Correlated to Florida Department of Education Reading …assets.pearsonschool.com/correlations/SSRW_READK-1pdf.pdf · 2016. 6. 10. · READING SPECIFICATIONS 2007-2008 Committee Member

Sing, Spell, Read & Write®

Correlated to

Florida Department of EducationReading Specifications

Comprehensive Intervention K, 1

Grades K-1

SUBJECT: ReadingCATEGORY: K-5(6) Comprehensive Intervention Reading Program CATEGORY CODE NUMBER: RCI0001

SUBMISSION TITLE: Sing, Spell, Read, and Write: Teacher's ManualPUBLISHER: Modern Curriculum Press/Pearson Learning Group

GRADE(S): Kindergarten

GRADE ID COMPONENT SPECIFICATION DESCRIPTIONPAGE(S) OR LOCATION(S) WHERE TAUGHT

IN MAJOR TOOL I/M* Su

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PA01 Phonological Awareness

Instruction that progresses from easier phonological awareness activities to more difficult phonological awareness activities

Students begin instruction on a regular basis with components of the program: A to Z Phonics Song Cards, Ferris Wheel Chart and Tickets, Short Vowel Charts, and Phonics songs for Kindergarten Audio CD that lead students to more difficult activities that include decoding storybooks: My Little Storybooks component: 146-148, 160-161, 174-176, 189-190, 204-206; Phonetic Storybooks: 53-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I


Phonological awareness that starts with larger units (words and syllables) and progresses to smaller units (phonemes)

Students are taught to read using fully decodable storybooks with single-syllable, short-vowel words and develop Phonemic Awareness through cut-and-paste pages for each letter of the alphabet. Instruction given in Teacher's Manual: 57 I


Phonological awareness that starts with rhyming and progresses to phoneme isolation, blending, segmenting and manipulation

28-29, 65, 80, 86, 88, 100, 109, 116, 117, 118, 119 120, 127, 140, 144, 148, 152, 157, 162, 165, 171, 176, 186, 191, 194, 201, 206, 209, 215; Students will also use components of program: Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD I

PA04 Phonological AwarenessPhonological awareness that starts with shorter words and progresses to longer words


Phonological awareness that is taught explicitly every day

Students will use any of these components on a regular basis: A to Z Phonics Song Cards, Ferris Wheel Chart and Tickets, Short Vowel Charts, and Phonics songs for Kindergarten Audio CD I


Phonological awareness that is only a small portion of the daily lesson (no more than 30 minutes a day)

Teacher determines time spent on phonological awareness. Program does not specify or suggest time spent on standard. M


Activities that follow the continuum of word types (beginning with short words that contain 2 or 3 phonemes)

Teacher can use activities and instructions given in Teacher's Manual: 28-29, 65, 80, 86, 88, 100, 109, 116, 117, 118, 119 120, 127, 140, 144, 148, 152, 157, 162, 165, 171, 176, 186, 191, 194, 201, 206, 209, 215; Students will also use components of program: Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD. I

(Committee Member Use Only)

CORRELATIONFLORIDA DEPARTMENT OF EDUCATIONREADING SPECIFICATIONS 2007-2008

Committee Member Evaluation

*Indepth/Mentioned Page 1 of 12






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Teacher modeling of phonological awareness as well as guided practice

Teacher can use activities and instructions given in Teacher's Manual: 28-29, 65, 80, 86, 88, 100, 109, 116, 117, 118, 119 120, 127, 140, 144, 148, 152, 157, 162, 165, 171, 176, 186, 191, 194, 201, 206, 209, 215; Students will also use components of program: Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD I


A sound pronunciation guide Instruction given for introduction to each letter of the alphabet in Teacher's Manual: 54, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 105, 106 I


Instructions to alert the teacher of student readiness pertaining to phonological awareness activities Teacher determines student readiness through

Assessment element of Teacher's Manual: 20-24 I


A description of what constitutes mastery Teacher can use Comprehension/Critical Thinking Skills element in Teacher’s Manual for Phonetic Storybooks to determine mastery:153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218

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Intervention that begins instruction using auditory phonological awareness activities (without use of letters)

Students are first introduced to sounds through songs and nursery rhymes by using All Aboard, Phonics Songs for Kindergarten Audio CD, and A to Z Phonics Cards I


Phonological awareness activities that eventually include the use of letters (placing letters in Elkonin boxes for example) to help students make the connection between sounds and print (the alphabetic principle)

Students will use Reproducibles, Ferris Wheel Chart and Tickets, Short Vowel Charts, A to Z Sound-O Game, A to Z Pick a Sound Game, and Phonics Songs for Kindergarten I


Instructions that make it clear that the teacher should not begin including letters with phonological awareness activities until the student has acquired phonological awareness


Auditory rhyming activities (recognition and production) 28-29, 65, 80, 86, 88, 100, 109, 120, 127, 140, 144, 148, 152, 157, 162, 165, 171, 176, 186, 191, 194, 201, 206, 209, 215 I

PA16 Phonological Awareness Auditory alliteration activities 34 I


Prompts for students to count the number of words in spoken sentences

Teacher can determine student ability to count the number of words in a spoken sentence through Assessment element of Teacher's Manual: 20-24 M







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Activities that involve counting the number of syllables in a word (blending first and then segmenting) SSRW Level K is designed to teach students to

recognize and read words with single-syllable, short-vowel words. Activities that involve blending and segmenting can be found in Teacher's Manual: 28-29, 65, 80, 86, 88, 100, 109, 116, 117, 118, 119 120, 127, 140, 144, 148, 152, 157, 162, 165, 171, 176, 186, 191, 194, 201, 206, 209, 215; Students will also use components of program: Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD I


Activities for students to blend onsets and rimes Instruction given to teacher for activities for students to blend onsets and rimes are found in Teacher's Manual: 28-29, 65, 80, 86, 88, 100, 109, 120, 127, 140, 144, 148, 152, 157, 162, 165, 171, 176, 186, 191, 194, 201, 206, 209, 215. I


Phoneme isolation that is in the following order: initial, final and medial

Taught through Additional Practice: Name That Word game and Phonemic Awareness elements of Teacher's Manual: 29, 31, 37, 40, 43, 46, 57, 72, 78, 80, 82, 92, 102, 104. I


Phoneme blending 116, 117, 118, 119, 120; Students will also use components of program: Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD. I


Phoneme segmentation 28-29, 65, 80, 86, 88, 100, 109, 116, 117, 118, 119 120, 127, 140, 144, 148, 152, 157, 162, 165, 171, 176, 186, 191, 194, 201, 206, 209, 215.Students will also use components of program: Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD. I


Phoneme manipulation 116, 117, 118, 119, 120; Students will also use components of program: Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, Short Vowel Charts, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD. I


Activities using Elkonin boxes, counters, tiles, fingers, auditory cues

Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, Short Vowel Charts, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD; Students will also use activities in On Track book as instructed in Teacher's Manual: 123, 127, 131, 135, 139 I







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Phonological awareness instruction that is linked with phonics instruction

Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, Short Vowel Charts, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD; My Little Storybooks component: 146-148, 160-161, 174-176, 189-190, 204-206; Phonetic Storybooks: 153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I


Words that are used in phonological awareness activities are found in later word lists and text readings

Ferris Wheel Chart and Tickets, A-Z Pick-a-Sound Game, Short Vowel Charts, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD; My Little Storybooks component: 146-148, 160-161, 174-176, 189-190, 204-206; Phonetic Storybooks: 153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I


Daily focus lesson focuses on only 1 or 2 phonological awareness skills

Students will use any one of these components on a regular basis: A to Z Phonics Song Cards, Ferris Wheel Chart and Tickets, Short Vowel Charts, and Phonics songs for Kindergarten Audio CD I


Helps for the teacher to determine when oral language phonological awareness activities should drop out of the curriculum

Phonological awareness activities are given through all lessons and are continued through SSRW Level 1. I


Sound pronunciation, distortion of stop sounds, holding out continuous sounds 54, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84,

86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 105, 106 I

P01 Phonics

Letter-sounds introduced explicitly 54, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 105, 106 I

P02 PhonicsLetters that are auditorily and visually similar are separated

P03 Phonics

Letter-sounds introduced systematically 54, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 105, 106 I

P04 Phonics

Letter-sound correspondences taught to mastery and reviewed frequently 54, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84,

86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 105, 106 I

P05 Phonics Procedures for immediate, constructive feedback

Strategies given under Practice/Apply element in Teacher's Manual to aide standard: 28, 31, 34, 37, 40, 43, 46, 53, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 111, 115, 119, 123, 126, 130, 134, 138, 143, 146, 150, 156, 160, 164, 170, 174, 178, 185, 189, 193, 200, 204, 208, 214 I







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P06 Phonics

Sequencing of letter-sound introduction that reduces confusion and emphasizes utility (e.g., auditorily and visually confusing letters and letter sounds are separated (b/d; f/v)

P07 PhonicsWords that only include letters and sounds the students have already learned initially

In Teacher's Manual, strategies given to teacher before reading Phonetic Storybooks: 150, 158, 160, 164, 172, 174, 178, 187, 189, 193, 202, 204, 208, 214 I

P08 Phonics

Ample decodable text to provide students practice in applying their skills with phonic elements (word lists and connected text)

Students use Ferris Wheel Chart and Tickets, Short Vowel Charts, A to Z Sound-O Game, A to Z Pick a Sound Game, and Phonics Songs for Kindergarten that transition to My Little Storybooks component: 146-148, 160-161, 174-176, 189-190, 204-206; Phonetic Storybooks: 153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218

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P09 PhonicsThe symbol to sound association (decoding) and the sound to symbol association (spelling) taught explicitly

122, 126, 130, 134, 138, 142; Students will also use components of the program: Short a Word Chart, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD. I

P10 Phonics

Spelling instruction during word learning so students are able to make the connection of how sounds map onto print

Students use Ferris Wheel Chart and Tickets, Short Vowel Charts, A to Z Sound-O Game, A to Z Pick a Sound Game, and Phonics Songs for Kindergarten that transition to Phonetic Storybooks: 153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I

P11 PhonicsInstruction that differentiates between the two different kinds of irregular words

P12 PhonicsClarification that high frequency words can be both regular and irregular words

P13 PhonicsDifficult, irregular and high frequency words reviewed often and cumulatively

P14 Phonics

Direct instruction of high frequency irregular words and student encouragement to use decoding strategies for parts of irregular words that are decodable.







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P15 Phonics

Irregular words kept to a minimum in beginning instruction, using only high utility irregular words at first to prevent the student from being confused or overwhelmed.

P16 PhonicsIrregular words that look highly similar are separated (e.g., where-were; of-off)

P17 Phonics Pre-teaching irregular words prior to reading text

P18 PhonicsBeginning passages that contain only irregular words that have been previously taught

P19 PhonicsText in which the irregular words being taught are evident

P20 Phonics

Phonic and structural analysis (advanced phonics skills) taught explicitly, first in isolation and then in words and connected text

Students use Ferris Wheel Chart and Tickets, Short Vowel Charts, A to Z Sound-O Game, A to Z Pick a Sound Game, and Phonics Songs for Kindergarten that transition to My Little Storybooks component: 146-148, 160-161, 174-176, 189-190, 204-206; Phonetic Storybooks: 153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218

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P21 Phonics

Explicit instruction on how to analyze and blend one syllable words and multisyllabic words with larger phonic elements such as prefixes, suffixes, syllables

P22 Phonics An emphasis on reading multisyllabic words fluently

P23 Phonics

The introduction of harder affixes and longer multisyllabic words introduced as the students advance (late 2nd and 3rd grade)

P24 PhonicsIntervention that provides teacher modeling of a think-aloud strategy to aid in multisyllabic word analysis

P25 Phonics The phases of word learning by Ehri

SSRW Level K uses phonics songs, interactive games and charts to teach the alphabetic principle, phonemic awareness, sound/letter correspondences, short vowel sounds, and blending to support the phases of word learning. I

P26 PhonicsInstruction in the strategy of chunking when trying to decode multisyllabic words.







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F01 Fluency

Fluency practice that is introduced after students are proficient at reading words accurately (in word lists, sentences or passages)

Students continue to use components on a regular basis as teacher evaluates proficiency: A to Z Phonics Song Cards, Ferris Wheel Chart and Tickets, Short Vowel Charts, and Phonics songs for Kindergarten Audio CD I

F02 FluencyFluency instruction that is integrated into each day’s lesson

Students will use any of these components on a regular basis: A to Z Phonics Song Cards, Ferris Wheel Chart and Tickets, Short Vowel Charts, and Phonics songs for Kindergarten Audio CD I

F03 Fluency All dimensions of fluency (speed, accuracy, expression)

Teacher determines student ability to read with accuracy through Assessment element of Teacher's Manual: 20-24 I

F04 FluencyResearch-based fluency strategies (e.g., repeated readings, peer reading)

My Little Storybooks component: 146-148, 160-161, 174-176, 189-190, 204-206; Phonetic Storybooks: 153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I

F05 Fluency Opportunities for the teacher to model prosody

Teacher models standard by using components of the program: A to Z Phonics Cards, Phonics Songs for Kindergarten Audio CD, and Additional Practice element of the Teacher's Manual: 35, 61, 65, 93, 109, 157, 186 I

F06 FluencyFluency practice that involves the teacher giving feedback to students

Comprehension/Critical Thinking Skills element in Teacher’s Manual for Phonetic Storybooks:153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I

F07 FluencyAssessment of reading rates in words correct per minute


F08 FluencyAn emphasis on a fluency goal of 41 words correct per minute by the end of first grade

F09 FluencyAn emphasis on a fluency goal of 91 words correct per minute by the end of second grade

F10 FluencyAn emphasis on a fluency goal of 111 words correct per minute by the end of third grade

F11 Fluency

Accurate description of how to determine independent, instructional, and frustrational reading levels for individual students


F12 Fluency

Opportunities for students to read text at their independent level or instructional level to help build fluency

