Say-it, Spell-it, Say-it - University of Oregon



Say-it, Spell-it, Say-it

trouble

brother

friend

younger

Card #3 – Irregular Words

|trouble |brother |friend |younger |

|front |bold |enough |friendly |

|does |friends |beautiful |very |

|wanted |become |whatever |yourself |

Card #5 – Phoneme Blending

Card #7 – Sound/Spelling Review

|er |aw |oa |ow |

|ar |ou |er |aw |

|aw |er |ch |sh |

|ch |ow |ore |th |

Card #10 – Word Reading: Spelling Focused

|Bert |shawl |boat |show |

|stout |farms |fern |saw |

|Joan |bath |bees |catch |

Card #10 – Word Reading: Spelling-Focused

|after |better |Buster |butter |

|dinner |grasshopper |matter |never |

|sister |sitter |stingers |summer |

Card #17 – Specific Word Instruction

share

supposed

enemies

cuddle

trouble

distract

Card #10 – Word Reading: Spelling Focused

|teacher |painter |player | |

|helper |jumper |sister | |

|summer |letter |silver | |

|butter |after |dinner | |

|October | | | |

Card #15 – Explain & Model: Phonics/Decoding

sister (p. 1)

Card #14 – Phonics Library: My Sister Joan

Card #10 – Word Reading: Spelling Focused

|fern |start |corn |mow |

|match |lack |fore |born |

|pest |twin |blow |bowl |

Card #10 – Word Reading: Spelling Focused

|growing |snowy |loading |slowly |

|crying |gardens |forget |hardly |

|sitting |picking |starting |streamers |

Partner Reading – Phonics Library: My Sister Joan

Say-it, Spell-it, Say-it

father

grandmother

called

another

Card #3 – Irregular Words

|father |grandmother |called |another |

|trouble |brother |friend |younger |

|front |bold |enough |friendly |

|does |friends |beautiful |very |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|er |aw |oa |ow |

|ar |ou |er |aw |

|aw |er |ch |sh |

|o_e |ow |ea |a_e |

Card #10 – Word Reading: Spelling Focused

|perm |pawn |stow |coat |

|art |out |stern |crawl |

|clean |cream |blown |face |

Card #10 – Word Reading: Spelling Focused

|understand |around |away |awful |

|bedroom |needed |distract |newborn |

|teenage |growing |loaded |roaming |

Card #!6 – Explain & Model

enemies (p. 170)

distract (p. 167)

Card #17 – Specific Word Instruction

share

supposed

enemies

cuddle

trouble

distract

Card #17 – Word Learning Strategy Instruction

newborn

distract

twins

pest

teenage

Card #15 – Strategy Instruction

Card #15 – Explain & Model: Evaluate

Card #15 – Guided Practice: Phonics/Decoding

anything (p. 165)

themselves (p. 165)

myself (p. 165)

Card #15 – Guided Practice: Evaluate

Card #3 – Single Syllable Words

|Bert |shawl |boat |show |

|stout |farms |fern |saw |

|Joan |bath |bees |catch |

Card #3 – Multisyllabic Words

|after |better |Buster |butter |

|dinner |grasshopper |matter |never |

|sister |sitter |stingers |summer |

Partner Reading

Phonics Library: My Sister Joan

Anthology: Brothers and Sisters

I Love Reading Books #47

Say-it, Spell-it, Say-it

was

water

where

would

Card #3 – Irregular Words

|was |water |where |would |

|father |grandmother |called |another |

|trouble |brother |friend |younger |

|front |bold |enough |friendly |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|er |aw |oa |ow |

|ow |ou |er |aw |

|aw |er |ch |sh |

|ar |ck |ng |or |

Card #10 – Word Reading: Spelling Focused

|perk |bawl |oats |blow |

|part |pout |clerk |claw |

|smell |food |frost |shop |

Card #10 – Word Reading: Spelling Focused

|slowly |yellow |banner |birthday |

|driveway |flowers |forget |frosting |

|garden |greeted |happy |hardly |

Card #16 – Guided Practice: Phonics/Decoding

understands (p. 175)

teachers (p. 179)

Card #17 – Specific Word Instruction

shore

supposed

enemies

cuddle

trouble

distract

Card #15 – Strategy Instruction

Card #15 – Guided Practice: Phonics/Decoding

twins (p. 171)

trick (p. 171)

better (p. 171)

Card #15 – Guided Practice: Evaluate

Card #15 – Guided Practice: Phonics/Decoding

about (p. 176)

adopted (p. 177)

away (p. 177)

Emma (p. 177)

Jessica (p. 177)

Card #3 – Single Syllable Words

|perm |pawn |stow |coat |

|art |out |stern |crawl |

|clean |cream |blown |face |

Card #3 – Multisyllabic Words

|understand |around |away |awful |

|bedroom |needed |distract |newborn |

|teenage |growing |loaded |roaming |

Partner Reading

Phonics Library: My Sister Joan

Anthology: Brothers and Sisters

Say-it, Spell-it, Say-it

thought

your

other

laughed

Card #3 – Irregular Words

|thought |your |other |laughed |

|was |water |where |would |

|father |grandmother |called |another |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|u |oi |er |aw |

|ow |ou |u |oi |

|u |oi |oa |sh |

|ew |ur |a_e |ng |

Card #8 – Sound-by-Sound Blending

|hung |soil |perm |crawl |

|shout |cow |stun |foil |

|room |last |loud |make |

Card #10 – Word Reading: Spelling Focused

|hugging |peppermint |picking |running |

|shouted |slippers |smelling |started |

|streamers |wrapping |standing |happen |

Card #17 – Specific Word Instruction

turnovers

suggests

especially

connect

Card #10 – Word Reading: Spelling Focused

|Joan |grown | | |

|mower |rowboat | | |

Card #15 – Guided Practice: Phonics/Decoding

party (p. 9)

