Say-it, Spell-it, Say-it
Say-it, Spell-it, Say-it
thought
front
someone
indoor
Card #3 – Irregular Words
|thought |front |someone |indoor |
|front |indoor |thought |someone |
Card #5 – Phoneme Blending
Card #7 – Sound/Spelling Review
|I |a |I |a |
Card #10 – Word Reading: Spelling Focused:
|hand |will |sad |sat |
|pack |pad |trim |trip |
|glee |wet |play |drove |
Card #10 – Word Reading: Spelling Focused
|sadly |started |outside |basket |
|until |shopper |parking |shopping |
|basic |balance |dragon |picnic |
Card #17 – Specific Word Instruction
balanced
dairy
diet
Card #5 – Phoneme Blending
Card #10 – Word Reading – Spelling Focused
flat
trip
crab
glad
slim
slip
trip
slip
Card #10 – Word Reading: Spelling Focused
fabric
bandit
canvas
handing
sniffing
panted
plastic
rabbit
landed
The kitten hid by the lamp stand.
Card #16 – Explain & Model: sadly (p. 1)
Card #12 – Phonics Library: Len and Linda’s Picnic
Partner Reading - Phonics Library: Len and Linda’s Picnic
Say-it, Spell-it, Say-it
doughnuts
bought
gone
very
Card #3 – Irregular Words
|doughnuts |bought |gone |very |
|someone |indoor |thought |bought |
|doughnuts |front |very |gone |
Card #5 – Phoneme Blending
Card # 7 – Sound/Spelling Review
|a |I |a |I |
Card #10 – Word Reading: Spelling Focused
|twins |back |bad |fast |
|patch |Jill |snap |split |
|pork |drive |meat |rest |
Card #10 – Word Reading: Spelling Focused
|shopping |hungry |kitchen |diet |
|baby |faster |layer |began |
|layers |babies |vegetable |cupboard |
Card #16 –
Explain & Model: shopping (p. 19)
Guided Practice: parking (p. 22)
Card #17 – Specific Word Instruction
balanced
dairy
diet
Card #17 – Word Learning Strategy Instruction
hungry
balanced
dairy
diet
shopper
shopping
vegetable
Card #15 – Strategy Instruction
Card #15 – Explain & Model: Summarize
Card #15 – Guided Practice: Phonics/Decoding
food groups
Card #16 – Guided Practice: Phonics/Decoding
dragon
Card #15 – Guided Practice: Summarize
Card #3 –Single-Syllable Words
|play |pack |sad |trip |
|will |pad |drove |sat |
|glee |wet |hand |trim |
Card #3 – Multisyllabic Words
|dragon |picnic |outside |basic |
|started |shopper |parking |catsup |
|basket |balance |sadly |until |
Partner Reading
Phonics Library: Len and Linda’s Picnic
Anthology: Dragon Gets By- Segment 1
I Love Reading Books #1-3
Say-it, Spell-it, Say-it
push
said
there
bread
Card #3 – Irregular Words
|push |said |there |bread |
|thought |doughnuts |very |indoor |
|gone |front |bought |someone |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|a |I |I |a |
Card #10 – Word Reading: Spelling Focused
|scratch |chin |will |his |
|pack |pal |list |sad |
|game |found |rain |food |
Card #10 – Word Reading: Spelling Focused
|added |over |cookie |secure |
|roly |poly |downhill |feeling |
|eating |better |handed |surface |
Card 16- Guided Practice
faster (p. 30)
printing (p. 35)
Card #17 – Specific Word Instruction
balanced
dairy
diet
Card #15 – Strategy Instruction
Card #15 – Guided Practice: Summarize
Card #15 – Guided Practice: Phonics/Decoding – scratching (p. 24)
Card #3 – Single Syllable Words
|pork |back |rest |bad |
|drive |Jill |snap |drive |
|twins |rest |meat |fast |
Card #3 – Multisyllabic Words
|began |baby |kitchen |diet |
|hungry |faster |layer |shopping |
|cupboard |layers |vegetable |babies |
Partner Reading
Phonics Library: Len and Linda’s Picnic
Anthology: Dragon Gets By (Segment 2)
Say-it, Spell-it, say-it
what
spread
floor
water
Card #3 – Irregular Words
|what |spread |floor |water |