My Little Storybooks component: 146-148, 160-161, 174-176, 189-190, 204-206; Phonetic Storybooks: 153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I







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F13 FluencyTeaching letter-sounds to mastery and frequent practice to promote automaticity

54, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 105, 106; Students will also use components of the program: A to Z Sound-0 Game, A to Z Phonics Song Cards, and A to Z Pick-A-Sound Game I

F14 FluencyFluency-building passages that include a high percentage of regular words

Short Vowel Charts; My Little Storybooks component: 146-148, 160-161, 174-176, 189-190, 204-206; Phonetic Storybooks:153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I

F15 FluencyExplicit strategies taught as students transition from reading words in lists to reading connected text

Students use Ferris Wheel Chart and Tickets, Short Vowel Charts for word lists that transition to Phonetic Storybooks: 153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I

F16 FluencyFluency practice that involves text the students can read with 95% accuracy


F17 FluencyTeaching decoding strategies until they becomes automatic

Students will use any of these components on a regular basis as decoding strategies: A to Z Phonics Song Cards, Ferris Wheel Chart and Tickets, Short Vowel Charts, and Phonics songs for Kindergarten Audio CD I

F18 Fluency Irregular words taught to be recognized by sight

F19 FluencyAsking students to reread a word list after an error correction

Achievement Test; Section C: Vocabulary Words-Phonetic Storybooks 1-6: 23 I

F20 FluencyAsking students to reread the word and then reread the sentence after error correction during sentence reading

Achievement Test; Section D: Sentences-Phonetic Storybooks 1-6 in Teacher's Manual: 24 I

F21 FluencyOpportunities during passage or story reading for the students are to reread the story


F22 Fluency

Opportunities for students to read a story orally so teachers hear whether or not they apply the skills they are learning

Guiding the Reading element in Teacher’s Manual for Phonetic Storybooks:153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I

F23 Fluency Guided oral reading instruction

Guiding the Reading element in Teacher’s Manual for Phonetic Storybooks: 153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I







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F24 FluencyTimed readings as a method to increase speed and motivation.

Teacher follows directions (pg. 20) to administer Achievement Test; Section C: Vocabulary Words-Phonetic Storybooks 1-6: 23; Achievement Test; Section D: Sentences-Phonetic Storybooks 1-6 in Teacher's Manual: 24 I

F25 Fluency Assessment of reading fluency

Teacher can assess reading fluency through Achievement Test; Section D: Sentences-Phonetic Storybooks 1-6 in Teacher's Manual: 24 I

F26 Fluency Fluency probes for progress monitoring

Comprehension/Critical Thinking Skills element in Teacher’s Manual for Phonetic Storybooks:153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218

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V01 VocabularyVocabulary instruction before, during, and after the story

Vocabulary element: 153, 167, 181, 183, 196, 197, 210, 212, 217, 218 I

V02 Vocabulary Listening, reading, and speaking vocabulary


V03 VocabularyUseful words, important words, and difficult words taught directly

Vocabulary element: 153, 167, 181, 183, 196, 197, 210, 212, 217, 218 I

V04 VocabularyMultiple opportunities for students to work with new words in reading sentences, paragraphs, or longer text


V05 VocabularyOpportunities for students to use new words in their writing

Writing assignments given in the Teacher's Manual: A Big Win 176, A Gift 209, Action Words 187, Animals That Hop 136, Another Page 166, At the Beach 152, Bugs 140, Caps or Hats 144, Draw a Word 172, Family Books 158, Family Outing 195, Favorite Animal 216, Favorite Foods 132, Favorite Pets 128, Happy Books 148, Have Fun 206, Lend a Hand 162, Look in the Box 191, Silly Hats 120, Two of Us 202 I

V06 Vocabulary Previously introduced words cumulatively reviewed

Teacher reviews with students before reading Phonetic Storybooks: 150, 158, 160, 164, 172, 174, 178, 187, 189, 193, 202, 204, 208, 214 I

V07 VocabularyMeanings of prefixes and suffixes taught before connecting them to words

V08 VocabularyInstruction in strategies to determine word meanings based on prefixes and suffixes







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V09 Vocabulary

Inclusion of various aspects of word study, either under vocabulary or word recognition (e.g., concepts and word meanings, multiple meanings, morphemic analysis, synonyms, antonyms, homonyms, etymologies, and figurative meanings)

SSRW Level K uses repetition, rhyme, rhythm, and music to foster memory and skill mastery.

V10 Vocabulary

Various word learning strategies directly taught to develop word knowledge (e.g., concept definition mapping, Frayer model, semantic feature analysis, and semantic mapping)

Teacher uses the various components of the program to develop word knowledge: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD. I

V11 VocabularyInstruction in strategies to ensure understanding of the strategy process

Teacher is instructed prior to each lesson to introduce the new vocabulary and in various chapters throughout the lessons. Teacher can evaluate student understanding when using the new vocabulary in Phonetic Storybooks: 150, 158, 160, 164, 172, 174, 178, 187, 189, 193, 202, 204, 208, 214; Teacher also uses components of the program: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, and Phonics Songs for Kindergarten Audio CD. I

C01 Comprehension Specifically addressed comprehension instruction


C02 Comprehension Comprehension that is monitored


C03 ComprehensionBoth narrative and expository texts (informational texts)

Standard exceeds scope of SSRW Level K whose goal is to have students read fully decodable storybooks with single-syllable, short-vowel words.

C04 Comprehension

Texts that contain familiar concepts and vocabulary, with simple sentences at an appropriate readability level


C05 Comprehension

Main ideas and story grammar elements that are apparent initially in student text and gradually become more complex and inferential








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C06 ComprehensionComprehension instruction that is explicit (modeling, guided practice, multiple examples)


C07 ComprehensionA strategy taught over time to ensure understanding of the strategy process

Strategies are the same for each lesson. Students will come to recognize and be familiar with how each lesson is structured. I

C08 ComprehensionFrequent application of strategy so students understand its usefulness

Each lesson has the same structure. Frequent applications are given throughout each lesson so as to assist student understanding of usefulness. I

C09 ComprehensionInstruction that allows students to monitor their own thinking processes


C10 ComprehensionStudents taught when, where and why to use a strategy


C11 ComprehensionDuring reading strategies (paired reading, main idea-paragraph shrinking, think alouds)


C12 ComprehensionAfter reading strategies (story retell, story grammar, summarization)

After Reading element in Teacher’s Manual for Phonetic Storybooks:153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I

C13 ComprehensionModeling and systematic review of main idea, retell, and summarization


C14 ComprehensionEffective questioning techniques to guide and monitor students’ comprehension (e.g., Bloom’s taxonomy)

After Reading element in Teacher’s Manual for Phonetic Storybooks:153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I

C15 ComprehensionInstruction that includes students generating questions to improve engagement with and processing of text

Setting the Purpose element in Teacher’s Manual for Phonetic Storybooks:153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218 I







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C16 Comprehension

Students taught to use graphic organizers to illustrate interrelationships among concepts, ideas, and events in text (semantic maps, concept maps)

Teacher can integrate standard through Writing assignments in Teacher's Manual: A Big Win 176, A Gift 209, Action Words 187, Animals That Hop 136, Another Page 166, At the Beach 152, Bugs 140, Caps or Hats 144, Draw a Word 172, Family Books 158, Family Outing 195, Favorite Animal 216, Favorite Foods 132, Favorite Pets 128, Happy Books 148, Have Fun 206, Lend a Hand 162, Look in the Box 191, Silly Hats 120, Two of Us 202 M

C17 ComprehensionStudents taught how to locate and interpret graphs, maps, charts, diagrams in informational text

Students will use components of the program: The Kindergarten Express Chart, The Ferris Wheel Chart, and Short Vowel Charts. I

C18 Comprehension

Narrative and informational text in which students are taught to compare and contrast, locate facts and details, identify titles, chapter headings, etc.

