Saxon Phonics Intervention Scope and Sequencecharlestonesl.webs.com/documents/SXPhonics_Interven_S&S.pdf · 4 Saxon Phonics Intervention Scope and Sequence Lesson Title/Strand Objectives/New

�

Lesson Title/Strand Objectives/New ConceptsReview/Practice*Optional Activities

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

Consonants

• Hard c /k/- Identifying the situations when c

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


Worksheet activities:• Coding/Reading: long and short a

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 InterventionScope and Sequence

4

Saxon Phonics Intervention Scope and Sequence

Lesson Title/Strand Objectives/New ConceptsReview/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


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


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


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


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


Worksheet activities: • Coding/Reading and Spelling*

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

Assessment 1 can be given after Lesson 6

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


Worksheet activities:• Coding/Reading• Spelling*• Vocabulary*• Alphabetizing* – five words

5




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.


Worksheet activities:• Coding/Reading• Spelling*• Vocabulary*• Alphabetizing* by first letter – five

words

Lesson 9

Digraph th; blend thr

• Consonant and vowel digraphs defined

• 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


Workbook activities:• Coding/Reading• Spelling*• Vocabulary*• Alphabetizing* by first letter – five

words

Lesson 10

Digraph sh; Blend shr

• Digraph sh introduced (unvoiced sound)

• Coding of digraph sh• Blend shr introduced• New Review Deck Cards/responses

added for digraph sh


Worksheet activities:• Coding/Reading• Spelling*• Vocabulary* • Alphabetizing* by first letter – five

words

Lesson 11

Digraph ch

Other concepts:• Silent Letters• Cedilla

• Digraph ch introduced (unvoiced sound)

• 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)


Worksheet activities:• Coding/Reading• Spelling*• Vocabulary*• Alphabetizing* by first letter – five

words

6




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


Worksheet activities:• Coding/Reading• Spelling*• Vocabulary* • Alphabetizing* by first letter – five

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


Worksheet activities:• Coding/Reading• Reading Comprehension activity

(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 PracticeSight Word Deck introduced

Worksheet activities:• Sight Words (reading practice), • Reading Comprehension• Spelling*, Vocabulary* (no

Alphabetizing activity)

v Speed Drill 1* – in workbook

Lesson 15

VCCV rule

• Concepts of syllable and syllable division are introduced

• VCCV pattern • Coding VCCV words• Phonics Rules section of the

workbook – Syllable Division Rules-VCCV Pattern and Rules #1 and #2


Worksheet activities:• Coding/Reading• Reading Comprehension• Spelling*, Vocabulary*,

Alphabetizing* with guide words

7




Lesson 16

Digraph ng

• Digraph ng introduced• Coding words with digraph ng• New Review Deck Cards/responses

for digraph ng


Worksheet activities:• Coding/Reading,• Reading Comprehension • Spelling*, Vocabulary*,

Alphabetizing*

Lesson 17

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


Worksheet activities:• Coding/Reading • Reading Comprehension • Spelling*, Vocabulary*,

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


Worksheet activities:• Coding/Reading • Reading Comprehension • Spelling*, Vocabulary*,

Alphabetizing*


Lesson 19

Spelling with ay and ue

• Spelling Cards responses for ay and ue added


Worksheet activities:• Spelling words with long a and long

u sounds• Vocabulary*, Alphabetizing* with

second letter – three words

8




Lesson 20

Spelling with ee

• Digraph ee is used in the initial, medial, and final positions

• Spelling Cards response for digraph ee added


Worksheet activities: • Spelling words with ee • Vocabulary*, Alphabetizing* to

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


Worksheet activities:• Sight word review• New sight words


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


Workbook activities:• Coding/Reading• Reading Comprehension • Spelling*, Vocabulary*,

Alphabetizing*

Lesson 2�

Combination ir

(L23 Combination ir)Other concepts:• Compound words

• Identifying combination ir in the medial position

• Coding combination ir• Recognizing when ir is not a

combination• New Review Deck Cards for

combination ir• Identifying compound words


Worksheet activities:• Coding compound words• Coding/Reading• Reading Comprehension • Spelling*, Vocabulary*,

Alphabetizing*

9




Lesson 24

Combination ur

• Identifying combination ur in the medial position

• Coding combination ur• New Review Deck Cards for

combination ur• Combination ur followed by another

r may be pronounced differently in some areas.