|said |thought |front |very |
|indoor |there |doughnuts |bought |
|bread |gone |someone |push |
Card #5 – Phoneme Blending
Card #7 – Sound/Spelling Review
|a |I |a |I |
Card #10 – Word Reading: Spelling Focused
|big |stand |hill |Sam |
|trip |bad |mint |add |
|sheet |squeeze |force |cream |
Card #10 – Word Reading: Spelling Focus
|powder |dropper |looking |follow |
|gravity |easily |better |gather |
|number |secured |layer |reread |
Card #17 – Specific Word Instruction
spread
imitation
protect
Card #10 – Word Reading: Spelling Focused
Dragon looked in his cupboard
looked
looking
looks
started
starts
starting
curls
curled
curling
Card #16 – Guided Practice: Phonics/Decoding: feeling (p. 25)
Card #15 – Guided Practice: Phonics/Decoding: looked (p. 26)
Card #12 – Phonics Library: An Ice Cream Crash
Card #3 – Single Syllable Words
|list |sad |will |his |
|rain |food |chin |pal |
|scratch |found |game |pack |
Card #3 – Multisyllabic Words
|eating |over |cookie |better |
|roly |poly |downhill |surface |
|added |secured |handed |feeling |
Partner Reading
Anthology: Dragon Gets By (Segments 1 & 2)
Phonics Library: An Ice Cream Crash
Say-it, Spell-it, Say-it
could
other
above
their
Card #3 – Irregular Words
|could |other |above |their |
|bought |bread |spread |gone |
|what |doughnuts |floor |push |
|very |water |said |there |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|I |a |I |a |
Card #10 – Word Reading: Spelling Focused
|fast |bill |last |can |
|grid |snack |crash |mix |
|sell |help |hunt |stop |
Card #10 – Word Reading: Spelling Focused
|looking |happens |present |seven |
|extra |problem |sudden |reason |
|surprise |welcome |visit |spider |
Card #17 – Specific Word Instruction
felt
jazz
cool
Syllabication Handout #1
Card #3 – Single Syllable Words
|sheet |squeeze |force |Sam |
|trip |bad |mint |add |
|stand |cream |big |hill |
Card #3 – Multisyllabic Words
|reread |dropper |looking |gather |
|gravity |easily |layer |follow |
|number |secure |better |powder |
Partner Reading
Phonics Library: An Ice Cream Crash
Anthology: Roly-Poly
Say-it, Spell-it, Say-it
special
enough
anyone
want
Card #3 – Irregular Words
|special |enough |anyone |want |
|said |what |spread |bread |
|floor |above |there |water |
|other |push |could |their |
Card #5 – Phoneme Blending
Card #7 – Sound/Spelling Review
|e |u |o |a |
|u |kn |I |e |
|I |o |o |kn |
|e |kn |a |u |
Card #10 – Word Reading: Spelling Focused
|fun |felt |act |knack |
|jazz |pig |hats |him |
|hard |might |cool |barn |
Card #10 – Word Reading: Spelling Focused
|getting |ceiling |dancing |older |
|himself |dancing |better |trying |
|protect |tasted |without |visits |
Card #17 – Specific Word Instruction
spread
imitation
protect
felt
jazz
cool
Card #5 – Phoneme Blending
Card #10 – Word Reading: Spelling Focused
spot
plug
best
trot
stump
shell
contest
public
dentist
mending
resting
subject
button
plods
pond
washing
Syllabication Handout #2
Card #16 – Explain & Model: happens (p. 17)
Card #12 – Phonics Library: Big Hog’s House Hunt
Card #3 – Single Syllable Words
|can |bill |fast |grid |
|last |snack |crash |mix |
|help |sell |hunt |stop |
Card #3 – Multisyllabic Words
|seven |happens |present |looking |
|extra |surprise |welcome |reason |
|visit |spider |problem |sudden |
Partner Reading – Phonics Library: Big Hog’s House Hunt
Say-it, Spell-it, Say-it
brought
sharing
brother
hours
Card #3 – Irregular Words
|brought |sharing |brother |hours |
|what |above |special |floor |
|enough |anyone |spread |other |