Card #14 – Phonics Library: The Big Party Plan

Card #3 – Single Syllable Words

|perk |bawl |oats |blow |

|part |pout |clerk |claw |

|smell |food |frost |shop |

Card #3 – Multisyllabic Words

|slowly |yellow |banner |birthday |

|driveway |flowers |forget |frosting |

|garden |greeted |happy |hardly |

Partner Reading

Phonics Library: The Big Party Plan

Anthology: Brothers and Sisters

Say-it, Spell-it, Say-it

everyone

done

lived

come

Card #3 – Irregular Words

|everyone |done |lived |come |

|thought |your |other |laughed |

|was |water |where |would |

|father |grandmother |called |another |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|u |oi |er |aw |

|ow |ou |u |oi |

|u |oi |oa |sh |

|ee |ai |igh |ng |

Card #8 – Sound-by-Sound Blending

|punch |choice |fern |law |

|pow |found |fun |point |

|ask |help |hunt |nights |

‘Card #10 – Word Reading: Spelling Focused

|melting |needed |outside |party |

|perfume |swimming |yellow |willing |

|starting |kidding |greeting |driveway |

Card #17 – Specific Word Instruction

braiding

crinkle

mixture

Syllabication Handout #9

Card #3 – Single Syllable Words

|hung |soil |perm |crawl |

|shout |cow |stun |foil |

|room |last |loud |make |

Card #3 – Multisyllabic Words

|hugging |peppermint |picking |running |

|shouted |slippers |smelling |started |

|streamers |wrapping |standing |happen |

Partner Reading

Phonics Library: The Big Party Plan

Anthology: Brothers and Sisters

Say-it, Spell-it, Say-it

early

believe

couldn’t

said

Card #3 – Irregular Words

|early |believe |couldn’t |said |

|everyone |done |lived |come |

|thought |your |other |laughed |

|was |water |where |would |

Card #5 – Phoneme Blending

Card #7 – Sound/Spelling Review

|u |oi |er |aw |

|ow |ou |u |oi |

|ee |oi |oa |sh |

|ew |aw |ck |ur |

Card #10 – Word Reading: Spelling Focused

|hunt |spoil |her |sprawl |

|bow |couch |munch |moist |

|black |curls |desk |trend |

Card #10 – Word Reading: Spelling Focused

|sparkle |stumble |curling |looking |

|making |never |reply |shouting |

|sleeping |started |upstairs |wastebasket |

Card #17 – Specific Word Instruction

braiding

crinkle

mixture

turnovers

suggests

especially

connect

Card #10 – Word Reading: Spelling Focused

|simple |sparkle |apple | |

|table |marble |needle | |

|puddle |cradle |tumble | |

|middle |candle |bugle | |

|sample | | | |

Card #15 – Explain & Model: Phonics/Decoding

mumbled (p. 17)

Card #14 – Phonics Library: Lost and Found

Card #3 – Single Syllable Words

|punch |choice |fern |law |

|pow |found |fun |point |

|ask |help |hunt |nights |

Card #3 – Multisyllabic Words

|melting |needed |outside |party |

|perfume |swimming |yellow |willing |

|starting |kidding |greeting |driveway |

Partner Reading – Phonics Library: Lost and Found

Say-it, Spell-it, Say-it

any

many

you’re

told

Card #3 – Irregular Words

|any |many |you’re |told |

|early |believe |couldn’t |said |

|everyone |done |lived |come |

|thought |your |other |laughed |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|u |oi |er |aw |

|ow |ou |u |oi |

|u |oi |oa |sh |

|ee |a_e |ai |dge |

Card #10 – Word Reading: Spelling Focused

|crust |soil |serve |paw |

|cow |ouch |must |point |

|three |trend |waste |bake |

Card #10 – Word Reading: Spelling Focused

|without |baker |counter |dinner |

|paper |pitcher |roller |ruler |

|sister |teacher |writer |afternoon |

Card #16 –

Explain & Model: international (p. 194)

Guided Practice: suggests (p. 194)

Card #17 – Specific Word Instruction

braiding

crinkle

mixture

turnovers

suggests

especially

connect

Card #17 – Word Learning Strategy Instruction

bakery

culture

customer

dough

ingredients

recipe

Card #15 – Strategy Instruction

Card #15 – Explain & Model: Question

Card #15 – Guided Practice: Question

Card #15 – Guided Practice: Phonics/Decoding

chips (p. 201)

batch (p. 201)

chocolate (p. 201)

Card #3 – Single Syllable Words

|hunt |spoil |her |sprawl |

|bow |couch |munch |moist |

|black |curls |desk |trend |

Card #3 – Multisyllabic Words

|sparkle |stumble |curling |looking |

|making |never |reply |shouting |

|sleeping |started |upstairs |wastebasket |

Partner Reading

Phonics Library: Lost and Found

Anthology: Jalapeño Bagels (Segment 1)

