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Phonics Instruction in Reading Street Common Core · Phonics Instruction in ... • Demonstrate basic letter-sound correspondences by producing the most frequent sounds for each consonant

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  • Phonics Instruction in Reading Street Common Core

    Phonics

  • 2

    Kindergarten

    Where It All Begins

    U n i t 1

    Week

    1 Letter Recognition: Aa, Bb, Cc, Dd, Ee

    2 Letter Recognition: Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn

    3 Letter Recognition: Oo, Pp, Qq, Rr, Ss

    4 Letter Recognition: Tt, Uu, Vv, Ww, Xx, Yy, Zz

    5 Mm/m/

    6 Tt/t/

    U n i t 2

    Week

    1 Short and Long a

    2 Ss/s/

    3 Pp/p/

    4 Cc/k/

    5 Short and Long i

    6 Short and Long i

    U n i t 3

    Week

    1 Bb/b/, Nn/n/

    2 Rr/r/

    3 Dd/d/, Kk/k/

    4 Ff/f/

    5 Short and Long o

    6 Short and Long o

    U n i t 4

    Week

    1 Hh/h/

    2 Ll/l/

    3 Consonant blends

    4 Gg/g/

    5 Short and Long e

    6 Short and Long e

    U n i t 5

    Week

    1 Ww/w/, Jj/j/

    2 Xx/ks/

    3 Short and Long u

    4 Short and Long u

    5 Vv/v/, Zz/z/

    6 Yy/y/, Qu, qu/kw/

    U n i t 6

    Week

    1 All consonants; vowels a and i

    2 All consonants; vowels a, i, and o

    3 All consonants; vowels a, i, o, and e

    4 All consonants; vowels a, i, o, e, and u

    5 All consonants; all vowels

    6 All consonants; all vowels

    Unit 1, Weeks 14 Welcome to Kindergarten!Reading Street Common Core introduces

    alphabetic knowledge and establishes classroom routines for the foundational skills of the Common Core State Standards.

    Unit 1, Week 5 An Explicit, Systematic Scope and SequenceSegmenting and Blending begins with

    the introduction of consonants Mm/m/ and Tt/t/, and Short a.

    As required in the Common Core Foundational Skills, children will associate long and short vowel sounds with common spellings for the five major vowels. Throughout the year, whenever a short vowel is introduced, a long vowel is also introduced.

    Unit 6Ready for First Grade!By the end of Unit 5, all content in the Kindergarten scope and sequence has been covered. Students have learned to:

    Demonstrate basic letter-sound correspondences by producing the most frequent sounds for each consonant.

    Associate the long and short sounds with the common spellings for the five major vowels.

    Demonstrate phonemic awareness and understanding of spoken words, syllables and sounds.

    Demonstrate the ability to read common high-frequency words by sight.

    Unit 6 is devoted to authentic practice and application of these Kindergarten skills in preparation for Grade 1, where students will develop and add to their skills as required in the Common Core State Standards.

  • Pearson Education

    FSD Proof StageSIGN DATE

    Espaol

    Bb

    beb

    English

    Pearson Education

    FSD Proof StageSIGN DATE

    Nn

    nest

    3

    Online Decodable e-Book

    Print and Digital Activities Interactive, multimodal experiences build understanding of sound-letter relationships.

    Kindergarten ReadersDecodable Readers, in print and online, provide abundant reading practice and enable students to apply new phonemic awareness and phonics skills. Trucktown Get Set, Roll! Readers apply phonics skills in connected text. My Skills Buddy includes a Decodable Reader each week.

    Alphabet CardsPicture Cards

    Phonics Songs and Rhymes Flip Charts

    My Skills Buddy Decodable Reader

    Trucktown Get Set, Roll! Readers

    Online Letter Tile Drag and Drop

    Ongoing Support for Tier IIThe Response to Intervention Kit offers explicit instruction through strand-based reteaching mini-lessons that build phonological and phonemic awareness and phonics skills.

  • 4

    Grade 1

    Welcome Back!

    Grade 1 Readiness UnitProvides an optional review of Kindergarten.

    Units 26Following Unit 1, students engage in rigorous and authentic practice and application with grade-level Phonemic Awareness and Phonics. By the end of Grade 1, students have learned and been assessed on:

    Knowing spelling-sound correspondences for common consonant digraphs.

    Decoding regularly spelled one-syllable words.

    Knowing final vowel -e and common vowel team conventions for representing long vowel sounds.

    Using knowledge that every syllable must have a vowel sound to determine number of syllables in a printed word.

    Decoding basic-patterned two-syllable words by breaking into syllables.

    Reading words with inflectional endings.

    Recognizing and reading grade-appropriate irregularly spelled words.

    Grade 1, Unit R: Student Edition

  • 5

    Highly Validated, Explicit, Systematic Scope and SequenceActivities in phonemic discrimination, oral blending, and segmentation make children aware of the sounds they will focus on in the daily phonics lessons.

    Student Edition Grade 1, Unit 2, Week 5: Phonics Lesson

    Student Edition Grade 1, Unit 2, Week 5: Phonemic Awareness Lesson

    Ongoing Support for Tier IIThe Response to Intervention Kit offers explicit instruction through strand-based reteaching mini-lessons that build phonological and phonemic awareness and phonics skills.

    Grade 1 Decodable Readers (print and online)

    Grade 1, Unit 2, Week 5: Digital Sound-Spelling Chart

  • 6

    Grades 2 and 3

    Hello Again!

    Grade 3By the end of Grade 3, students have learned and been assessed on:

    Identifying and knowing the meaning of the most common prefixes and derivational suffixes.

    Decoding words with common Latin suffixes.

    Decoding multisyllable words.

    Reading grade-appropriate irregularly spelled words.

    Grade 3, Unit 4, Week 3: Phonics Lesson

    Grade 2, Unit 5, Week 1: Phonics Lesson

    Grade 2In Grade 2, instruction continues to focus on sound-letter relationships. Mid-year, a shift occurs toward word study and word analysis, creating a smooth transition to Grade 3 and beyond. By the end of Grade 2, students have learned and been assessed on:

    Distinguishing long and short vowels when reading regularly spelled one-syllable words.

    Knowing spelling-sound correspondences for common vowel teams.

    Decoding regularly spelled two-syllable words with long vowels.

    Decoding words with common prefixes and suffixes.

    Identifying words with inconsistent but common spelling-sound correspondences.

    Recognizing and reading grade-appropriate irregularly spelled words.

  • 7

    Decodable Readers (print and online)

    Decodable Readers through Grade 3

    Instructional Support

    Practice Station Flip Charts

    Ongoing Support for Tier IIThe Response to Intervention Kit offers explicit instruction through strand-based reteaching mini-lessons that build phonological and phonemic awareness and phonics skills.

    Online Letter Tile Drag and Drop

  • PearsonSchool.com800-848-9500Copyright Pearson Education, Inc., or its affiliates. All rights reserved. R

    ea12

    1886

    Unique. Explicit. Effective.

    Reading Street Common Core provides sequential, cumulative instruction and practice opportunities

    for the full range of foundational skills.

    Sharon Vaughn Connie Juel Edward Kameenui Deborah Simmons

    Phonics instruction in Reading Street Common Core was inspired and informed by the work of early learning experts.