Phonics Overview



Phonics Overview

Kindergarten and Grade 1

• Systematic phonics instruction has a significant effect on reading achievement. Within the phonics instruction in Trophies, letter-sound correspondences are taught sequentially. The systematic instruction allows students to continually build on what they learn. The individual sounds represented by letters are blended to form words, and those words are applied in decodable text.

• In Kindergarten and First Grade, students are explicitly taught the process of blending previously introduced sound/letter relationships to form words. In contrast to word blending, word building allows students to practice making words from previously introduced letter-sound relationships and reading them.

• Explicit instruction in decoding lessons provides students with various strategies, including understanding syllable types and patterns, as well as recognizing word structures such as prefixes, suffixes, and root words to decode multi-syllabic words.

To answer questions customers might ask about phonics instruction in Trophies, please point out the following Word Work lessons in the Teacher’s Editions:

WORD WORK (found in the selection lesson plans)

( Word Blending

( Word Building

( Phonics and Spelling Lessons

( High-Frequency Words

Additional WORD WORK Lessons

( Additional Support Activities (found in the back of the Teacher’s Edition)

Decoding/Phonics

Grade 1

Systematic phonics instruction has a significant effect on reading achievement. In phonics instruction found in Trophies, letter-sound correspondences are taught sequentially and cumulatively and are then applied. The following chart allows you to see the decoding/phonics skills taught per selection.

|Book 1-1 |

|Selection |Decoding/Phonics Skills |

|The Hat |Short Vowel /a/a |

| |Phonograms –ap, -at |

|Sam and the Bag |Short Vowel /a/a |

| |Inflection –s |

|Ants |Short Vowel /i/i |

| |Phonograms –ill, -it |

| |Contraction ‘s |

|Jack and Rick |Diagraph /k/ck |

| |Phonograms –ick, -ink |

| |Contraction ‘ll |

|Todd’s Box |Short Vowell /o/o |

| |Inflections –ed, -ing |

|All That Corn |Vowel Variant /ô/a |

Decoding/Phonics

Grade 1 (continued)

|Book 1-2 |

|Selection |Decoding/Phonics Skills |

|Dan’s Pet |Short Vowel /e/e |

| |Initial Blends with s |

|Boots for Beth |Diagraph /th/th |

| |Phonograms –est, -ent |

|Space Pup |Short Vowel /u/u |

| |Initial Blends with r |

|Where Do Frogs Come From? |Diphthong /ng/ng |

| |Phonograms –ang, -ing |

|Try Your Best |r-Controlled Vowel /ô/or, ore |

| |CVC-CVCC Words |

| |Word Patterns: Compound Words |

|Fun with Fish |Digraph /sh/sh |

| |Initial Blends with s and r |

|Book 1-3 |

|I Am a Butterfly |Digraph /ch/ch, tch |

| |Initial Blends with l |

|Did You See Chip? |r-Controlled Vowel /är/ar |

| |Inflections –s, -ed, -ing |

|Tomás Rivera |Digraphs /kw/qu, /hw/wh |

| |Initial Blends with l |

|On the Way to the Pond |r-Controlled Vowel /ûr,er, ir, ur |

| |Contractions ‘ve, ‘re |

|Friends Forever |Syllable /l/-le |

| |Inflections –er, -est |

|The Fox and the Stork |Long Vowel /ō/ow, oa |

| |Initial Blends with s and r |

Decoding/Phonics

Grade 1 (continued)

|Book 1-4 |

|Selection |Decoding/Phonics Skills |

|A Bed Full of Cats |Long Vowel /ē/e, ee, ea |

| |Contractions ‘s, n’t, ‘ll |

|Me on the Map |Long Vowel /ā/a-e |

| |Phonograms –ake, -ate |

| |Inflections –ed, -ing |

|At Home Around the World |Long Vowel /ē/y |

| |Inflections –ed, -ing |

|Tell Me a Story |Long Vowel /ī/i-e |

| |Phonograms –ine, -ite |

|My Robot |Consonant /s/c |

| |Phonograms –ice, -ide |

|On the Job with Dr. Martha Smith |Variant Vowel /ou/ow, ou |

| |Phonograms –own, -ound |

|Little Bear’s Friend |Long Vowel /ī/y, ie |

| |Inflections –s, -ed, -ing |

| |Contractions ‘s, n’t, ‘ll |

|Busy Buzzy Bee |Long /ō/ o-e |

| |Initial Blends with l |

Decoding/Phonics

Grade 1 (continued)

|Book 1-5 |

|Selection |Decoding/Phonics Skills |

|The Story of a Blue Bird |Long Vowel /ī/igh |

| |Inflections –ed, ing (drop final e) |

|Frog and Toad All Year |Long Vowel /ā/ai, ay |

| |Phonograms –ail, -ain] |

|Fishing Bears |Long Vowel /ī/i |

| |Inflections –ed, ing (double final consonant) |

|How to Be a Nature Detective |Long Vowel /ō/o |

| |Contractions ‘ve, ‘d, ‘re |

|The Puddle |Consonant /j/g, dge |

| |Inflections –ed, -ing (drop final e) |

| |Contractions ‘ve, ‘d, ‘re |

|Poppleton Everyday |Long Vowel /(y)ōō/u-e |

| |Inflections –ed, -ing (double final consonant) |

| |Contractions ‘ve, ‘d, ‘re |

|Sleep is for Everyone |Short Vowel /e/ea |

| |Inflections –er, -est, -ed,- -ing (double final consonant |

|Baboon |Vowel Variant /ōō/oo |

| |Phonograms –oom, -oot |

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