Say-it, Spell-it, Say-it

roll

undo

aunt

million

Card #3 – Irregular Words

|roll |undo |aunt |million |

|any |many |you’re |told |

|early |believe |couldn’t |said |

|everyone |done |lived |come |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|u |oi |er |aw |

|ow |ou |u |oi |

|a_e |oi |oa |sh |

|ng |th |ie |ee |

Card #10 – Word Reading: Spelling Focused

|bugs |toll |perm |slaw |

|wow |count |stunt |point |

|make |miss |pies |desk |

Card #10 – Word Reading: Spelling Focused

|hiking |missing |pitches |quietly |

|reading |reply |shouted |story |

|telling |thinking |Thursday |turnover |

Card #16 – Guided Practice

customers (p. 204)

bakery (p. 199)

Card #17 – Specific Word Instruction

braiding

crinkle

mixture

turnovers

suggests

especially

connect

Card #15 – Strategy Instruction

Card #15 – Guided Practice: Question

Card #15 – Guided Practice: Phonics/Decoding

braided (p. 204)

slotted (p. 205)

sprinkle (p. 205)

crinkle (p. 205)

Card #3 – Single Syllable Words

|crust |soil |serve |paw |

|cow |ouch |must |point |

|three |trend |waste |bake |

Card #3 – Multisyllabic Words

|without |baker |counter |dinner |

|paper |pitcher |roller |ruler |

|sister |teacher |writer |afternoon |

Partner Reading

Phonics Library: Lost and Found

Anthology: Jalapeño Bagels (Segments 1 & 2)

Say-it, Spell-it, Say-it

whatever

chocolate

salmon

because

Card #3 – Irregular Words

|whatever |chocolate |salmon |because |

|roll |undo |aunt |million |

|any |many |you’re |told |

|early |believe |couldn’t |said |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|igh |oy |oi |u |

|wh |sh |oy |igh |

|or |ore |igh |oy |

|ng |ck |oa |tch |

Card #8 – Sound-by-Sound Blending

|high |boy |boil |grunt |

|whisk |shout |play |sight |

|cake |fuzz |locked |wise |

Card #10 – Word Reading: Spelling Focused

|baker |flaky |pumpkin |about |

|presses |until |extra |speaking |

|desert |connect |waiting |braided |

Card #17 – Specific Word Instruction

warned

mumbled

scurried

Card #15 – Explain & Model: Phonics/Decoding

What Will Lester Be?

Card #14 – Phonics Library: What Will Lester Be?

Card #3 – Single Syllable Words

|bugs |toil |perm |slaw |

|wow |count |stunt |point |

|make |miss |pies |desk |

Card #3 – Multisyllabic Words

|hiking |missing |pitches |quietly |

|reading |reply |shouted |story |

|telling |thinking |Thursday |turnover |

Partner Reading

Phonics Library: What Will Lester Be?

Anthology: Jalapeño Bagels

Say-it, Spell-it, Say-it

yourself

holding

someone

pulling

Card #3 – Irregular Words

|yourself |holding |someone |pulling |

|whatever |chocolate |salmon |because |

|roll |undo |aunt |million |

|any |many |you’re |told |

Card #5 – Phoneme Blending

Card #7 – Sound/Spelling Review

|igh |oy |oi |a_e |

|wh |sh |ay |igh |

|oro |re |igh |oy |

|th |ea |o_e |ch |

Card #10 –Word Reading: Spelling Focused

|might |toy |hoist |stun |

|which |shore |joy |night |

|boss |knead |night |came |

Card #10 – Word Reading: Spelling Focused

|counter |fishers |poppy |better |

|tosses |getting |decide |suddenly |

|exactly |connect |boiling |apart |

Card #17 – Specific Word Instruction

perfect

marched

tumbling

Card #3 – Single Syllable Words

|sight |boy |boil |grunt |

|whisk |shout |play |tight |

|cake |fuzz |locked |wise |

Card #3 – Multisyllabic Words

|baker |flaky |pumpkin |about |

|presses |until |extra |speaking |

|dessert |connect |waiting |braided |

Partner Reading

Phonics Library: What Will Lester Be?

Anthology: Jalapeño Bagels

Say-it, Spell-it, Say-it

onto

leopard

sorry

built

Card #3 – Irregular Words

|onto |leopard |sorry |built |

|yourself |holding |someone |pulling |

|whatever |chocolate |salmon |because |

|roll |undo |aunt |million |

Card #5 – Phoneme Blending

Card #7 – Sound/Spelling Review

|igh |oy |oi |u |

|wh |sh |oy |igh |

|or |ore |igh |oy |

|ai |ea |dge |ew |

Card #10 – Word Reading: Spelling Focused

|tight |boy |coin |bugs |

|whole |shore |toy |right |

|bump |last |packs |march |

Card #10 – Word Reading: Spelling Focused

|kitchen |cooking |eating |safely |

|belong |handle |cutting |teacher |

|counter |pepper |butter |over |

Card #17 – Specific Word Instruction

perfect

marched

tumbling

warned

mumbled

scurried

Card #10 – Word Reading: Spelling Focused

|baby |funny |lucky | |

|slipper |party |body | |

|twenty |pony |liberty | |

|bunny |lady |rusty | |

|plenty | | | |

Card #10 – Word Reading: Spelling Focused

|unlock |unhappy |unlike | |

|unclip |unscramble |unbroken | |

Card #15 – Explain & Model: Phonics/Decoding

messy (p. 33)