Teacher can direct students to identify titles, locate facts and details, and chapter headings of text through Guiding the Reading element in Teacher’s Manual for Phonetic Storybooks:153-154, 164-165, 167-168, 181-183, 196-198, 208-209, 210-212, 214-215, 217-218; Compare and Contrast: 37-38 I



SUBMISSION TITLE: Sing, Spell, Read & Write-Level 1 Teacher's ManualPUBLISHER: Modern Curriculum Press/Pearson Learning Group

GRADE(S): 1st Grade



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Instruction that progresses from easier phonological awareness activities to more difficult phonological awareness activities

Students begin instruction on a regular basis with components of the program: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1 Audio CD that lead students to more difficult activities through Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I


Phonological awareness that starts with larger units (words and syllables) and progresses to smaller units (phonemes)

Students are taught phonics and decoding concepts through look, listen, point, and sing-along charts, songs and echo routines and develop phonemic awareness through instruction given to teacher in Teacher's Manual: 26, 32, 34, 54, 71, 83, 96, 108 I


Phonological awareness that starts with rhyming and progresses to phoneme isolation, blending, segmenting and manipulation

Blending: 47, 48, 49, 50, 51, 52; Students will also use components: Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, Phonics Songs for Level 1 Audio CD, and A to Z Sound-O Game; Segmenting: 54, 71, 83, 96, 108; Students will also use components: Short Vowel Charts, A to Z Pick-A-Sound Game, Reproducibles, A to Z Sound-O Game, and Phonics Songs for Level 1 Audio CD; Manipulating: 50, 51, 52, 71, 81, 94, 105, 106; Students will also use Reproducibles: Pat-the-Cat, Jen-the-Hen, Sig-the-Pig, Bog-the-Frog, Tug-the-Mug. I


Phonological awareness that starts with shorter words and progresses to longer words

50, 51, 52, 71, 81, 94, 105, 106; Students will also use Reproducibles: Pat-the-Cat, Jen-the-Hen, Sig-the-Pig, Bog-the-Frog, Tug-the-Mug I







GRADE(S): 1st Grade



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Phonological awareness that is taught explicitly every day

Students will use any of these components on a regular basis: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1Audio CD I


Phonological awareness that is only a small portion of the daily lesson (no more than 30 minutes a day) Teacher determines time spent on phonological

awareness as per the student needs. Program does not specify or suggest time spent on standard. M


Activities that follow the continuum of word types (beginning with short words that contain 2 or 3 phonemes)

47, 48, 49, 50, 51, 52; Students will also use components: Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, Phonics Songs for Level 1 Audio CD, and A to Z Sound-O Game I


Teacher modeling of phonological awareness as well as guided practice

Teacher can use activities and instructions given in Teacher's Manual: 37, 40, 53, 59, 70, 74, 82, 86, 95, 99, 107, 111, 120, 131, 138, 144, 147, 151, 156, 166, 174, 178, 188, 192, 196, 201, 209, 221, 227, 232, 239, 245, 250, 309, 324; Students will also use components of program: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1Audio CD I


A sound pronunciation guide Pronunciation tips and sound/letter recognition given in Teacher's Manual: 26, 30, 32, 33, 97, 109, 113; Teacher can also use sound and letter games: 39, 50, 57, 73, 76, 85, 88, 98, 101, 110, 114, 133-134, 142, 158, 169, 176, 180, 190, 198, 203, 211, 223, 229, 234, 241, 247, 252, 261, 267, 284, 306, 332, 338, 347, 351, 356 I


Instructions to alert the teacher of student readiness pertaining to phonological awareness activities Teacher determines student readiness through

Assessment element of Teacher's Manual: 369-380 I




GRADE(S): 1st Grade



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A description of what constitutes mastery Teacher can use Comprehension/Critical Thinking Skills element in Teacher’s Manual for Phonetic Storybooks to determine mastery: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I


Intervention that begins instruction using auditory phonological awareness activities (without use of letters)

Students are first introduced to sounds through songs and nursery rhymes by using Off We Go, A to Z Phonics Song Cards, and Phonics Songs for Level 1 Audio CD I


Phonological awareness activities that eventually include the use of letters (placing letters in Elkonin boxes for example) to help students make the connection between sounds and print (the alphabetic principle)

Students will use Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1 Audio CD I


Instructions that make it clear that the teacher should not begin including letters with phonological awareness activities until the student has acquired phonological awareness

Teacher can use Assessment component to determine student's phonological awareness skills. I


Auditory rhyming activities (recognition and production) Teacher uses songs from Phonics Songs for Level 1 Audio CD: A to Z Phonics Song: 33, 37-39, 41-42, 44; Ferris Wheel Song: 47-50, 108, 403-406; Gh Clown Song: 272-273, 274, 283, 290, 296, 337, 413; Letter Cluster Phonics Song: 112, 113, 121, 133, 136, 141, 142, 142, 175, 179, 189, 193, 197, 202, 240, 246, 251, 260, 266, 346, 350, 355, 361, 407-408; Long Vowel Marching Song: 145, 146, 305, 409-410; Raceway Song: 28-29, 38, 240; Short Vowel Song: 44, 47, 121, 182, 402; Silent e Song: 157, 175, 315, 331, 412; Two Vowels Get Together Song: 152, 411 I


Auditory alliteration activities Teacher can use text as a foundation and supplement relevant materials for auditory alliteration activities. M




GRADE(S): 1st Grade



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Prompts for students to count the number of words in spoken sentences

Teacher can determine student ability to count the number of words in a spoken sentence through Assessment element of Teacher's Manual: 372, 374, 376 I


Activities that involve counting the number of syllables in a word (blending first and then segmenting)

Blending: 47, 48, 49, 50, 51, 52; Students will also use components: Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, Phonics Songs for Level 1 Audio CD, and A to Z Sound-O Game; Segmenting: 54, 71, 83, 96, 108; Students will also use components: Short Vowel Charts, A to Z Pick-A-Sound Game, Reproducibles, A to Z Sound-O Game, and Phonics Songs for Level 1 Audio CD I


Activities for students to blend onsets and rimes 54, 71, 83, 96, 108; Students will also use components: Short Vowel Charts, A to Z Pick-A-Sound Game, Reproducibles, A to Z Sound-O Game, and Phonics Songs for Level 1 Audio CD I


