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Saxon Phonics Intervention Scope and Sequence

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Text of Saxon Phonics Intervention Scope and Sequence

Pre-assessment – Consonants
• Identify single consonants heard in the initial position in words (except c and q) and final x
• Name individual consonants and identify the sound each one makes when these letters are presented in random order
Review Decks introduced – Consonants – Letter, Keyword/Picture, and Spelling Cards are introduced for the consonants. Spelling Deck Review: students provide a written response for the spelling for specific sounds. All other Review Decks require a verbal response.
Lesson 1
makes the /k/ sound - Coding hard c - Review Deck Cards/responses
for hard c introduced (Includes Keyword/Picture card, Spelling and Letter Cards when appropriate)
• Voiced and unvoiced s - Distinguishing voiced and
unvoiced s - Coding voiced s - Review Deck Cards/responses
added for voiced and unvoiced s
Review Decks Practice – Letter, Keyword/Picture, and Spelling decks are reviewed daily, covering the new letters/ letter clusters and those previously taught. Affix and Sight Word Decks will be introduced in later lessons and incorporated into this daily review.
Worksheet activities: • Consonants
Lesson 2
Vowel A
• Long and short sounds of a • Coding marks: macron and breve • Short vowel rule (in closed syllable) • Students are directed to Phonics
Rules section in Workbook - Vowel Rules - Vowel Rule 1
• Twin consonants • New Review Deck Cards/responses
added for long and short a
Review Decks Practice
Worksheet activities: • Coding/Reading: one syllable, short
a words • Spelling* one syllable, short a words • Vocabulary* one syllable, short a
words – four words • Alphabetizing* by first letter – three
words
Lesson • Long and short sounds of i • Coding long and short i • Long vowel rule used in accented,
open syllable • Phonics Rules section in workbook
– Vowel Rule 2 • New Review Deck Cards/responses
added for long and short i
Review Decks Practice
and i words • Spelling* long and short a and i
words • Vocabulary* – two new short i
words added • Alphabetizing* by first letter
* The Spelling, Vocabulary, and Alphabetizing activities are optional. Teachers must decide at the beginning of the lessons whether to include these worksheet activities.
Saxon Phonics Intervention Scope and Sequence
4
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 4
Vowel O
• Long and short sounds of o • Coding long and short o • New Review Deck Cards/responses
added for long and short o
Review Decks Practice
Worksheet activities: • Coding/Reading: long and short a, i,
and o words • Spelling* long and short a, i, and o
words • Vocabulary* – two new short o
words added • Alphabetizing* by first letter
Lesson 5
Vowel U
• Long and short sounds of u - Long u sound as in “unicorn” - Long oo sound as in “flu”
• Coding long and short u words • New Review Deck Cards/responses
added for long and short u
Review Decks Practice
Worksheet activities: • Coding/Reading: long and short a, i,
o, and u words • Spelling* long and short a, i, o, and
u words • Vocabulary* – two new short u
words added • Alphabetizing* by first letter
Lesson 6
Vowel E
• Long and short sounds of e • Coding long and short e words • New Review Deck Cards/responses
added for long and short e
Review Decks Practice
practice continues in same format daily, incorporating new letters/letter clusters with those previously taught
• Vocabulary* – one new word added daily starting in this lesson
• Alphabetizing* – three words
Lesson 7
Blends
• Concept of two and three-letter consonant blends is introduced - Students identify initial blends in
spoken words - Students generate other words
with initial blends
Review Decks Practice
5
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 8
Vowel Y
• Identifying those situations when y functions as a vowel - At the end of a word (long i sound
of y) - In a medial position (short i sound
of y) • Coding y as a vowel • New Review Deck Cards/responses
added for long vowel y • Short vowel y is taught as an
irregular spelling • Irregular Spelling Lists are
introduced. Students are encouraged to use the lists in the workbook for reference. The lists are referred to in several lessons.