Card #14 – Phonics Library: Aunt Lizzy Finds Her Cake

Card #3 –Single Syllable Words

|might |toy |hoist |stun |

|which |shore |joy |night |

|boss |knead |night |came |

Card #3 – Multisyllabic Words

|counter |fishes |poppy |better |

|tosses |getting |decide |suddenly |

|exactly |connect |boiling |apart |

Partner Reading - Phonics Library: Aunt Lizzy Finds Her Cake

Say-it, Spell-it, Say-it

something

great

child

above

Card #3 – Irregular Words

|something |great |child |above |

|onto |leopard |sorry |bull |

|yourself |holding |someone |pulling |

|whatever |chocolate |salmon |because |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|igh |oy |oi |u |

|wh |sh |oy |igh |

|or |ore |igh |oy |

|ee |ar |ck |ar |

Card #10 – Word Reading: Spelling Focused

|right |Roy |point |hugs |

|which |pore |star |sight |

|plow |seed |pack |part |

Card #10 – Word Reading: Spelling Focused

|hiking |sisters |flutter |pitcher |

|swimmer |later |carpenter |remember |

|batter |chatter |cutting |blender |

Card #16 –

Explain & Model: buttoned (p. 222)

Guided Practice: sneakers (p. 224)

Card #17 – Specific Word Instruction

perfect

marched

tumbling

warned

mumbled

scurried

Card #17 –Word Learning Strategy Instruction

angry

fussed

groaned

grumbled

grumpily

promised

Card #15 – Explain & Model: Predict/Infer

Card #15 – Guided Practice: Phonics/Decoding

whisked (p. 225)

stabbed (p. 224)

dragged (p. 224)

opened (p. 225)

lasted (p. 225)

unwrapped (p. 226)

Card #15 – Guided Practice: Predict/Infer

Card #3 – Single Syllable Words

|tight |boy |coin |bugs |

|whale |shore |toy |right |

|bump |last |packs |march |

Card #3 – Multisyllabic Words

|kitchen |cooking |eating |safely |

|belong |handle |cutting |teacher |

|counter |pepper |butter |over |

Partner Reading

Phonics Library: Aunt Lizzy Finds Her Cake

Anthology: Carousel

I Love Reading Books #50-51

Say-it, Spell-it, Say-it

eight

some

once

behind

Card #3 – Irregular Words

|eight |some |once |behind |

|something |great |child |above |

|onto |leopard |sorry |built |

|yourself |holding |someone |pulling |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|igh |oy |oi |u |

|wh |sh |oy |igh |

|or |ore |igh |oy |

|ee |ea |ng |th |

Card #10 – Word Reading: Spelling Focused

|right |boy |foil |thud |

|while |shot |sight |toil |

|each |food |seeds |spring |

Card #10 – Word Reading: Spelling Focused

|funny |hurry |messy |birthday |

|unwise |follow |inside |sleeping |

|surprise |waiting |writing |daddy |

Card #16 –Guided Practice

wobbly (p. 233)

stretching (p. 237)

Card #17 – Specific Word Instruction

perfect

marched

tumbling

warned

mumbled

scurried

Card #15 – Strategy Instruction

Card #15 – Guided Practice: Phonics/Decoding

moonlight (p. 237)

nighttime (p. 237)

Card #15 – Guided Practice: Predict/Infer

Card #3 – Single Syllable Words

|right |Roy |point |hugs |

|which |pore |star |sight |

|plow |seed |pack |part |

Card #3 – Multisyllabic Words

|hiking |sisters |flutter |pitcher |

|swimmer |later |carpenter |remember |

|batter |chatter |cutting |blender |

Partner Reading

Phonics Library: Aunt Lizzy Finds Her Cake

Anthology: Carousel

Say-it, Spell-it, Say-it

most

someday

their

thought

Card #3 – Irregular Words

|most |someday |their |thought |

|eight |some |once |behind |

|something |great |child |above |

|onto |leopard |sorry |built |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|kn |ea |igh |oy |

|ck |kn |ay |ea |

|ar |ch |oi |kn |

|tch |i_e |ee |ai |

Card #8 – Sound-by-Sound Blending

|knack |pack |sight |boy |

|bake |knead |stay |peach |

|check |drive |fast |gloom |

Card #10 – Word Reading: Spelling Focused

|frothy |fuzzy |scratchy |sleepy |

|windy |buckle |grumble |little |

|mumble |tickle |unwrap |unhappy |

Card #17 – Specific Word Instruction

softly

surveyed

suddenly

Card #10 – Word Reading: Spelling Focused

bundle (p. 41)

Card #14 – Phonics Library: My Brother

Card #3 – Single Syllable Words

|right |boy |foil |thud |

|while |shot |sight |toil |

|each |food |seeds |spring |

Card #3 – Multisyllabic Words

|funny |hurry |messy |birthday |

|unwise |follow |inside |sleeping |

|surprise |waiting |writing |daddy |

Partner Reading – Anthology: Carousel (Segments 1 & 2)

