Card #10 – Word Reading: Spelling Focused
|toad |show |port |fore |
|born |short |throw |oath |
|clean |spoke |tale |yelled |
Card #10 – Word Reading: Spelling Focused
|flying |better |reply |leader |
|between |hardly |accept |bigger |
|began |playing |runners |clearing |
Card #17 – Specific Word Instruction
goal
advantage
guarded
Card #3 – Single Syllable Words
|oak |bowl |born |tore |
|seed |shout |croak |crow |
|clean |picked |goal |sank |
Card #3 – Multisyllabic Words
|floating |rowboat |bellow |fellow |
|about |dropping |picnic |problem |
|speaking |thinking |goalposts |yelling |
Partner Reading
Phonics Library: Marta’s Larks
Anthology: Ant
Say-it, Spell-it, Say-it
watching
friends
into
someone
Card #3 – Irregular Words
|watching |friends |into |someone |
|busy |teamwork |finding |pull |
|warms |comes |work |very |
|some |picture |kinds |pieces |
Card #5 – Phoneme Blending
Card #7 – Sound/Spelling Review
|oa |ow |or |ore |
|ew |sh |oa |ow |
|oa |ow |tch |wh |
|ai |ea |dge |ew |
Card #10 – Word Reading: Spelling Focused
|goal |shin |crow |foal |
|flew |show |grew |try |
|soon |clear |air |reach |
Card #10 – Word Reading: Spelling Focused
|amaze |become |stumble |suddenly |
|about |darted |across |gardens |
|winter |turtle |decide |argument |
Card #17 – Specific Word Instruction
accept
begged
swift
goal
advantage
guarded
Card #10 – Word Reading: Spelling Focused
|rowboat |oatmeal |grownup | |
|pillow |floating |rainbow | |
|shadow |toad |hollow | |
|slower |crow |floats | |
|bowl |yellow |roadside | |
The picture shows an oak tree in the snow.
Card #15 – Explain & Model: Phonics/Decoding
Crow (p. 33)
Card #14 – Phonics Library: Crow’s Plan
Card #3 – Single Syllable Words
|toad |show |part |fore |
|born |short |throw |oath |
|clean |spoke |tale |yelled |
Card #3 – Multisyllabic Words
|flying |better |replied |leader |
|between |little |accept |bigger |
|began |playing |runners |clearing |
Partner Reading – Phonics Library: Crow’s Plan
Say-it, Spell-it, Say-it
something
great
world
two
Card #3 – Irregular Words
|something |great |world |two |
|watching |friends |into |someone |
|busy |teamwork |finding |pull |
|worms |comes |work |very |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|oa |ow |or |ore |
|qu |sh |oa |ow |
|oa |ow |tch |wh |
|ee |ar |ur |th |
Card #10 – Word Reading: Spelling Focused
|oats |flow |pore |corn |
|teeth |ships |boat |low |
|bats |since |glow |dark |
Card #10 – Word Reading: Spelling Focused
|litter |furry |study |fossils |
|paper |critters |places |backyard |
|dinner |follow |equal |perfect |
Card #16 –
Explain & Model: runners (p. 100)
Guided Practice: swifter (p. 100)
Card #17 – Specific Word Instruction
accept
begged
swift
goal
advantage
guarded
Card #17 – Word Learning Strategy Instruction
accept
advantage
argument
penalty
quarrel
Card #15 – Explain & Model: Summarize
Card #15 – Guided Practice: Phonics/Decoding
argument (p. 92)
forth (p. 93)
birds (p. 92)
first (p. 94)
formed (p. 96)
hard (p. 100)
that (p. 93)
other (p. 95)
teeth (p. 95)
Card #15 – Guided Practice: Summarize
Card #3 – Single Syllable Words
|goal |shin |crow |foal |
|flew |show |grew |try |
|soon |clear |air |reach |
Card #3 – Multisyllabic Words
|amaze |became |stumble |suddenly |
|about |darted |across |gardens |
|winter |turtle |decide |argument |
Partner Reading
Phonics Library: Crow’s Plan
Anthology: The Great Ball Game
I Love Reading Books #45-46
Say-it, Spell-it, Say-it
goalpost
toward
once
behind
Card #3 – Irregular Words
|goalpost |toward |once |behind |
|something |great |world |two |
|watching |friends |into |someone |
