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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