Say-it, Spell-it, Say-it

both

walked

there

was

Card #3 – Irregular Words

|both |walked |there |was |

|most |someday |their |thought |

|eight |some |once |behind |

|something |great |child |above |

Card #5 – Phoneme Blending

Card #7 – Sound/Spelling Review

|kn |ng |igh |oy |

|ee |kn |ay |ea |

|ar |wh |oi |kn |

|ou |i_e |ch |ai |

Card #10 – Word Reading: Spelling Focused

|kneel |bring |might |toys |

|barn |knees |tray |beak |

|see |side |tooth |whip |

Card #10 – Word Reading: Spelling Focused

|unlikely |untie |bumpy |dinner |

|lasted |forever |potato |presents |

|under |rabbit |camera |hugging |

Syllabication Handout #10

Card #17 – Specific Word Instruction

squinted

luscious

measured

Card #3 – Single Syllable Words

|knack |pack |sight |boy |

|baked |knead |stay |peach |

|check |drive |fast |gloom |

Card #3 – Multisyllabic Words

|frothy |fuzzy |scratchy |sleepy |

|windy |buckle |grumble |little |

|mumble |tickle |unwrap |unhappy |

Partner Reading

Phonics Library: Aunt Lizzy Finds Her Cake; My Brother

Anthology: Carousel (Segments 1 & 2)

Anthology Link: Carousel Designed by Kids

Say-it, Spell-it, Say-it

pulled

everyone

guess

could

Card #3 – Irregular Words

|pulled |everyone |guess |could |

|both |walked |there |was |

|most |someday |their |thought |

|eight |some |once |behind |

Card #6 – Phoneme Blending

Card #7 – Sound/Spelling Review

|kn |ar |igh |oy |

|ew |kn |ay |ea |

|ar |u_e |oi |kn |

|ou |a_e |ge |ee |

Card #10 – Word Reading: Spelling Focused

|know |barn |night |farm |

|right |toy |knew |tray |

|cakes |weeds |place |tune |

Card #10 – Word Reading: Spelling Focused

|sharply |getting |tugging |yanking |

|before |perfect |kicking |stopping |

|fussing |jumping |closing |around |

Card #16

Explain & Model: counting (p. 268)

Guided Practice: bellowed (p. 276)

Card #17 – Specific Word Instruction

squinted

luscious

measured

softly

surveyed

suddenly

Card #10 – Word Reading: Spelling Focused

|running |dropped |sledded | |

|stopping |swimming |grabbed | |

Card #10 – Word Reading: Spelling Focused

|night |lamb |thumb | |

|flashlight |thumbtack |knapsack | |

|kneel |frightful |plumber | |

|limb |right |kneecap | |

Card #15 – Explain & Model: Phonics/Decoding

daughter (p. 49)

Card #14 – Phonics Library: Eight Daughters!

Card #3 – Single Syllable Words

|kneel |bring |might |toys |

|barn |knees |tray |beak |

|see |side |tooth |whip |

Card #3 – Multisyllabic Words

|unlikely |untie |bumpy |dinner |

|lasted |forever |potato |presents |

|under |rabbit |camera |hugging |

Partner Reading – Anthology: Eight Daughters!

Say-it, Spell-it, Say-it

sure

others

believe

were

Card #3 – Irregular Words

|sure |others |believe |were |

|pulled |everyone |guess |could |

|both |walked |there |was |

|most |someday |their |thought |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|kn |ai |igh |oy |

|ar |kn |ay |ea |

|ng |ou |oi |kn |

|ck |igh |ea |ai |

Card #10 – Word Reading: Spelling Focused

|know |sight |joy |faint |

|hard |bring |drums |knack |

|spring |start |loud |main |

Card #10 – Word Reading: Spelling Focused

|apple |bottle |bubble |scramble |

|manner |playing |splashing |teaching |

|thinking |table |bundle |settle |

Card #16 – Guided Practice

rumbled (p. 285)

hurried (p. 285)

Card #17 – Specific Word Instruction

squinted

luscious

measured

softly

surveyed

suddenly

Card #17 – Word Learning Strategy Instruction

bolt

horizon

lightning

rumbled

thunder

weather

Card #15 – Explain & Model: Monitor/Clarify

Card #3 – Single Syllable Words

|know |barn |night |farm |

|right |toy |knew |tray |

|cakes |weeds |place |tune |

Card #3 – Multisyllabic Words

|sharply |getting |tugging |yanking |

|before |perfect |kicking |stopping |

|fussing |jumping |closing |around |

Partner Reading – Anthology: Thunder Cakes

Say-it, Spell-it, Say-it

youngest

tallest

surely

gone

Card #3 – Irregular Words

|youngest |tallest |surely |gone |

|sure |others |believe |were |

|pulled |everyone |guess |could |

|both |walked |there |was |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|kn |ng |igh |oy |

|ck |kn |ay |ea |

|ar |ou |oi |kn |

|ge |i_e |ew |ai |

Card #10 – Word Reading: Spelling Focused

|knew |night |toy |rain |

|part |sting |trays |knack |

|press |start |lump |charm |

Card #10 – Word Reading: Spelling Focused

|pressing |slippers |funny |lumpy |

|charming |river |artist |critter |

|happen |settle |wiggle |little |

Card #17 – Specific Word Instruction

squinted

luscious

measured

softly

surveyed

suddenly

Card #15 – Strategy Instruction

Card #15 – Guided Practice: Monitor/Clarify

Card #15 – Guided Practice: Phonics/Decoding

rumbled (p. 285)

rolled (p. 285)