|busy |teamwork |finding |pull |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|oa |ow |or |ore |
|ir |sh |oa |ow |
|oa |ow |dge |wh |
|ee |ar |ur |th |
Card #10 – Word Reading: Spelling Focused
|oak |own |form |core |
|leek |shirt |load |snow |
|skunk |stinks |first |trip |
Card #10 – Word Reading: Spelling Focused
|dentist |cleaning |checking |afraid |
|waiting |behind |yanking |slumping |
|blinking |open |counted |thinking |
Card #16 – Guided Practice
swifter (p. 100)
stumbled (p. 103)
Card #17 – Specific Word Instruction
accept
begged
swift
goal
advantage
guarded
Card # 15 – Guided Practice: Phonics/Decoding
clear (p. 101)
Crane (p. 100)
flew (p. 100)
stop
Card #15 – Guided Practice: Summarize
Card #3 – Single Syllable Words
|oats |flow |pore |corn |
|teeth |ships |boat |low |
|bats |since |glow |dark |
Card #3 – Multisyllabic Words
|litter |furry |study |fossils |
|paper |critters |places |backyard |
|dinner |follow |equal |perfect |
Partner Reading
Phonics Library: Crow’s Plan
Anthology: The Great Ball Game
Say-it, Spell-it, Say-it
most
someday
bushes
promise
Card #3 –Irregular Words
|most |someday |bushes |promise |
|goalpost |toward |once |behind |
|something |great |world |two |
|watching |friends |into |someone |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|ar |er |oa |ow |
|er |ar |ay |ea |
|ar |er |ou |wh |
|tch |i_e |ee |ai |
Card #10 – Word Reading: Spelling Focused
|march |perch |oat |bow |
|fern |farm |play |steal |
|mouth |teeth |wide |blink |
Card #10 – Word Reading: Spelling Focused
|biggest |surprise |hatches |baby |
|dinosaur |agree |keeping |became |
|staying |crowded |problems |housebroken |
Card #17 – Specific Word Instruction
rumbling
resign
swamp
Card #10 – Word Reading: Spelling Focused
yanked (p. 43)
Card #14 – Phonics Library: Brent Skunk Stinks
Card #3 – Single Syllable Words
|oak |own |form |core |
|leek |shirt |load |snow |
|skunk |stinks |first |trip |
Card #3 – Multisyllabic Words
|dentist |cleaning |checking |afraid |
|waiting |behind |yanking |slumping |
|blinking |open |counted |thinking |
Partner Reading – Anthology: The Great Game (Segments 1 & 2)
Say-it, Spell-it, Say-it
both
walked
war
young
Card #3 – Irregular Words
|both |walked |war |young |
|most |someday |bushes |promise |
|goalpost |toward |once |friend |
|something |great |world |two |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|ar |er |oa |ow |
|er |ar |ay |ea |
|ar |er |ore |wh |
|ou |a_e |ch |ai |
Card #10 – Word Reading: Spelling Focused
|arch |perch |play |seat |
|fern |cart |tray |each |
|grow |cave |house |crowd |
Card #10 – Word Reading: Spelling Focused
|sneezing |disaster |getting |stepping |
|cooking |cockroach |giant |morning |
|slowly |missing |drawing |over |
Syllabication Handout #8
Card #17 – Specific Word Instruction
tumbled
bouncing
heading
Card #3 – Single Syllable Words
|march |perch |oat |bow |
|fern |farm |play |steal |
|mouth |teeth |wide |blink |
Card #3 – Multisyllabic Words
|biggest |surprise |hatches |baby |
|dinosaur |agree |keeping |became |
|staying |crowded |problems |housebroken |
Partner Reading
Phonics Library: Crow’s Plan; Brent Skunk Sings
Anthology: The Great Ball Game (Segments 1 & 2); Bat Attitude
Say-it, Spell-it, Say-it
into
everyone
guess
could
Card #3 – Irregular Words
|into |everyone |guess |could |
|both |walked |war |young |
|most |someday |bushes |promise |
|goalpost |toward |once |behind |
Card #6 – Phoneme Blending
Card #7 – Sound/Spelling Review
|ar |er |oa |ch |
|er |ar |ay |ea |
|ore |wh |ar |er |
|ou |a_e |ge |ee |
Card #10 – Word Reading: Spelling Focused
|art |perm |loaf |mow |
|germ |harp |part |seat |
|cheeks |sobbed |found |place |
Card #10 – Word Reading: Spelling Focused