Worksheet activities:• Coding/Reading• Reading Comprehension • Spelling*, Vocabulary*,

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


Worksheet activities:• Coding/Reading • Reading Comprehension• Spelling*, Vocabulary*,

Alphabetizing* – five words

Lesson 26

Combination wh

• Combination wh makes the unexpected sound /hw/

• Usually found in the initial position• Coding combination wh• New Review Deck Cards/response

added for wh


Worksheet activities:• Coding/Reading• Reading Comprehension • Spelling*, Vocabulary*,


Lesson 27

Suffix -s

Other concepts:• Plural• Root words• Consonant

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 28

Suffixes -ing, -less

Other concepts:• Vowel Suffixes

• 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


Worksheet activities:• Coding/Reading • Reading Comprehension: sentence

completion• Spelling*, Vocabulary*,


Lesson 29

Suffix -ed

• 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


Worksheet activities:• Coding/Reading, • Reading Comprehension: sentence

completion• Spelling*, Vocabulary*,


Lesson �0

Dictionary CodingRelated concepts:• Reading coded

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


Worksheet activities:• Coding/Reading

Students write dictionary codings for words that are irregular or have spellings not yet taught.

• Reading Comprehension: sentence completion

• Spelling*, Vocabulary*, Alphabetizing* – five words

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


Worksheet activities:• Sight Word activities• Reading Comprehension: sentence

completion – using sight words


Sight Word Evaluation – Words introduced in Lesson 21 (Word Cards 11-20)

11




Lesson �2

Combination ar

• Identifying combination ar in the final position

• Coding combination ar• New Review Deck Cards/response for

combination ar


Worksheet activities:• Coding/Reading• Reading Comprehension: answering

questions about a paragraph• Spelling*, Vocabulary*,

Alphabetizing* by five words – all by first letter

Lesson ��

Combination or

• Identifying combination or in the medial position

• Coding combination or• New Review Deck Cards/response for

combination or



Alphabetizing*

Lesson Combination or (part 2)

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



Alphabetizing*

Lesson �5

Combination ar (part 2)

• 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



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



Alphabetizing*


12




Lesson �7

Sight Words, part 4• “any”• “brother” • “buy” • “father” • “learn” • “many” • “mother” • “ocean” • “sure”• “trouble”




Review Decks


Worksheet activities:• Sight Word activities• Reading Comprehension: sentence

completion – using sight words• Spelling*, Vocabulary*,



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


Worksheet activities:• Coding/Reading/Spelling with final k

(no Reading Comp activities)• Spelling*, Vocabulary*,


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

v Vocabulary Test 3*

1�




Lesson 41

Review of combinations

Other concepts:Review of the vowel rules

• 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


Worksheet activities:• Review – no Reading Comp• Spelling*, Vocabulary*,

Alphabetizing*

Lesson 42

Suffixes -er and -est

• 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


Worksheet activities:• Coding/Reading• Reading Comprehension – fill in the

blank• Spelling*, Vocabulary*,

Alphabetizing*

Assessment 7 can be given after lesson 42

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


Worksheet activities:• Sight Word activities• Reading Comprehension – answering

questions about a paragraph


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



Alphabetizing* – students think of a word that could come between two given guide words

14




Lesson 45

Final, Stable Syllable -ble

(L45 -ble)Other concepts:• Words with final,

stable syllables and suffixes

• Multiple 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




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




Lesson 47

Final, Stable Syllables -fle, -gle, -tle

• 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




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





15




Lesson 49

Sight Words, Part 6 • “country” • “early” • “earth” • “eye” • “fought”• “heard” • “two” “woman”• “whose” women”