Card #3 – Single Syllable Words

|know |sight |joy |faint |

|hard |bring |drums |knack |

|spring |start |loud |main |

Card #3 – Multisyllabic Words

|apple |bottle |bubble |scramble |

|manner |playing |splashing |teaching |

|thinking |table |bundle |settle |

Partner Reading – Anthology: Thundercakes

Say-it, Spell-it, Say-it

walking

half

only

through

Card #3 – Irregular Words

|walking |half |only |through |

|youngest |tallest |surely |gone |

|sure |others |believe |were |

|pulled |everyone |guess |could |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|ee |e |kn |qu |

|oi |oy |ee |i_e |

|ee |ar |ea |sh |

|ch |tch |ar |ea |

Card #8 – Sound-by-Sound Blending

|street |spend |kneel |bash |

|soil |toy |feet |mesh |

|side |drive |paint |quit |

Card #10 – Word Reading: Spelling Focused

|dressing |drumming |crawling |getting |

|skinny |kneading |kneeling |baking |

|mainly |morning |muddy |muffins |

Card #17 – Specific Word Instruction

noticing

secret

starting

Card #10 – Word Reading: Spelling Focused

|hurry |lovingly | | |

Card #15 – Guided Practice: Phonics/Decoding

plenty (p. 58)

Card #14 – Phonics Library: The Family Garden

Card #3 – Single Syllable Words

|knew |night |toy |rain |

|part |sing |trays |knack |

|press |start |lump |charm |

Card #3 – Multisyllabic Words

|pressing |slippers |funny |lumpy |

|charming |river |artist |critter |

|happen |settle |wiggle |little |

Partner Reading

Phonics Library: The Family Garden

Anthology: Thunder Cakes

Say-it, Spell-it, Say-it

weather

today

another

special

Card #3 – Irregular Words

|weather |today |another |special |

|walking |half |only |through |

|youngest |tallest |surely |gone |

|sure |others |believe |were |

Card #5 – Phoneme Blending

Card #7 – Sound/Spelling Review

|ee |e |kn |ou |

|oi |oy |ee |igh |

|ee |ar |ea |th |

|ch |tch |ee |ea |

Card #10 – Word Reading: Spelling Focused

|sweet |felt |know |bow |

|boil |joy |tree |tent |

|with |high |hole |shout |

Card #10 – Word Reading: Spelling Focused

|number |smelling |triplets |happy |

|plenty |baskets |garden |hearing |

|thunder |unless |counting |shouting |

Card #17 – Specific Word Instruction

steering

steepness

curving

Card #3 – Single Syllable Words

|street |spend |kneel |bash |

|soil |toy |feet |mesh |

|side |drive |paint |quit |

Card #3 – Multisyllabic Words

|dressing |drumming |crawling |getting |

|skinny |kneading |kneeling |baking |

|mainly |morning |muddy |muffins |

Partner Reading

Anthology: Thunder Cakes

Phonics Library: The Family Garden

Say-it, Spell-it, Say-it

people

watch

pretty

warm

Card #3 – Irregular Words

|people |watch |pretty |warm |

|weather |today |another |special |

|walking |half |only |through |

|youngest |tallest |surely |gone |

Card #5 – Phoneme Blending

Card #7 – Sound/Spelling Review

|ee |e |nk |sh |

|oi |oy |ee |e |

|ee |ar |ea |wh |

|ur |ng |wh |ou |

Card #10 – Word Reading: Spelling Focused

|feel |when |know |belt |

|spoil |coy |beef |fresh |

|house |hung |keep |curve |

Card #10 – Word Reading: Spelling Focused

|bottle |sounded |travel |around |

|important |disgusted |starting |lately |

|started |matter |secret |steering |

Card #16 –

Explain & Model: noticing (p. 301)

Guided Practice: explained (p. 301)

Card #17 – Specific Word Instruction

steering

steepness

curving

noticing

secret

starting

Card #15 – Strategy Instruction

Card #17 – Word Learning Strategy Instruction

advice

curve

instructions

message

travel

Card #15 – Explain & Model: Monitor/Clarify

Card #3 – Single Syllable Words

|sweet |felt |know |bow |

|boil |joy |tree |tent |

|with |high |hole |shout |

Card #3 – Multisyllabic Words

|number |smelling |triplets |happy |

|plenty |baskets |garden |hearing |

|thunder |unless |counting |shouting |

Partner Reading – Anthology: More Stories Julian Tells

Say-it, Spell-it, Say-it

friendly

told

listen

doing

Card #3 – Irregular Words

|friendly |told |listen |doing |

|people |watch |pretty |warm |

|weather |today |another |special |

|walking |half |only |through |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|ee |e |kn |ay |

|oi |oy |ee |ng |

|ee |ar |ea |ph |

|dge |tch |o_e |ou |

Card #10 – Word Reading: Spelling Focused

|green |phone |tray |fetch |

|soil |tarp |bleed |sent |

|long |bridge |held |hand |

Card #10 – Word Reading: Spelling Focused

|matter |secret |trying |problem |

|added |going |about |person |

|illness |important |cartwheel |human |

Card #16 – Guided Practice

championship (p. 309)

simply (p. 309)