|their |water |wanted |could |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|u |e |o |a |
|I |o |I |e |
|e |u |kn |u |
|kn |o |a |kn |
Card #10 – Word Reading: Spelling Focused
|fan |knelt |cats |fun |
|pig |hem |eggs |hem |
|crate |stayed |house |showed |
Card #10 – Word Reading: Spelling Focused
|winter |cookies |never |watching |
|quickly |tasted |stretchy |playground |
|polite |hanging |getting |swinging |
Card #16 –
Explain & Model: messes (p.56)
Guided Practice: stretchy (p. 61)
Card #17 – Specific Word Instruction
spread
inflation
protect
felt
jazz
cool
Card #17 – Word Learning Strategy Instruction
crumbs
imitation
noise
slurped
spread
Card #15 – Strategy Instruction
Card #15 – Explain & Model: Monitor/Clarify
Card #15 – Guided Practice: Monitor/Clarify
Card #15 – Guided Practice: Phonics/Decoding: think (p. 47)
Card #3 – Single Syllable Words
|act |felt |cool |barn |
|jazz |pig |hats |him |
|hard |might |fun |knack |
Card #3 – Multisyllabic Words
|getting |ceiling |dancing |older |
|himself |dancing |better |trying |
|protect |tasted |without |visits |
Partner Reading
Phonics Library: Big Hog’s House Hunt
Anthology: Julius
I Love Reading Books #3-5
Say-it, Spell-it, Say-it
though
would
parents
loved
Card #3 – Irregular Words
|though |would |parents |loved |
|above |special |brother |their |
|sharing |wanted |hours |brought |
|enough |could |anyone |other |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|u |o |e |I |
|o |kn |a |o |
|a |u |e |kn |
|e |kn |I |u |
Card #10 – Word Reading: Spelling Focused
|tips |stand |them |hutch |
|maps |eggs |spot |knock |
|dance |phone |shout |farm |
Card #10 – Word Reading: Spelling Focused
|inform |number |caller |magic |
|message |talking |proper |title |
|moment |calling |excuse |being |
Card #16 – Guided Practice
tasted (p. 62)
trying (p. 63)
Card #17 – Specific Word Instruction
spread
imitation
protect
felt
jazz
cool
Card #15 – Strategy Instruction
Card #16 – Guided Practice: Phonics/Decoding
better (p. 52)
butter (p. 52)
peanut (p. 56)
Card #15 – Guided Practice: Monitor/Clarify
Card #3 – Single Syllable Words
|house |eggs |cats |pigs |
|fun |hem |knelt |hem |
|crate |showed |fan |stayed |
Card #3 – Multisyllabic Words
|polite |playground |never |watching |
|quickly |hanging |stretchy |cookies |
|winter |tasted |getting |swinging |
Partner Reading
Phonics Library: Big Hog’s House Hunt
Anthology: Julius (Segment 2)
Card #3 – Irregular Words
|brothers |learned |friends |sometimes |
|parents |hours |brother |loved |
|sharing |special |would |brought |
|enough |though |anyone |wanted |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|e |u |o |a |
|I |I |e |kn |
|kn |o |a |o |
|u |e |u |kn |
Card #10 – Word Reading: Spelling Focused
|brand |six |pigs |last |
|hut |flash |knot |stand |
|crane |nice |smile |made |
Card #10 – Word Reading: Spelling Focused
|wearing |bracelet |letter |different |
|inside |Boomer |farmer |feeding |
|chicken |release |Monday |animal |
Card #17 – Specific Word Instruction
commotion
released
fire
Card #10 – Word Reading: Spelling Focused
trim
snap
granddad
catnip
himself
hatbox
laptop
sunset
handbag
lipstick
sandbox
Card #10 – Word Reading: Spelling Focused
dishpan
zigzag
himself
lipstick
laptop
catfish
handbag
Card #16 – Guided Practice: Phonics/Decoding
milking (p. 25)
basket (p. 26)
Card #12 – Phonics Library: Robin’s Farm
Card #3 – Single Syllable Word
|shout |farm |them |dance |
|maps |eggs |spot |knock |
|hutch |phone |tips |stand |
Card #3 – Multisyllabic Words