Review Decks Practice
words
• Voiced and unvoiced digraph th identified
• Coding of voiced and unvoiced th • Concept of a digraph incorporated
into a blend is introduced (thr) • New Review Deck Cards/responses
for voiced and unvoiced th added to decks
Review Decks Practice
words
• Digraph sh introduced (unvoiced sound)
• Coding of digraph sh • Blend shr introduced • New Review Deck Cards/responses
added for digraph sh
words
• Coding digraph ch • Digraph ch with /k/ sound
- Code with k-back c • Digraph ch with /sh/ sound
- Code with cedilla c • New Review Deck Cards/responses
for ch (including three different sounds for ch)
Review Decks Practice
words
6
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 12
Spelling with the letters k and c
• K spelling used after e, i, or y in initial and medial positions
• C spelling used before a, o, u, or any consonant in initial and medial positions
• Phonics Rules section in workbook – Spelling Rules-Initial and Medial /k/ Rules
Review Decks Practice
words
Lesson 1
Digraph ck
Other concepts: • ‘s • phrase • guide words
• ck spelling used in the final position after a short vowel
• Phonics Rules section in workbook – Spelling Rules-Final /k/ Rules
• Irregular Spelling List in workbook) • New Review Deck Cards/responses
for digraph ck • ‘s used to show ownership • Concept of a “word phrase” is
taught
(new): students read a sentence and answer two questions
• Spelling*, Vocabulary* activities, Alphabetizing* Guide words – identifying the page on which a word would be located
Lesson 14
Sight Words, Part 1 • “are” • “from” • “of” • “said” • “to” • “want” • “was” • “were” • “what” • “where”
Optional: Speed Drill 1
• Ten sight words are introduced • Students are directed to Sight Word
List in workbook • Sight Word Review Deck is begun
with the first ten words • Speed Drill* (new activity, optional)
In workbook – Students read sentences/short passages for fluency. Drills can be repeated over several days, noting the time and date.
Review Decks Practice Sight Word Deck introduced
Worksheet activities: • Sight Words (reading practice), • Reading Comprehension • Spelling*, Vocabulary* (no
Alphabetizing activity)
Lesson 15
VCCV rule
• VCCV pattern • Coding VCCV words • Phonics Rules section of the
workbook – Syllable Division Rules- VCCV Pattern and Rules #1 and #2
Review Decks Practice
Alphabetizing* with guide words
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 16
Digraph ng
• Digraph ng introduced • Coding words with digraph ng • New Review Deck Cards/responses
for digraph ng
Review Decks Practice
Alphabetizing*
Long vowel /consonant/silent e rule
• Silent e at the end of words • Silent e can make the first vowel say
its long sound • Phonics Rules section – Vowel Rules-
Vowel Rule 3 • Coding words with long vowel
– consonant – silent e pattern • Two consonants between will
prevent the silent e from making the first vowel say the long sound
• New Review Deck Cards/responses for the long vowel-consonant-silent e patterns
Review Decks Practice
Alphabetizing*
Lesson 18
Vowel Digraphs
• Digraph ai • Digraph ay • Digraph ea (long e sound) • Digraph ee • Digraph ei • Digraph ey • Digraph ie • Digraph oa • Digraph ue (long u and long oo
sound) • New Review Deck Cards (Keyword/
picture and Letter Cards) for all the above are added to decks
• Irregular digraphs oe and ui introduced
• Coding of vowel digraphs
Alphabetizing*
Lesson 19
• Spelling Cards responses for ay and ue added
Review Decks Practice
u sounds • Vocabulary*, Alphabetizing* with
second letter – three words
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 20
Spelling with ee
• Digraph ee is used in the initial, medial, and final positions
• Spelling Cards response for digraph ee added
Review Decks Practice
second letter – three word
v Vocabulary Test 1* can be given after this lesson
Lesson 21
Sight Words, part 2 • “come” • “didn’t” • “do” • “does” • “don’t” • “one” • “put” • “says” • “some” • “who”
Other concepts: • contractions
• Ten new sight words are introduced • Sight Word List in workbook • New Sight Word Cards added to
Review Decks • Contractions are introduced • Apostrophe used in contractions
Review Decks Practice
v Speed Drill 2* – in workbook
Sight Word Evaluation - Words introduced in Lesson 14 (Word Cards 1-10)
Lesson 22
Combination er
• Combinations are two letters that come together to make an unexpected sound
• “Bossy” r (r-controlled vowels) • Identifying combination er in the
final position • Coding combination er • New Review Deck Cards/response for
combination er
Alphabetizing*
• Coding combination ir • Recognizing when ir is not a
combination • New Review Deck Cards for
combination ir • Identifying compound words
Review Decks Practice
Alphabetizing*
9
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 24
Combination ur
• Coding combination ur • New Review Deck Cards for
combination ur • Combination ur followed by another
r may be pronounced differently in some areas.
Review Decks Practice
Alphabetizing* activities
Lesson 25
Combination qu
• The letter q is almost always paired with the letter u to form combination qu
• Qu is a combination because it makes an unexpected sound: /kw/
• Combination qu is usually in the initial position, but it can also be in the medial position.