Phoneme isolation that is in the following order: initial, final and medial

54, 71, 83, 96, 108; Students will also use components: Short Vowel Charts, A to Z Pick-A-Sound Game, Reproducibles, A to Z Sound-O Game, and Phonics Songs for Level 1 Audio CD I


Phoneme blending Blending: 47, 48, 49, 50, 51, 52; Students will also use components: Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, Phonics Songs for Level 1 Audio CD, and A to Z Sound-O Game I


Phoneme segmentation Segmenting: 54, 71, 83, 96, 108; Students will also use components: Short Vowel Charts, A to Z Pick-A-Sound Game, Reproducibles, A to Z Sound-O Game, and Phonics Songs for Level 1 Audio CD I


Phoneme manipulation Manipulating: 50, 51, 52, 71, 81, 94, 105, 106; Students will also use Reproducibles: Pat-the-Cat, Jen-the-Hen, Sig-the-Pig, Bog-the-Frog, Tug-the-Mug I

PA24 Phonological AwarenessActivities using Elkonin boxes, counters, tiles, fingers, auditory cues

Students will use Reproducibles: Pat-the-Cat, Jen-the-Hen, Sig-the-Pig, Bog-the-Frog, Tug-the-Mug I


Phonological awareness instruction that is linked with phonics instruction

Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1Audio CD I




GRADE(S): 1st Grade



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Words that are used in phonological awareness activities are found in later word lists and text readings Activities throughout: Short Vowel Charts,

Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1Audio CD; Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I


Daily focus lesson focuses on only 1 or 2 phonological awareness skills Students will use any of the components: Short Vowel

Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1Audio CD I


Helps for the teacher to determine when oral language phonological awareness activities should drop out of the curriculum

Phonological awareness activities are given through all lessons, teacher can determine when phonological activates should be dropped. M


Sound pronunciation, distortion of stop sounds, holding out continuous sounds

Pronunciation tips and sound/letter recognition given in Teacher's Manual: 26, 30, 32, 33, 97, 109, 113; Teacher can also use sound and letter games: 39, 50, 57, 73, 76, 85, 88, 98, 101, 110, 114, 133-134, 142, 158, 169, 176, 180, 190, 198, 203, 211, 223, 229, 234, 241, 247, 252, 261, 267, 284, 306, 332, 338, 347, 351, 356 I

P01 Phonics

Letter-sounds introduced explicitly Pronunciation tips and sound/letter recognition given in Teacher's Manual: 26, 30, 32, 33, 97, 109, 113; Teacher can also use sound and letter games: 39, 50, 57, 73, 76, 85, 88, 98, 101, 110, 114, 133-134, 142, 158, 169, 176, 180, 190, 198, 203, 211, 223, 229, 234, 241, 247, 252, 261, 267, 284, 306, 332, 338, 347, 351, 356 I




GRADE(S): 1st Grade



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P02 PhonicsLetters that are auditorily and visually similar are separated b/d: 84; f/v: 296 I

P03 Phonics

Letter-sounds introduced systematically Pronunciation tips and sound/letter recognition given in Teacher's Manual: 26, 30, 32, 33, 97, 109, 113; Teacher can also use sound and letter games: 39, 50, 57, 73, 76, 85, 88, 98, 101, 110, 114, 133-134, 142, 158, 169, 176, 180, 190, 198, 203, 211, 223, 229, 234, 241, 247, 252, 261, 267, 284, 306, 332, 338, 347, 351, 356 I

P04 Phonics

Letter-sound correspondences taught to mastery and reviewed frequently

Teacher reviews and determines mastery: 39, 50, 57, 73, 76, 85, 88, 97, 98, 101, 109, 110, 113, 114, 133-134, 142, 158, 169, 176, 180, 190, 198, 203, 211, 223, 229, 234, 241, 247, 252, 261, 267, 284, 306, 332, 338, 347, 351, 356 I

P05 Phonics Procedures for immediate, constructive feedback

Teacher is given procedures for immediate, constructive feed back through the Teach element for Raceway Book in Teacher's Manual: 37, 40, 53, 59, 70, 74, 82, 86, 95, 99, 107, 111, 120, 131, 138, 144, 147, 151, 156, 166, 174, 178, 188, 192, 196, 201, 209, 221, 227, 232, 239, 245, 250, 309, 324 I

P06 Phonics

Sequencing of letter-sound introduction that reduces confusion and emphasizes utility (e.g., auditorily and visually confusing letters and letter sounds are separated (b/d; f/v) b/d: 84; f/v: 296 I

P07 PhonicsWords that only include letters and sounds the students have already learned initially

In Teacher's Manual, strategies given to teacher before reading Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I




GRADE(S): 1st Grade



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P08 Phonics

Ample decodable text to provide students practice in applying their skills with phonic elements (word lists and connected text)

Activities throughout: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1 Audio CD; Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I

P09 PhonicsThe symbol to sound association (decoding) and the sound to symbol association (spelling) taught explicitly

68, 80, 93, 105, 118, 129, 164, 186, 207, 219, 237, 255, 277, 300, 320, 341, 364; Students also use components: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts I

P10 Phonics

Spelling instruction during word learning so students are able to make the connection of how sounds map onto print

Activities throughout: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1 Audio CD; Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I




GRADE(S): 1st Grade



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P11 PhonicsInstruction that differentiates between the two different kinds of irregular words

Teacher is given instruction in Teacher's Manual to introduce students to various words and clusters that incorporate irregular words. Teacher can expand upon these activities to meet standard: 143, 162, 166-169, 172-173 197, 266, 267, 273, 274, 314-316, 319, 351, 360-363 I

P12 PhonicsClarification that high frequency words can be both regular and irregular words

Teacher can use text as a foundation and supplement relevant materials to clarify to students that high frequency words can be both regular and irregular words: 143, 148, 149, 162, 166-169, 172-173 197, 266, 267, 273, 274, 314-316, 319, 351, 360-363; Teacher can also use components of the program: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1 Audio CD I

P13 PhonicsDifficult, irregular and high frequency words reviewed often and cumulatively

Taught through word comprehension activities in Book End Assessment: 68-69, 80-81, 93-94, 105-106, 118-119, 129-130, 164-165, 186-187, 207-208, 219-220, 237-238, 255-258, 277-281, 300-303, 320-323, 341-344, 364-368, 369-371 I

P14 Phonics

Direct instruction of high frequency irregular words and student encouragement to use decoding strategies for parts of irregular words that are decodable.