|being |number |caller |calling |
|message |excuse |proper |title |
|moment |magic |talking |inform |
Partner Reading – Anthology: Julius (Segments 1 & 2)
Card #3 – Irregular Words
|world |everywhere |movies |anything |
|sharing |though |wanted |would |
|hours |special |brought |enough |
|anyone |parents |loved |brother |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|e |u |o |a |
|kn |a |I |e |
|o |kn |u |kn |
|u |e |I |o |
Card #10 – Word Reading: Spelling Focused
|stem |sun |snap |fast |
|glad |bend |gnat |drip |
|graze |bright |white |barn |
Card #10 – Word Reading: Spelling Focused
|basket |milking |pickup |window |
|polite |hanging |getting |swinging |
Card #17 – Specific Word Instruction
pantry
cozy
hobbled
Card #3 – Single Syllable Words
|flash |last |pigs |six |
|hut |brand |knot |stand |
|mice |knew |smiles |birth |
Card #3 – Multisyllabic Words
|letter |different |chicken |release |
|inside |feeding |farmer |boomer |
|wearing |animal |bracelet |Monday |
Partner Reading
Phonics Library: Robins’ farm
Anthology: It’s Easy to be Polite
Card #3 – Irregular Words
|someone |where |move |pour |
|anything |watch |world |scary |
|something |everywhere |taught |movies |
|great |welcome |could |work |
Card #5 – Phoneme Blending
Card #7 – Sound/Spelling Review
|a_e |I_e |u |e |
|I_e |e |wr |a_e |
|wr |a_e |o |gn |
|u |gn |I_e |o |
Card #10 – Word Reading: Spelling Focused
|quake |shake |twice |ducks |
|back |time |sent |rang |
|night |down |feet |out |
Card #10 – Word Reading: Spelling Focused
|bathroom |makeup |putting |cozy |
|taking |release |showers |toilet |
|bouncing |waiting |begin |upstairs |
Card #17 – Specific Word Instruction
commotion
released
tire
pantry
cozy
hobbled
Card #10 – Word Reading: Spelling Focused
|take |bite |blame |chase |
|write |smile |flake | |
taking
biting
blaming
chasing
writing
smiling
raking
skating
sinking
landing
biking
Pat was making a big kite.
Card #16 – Explain & Model: mistake (p. 33)
Card #12 – Phonics Library: Jane’s Mistake
Card #3 – Single Syllable Words
|barn |yak |take |farm |
|switch |fire |went |pigs |
|times |cow |made |street |
Card #3 – Multisyllabic Words
|except |hospital |hundred |prepare |
|tasted |tested |postman |rested |
|Saturday |sliding |prepared |bicycle |
Partner Reading – Phonics Library: Jane’s Mistake
Card # 3- Irregular Words
|could |word |wear |hour |
|someone |whoever |taught |great |
|something |scary |move |work |
|welcome |could |watch |pour |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|I_e |a_e |u |o |
|a_e |u |wr |I_e |
|gn |I_e |gn |e |
|e |wr |a_e |o |
Card #10 – Word Reading: Spelling Focused
|lane |fine |plane |sack |
|trip |make |trucks |six |
|house |town |swept |mess |
Card #10 – Word Reading: Spelling Focused
|candle |windows |beneath |police |
|arrive |borrow |crashing |dispatch |
|driver |tiptoe |station |until |
Card #16
Model: riding (p. 186)
Guided Practice: tasted (p. 186)
Card #17 – Specific Word Instruction
commotion
released
tire
pantry
cozy
hobbled
Card #17 – Word Learning Strategy Instruction
commotion
delivered
feathers
released
tire
wearing
Card #15 – Explain & Model: Predict/Infer
Card #15 – Guided Practice: Phonics/Decoding
Brown (p, 73)
cow (p. 73)
Card #3 – Single Syllable Words
|down |shake |out |back |
|ducks |time |sent |rang |
|night |quake |feet |twice |
Card #3 – Multisyllabic Words
|bouncing |began |putting |upstairs |
|taking |release |showers |toilet |
|bathroom |waiting |makeup |cozy |
Partner Reading