|started |began |rumble |rushing |
|opening |tumbled |bouncing |going |
|leader |reaching |flaming |river |
Card #16
Explain & Model: pencils (p. 372)
Guided Practice: peaceful (p. 123)
Card #17 – Specific Word Instruction
rumbling
resign
swamp
tumbled
bounced
stumble
Card #17 – Word Learning Strategy
disaster
earthquake
erupting
lava
pitch
volcano
Card #15 – Strategy Instruction
Card #15 – Explain & Model: Question
Card #15 – Guided Practice: Question
Card #3 – Single Syllable Words
|arch |perch |play |seat |
|fern |cart |tray |each |
|grow |cave |house |crowd |
Card #3 – Multisyllabic Words
|sneezing |disaster |getting |stepping |
|cooking |cockroach |giant |morning |
|slowly |missing |drawing |over |
Partner Reading – Anthology: Little Grunt and the Big Egg
Say-it, Spell-it, Say-it
sure
others
believe
talk
Card #3 – Irregular Words
|sure |others |believe |talk |
|into |everyone |guess |could |
|both |walked |war |young |
|most |someday |bushes |promise |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|ar |er |oa |sh |
|er |ar |ay |ea |
|ar |er |ore |wh |
|ch |igh |ea |ai |
Card #10 – Word Reading: Spelling Focused
|shark |snow |fern |load |
|smart |sharp |yard |fern |
|room |years |laid |skin |
Card #10 – Word Reading: Spelling Focused
|mighty |roaming |swallow |remains |
|beneath |knobby |different |hunting |
|eaters |larger |eating |gathered |
Card #16 – Guided Practice
largest (p. 128)
amounts (p. 129)
Card #17 – Specific Word Instruction
rumbling
resign
swamp
tumbled
bounced
stumble
Card #17 – Word Learning Strategy Instruction
fossils
packs
prey
remains
reptiles
Card #15 – Explain & Model: Question
Card #10 – Word Reading: Spelling Focused
|trunk |jumper |landing | |
|strong |spent |horn | |
|before | | | |
Card #3 – Single Syllable Words
|art |perm |loaf |mow |
|germ |harp |part |seal |
|cheeks |sobbed |found |place |
Card #3 – Multisyllabic Words
|started |began |rumble |rushing |
|opening |tumbled |bouncing |going |
|leader |reaching |flaming |river |
Partner Reading – Anthology: Mighty Dinosaurs
Say-it, Spell-it, Say-it
terrible
tallest
surely
gone
Card #3 – Irregular Words
|terrible |tallest |surely |gone |
|sure |others |believe |talk |
|into |everyone |guess |could |
|both |walked |war |young |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|ar |er |ee |oa |
|er |ar |ea |ou |
|ar |er |ore |ay |
|ge |i_e |ew |ai |
Card #10 – Word Reading: Spelling Focused
|perm |charm |storm |parks |
|fish |small |art |perk |
|three |times |large |meat |
Card #10 – Word Reading: Spelling Focused
|hunters |needed |turning |broken |
|inside |eaters |wishes |boxes |
|market |department |started |talent |
Card #17 – Specific Word Recognition
rumbling
resign
swamp
tumbled
bounced
stumble
Card #15 – Strategy Instruction
Card #3 – Single Syllable Words
|shark |snow |fern |load |
|smart |sharp |yard |tern |
|roam |years |laid |skin |
Card #3 – Multisyllabic Words
|mighty |roaming |swallow |remains |
|beneath |knobby |different |hunting |
|eaters |larger |eating |gathered |
Partner Reading
Anthology: Mighty Dinosaurs; Little Grunt and the Big Egg
Say-it, Spell-it, Say-it
field
half
come
together
Card #3 – Irregular Words
|field |half |come |together |
|terrible |tallest |surely |gone |
|sure |others |believe |talk |
|into |everyone |guess |could |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|ee |ea |ar |ore |
|ai |ay |ng |sh |
|wr |ar |ea |ee |
|ch |tch |ee |ea |
Card #8 – Sound-by-Sound Blending
|street |clean |cart |tore |
|sail |fray |chop |bash |
|start |wrong |write |stumped |
Card #10 – Word Reading: Spelling Focused
|little |notebook |sandbar |monster |