Teacher can use components of program to encourage decoding strategies for parts of irregular words that are decodable: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1 Audio CD I

P15 Phonics

Irregular words kept to a minimum in beginning instruction, using only high utility irregular words at first to prevent the student from being confused or overwhelmed. 148, 149 I




GRADE(S): 1st Grade



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P16 PhonicsIrregular words that look highly similar are separated (e.g., where-were; of-off)

Teacher can enhance students ability to separate irregular words that look highly similar through word recognition activities presented in Book End Assessment: 68-69, 80-81, 93-94, 105-106, 118-119, 129-130, 164-165, 186-187, 207-208, 219-220, 237-238, 255-258, 277-281, 300-303, 320-323, 341-344, 364-368, 369-371 M

P17 Phonics Pre-teaching irregular words prior to reading text

Teacher can expand upon Teach element in Teacher's Manual to pre-teach irregular words prior to reading text: 60, 71, 75, 83, 87, 96, 100, 108, 112, 121, 132, 139, 145, 148, 152, 157, 167, 175, 179, 182, 189, 193, 197, 202, 210, 222, 228, 233, 240, 246, 251, 260, 266, 271, 283, 290, 296, 305, 310, 315, 325, 331, 337, 346, 350, 355, 361 I

P18 PhonicsBeginning passages that contain only irregular words that have been previously taught

Teacher can determine through Teach element of Teacher's Manual: 60, 71, 75, 83, 87, 96, 100, 108, 112, 121, 132, 139, 145, 148, 152, 157, 167, 175, 179, 182, 189, 193, 197, 202, 210, 222, 228, 233, 240, 246, 251, 260, 266, 271, 283, 290, 296, 305, 310, 315, 325, 331, 337, 346, 350, 355, 361 I

P19 PhonicsText in which the irregular words being taught are evident

Teacher reviews with students prior to reading Phonetic Storybooks: 62, 64, 66, 77, 78, 89, 91, 102, 104, 115, 116, 123, 125, 126, 127, 128, 150, 154, 155, 159, 160, 161, 162, 170, 171, 172, 177, 184, 191, 195, 199, 200, 204, 205, 206, 212, 214, 215, 217, 218, 224, 226, 230, 231, 235, 236, 242, 243, 248, 249, 253, 254, 262, 263, 268, 269, 275, 276, 285, 286, 287, 288, 292, 293, 294, 298, 299, 307, 308, 312, 313, 317, 318, 319, 327, 328, 333, 334, 339, 340, 348, 352, 357, 358, 359, 363 I

P20 Phonics

Phonic and structural analysis (advanced phonics skills) taught explicitly, first in isolation and then in words and connected text

Teacher expands upon in phonics practice activities in Teacher's Manual: 37, 40, 53, 59, 70, 74, 82, 86, 95, 99, 107, 111, 120, 131, 138, 144, 147, 151, 156, 166, 174, 178, 188, 192, 196, 201, 209, 221, 227, 232, 239, 245, 250, 309, 324 I

P21 Phonics

Explicit instruction on how to analyze and blend one syllable words and multisyllabic words with larger phonic elements such as prefixes, suffixes, syllables

51, 178-180, 182, 197, 295-297, 299, 360-363; Students will also use components: Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, Phonics Songs for Level 1 Audio CD, and A to Z Sound-O Game I




GRADE(S): 1st Grade



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P22 Phonics An emphasis on reading multisyllabic words fluently

360-363; Students will also use components: Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, Phonics Songs for Level 1 Audio CD, and A to Z Sound-O Game I

P23 Phonics

The introduction of harder affixes and longer multisyllabic words introduced as the students advance (late 2nd and 3rd grade)

SSRW Level 1 is a 1st grade program and thus does not fit in the scope of this standard.

P24 PhonicsIntervention that provides teacher modeling of a think-aloud strategy to aid in multisyllabic word analysis

Teacher can use text as a foundation and supplement relevant materials in conjunction with: 360-363; Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, Phonics Songs for Level 1 Audio CD, and A to Z Sound-O Game M

P25 Phonics The phases of word learning by Ehri

SSRW Level 1 uses phonics songs, interactive games and charts to teach the alphabetic principle, phonemic awareness, sound/letter correspondences, short vowel sounds, and blending to support the phases of word learning. I

P26 PhonicsInstruction in the strategy of chunking when trying to decode multisyllabic words.

360-363; Students will also use components: Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, Phonics Songs for Level 1 Audio CD, and A to Z Sound-O Game I

F01 Fluency

Fluency practice that is introduced after students are proficient at reading words accurately (in word lists, sentences or passages)

Students continue to use components on a regular basis as teacher evaluates proficiency: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1 Audio CD; Teacher can also demonstrate and evaluate through Writing element of Teacher’s Manual: 42, 61, 76, 88, 101, 136, 142, 153, 157, 158, 168, 169, 175, 176, 180, 183, 190, 198, 211, 223, 229, 234, 241, 247, 252, 267, 273, 274, 283, 291, 297, 311, 326, 331, 338, 346, 347, 351, 356, 361 I




GRADE(S): 1st Grade



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F02 FluencyFluency instruction that is integrated into each day’s lesson

Students will use any of these components on a regular basis: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1 Audio CD I

F03 Fluency All dimensions of fluency (speed, accuracy, expression)

Teacher determines student ability to read with speed, accuracy, and expression through Assessment element of Teacher's Manual: 369-380 and Phonetic Storybooks: 62, 64, 66, 77, 78, 89, 91, 102, 104, 115, 116, 123, 125, 126, 127, 128, 150, 154, 155, 159, 160, 161, 162, 170, 171, 172, 177, 184, 191, 195, 199, 200, 204, 205, 206, 212, 214, 215, 217, 218, 224, 226, 230, 231, 235, 236, 242, 243, 248, 249, 253, 254, 262, 263, 268, 269, 275, 276, 285, 286, 287, 288, 292, 293, 294, 298, 299, 307, 308, 312, 313, 317, 318, 319, 327, 328, 333, 334, 339, 340, 348, 352, 357, 358, 359, 363 I

F04 FluencyResearch-based fluency strategies (e.g., repeated readings, peer reading)

Phonetic Storybooks: 62, 64, 66, 77, 78, 89, 91, 102, 104, 115, 116, 123, 125, 126, 127, 128, 150, 154, 155, 159, 160, 161, 162, 170, 171, 172, 177, 184, 191, 195, 199, 200, 204, 205, 206, 212, 214, 215, 217, 218, 224, 226, 230, 231, 235, 236, 242, 243, 248, 249, 253, 254, 262, 263, 268, 269, 275, 276, 285, 286, 287, 288, 292, 293, 294, 298, 299, 307, 308, 312, 313, 317, 318, 319, 327, 328, 333, 334, 339, 340, 348, 352, 357, 358, 359, 363 I

F05 Fluency Opportunities for the teacher to model prosody

Teacher models prosody by using components of the program: A to Z Phonics Song Cards and Phonics Songs for Level 1 Audio CD; 338 I




GRADE(S): 1st Grade



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F06 FluencyFluency practice that involves the teacher giving feedback to students

Teacher gives students feedback through Guiding the Reading under the Comprehension/Critical Thinking Questions sub-heading element in Teacher's Manual: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I

F07 FluencyAssessment of reading rates in words correct per minute

Teacher assess reading rates through Assessment element of Teacher's Manual: 369-380 I

F08 FluencyAn emphasis on a fluency goal of 41 words correct per minute by the end of first grade

Teacher assess reading rates through Assessment element of Teacher's Manual: 369-380 I

F09 FluencyAn emphasis on a fluency goal of 91 words correct per minute by the end of second grade