Phonics Library: Jane’s Mistake
Anthology: Mrs. Brown Went to Town (Segment 1)
I Love Reading Books #6-7
Card #3 – Irregular Words
|one |two |who |front |
|could |whoever |move |where |
|someone |work |hours |pour |
|welcome |word |taught |scary |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|a_e |I_e |e |o |
|e |u |a_e |gn |
|I_e |wr |a |I_e |
|wr |a_e |gn |u |
Card #10 – Word Reading: Spelling Focused
|dates |hike |shop |duck |
|pigs |cross |tell |line |
|road |sheep |swept |slept |
Card #10 – Word Reading: Spelling Focused
|surprise |inside |bucket |secrets |
|chicken |riddles |oodles |spotless |
|roaring |children |forgot |carried |
Card #16 – Guided Practice: driver (p. 104)
Card #17 – Specific Word Instruction
commotion
released
tire
pantry
cozy
hobbled
Card #15 – Strategy Instruction
Card #15 – Guided Practice: Phonics/Decoding – might (p. 83)
Card #16 – Guided Practice: Phonics/Decoding – candlelight (p. 83)
Card #15 – Guided Practice: Predict/Infer
Card #3 – Single Syllable Words
|fine |swept |town |trip |
|sack |make |trucks |six |
|house |plane |lane |mess |
Card #3 – Multisyllabic Words
|station |driver |beneath |tiptoe |
|arrive |borrow |crashing |dispatch |
|windows |police |candle |until |
Partner Reading
Phonics Library: Jane’s Mistake
Anthology: Mrs. Brown Went to Town (Segment 2)
Card #3 – Irregular Words
|would |does |was |should |
|come |warm |into |who |
|one |two |you |feather |
|once |have |front |said |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|I_e |a_e |u |o |
|wr |e |a_e |u |
|a_e |I_e |wr |e |
|gn |o |I_e |gn |
Card #10 – Word Reading: Spelling Focused
|nine |late |shut |stop |
|wrote |tells |came |grab |
|stray |seeds |bean |day |
Card #10 – Word Reading: Spelling Focused
|vacation |thirteen |riddle |outfit |
|ambulance |cupcake |until |fitted |
|commotion |happen |inland |upset |
Card #17 – Specific Word Instruction
cross
thoroughly
unmoved
Card #16 – Guided Practice: Phonics/Decoding – windows (p. 43)
Card #12 – Phonics Library: The Big Surprise
Card #3 – Single Syllable Words
|cross |hike |road |tell |
|pigs |dates |duck |shop |
|sheep |swept |slept | |
Card #3 – Multisyllabic Words
|oodles |inside |bucket |riddles |
|chicken |secrets |surprise |spotless |
|roaring |children |forgot |carried |
Partner Reading –
Anthology: Mrs. Brown Went to Town (Segments 1 & 2)
Card #3 – Irregular Words
|world |eight |were |of |
|does |one |into |would |
|warm |feather |have |said |
|was |once |should |you |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|I_e |a_e |u |o |
|wr |e |a_e |u |
|a_e |I_e |wr |e |
|gn |o |I_e |gn |
Card #10 – Word Reading: Spelling Focused
|state |dime |this |big |
|fun |drive |spice |beds |
|soon |see |know |wait |
Card #10 – Word Reading: Spelling Focused
|dusted |fifteen |outside |inside |
|hopeless |mopping |tipping |voted |
|firefly |campfire |outfit |mailbox |
Card #17 – Specific Word Instruction
observed
wicked
moisture
Card #3 – Single Syllable Words
|day |grab |stop |shut |
|came |bean |seed |tells |
|late |stay |wrote |nine |
Card #3 – Multisyllabic Words
|cupcake |thirteen |inland |outfit |
|ambulance |vacation |until |fitted |
|commotion |happen |riddle |upset |
Partner Reading
Phonics Library: The Big Surprise
Anthology: Mrs. Brown Went to Town
Say-it, Spell-it, Say-it
bought
shouldn’t
couldn’t
specia
Card #3 – Irregular Words
|bought |shouldn’t |couldn’t |special |
|world |would |said |eight |
|were |does |should |one |
|of |you |have |was |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|I_e |a_e |u |o |