Review Decks


Worksheet activities:• Sight Word activities• Reading Comprehension – fill in the

blank with sight words)


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 the final position is always spelled with a -ve no matter what sounds or letters are preceding the /v/

• Phonics Rules section-Spelling Rules-Final /k/ Rules-Final /v/Rules

• Review Decks – Add responses to the Spelling Deck Cards for /k/ and /v/


Worksheet activities: • Spelling/Coding/Reading• Spelling with ck, k, and ke• Spelling with v and ve

v Vocabulary* Test 4

Lesson 51

Digraph ea

• Digraph ea that sounds like long e• Digraph ea that sounds like short e• Digraph ea that sounds like long a• Coding digraph ea three ways• New Review Deck Cards for the

three sounds of digraph ea



Alphabetizing* to third letter

Lesson 52

Vowel y, part 2Suffix -y

• Vowel y at the end of two syllable words makes the long e sound

• Coding vowel y when it has the long e sound

• Vowel y at the end of a word can also be a suffix

• Defining suffix -y• Coding -y when it is a suffix• Determining if -y is simply an ending,

or a suffix• New Review Deck Cards for vowel -y

and suffix -y




16




Lesson 5�

Ghost Letter Digraphs

• “Ghost Letter Digraphs” are consonant digraphs in which the first letter is silent- gn- kn- wr

• Coding ghost letter digraphs• New Review Deck Cards for the

ghost letter digraphs




Lesson 54

Soft c (Cedilla c)

Other concepts:Final /s/ Rules

(L54 Soft C)

• When c is followed by e, i, or y, it makes the soft sound /s/

• Phonics Rules section-Spelling Rules-Final /s/ Rules

• Coding Cedilla C• New Review Deck Cards/response for

Cedilla C• Words that end with the /s/ sound

will have different spellings:-ss after a short vowel-ce after a long vowel sound-se after everything else





Lesson 55

Sight Words, part 7 • “cousin”• “gone”• “guard” • “guess”• “guest” • “half” • “island” • “laugh” • “listen” • “mountain”• “once”

• Eleven new sight words are introduced






blank with sight words)


Sight Word Evaluation – Words introduced in lesson 49 (Word Cards 51-60)

Lesson 56

Diphthong/Digraph ou

• A diphthong is two vowel sounds that come together quickly and make only one syllable

• Diphthong -ou – makes the sound heard in the word “out”

• Coding diphthong -ou • New Review Deck Cards/response for

diphthong -ou



Alphabetizing* – five words to third letter

17




Lesson 57

Diphthong/Digraph ow

• Diphthong –ow makes the sound heard in the word “now”

• Digraph – ow makes the sound heard in the word “grow” (long o)

• Coding diphthong and digraph ow• New Review Deck Cards for

diphthong and digraph ow




Lesson 58

Diphthongs oi, oy

• Diphthong oi and oy make the sound hear in the words “oil” and “boy”

• Diphthong oi is used in the initial and medial position

• Diphthong oi followed by the letter l can make the oi sound like two separate vowel sounds

• Diphthong oy is used in the final position.

• Coding diphthongs oi and oy• New Review Deck Cards/response for

diphthongs oi and oy




Lesson 59

The Rule vc/cvc/cv

Other concepts:• Words containing

more than one vowel pattern

• Coding long words – steps:- Code suffixes/final stable syllables- Obvious coding (e.g., k-back c)- Code vowels/vowel groups with a

“v” underneath- Code the consonants between the

vowels with a “c” underneath- Divide the word into syllables

(likely placement)- Place the accent (likely placement)- Code the vowels- Sound out the word- Adjust coding and pronunciation

to arrive at a recognizable word• Phonics Rules in workbook – Syllable

Division Rules – vc/cvc/cv




Lesson 60

Doubling Rule, part 1

• When adding a vowel suffix to a root word that ends with one consonant preceded by one vowel, double the consonant.

• When adding a consonant suffix to a root word that ends with a consonant, do not double the final consonant.