F10 FluencyAn emphasis on a fluency goal of 111 words correct per minute by the end of third grade


F11 Fluency

Accurate description of how to determine independent, instructional, and frustrational reading levels for individual students

Teacher determines student ability to read with accuracy through Assessment element of Teacher's Manual: 369-380 M

F12 Fluency

Opportunities for students to read text at their independent level or instructional level to help build fluency

Phonetic Storybooks: 62, 64, 66, 77, 78, 89, 91, 102, 104, 115, 116, 123, 125, 126, 127, 128, 150, 154, 155, 159, 160, 161, 162, 170, 171, 172, 177, 184, 191, 195, 199, 200, 204, 205, 206, 212, 214, 215, 217, 218, 224, 226, 230, 231, 235, 236, 242, 243, 248, 249, 253, 254, 262, 263, 268, 269, 275, 276, 285, 286, 287, 288, 292, 293, 294, 298, 299, 307, 308, 312, 313, 317, 318, 319, 327, 328, 333, 334, 339, 340, 348, 352, 357, 358, 359, 363 I

F13 FluencyTeaching letter-sounds to mastery and frequent practice to promote automaticity

Pronunciation tips and sound/letter recognition given in Teacher's Manual: 26, 30, 32, 33, 97, 109, 113; Teacher can also use sound and letter games: 39, 50, 57, 73, 76, 85, 88, 98, 101, 110, 114, 133-134, 142, 158, 169, 176, 180, 190, 198, 203, 211, 223, 229, 234, 241, 247, 252, 261, 267, 284, 306, 332, 338, 347, 351, 356 I




GRADE(S): 1st Grade



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F14 FluencyFluency-building passages that include a high percentage of regular words

Students will use any of these components: Short Vowel Charts, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1 Audio CD; Phonetic Storybooks: 62, 64, 66, 77, 78, 89, 91, 102, 104, 115, 116, 123, 125, 126, 127, 128, 150, 154, 155, 159, 160, 161, 162, 170, 171, 172, 177, 184, 191, 195, 199, 200, 204, 205, 206, 212, 214, 215, 217, 218, 224, 226, 230, 231, 235, 236, 242, 243, 248, 249, 253, 254, 262, 263, 268, 269, 275, 276, 285, 286, 287, 288, 292, 293, 294, 298, 299, 307, 308, 312, 313, 317, 318, 319, 327, 328, 333, 334, 339, 340, 348, 352, 357, 358, 359, 363 I

F15 FluencyExplicit strategies taught as students transition from reading words in lists to reading connected text

Students use Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, for word lists that transition to Phonetic Storybooks: 62, 64, 66, 77, 78, 89, 91, 102, 104, 115, 116, 123, 125, 126, 127, 128, 150, 154, 155, 159, 160, 161, 162, 170, 171, 172, 177, 184, 191, 195, 199, 200, 204, 205, 206, 212, 214, 215, 217, 218, 224, 226, 230, 231, 235, 236, 242, 243, 248, 249, 253, 254, 262, 263, 268, 269, 275, 276, 285, 286, 287, 288, 292, 293, 294, 298, 299, 307, 308, 312, 313, 317, 318, 319, 327, 328, 333, 334, 339, 340, 348, 352, 357, 358, 359, 363 I

F16 FluencyFluency practice that involves text the students can read with 95% accuracy


F17 FluencyTeaching decoding strategies until they becomes automatic

Teacher determines student ability to decode through Assessment element of Teacher's Manual: 369-380 I

F18 Fluency Irregular words taught to be recognized by sight

Teacher can determine student ability to recognize irregular words by sight by using Assessment element of Teacher's Manual as a foundation: 369-380 I

F19 FluencyAsking students to reread a word list after an error correction

Teacher can determine through Assessment element of Teacher's Manual: 369-380 M




GRADE(S): 1st Grade



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F20 FluencyAsking students to reread the word and then reread the sentence after error correction during sentence reading


F21 FluencyOpportunities during passage or story reading for the students are to reread the story

Teacher can provide opportunities during passage and/or story reading for the students to reread the story Comprehension/Critical Thinking Questions sub-heading element in Teacher's Manual: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 M

F22 Fluency

Opportunities for students to read a story orally so teachers hear whether or not they apply the skills they are learning

Guiding the Reading element in Teacher’s Manual for Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I

F23 Fluency Guided oral reading instruction

Guiding the Reading element in Teacher’s Manual for Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I

F24 FluencyTimed readings as a method to increase speed and motivation.


F25 Fluency Assessment of reading fluency Assessment element of Teacher's Manual: 369-380 I




GRADE(S): 1st Grade



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F26 Fluency Fluency probes for progress monitoring

Teacher can determine students ability to self monitor comprehension and reread through Guiding the Reading under the Comprehension/Critical Thinking Questions sub-heading element in Teacher's Manual: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 M

V01 VocabularyVocabulary instruction before, during, and after the story

62, 64, 66, 77, 78, 89, 91, 102, 104, 115, 116, 123, 125, 126, 127, 128, 150, 154, 155, 159, 160, 161, 162, 170, 171, 172, 177, 184, 191, 195, 199, 200, 204, 205, 206, 212, 214, 215, 217, 218, 224, 226, 230, 231, 235, 236, 242, 243, 248, 249, 253, 254, 262, 263, 268, 269, 275, 276, 285, 286, 287, 288, 292, 293, 294, 298, 299, 307, 308, 312, 313, 317, 318, 319, 327, 328, 333, 334, 339, 340, 348, 352, 357, 358, 359, 363; Students use the component: Phonetic Storybooks for vocabulary words. I

V02 Vocabulary Listening, reading, and speaking vocabulary





GRADE(S): 1st Grade



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V03 VocabularyUseful words, important words, and difficult words taught directly


V04 VocabularyMultiple opportunities for students to work with new words in reading sentences, paragraphs, or longer text

Taught through Guiding the Reading element in Teacher's Manual: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363; Teacher can also use ESL/ELL strategies throughout the Teacher's Manual. (e.g., 60, 71, 75, 83, 87, 100, 108, 113, 121, 135, 140) I

V05 VocabularyOpportunities for students to use new words in their writing

Writing element of Teacher’s Manual:42, 61, 76, 88, 101, 136, 142, 153, 157, 158, 168, 169, 175, 176, 180, 183, 190, 198, 211, 223, 229, 234, 241, 247, 252, 267, 273, 274, 283, 291, 297, 311, 326, 331, 338, 346, 347, 351, 356, 361 I

V06 Vocabulary Previously introduced words cumulatively reviewed

Teacher reviews with students prior to reading Phonetic Storybooks: 62, 64, 66, 77, 78, 89, 91, 102, 104, 115, 116, 123, 125, 126, 127, 128, 150, 154, 155, 159, 160, 161, 162, 170, 171, 172, 177, 184, 191, 195, 199, 200, 204, 205, 206, 212, 214, 215, 217, 218, 224, 226, 230, 231, 235, 236, 242, 243, 248, 249, 253, 254, 262, 263, 268, 269, 275, 276, 285, 286, 287, 288, 292, 293, 294, 298, 299, 307, 308, 312, 313, 317, 318, 319, 327, 328, 333, 334, 339, 340, 348, 352, 357, 358, 359, 363 I