|a_e |u |wr |I_e |
|gn |i_e |gn |e |
|e |wr |a_e |o |
Card #10 – Word Reading: Spelling Focused
|life |drive |gate |twice |
|trip |make |buck |chop |
|eight |farm |duck |barn |
Card #10 – Word Reading: Spelling Focused
|candle |windows |beneath |police |
|arrive |borrow |crashing |dispatch |
|driver |tiptoe |station |until |
Card #16
Explain & Model: speaking (p. 97)
Guided Practice: delighted (p. 100)
Card #17 – Specific Word Instruction
cross
thoroughly
unmoved
observed
wicked
moisture
Card #15 – Strategy Instruction
Card #17 – Word Learning Strategy Instruction
cross
observed
thoroughly
unmoved
wicked
unmoved
Card #15 – Explain & Model: Predict/Infer
Card #15 – Guided Practice: Predict/Infer
Card #3 – Single Syllable Words
|down |shake |out |back |
|ducks |time |sent |rang |
|night |quake |feet |twice |
Card #3 – Multisyllabic Words
|bouncing |begin |putting |upstairs |
|taking |release |showers |toilet |
|bathroom |waiting |makeup |cozy |
Partner Reading – Anthology: George and Martha
Say-it, Spell-it, Say-it
heavy
weren’t
weigh
water
Card #3 – Irregular Words
|heavy |weren’t |weigh |water |
|bought |does |was |should |
|world |eight |were |of |
|shouldn’t |would |special |couldn’t |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|I_e |a_e |u |o |
|wr |e |a_e |u |
|a_e |I_e |wr |e |
|gn |o |I_e |gn |
Card #10 – Word Reading: Spelling Focused
|hikes |date |shut |dock |
|wrap |sell |take |bunch |
|road |socks |lunch |line |
Card #10 – Word Reading: Spelling Focused
|reason |climbing |staying |parents |
|older |shallow |digging |chasing |
|records |swimmers |paddle |common |
Card #16 – Guided Practice
nostrils (p. 105)
Card #17 – Specific Word Instruction
cross
thoroughly
unmoved
observed
wicked
moisture
Card #15 – Strategy Instruction
Card #17 – Word Learning Strategy Instruction
herds
mammal
moisture
nostrils
relatives
Card #15 – Guided Practice: Phonics/Decoding
land (p. 104)
Card #3 – Single Syllable Words
|barn |life |drive |gate |
|twice |trip |make |buck |
|chop |eight |farm |duck |
Card #3 – Multisyllabic Words
|station |driver |beneath |tiptoe |
|arrive |borrow |crashing |dispatch |
|windows |police |candle |until |
Partner Reading
Phonics Library: Jane’s Mistake
Anthology: Hippos
Card #3 – Irregular Words
|great |weather |your |some |
|world |bought |weren’t |eight |
|shouldn’t |heavy |were |couldn’t |
|of |special |weigh |water |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|I_e |a_e |u |o |
|wr |e |a_e |u |
|a_e |I_e |wr |e |
|gn |o |I_e |gn |
Card #10 – Word Reading: Spelling Focused
|resting |drying |cover |around |
|funny |talking |places |choosing |
|husky |happen |kitten |otter |
Card #17 – Specific Word Instruction
cross
thoroughly
unmoved
observed
wicked
moisture
Card #3 – Single Syllable Words
|line |bunch |dock |lunch |
|take |shut |socks |sell |
|date |road |wrap |hikes |
Card #3 – Multisyllabic Words
|parents |staying |older |shadow |
|records |swimmers |reason |climbing |
|paddle |common |digging |chasing |
Partner Reading – Anthology: George and Martha; Hippos
Card #3 – Irregular Words
|school |your |thought |opinion |
|world |bought |weren’t |eight |
|shouldn’t |heavy |were |couldn’t |
|off |special |weigh |water |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|sh |ch |ay |ai |
|wr |ch |sh |u |
|ay |ai |wr |e |
|gn |sh |I_e |ch |
Card #10- Word Reading: Spelling Focused
|shale |chug |stay |sail |
|wreck |chip |shout |big |
|stay |side |tray |tray |