• Coding combination qu • New Review Deck Cards/response for
for qu
Alphabetizing* – five words
• Combination wh makes the unexpected sound /hw/
• Usually found in the initial position • Coding combination wh • New Review Deck Cards/response
added for wh
Review Decks Practice
Alphabetizing* – five words
suffixes
• A suffix is added to a word to modify the meaning
• When -s is added to certain words, it makes the words mean “more than one” which is the plural of that word
• Distinguishing whether a final letter s is a suffix
• Coding of suffixes • Spelling words with consonant
suffixes: Students are directed to Phonics Rules section in workbook – Suffixes (first rule)
• Review Deck card: Suffix -s card is introduced to start the Affix Deck
Review Decks Practice: Affix Deck is started with suffix s card
Worksheet activities: • Coding/Reading • Reading Comprehension activities:
New activity – Sentence completion- Students choose from a word list to complete sentences.
• Spelling*, Vocabulary*, Alphabetizing* – five words
10
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 28
• Identifying, defining, and coding suffix –ing
• Identifying, defining, and coding suffix -less
• Suffixes that have a vowel sound add a syllable to the root word
• Accent is usually on the root word • Review Deck Cards for suffix -ing
and -less are added to Affix Deck
Review Decks Practice
completion • Spelling*, Vocabulary*,
Alphabetizing* – five words
• Identifying, defining, and coding suffix -ed
• Suffix -ed can have three sounds: - /d/ when the final letter in the root
word is voiced - /t/ when the final letter in the root
word is unvoiced - /short ed/ when the final letter is
a d or t – this results in an added syllable
• Review Deck Cards for suffix ed added to the Affix Deck
Review Decks Practice
completion • Spelling*, Vocabulary*,
Alphabetizing* – five words
words • Using the
dictionary
• Phonetic coding is used in dictionaries to help students pronounce words correctly
• Phonetic coding may differ from one dictionary to another
• Phonetic coding will be incorporated on worksheets from this point
Review Decks Practice
Worksheet activities: • Coding/Reading
Students write dictionary codings for words that are irregular or have spellings not yet taught.
• Reading Comprehension: sentence completion
v Vocabulary Test 2*
Lesson 1
Sight Words, Part • “because” • “been” • “could” • “four” • “other” • “should” • “their” “they” • “would” “there
• Ten new sight words are introduced • Phonetic codings of sight words are
introduced • Students are directed to Sight Word
List in workbook • Sight Word Cards are added to the
Review Decks
completion – using sight words
v Speed Drill 3* – in workbook
Sight Word Evaluation – Words introduced in Lesson 21 (Word Cards 11-20)
11
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 2
Combination ar
• Coding combination ar • New Review Deck Cards/response for
combination ar
Alphabetizing* by five words – all by first letter
Lesson
• Coding combination or • New Review Deck Cards/response for
combination or
Alphabetizing*
Other concepts: “bossy” w
• Identifying combination or in the final position
• Combination or sounds like /er/ in a two-syllable word where the second syllable is unaccented
• Combination or also sounds like /er/ when following w (bossy w)
• New Review Deck Cards for combination or with the /er/ sound
Review Decks Practice
Alphabetizing*
• Identifying combination ar in the final position
• Combination ar sounds like /er/ in a two-syllable word where the second syllable is unaccented
• Combination ar sounds like /or/ when following w (bossy w)
• New Review Deck Cards for combination ar with the /er/ and /or/ sounds
Review Decks Practice
Alphabetizing*
Lesson 6
Schwa sound
• When a vowel is in an unaccented syllable, it often makes the schwa sound
• Coding schwa vowels • Dictionaries use the same coding • The words “a” and “the” also have
the schwa sound
Review Decks Practice
Alphabetizing*
12
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 7
Sight Words, part 4 • “any” • “brother” • “buy” • “father” • “learn” • “many” • “mother” • “ocean” • “sure” • “trouble”
• Ten new sight words are introduced • Phonetic codings of sight words are
introduced • Students are directed to Sight Word
List in workbook • Sight Word Cards are added to the
Review Decks
completion – using sight words • Spelling*, Vocabulary*,
Alphabetizing* – five words
v Speed Drill 4* – in workbook
Sight Word Evaluation - Words taught in Lesson 31 (Word Cards 21-30)
Lesson 8
Spelling with final -k
• When the final sound /k/ follows another consonant, the letter k is used to spell the /k/ sound
• When the final sound/k/ follows a vowel digraph, the letter k is used to spell the /k/ sound
• Phonics Rules section-Final /k/ Rules • Exceptions are noted in the Irregular