GRADE(S): 1st Grade



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V07 VocabularyMeanings of prefixes and suffixes taught before connecting them to words

Teacher can use text as a foundation to boost student knowledge of meanings of prefixes and suffixes through word comprehension in Book End Assessment: 68-69, 80-81, 93-94, 105-106, 118-119, 129-130, 164-165, 186-187, 207-208, 219-220, 237-238, 255-258, 277-281, 300-303, 320-323, 341-344, 364-368, 369-371 M

V08 VocabularyInstruction in strategies to determine word meanings based on prefixes and suffixes

Teacher can use text as a foundation to assist student ability to determine meanings of prefixes and suffixes through word comprehension in Book End Assessment: 68-69, 80-81, 93-94, 105-106, 118-119, 129-130, 164-165, 186-187, 207-208, 219-220, 237-238, 255-258, 277-281, 300-303, 320-323, 341-344, 364-368, 369-371 M

V09 Vocabulary

Inclusion of various aspects of word study, either under vocabulary or word recognition (e.g., concepts and word meanings, multiple meanings, morphemic analysis, synonyms, antonyms, homonyms, etymologies, and figurative meanings)

Can be developed through word comprehension in Book End Assessment: 68-69, 80-81, 93-94, 105-106, 118-119, 129-130, 164-165, 186-187, 207-208, 219-220, 237-238, 255-258, 277-281, 300-303, 320-323, 341-344, 364-368, 369-371; and Guiding the Reading element in Teacher’s Manual for Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 M

V10 Vocabulary

Various word learning strategies directly taught to develop word knowledge (e.g., concept definition mapping, Frayer model, semantic feature analysis, and semantic mapping)

Teacher uses the various components of the program to develop word knowledge: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1Audio CD I




GRADE(S): 1st Grade



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V11 VocabularyInstruction in strategies to ensure understanding of the strategy process

Teacher is instructed prior to each lesson to introduce the new vocabulary and in various chapters throughout the lessons. Teacher can evaluate student understanding when using the new vocabulary in Phonetic Storybooks: 62, 64, 66, 77, 78, 89, 91, 102, 104, 115, 116, 123, 125, 126, 127, 128, 150, 154, 155, 159, 160, 161, 162, 170, 171, 172, 177, 184, 191, 195, 199, 200, 204, 205, 206, 212, 214, 215, 217, 218, 224, 226, 230, 231, 235, 236, 242, 243, 248, 249, 253, 254, 262, 263, 268, 269, 275, 276, 285, 286, 287, 288, 292, 293, 294, 298, 299, 307, 308, 312, 313, 317, 318, 319, 327, 328, 333, 334, 339, 340, 348, 352, 357, 358, 359, 363; Teacher also uses components of the program: Short Vowel Charts, Reproducibles, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, A to Z Sound-O Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Letter Cluster Sound-O Game, Letter Cluster Pick-A-Sound Game, Word-O Game and Phonics Songs for Level 1Audio CD I

C01 Comprehension Specifically addressed comprehension instruction

Guiding the Reading under the Comprehension/Critical Thinking Questions sub-heading element in Teacher's Manual: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I

C02 Comprehension Comprehension that is monitored





GRADE(S): 1st Grade



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C03 ComprehensionBoth narrative and expository texts (informational texts)

Teacher can assist student ability to distinguish informational text from narrative text through the various Writing assignments in Teacher's Manual: Caption: 332, Dialogue 194, 261, 332, Letter 326, Postcard 351, Recipe 203; New Story Endings 274, Play 316, Poem 338, Story 136, 194, 203 M

C04 Comprehension

Texts that contain familiar concepts and vocabulary, with simple sentences at an appropriate readability level


C05 Comprehension

Main ideas and story grammar elements that are apparent initially in student text and gradually become more complex and inferential


C06 ComprehensionComprehension instruction that is explicit (modeling, guided practice, multiple examples)





GRADE(S): 1st Grade



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C07 ComprehensionA strategy taught over time to ensure understanding of the strategy process

Strategies are the same for each lesson. Students will come to recognize and be familiar with how each lesson is structured. I

C08 ComprehensionFrequent application of strategy so students understand its usefulness

Each lesson has the same structure. Frequent applications are given throughout each lesson so as to assist student understanding of usefulness. I

C09 ComprehensionInstruction that allows students to monitor their own thinking processes


C10 ComprehensionStudents taught when, where and why to use a strategy


C11 ComprehensionDuring reading strategies (paired reading, main idea-paragraph shrinking, think alouds)





GRADE(S): 1st Grade



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C12 ComprehensionAfter reading strategies (story retell, story grammar, summarization)

After Reading element in Teacher’s Manual for Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I

C13 ComprehensionModeling and systematic review of main idea, retell, and summarization


C14 ComprehensionEffective questioning techniques to guide and monitor students’ comprehension (e.g., Bloom’s taxonomy)


C15 ComprehensionInstruction that includes students generating questions to improve engagement with and processing of text

Setting the Purpose element in Teacher’s Manual for Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 I




GRADE(S): 1st Grade



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C16 Comprehension

Students taught to use graphic organizers to illustrate interrelationships among concepts, ideas, and events in text (semantic maps, concept maps)

Teacher can integrate standard through Writing assignments in Teacher's Manual: 42, 61, 76, 88, 101, 136, 142, 153, 157, 158, 168, 169, 175, 176, 180, 183, 190, 198, 211, 223, 229, 234, 241, 247, 252, 267, 273, 274, 283, 291, 297, 311, 326, 331, 338, 346, 347, 351, 356, 361 M

C17 ComprehensionStudents taught how to locate and interpret graphs, maps, charts, diagrams in informational text

Students will use components of the program: Short Vowel Charts, Ferris Wheel Chart and Tickets, A to Z Pick-A-Sound Game, The letter Cluster Phonics Song Charts, Pop the Balloons Chart, Two Vowels Get Together Chart, The Silent e Song Chart, The gh Clown Song Charts, Flip Chart found in Reproducibles I

C18 Comprehension

Narrative and informational text in which students are taught to compare and contrast, locate facts and details, identify titles, chapter headings, etc.

Teacher can direct students to identify titles, locate facts and details, and chapter headings of text through Guiding the Reading element in Teacher’s Manual for Phonetic Storybooks: 62-67, 77-79, 89-92, 102-104, 115-117, 123-128, 150, 154-155, 159-163, 170-173, 177, 184-185, 191, 195, 199-200, 204-206, 212-218, 224-226, 230-231, 235-236, 242-244, 248-249, 253-254, 262-264, 268-269, 275-276, 285-288, 292-294, 298-299, 307-308, 312-313, 317-319, 327-329, 333-335, 339-340, 348, 352-353, 357-359, 363 M


Documents

Correlated to Florida Department of Education Reading …assets.pearsonschool.com/correlations/SSRW_READK-1pdf.pdf · 2016. 6. 10. · READING SPECIFICATIONS 2007-2008 Committee Member