Card #10 – Word Reading: Spelling Focused
|shouted |watching |careful |flying |
|messes |before |stories |tadpole |
|mistake |scratching |wonder |describe |
Card #17 – Specific Word Instruction
describe
imagine
rhythm
Card #3 – Single Syllable Words
|day |stun |chop |phone |
|this |pup |see |side |
|stale |stay |wrench |tile |
Card #3 – Multisyllabic Words
|around |cover |funny |talking |
|resting |drying |husky |kitten |
|otter |happen |choosing |places |
Partner Reading – Anthology: George and Martha; Hippos
Card #3 – Irregular Words
|beautiful |guitar |build |were |
|weren’t |weigh |water |school |
|your |heavy |some |thought |
|one |said |shouldn’t |opinion |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|sh |ch |ay |ai |
|wr |ch |sh |u |
|ay |ai |wr |e |
|gn |sh |I_e |ch |
Card #10 – Word Reading: Spelling Focused
|shine |chug |stay |tail |
|wrote |church |shore |bug |
|stay |seed |make |sun |
Card #10 –Word Reading: Spelling Focused
|birthday |remember |included |predict |
|happen |Saturday |riding |terrier |
|hospital |tested |better |postman |
Card #17 – Specific Word Instruction
wisdom
scurrying
swerving
Card #3 – Single Syllable Words
|tray |chug |stay |sail |
|wreck |shale |shout |big |
|stay |side |tray |chip |
Card #3 – Multisyllabic Words
|watching |careful |shouted |flying |
|mistake |scratching |wonder |describe |
|messes |before |stories |tadpole |
Partner Reading – Anthology: George & Martha; Hippos
Card #3 – Irregular Words
|love |father |everyone |message |
|some |your |believe |opinion |
|weather |great |were |build |
|learned |give |beautiful |guitar |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|sh |ch |ay |ai |
|wr |ch |sh |u |
|ay |ai |wr |e |
|gn |sh |I_e |sh |
Card #10 – Word Reading: Spelling Focused
|shake |chill |bray |train |
|wrap |chair |ship |stun |
|clothes |pants |birds |bumps |
Card #10 – Word Reading: Spelling Focused
|mornings |camel |wisdom |nothing |
|rarely |ceiling |oodles |pretzel |
|noodle |rickety |wiggle |swerving |
Card #17 – Specific Word Instruction
observed
wicked
moisture
wisdom
scurrying
swerving
Card #5 – Phoneme Blending
Card #10 – Word Reading: Spelling Focused
|glass |humps |frog |bend |
|flit |slip |trip |flat |
Card #10 – Word Reading: Spelling Focused
camel
pretzel
upset
fishing
handed
twisting
picnic
penpal
Card #16 – Explain & Model
basketballs (p. 1)
Card #12 – Phonics Library: Bobby’s Problem
Card #3 – Single Syllable Words
|sun |bug |tall |stay |
|shine |church |stay |wrote |
|seed |make |shore |shine |
Card #3 – Multisyllabic Words
|postman |better |terrier |riding |
|predict |included |tested |hospital |
|happen |Saturday |birthday |remember |
Partner Reading
Phonics Library: Bobby’s Problem
Anthology: Poetry
Card #3 – Irregular Words
|tongue |knows |scary |warm |
|love |message |give |learned |
|father |everyone |beautiful |were |
|guitar |build |opinion |believe |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|sh |ch |ay |ai |
|wr |ch |sh |u |
|ay |ai |wr |e |
|gn |sh |I_e |ch |
Card #10 – Word Reading: Spelling Focused
|shakes |chime |stray |stain |
|wrap |chips |shell |lunch |
|times |sheep |swept |barn |
Card #10 – Word Reading: Spelling Focused
|surprise |inside |bucket |secrets |
|chicken |riddles |oodles |spotless |
|roaring |children |forgot |carried |
Card #16 – Guided Practice
describes (p. 111)
Card #17 – Specific Word Learning Instruction
observed
wicked
moisture
wisdom
scurrying
swerving
Card #17 – Word Learning Strategy Instruction
describe
imagine
rhyme