|closer |sunken |groaning |loudly |
|before |forest |person |happened |
Card #17 – Specific Word Instruction
dream
achieve
especially
Card #10 – Word Reading: Spelling Focused
|flowed |window |below | |
|crow |mower |toad | |
|croaked |moaned |oak | |
Card #3 – Irregular Words
tomorrow
Card #3 – Single Syllable Words
|perm |charm |storm |parks |
|fish |snail |art |perk |
|three |times |large |meat |
Card #3 – Multisyllabic Words
|hunters |needed |turning |broken |
|inside |eaters |wishes |boxes |
|market |department |started |talent |
Partner Reading
Anthology: Mighty Dinosaurs; Little Grunt and the Big Egg
Say-it, Spell-it, Say-it
everyone
today
would
special
Card #3 – Irregular Words
|everyone |today |would |special |
|field |half |come |together |
|terrible |tallest |surely |gone |
|sure |others |believe |could |
Card #6 – Phoneme Blending
Card #7 – Sound/Spelling Review
|ee |ea |ar |are |
|ai |ay |ng |sh |
|ou |ar |ea |ee |
|ch |tch |ee |ea |
Card #10 – Word Reading: Spelling Focused
|part |perch |coast |bow |
|team |shout |tray |sweet |
|reach |stars |store |facts |
Card #10 – Word Reading: Spelling Focused
|shuttle |about |return |history |
|travel |speaking |study |subject |
|playing |limit |several |decide |
Card #17 – Specific Word Instruction
program
remained
permission
determined
Card #10 – Word Reading: Spelling Focused
|market |think |rainbow | |
|faxes |can |grand | |
|coach |snakes |more | |
|splint |ladies |clamp | |
|ring |glowing |pretend | |
|patches |forgotten |chores | |
|toaster | | | |
Card #3 – Single Syllable Words
|street |clean |cart |tore |
|sail |fray |chop |bash |
|start |wrong |write |stumped |
Card #3 – Multisyllabic Words
|little |notebook |sandbar |monster |
|closer |sunken |groaning |loudly |
|before |forest |person |happened |
Partner Reading
Anthology: Little Grunt and the Big Egg; Mighty Dinosaurs
Say-it, Spell-it, Say-it
people
watch
ocean
today
Card #3 – Irregular Words
|people |watch |ocean |today |
|everyone |today |would |special |
|field |half |come |together |
|terrible |tallest |surely |gone |
Card #6 – Phoneme Blending
Card #7 – Sound/Spelling Review
|ee |ea |ar |ore |
|ai |ay |ng |ce |
|ur |ar |ea |ee |
|ch |tch |wh |ou |
Card #10 – Word Reading: Spelling Focused
|stream |sharp |owl |mouth |
|starch |churn |when |team |
|years |space |catch |proud |
Card #10 – Word Reading: Spelling-Focused
|program |airplane |body |robot |
|female |limit |remained |important |
|elected |became |president |later |
Card #16
Explain & Model: makers (p. 146)
Guided Practice: champions (p. 151)
Card #17 – Specific Word Instruction
program
remained
permission
determined
dream
achieve
especially
Card #15 – Strategy Instruction
Card #10 - Word Reading: Spelling Focused
|bird |first |herd |hurt |
Card #10 – Word Reading: Spelling Focused
|order |return |birthday | |
|after |forests |hardly | |
|doctors |third |church | |
|member |starting | | |
Card #10 – Word Reading: Spelling Focused
|picture |nation | | |
What will happen in future space travel?
Conservation means taking care of our land, water, and air.
Teddy Roosevelt wanted people to be careful about nature.
Wilma was the youngest member of the 1956 Olympic track team.
Wilma nearly dropped the baton in the relay race.
Card #15 – Explain & Model
talent (p. 50)
Card #14 – Phonics Library: Hank’s Panda
Card #3 – Single Syllable Words
|part |perch |coast |bow |
|team |shout |tray |sweet |
|reach |stars |store |facts |
Card #3 – Multisyllabic Words
|shuttle |about |return |history |
|travel |speaking |study |subject |
|playing |limit |several |decide |
Partner Reading – Phonics Library: Where Do I Start?