Spelling List • Review Decks: New Spelling
response added for final /k/ sound
Review Decks Practice
Alphabetizing* – five words
Lesson 9
Digraph oo
• Digraph oo can make the long sound of oo as in “spoon”
• Digraph oo can make the short sound of oo as in “book”
• Coding of digraph oo • New Review Deck Cards/responses
for oo
Alphabetizing*
Lesson 40
Long i and Long o words followed by specific two- consonant spellings (“Wild Colt” words)
• The vowels i and o will often have the long sound when followed by certain two-consonant spellings: -ld, -lt, -nd, -nt, -st
• Coding “Wild Colt” words
Alphabetizing* – guide words
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 41
• Students write abbreviations for short vowel, open accented vowel, and vowel-consonant-silent e rules
• Students recall and give examples of all combinations learned thus far
Review Decks Practice
Alphabetizing*
• Identifying, defining, and coding suffixes -er, and -est
• Suffix -er and -est are related • Proper use of each suffix • New Review Deck Cards for
suffixes -er and -est added to Affix Deck
Review Decks Practice
blank • Spelling*, Vocabulary*,
Lesson 4
Sight Words, part 5 • “again” • “against” • “door” • “enough” • “friend” • “give” • “live” • “have” • “only” • “talk” • “walk” • “young”
• Twelve new sight words are introduced
• Phonetic codings of sight words are introduced
• Students are directed to Sight Word List in workbook
• Sight Word Cards are added to the Review Decks
Review Decks Practice
questions about a paragraph
v Speed Drill 5* – in workbook
Sight Word Evaluation – Words taught in Lesson 37 (word Cards 31-40)
Lesson 44
Floss Rule
• The final spelling in a one-syllable root word having a short vowel sound followed by the sound /f/, /l/, or /s/ will be spelled ff, ll, and ss
• Phonics Rules Section-Spelling Rules- Floss Rule
• Common exceptions to the rule are noted
• Review Decks – New responses to the Spelling Deck are added for the floss rule spellings
Review Decks Practice
Worksheet activities: • Coding/Reading • Reading Comprehension • Spelling*, Vocabulary*,
Alphabetizing* – students think of a word that could come between two given guide words
14
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 45
stable syllables and suffixes
• Defining final, stable syllables • Identifying final, stable syllable -ble • Pronouncing final, stable syllable -ble • Coding final, stable syllable -ble • Final, stable syllables plus suffix -ed,
and -s. • Multiple suffixes • Coding words with multiple suffixes
and final, stable syllables plus suffixes
• New Review Deck Cards/response for -ble
Review Decks Practice
Worksheet activities: • Coding/Reading • Reading Comprehension • Spelling*, Vocabulary*,
Alphabetizing* – students think of a word that could come between two given guide words
Lesson 46
Final, Stable Syllables -dle, -ple
• Identifying, pronouncing, and coding words with final, stable syllables -dle and -ple
• New Review Deck Cards/responses for -dle, and -ple
Review Decks Practice
Worksheet activities: • Coding/Reading • Reading Comprehension • Spelling*, Vocabulary*,
Alphabetizing* – students think of a word that could come between two given guide words
Lesson 47
• Identifying, pronouncing, and coding words with final, stable syllables -fle, -gle, and -tle
• New Review Deck Cards/responses for -fle, -gle, and -tle
• Irregular words that end with -stle in which the t is silent
Review Decks Practice
Worksheet activities: • Coding/Reading • Reading Comprehension • Spelling*, Vocabulary*,
Alphabetizing* – students think of a word that could come between two given guide words
Lesson 48
Digraph ph
• The spelling ph makes the sound of /f/ in the initial, medial, and final position
• Coding digraph ph • New Review Deck Cards for digraph
ph
Worksheet activities: • Coding/Reading • Reading Comprehension • Spelling*, Vocabulary*,
Alphabetizing* – students think of a word that could come between two given guide words
Assessment 8 can be given after Lesson 48
15
Lesson Title/Strand Objectives/New Concepts Review/Practice
*Optional Activities
Lesson 49
Sight Words, Part 6 • “country” • “early” • “earth” • “eye” • “fought” • “heard” • “two” “woman” • “whose” women”
• Ten new sight words are introduced • Phonetic codings of sight words are
introduced • Students are directed to Sight Word
List in workbook • Sight Word Cards are added to the
Review Decks
Worksheet activities: • Sight Word activities • Reading Comprehension – fill in the
blank with sight words)
v Speed Drill 6* – in workbook
Sight Word Evaluation – words that were introduced in Lesson 43 (Word Cards 41-50)
Lesson 50
Spelling with Final -ke and -ve
• The sound of /k/ at the end of a word is spelled with -ke after a long vowel
• In the English language, the sound of /v/ in…