rhythm
stanza
Card #15 – Explain & Model: Monitor/Clarify
Card #15 – Guided Practice: Monitor/Clarify
Card #15 – Guided Practice: Phonics/Decoding Instruction
lick (p. 118)
fence (p. 118)
them (p. 119
Card #16 – Guided Practice: Phonics/Decoding
whizzing (p. 119)
wiggling (p. 119)
Card #3 – Single Syllable Words
|bumps |stun |train |birds |
|strip |bray |pants |chair |
|chill |clothes |wrap |shake |
Card #3 – Multisyllabic Words
|ceiling |rarely |mornings |camel |
|wisdom |pretzel |noodle |wiggle |
|nothing |oodles |rickety |swerving |
Partner Reading
Phonics Library: Bobby’s Problem
Anthology: Poetry
I Love Reading Books #1-7
Card #3 – Irregular Words
|should |once |was |said |
|knows |tongue |were |build |
|scary |warm |father |love |
|message |everyone |beautiful |guitar |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|sh |ch |ay |ai |
|wr |ch |sh |u |
|ay |ai |wr |e |
|gn |sh |I_e |ch |
Card #10 – Word Reading: Spelling Focused
|ship |chore |ways |tall |
|wren |tail |stale |stick |
|write |both |hear |think |
Card #10 – Word Reading: Spelling Focused
|hurrying |flying |tearing |making |
|drizzly |foggy |window |catkins |
|poplar |whisper |sleepy |butterfly |
Card #17 – Specific Word Instruction
imagine
rhyme
rhythm
stanza
poem
migration
Card #3 – Single Syllable Words
|born |lunch |stain |swept |
|shell |stray |sheep |chime |
|times |wrap |shakes |chips |
Card #3 – Multisyllabic Words
|oodles |inside |bucket |riddles |
|chicken |secrets |surprise |spotless |
|roaring |children |forgot |carried |
Partner Reading
Anthology: Poetry
Phonics Library: Bobby’s Problem
I Love Reading Books #1-7
Card #3 – Irregular Words
|very |everything |you |ever |
|should |once |knows |tongue |
|love |father |was |said |
|warm |scary |message |everyone |
Card #6 – Phoneme Segmentation
Card #7 – Sound/Spelling Review
|u_e |o_e |e_e |I_e |
|th |a_e |th |o_e |
|o_e |e_e |I_e |sh |
|a_e |sh |u_e |u_e |
Card #10 – Word Reading: Spelling Focused
|use |code |theme |grand |
|smile |plant |came |frog |
|shook |food |rows |yard |
Card #10 – Word Reading: Spelling Focused
|garden |started |digging |even |
|village |happy |wagon |awoke |
|morning |happen |camping |parking |
Card #17 – Specific Word Instruction
commotion
released
tire
pantry
cozy
hobbled
Card #3 – Single Syllable Words
|think |stick |tail |hear |
|stale |ways |both |tall |
|core |write |wren |ship |
Card #3 – Multisyllabic Words
|butterfly |making |drizzly |catkins |
|sleepy |whisper |foggy |window |
|poplar |hurrying |flying |tearing |
Partner Reading - Anthology: Poetry
Card #3 – Irregular Words
|would |work |does |thought |
|should |once |knows |tongue |
|very |everything |was |said |
|warm |scary |you |ever |
Card #5 – Phoneme Blending
Card # 7 – Sound/Spelling Review
|u_e |o_e |e_e |I_e |
|th |a_e |th |o_e |
|o_e |e_e |I_e |sh |
|a_e |sh |u_e |u_e |
Card #8 – Sound-by-Sound Blending
|Pete |eve |home |huge |
|miss |left |next |gave |
|large |yard |stood |goat |
Card #10 – Word Reading: Spelling Focused
|yesterday |started |digging |happy |
|oatmeal |wagon |morning |village |
|raccoons |giggle |camping |garden |
Card #17 – Specific Word Instruction
hike
shivered
tender
Card #3 – Single Syllable Words
|theme |grand |use |code |
|came |frog |smile |plant |
|rows |yard |shook |food |
Card #3 – Multisyllabic Words
|parking |garden |village |morning |
|happen |happy |started |digging |
|even |wagon |awoke |camping |
Partner Reading – Anthology: Poetry
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