Card #17 – Specific Word Instruction

steering

steepness

curving

noticing

secret

starting

Card #17 – Word Learning Strategy Instruction

bobsled

catches

course

run

straightaways

Card #15 – Explain & Model: Monitor/Clarify

Card #3 – Single Syllable Words

|feel |when |know |belt |

|spoil |coy |beet |fresh |

|house |hung |keep |curve |

Card #3 – Multisyllabic Words

|bottle |sounded |travel |around |

|important |disgusted |starting |lately |

|started |matter |secret |steering |

Partner Reading

Anthology: Slippery Siblings and More Stories Julian Tells

Say-it, Spell-it, Say-it

heavy

become

whatever

ready

Card #3 – Irregular Words

|heavy |become |whatever |ready |

|friendly |told |listen |doing |

|people |watch |pretty |warm |

|weather |today |another |special |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|ee |e |kn |ge |

|oi |oy |ee |er |

|ee |ce |ea |ar |

|ch |ea |a_e |wh |

Card #10 – Word Reading: Spelling Focused

|meet |perch |knap |bent |

|seen |joy |germ |sharp |

|mean |chance |place |down |

Card #10 – Word Reading: Spelling Focused

|chapter |crickets |summer |sitting |

|swinging |wooden |stepping |better |

|over |meeting |problem |clubhouse |

Card #16 – Guided Practice

numbers (p. 310)

remembers (p. 311)

Card #17 – Specific Word Instruction

steering

steepness

curving

noticing

secret

starting

Card #3 – Single Syllable Words

|green |phone |tray |fetch |

|soil |tarp |bleed |sent |

|long |bridge |held |hand |

Card #3 – Multisyllabic Words

|matter |secret |trying |problem |

|added |going |about |person |

|illness |important |cartwheel |human |

Partner Reading

Anthology: Slippery Siblings and More Stories Julian Tells

Say-it, Spell-it, Say-it

hour

friends

putting

very

Card #3 – Irregular Words

|hour |friends |putting |very |

|heavy |becomes |whatever |ready |

|friendly |told |listen |doing |

|people |watch |pretty |warm |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|aw |oa |ee |e |

|oa |aw |kn |ur |

|igh |oa |ea |aw |

|tch |ck |i_e |or |

Card #8 –Sound-by-Sound Blending

|boat |shawl |feed |spend |

|cloak |paw |knick |blend |

|drive |turn |miles |born |

Card #10 – Word Reading: Spelling Focused

|stopping |running |window |drive |

|silent |secret |even |fantastic |

|inside |mascot |suddenly |noodle |

Card #17 – Specific Word Instruction

answered

silently

empty

Card #3 – Single Syllable Words

|meet |perch |knap |bent |

|seen |joy |germ |sharp |

|mean |chance |place |down |

Card #3 – Multisyllabic Words

|chapter |crickets |summer |sitting |

|swinging |wooden |stepping |better |

|over |meeting |problem |clubhouse |

Partner Reading – Anthology: Slippery Siblings

Say-it, Spell-it, Say-it

front

bold

enough

only

Card #3 – Irregular Words

|front |bold |enough |only |

|hour |friends |putting |very |

|heavy |become |whatever |ready |

|friendly |told |listen |doing |

Card #5 – Phoneme Blending

Card #7 – Sound/Spelling Review

|aw |oa |ee |e |

|oa |aw |kn |a_e |

|igh |oa |ea |aw |

|tch |ck |i_e |ou |

Card #10 – Word Reading: Spelling Focused

|shawl |coat |leek |send |

|goat |paw |knock |brave |

|year |sled |ride |socks |

Card #10 – Word Reading: Spelling Focused

|shouted |okay |licking |smartest |

|perfect |shaggy |little |suddenly |

|taking |middle |moment |quietly |

Card #17 – Specific Word Instruction

entrance

incredible

guess

Card #15 – Strategy Instruction

Card #3 – Single Syllable Words

kneel

eight

climb

Card #3 – Single Syllable Words

|boat |shawl |feed |spend |

|cloak |paw |knick |blend |

|drive |turn |miles |born |

Card #3 – Multisyllabic Words

|stopping |running |window |driver |

|silent |secret |even |fantastic |

|inside |mascot |suddenly |noodle |

Partner Reading

Anthology: Slippery Siblings; More Stories Julian Tells

Say-it, Spell-it, Say-it

cold

sometimes

work

heard

Card #3 – Irregular Words

|cold |sometimes |work |heard |

|front |bold |enough |only |

|hour |friends |putting |very |

|heavy |become |whatever |ready |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|aw |oa |ee |a_e |

|oa |aw |kn |sh |

|wh |oa |ea |aw |

|ch |ur |er |ai |

Card #10 – Word Reading: Spelling Focused

|claw |oats |cheeks |pens |

|boat |saw |knead |blame |

|crash |curve |slide |wheels |

Card #10 – Word Reading: Spelling Focused

|suddenly |shouted |eating |cookie |

|voted |meeting |understand |problems |

|finished |traveling |different |report |

Card #16

Explain & Model: suddenly (p. 331)

Guided Practice: understand (p. 333)