Say-it, Spell-it, Say-it
talked
told
listen
doing
Card #3 – Irregular Words
|talked |told |listen |doing |
|people |watch |ocean |today |
|everyone |today |would |special |
|field |half |come |together |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|ee |ea |ar |ore |
|ai |ay |ou |ow |
|ur |ar |ea |ee |
|ch |tch |o_e |ou |
Card #10 – Word Reading: Spelling Focused
|seats |tart |steam |brown |
|down |tarp |out |pounce |
|years |graze |parks |bones |
Card #10 – Word Reading: Spelling Focused
|gallop |interesting |never |teddy |
|rushing |nearly |birthday |shorter |
|member |medal |relay |illness |
Card #16 – Guided Practice
relay (p. 150)
fastest (p. 151)
Card #17 – Specific Word Instruction
program
remained
permission
determined
achieve
especially
Card #15 – Strategy Instruction
Card #17 – Word Learning Strategy Instruction
biography
champions
event
fact
information
president
Card #15 – Strategy Instruction
Card #15 – Explain & Model: Evaluate
Card #3 – Single Syllable Words
|stream |sharp |owl |mouth |
|starch |churn |when |team |
|years |space |catch |proud |
Card #3 – Multisyllabic Words
|program |airplane |body |robot |
|female |limit |remained |important |
|elected |became |president |later |
Partner Reading
Anthology: Biographies (Segment 1)
Phonics Library: Where Do I Start?
Say-it, Spell-it, Say-it
wanted
become
whatever
yourself
Card #3 – Irregular Words
|wanted |become |whatever |yourself |
|talked |told |listen |doing |
|people |watch |ocean |today |
|everyone |today |would |special |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|ee |ea |ai |oy |
|er |ore |ou |ow |
|ur |ar |ea |ee |
|ch |oi |a_e |wh |
Card #10 – Word Reading: Spelling Focused
|park |star |more |whole |
|chin |perch |germ |fall |
|race |toy |brace |just |
Card #10 – Word Reading: Spelling Focused
|meter |second |final |runner |
|finish |teammate |handed |nearly |
|dropping |fastest |retired |started |
Card #16 – Guided Practice
runner (p. 151)
athletes (p. 151)
Card #17 – Specific Word Instruction
program
remained
permission
determined
dream
achieve
especially
Card #15 – Strategy Instruction
Card #15 – Guided Practice: Phonics/Decoding
important (p. 143)
Rushmore (p. 144)
Card #15 – Guided Practice: Evaluate
Card #3 – Single Syllable Words
|seats |tart |steam |brown |
|down |tarp |out |pounce |
|years |graze |parks |bones |
Card #3 – Multisyllabic Words
|gallop |interesting |never |teddy |
|nearly |rushing |birthday |shorter |
|member |medal |relay |illness |
Partner Reading – Anthology: Biographies
Say-it, Spell-it, Say-it
does
friends
beautiful
very
Card #3 – Irregular Words
|does |friends |beautiful |very |
|wanted |become |whatever |yourself |
|talked |told |listen |doing |
|people |watch |ocean |today |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|er |aw |oa |ow |
|ea |ou |er |ow |
|aw |er |ch |sh |
|tch |ck |o_e |or |
Card #8 – Sound-by-Sound Blending
|perch |shawl |boat |show |
|low |paw |patch |fern |
|catch |clean |close |crash |
Card #10 – Word Reading: Spelling Focused
|after |better |butter |dinner |
|sister |summer |never |needed |
|bedroom |swimming |expect |outside |
Card #17 – Specific Word Instruction
cuddle
trouble
distract
Card #3 – Single Syllable Words
|park |star |more |whale |
|chin |perch |germ |fail |
|race |toy |brace |just |
Card #3 – Multisyllabic Words
|meter |second |final |runner |
|finish |teammate |handed |nearly |
|dropping |fastest |retired |started |
Partner Reading
Anthology: Barrio; Biographies
Say-it, Spell-it, Say-it
front
bold
enough
friendly
Card #3 – Irregular Words
|front |bold |enough |friendly |
|does |friends |beautiful |very |
|wanted |become |whatever |yourself |
|talked |told |listen |doing |
Card #5 – Phoneme Blending
Card #7 – Sound/Spelling Review
|er |aw |oa |ow |
|ar |ou |er |aw |
|aw |er |ch |sh |
|tch |ck |ore |or |
Card #10 – Word Reading: Spelling Focused
|fern |start |corn |mow |
|match |lack |tore |born |
|pest |twin |blow |bowl |
Card #10 – Word Reading: Spelling Focused
|growing |snowy |loading |slowly |
|crying |gardens |forget |hardly |
|sitting |picking |starting |streamers |
Card #17 – Specific Word Instruction
share
supposed
enemies
Card #3 – Single Syllable Words
|perch |shawl |boat |show |
|low |paw |patch |fern |
|catch |clean |close |crash |
Card #3 – Multisyllabic Words
|after |better |butter |dinner |
|sister |summer |never |needed |
|bedroom |swimming |expect |outside |
Partner Reading – Anthology: Biographie
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