Card #17 – Specific Word Instruction

entrance

incredible

guess

answered

silent

empty

Card #10 – Word Reading: Spelling Focused

|homework |stepped |suddenly | |

|smartest |driver |summer | |

|silent |attention |mixture | |

|candle |shaggy |meeting | |

Card #10 – Word Reading: Spelling Focused

|clubhouse |cricket |fantastic | |

|crazy |peephole |traveling | |

|swinging |understand |finish | |

|secret |entrance |Miranda | |

Card #15 – Explain & Model: Phonics/Decoding

The Sleepover Party

Card #14 – Phonics Library: The Sleepover Party

Card #3 – Single Syllable Words

|shawl |coat |leek |send |

|goat |paw |knock |brave |

|year |sled |ride |socks |

Card #3 – Multisyllabic Words

|shouted |okay |licking |smartest |

|perfect |shaggy |little |suddenly |

|taking |middle |moment |quietly |

Partner Reading – Phonics Library: The Sleepover Party

Say-it, Spell-it, Say-it

warm

most

friendly

sorry

Card #3 – Irregular Words

|warm |most |friendly |sorry |

|cold |sometimes |work |heard |

|front |bold |enough |only |

|hour |friends |putting |very |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|aw |oa |ee |ck |

|oa |aw |kn |igh |

|sh |oa |ea |aw |

|th |i_e |ir |ai |

Card #10 – Word Reading: Spelling Focused

|shawl |oak |feed |help |

|Joan |law |knock |black |

|third |year |time |high |

Card #10 – Word Reading: Spelling Focused

|quitting |crawling |repeated |funny |

|forget |exactly |open |several |

|awful |observe |gathered |members |

Card #16 – Guided Practice

traveling (p. 337)

finished (p. 334)

Card #17 – Specific Word Instruction

entrance

incredible

guess

answered

silent

empty

Card #17 – Word Learning Strategy Instruction

chapter

character

problem

solution

Card #15 – Explain & Model: Summarize

Card #3 – Single Syllable Words

|claw |oats |cheeks |pens |

|boat |saw |knead |blame |

|crash |curve |slide |wheels |

Card #3 – Multisyllabic Words

|suddenly |shouted |eating |cookie |

|voted |meeting |understand |problems |

|finished |traveling |different |report |

Partner Reading – Anthology: The Cool Crazy Crickets (Segment 1)

Say-it, Spell-it, Say-it

move

pull

scared

early

Card #3 – Irregular Words

|move |pull |scared |early |

|warm |most |friendly |scary |

|cold |sometimes |work |heard |

|front |bold |enough |only |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|aw |oa |ee |ck |

|oa |aw |kn |o_e |

|qu |oa |ea |aw |

|ch |wh |er |ie |

Card #10 – Word Reading: Spelling Focused

|crawl |croak |three |spend |

|bowl |coal |knick |beat |

|club |street |join |snack |

Card #10 – Word Reading: Spelling Focused

|butterflies |falcon |joining |starting |

|inside |meeting |forest |forty |

|sporty |department |started |talent |

Card #17 – Specific Word Instruction

entrance

incredible

guess

answered

silent

empty

Card #15 – Strategy Instruction

Card #16 – Guided Practice

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: Phonics/Decoding

mascot (p. 328)

Card #15 – Guided Practice: Summarize

Card #3 – Single Syllable Words

|shawl |oak |feed |help |

|Joan |law |knack |black |

|third |year |time |high |

Card #3 – Multisyllabic Words

|quitting |crawling |repeated |funny |

|forget |exactly |open |several |

|awfully |observe |gathered |members |

Partner Reading – Anthology: The Cool Crazy Crickets

Say-it, Spell-it, Say-it

where

sure

shouldn’t

water

Card #3 – Irregular Words

|where |sure |shouldn’t |water |

|move |pull |scared |early |

|warm |most |friendly |sorry |

|cold |sometimes |work |heard |

Card #6 – Phoneme Segmentation

Card #7 – Sound/Spelling Review

|oo |ew |aw |oa |

|ew |oo |kn |igh |

|ai |ee |oo |ew |

|ch |tch |ee |ea |

Card #10 – Word Reading: Spelling Focused

|boot |blew |straw |boat |

|light |feed |stew |shoot |

|fair |shed |crew |loot |

Card #10 – Word Reading: Spelling Focused

|sleepover |packing |duffle |nightgown |

|closer |whipping |trapping |contents |

|before |shouting |person |happened |

Card #17 – Specific Word Instruction

talent

colored

lesson

Card #3 – Single Syllable Words

|crawl |croak |three |spend |

|bowl |cool |knick |beat |

|club |street |join |snack |

Card #3 – Multisyllabic Words

|butterflies |falcon |joining |starting |

|inside |meeting |forest |forty |

|sporty |department |started |talent |

Partner Reading – Anthology: The Cool Crazy Crickets

Say-it, Spell-it, Say-it

someone

many

wouldn’t

special

Card #3 – Irregular Words

|someone |many |wouldn’t |special |

|where |sure |shouldn’t |water |

|move |pull |scared |early |

|warm |most |friendly |sorry |

Card #5 – Phoneme Blending

Card #7 – Sound/Spelling Review

|oo |ew |aw |oa |

|ew |oo |kn |tch |

|igh |ee |oo |ew |

|u_e |ar |qu |ck |

Card #10 – Word Reading: Spelling Focused

|tooth |stew |law |float |

|might |seed |few |bloom |

|draw |rules |copy |quick |

Card #10 – Word Reading: Spelling Focused

|lesson |about |return |artist |

|surprise |speaking |study |subject |

|playing |sixty |different |drawings |

Card #17 – Specific Word Instruction

talent

surprised

dismayed

Card #3 – Single Syllable Words

|boot |blew |straw |boat |

|light |feed |stew |shoot |

|fair |shed |crew |loot |

Card #3 – Multisyllabic Words

|sleepover |packing |duffle |nightgown |

|closer |whipping |trapping |contents |

|before |shouting |person |happened |

Partner Reading

Phonics Library: The Sleepover Party

Anthology: The Cool Crazy Crickets

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