• Phonics Rules section in workbook – Spelling Rules – Doubling Rule


Worksheet activities:• Spelling with the Doubling Rule• Vocabulary* Review Cards


18





Lesson 61

Sight Words, part 8• “bought” • “brought”• “busy” • “cough” • “done” • “rough”• “though”• “thought”• “through”• “tough”




Review Decks



blank with sight words



Lesson 62

The Rule vc/ccv and vcc/cv

(L62 VCCCV)

• Words with three consonants between two vowels may be divided either between the first two or last two consonants

• Often, there are consonant digraphs or blends that help determine where to divide the word

• The accent can be on either syllable• Phonics Rules section in workbook-

Syllable Division Rules-VCCCV Rule


Worksheet activities:• Coding/Reading• Reading Comprehension – fill in the

blank activities• Spelling*, Vocabulary*,


Lesson 6�

Spelling with Final, Stable Syllables

• When spelling words with final, stable syllables, if the vowel sound in the first syllable is to have a short sound:- there must be another consonant

preceding the final, stable syllable (“humble,” “thimble”) OR

- double the first letter of the final stable syllable (e.g., “bubble,” “fiddle,” “tattle,” “giggle,” “ruffle,” etc.)

• If the first vowel is long, there isn’t another consonant preceding the first consonant in the final, stable, syllable (“table,” “bugle”)

• In words with a short vowel in the first syllable and -kle as a final stable syllable, do not double the k – instead add c before the kle; (“pickle,” “tackle,” “buckle,” etc.)


Worksheet activities:• Spelling/Coding/Reading • Reading Comp – multiple choice

response activities• Spelling*, Vocabulary*,


19




Lesson 64

Soft g

• The letter g will have the soft sound /j/ when it precedes e, i, and y

• Coding soft g• Exception: When there are two g’s

in a word, the first g has the hard sound: “suggest”

• Medial -ng followed by a vowel will also have the soft g sound

• New Review Deck Cards/response for soft g

• Phonics Rules Section-Spelling Rules-Initial and Medial /j/ Rules


Worksheet activities:• Coding/Reading• Reading Comprehension – multiple-

choice response• Spelling*, Vocabulary*,


Lesson 65

The Rule vcv, part 1

• Some words with a vcv spelling pattern will divide after the first vowel. - The first vowel will have a long

sound- The first syllable will be accented

• Phonics Rules section-Syllable Division Rules-VCV Rule #1


Worksheet activities:• Coding/Reading• Reading Comprehension – multiple

choice, completion responses • Spelling*, Vocabulary*,


Lesson 66

Suffixes -let, -ly

• Identifying, defining, and coding consonant suffixes -let and -ly

• New Review Deck Cards: Add suffix -let and -ly cards to Affix Deck


Worksheet activities:• Coding/Reading • Reading Comprehension – multiple

choice, completion responses• Spelling*, Vocabulary*,



Lesson 67

Sights Words, part 9• “certain” • “climb” • “floor” • “move” • “often” • “push” • “shoe” • “sign”• “tastes” • “very”




Review Decks

Worksheet:• Sight Word activities• Reading Comprehension – fill in the




20




Lesson 68

Trigraph -igh

• A trigraph is three letters that come together to make one sound

• Trigraph -igh sounds like long i• Coding trigraph -igh• New Review Deck Cards for trigraph

-igh


Worksheet activities:• Coding/Reading• Reading Comprehension

– paragraph-multiple choice, completion responses activities

• Spelling*, Vocabulary*, Alphabetizing* – students generate a word that would fit into a given alphabetizing pattern

Lesson 69

Trigraph -tch

• The letters -tch at the end of some words are a trigraph (rule will be taught later)

• Coding trigraph -tch• New Review Deck Cards for trigraph

-tch




• Spelling*, Vocabulary*, Alphabetizing* – students generate a word that would fit into a given alphabetizing pattern

Lesson 70

Trigraph -dge

• The letters –dge at the end of some words are a trigraph (rule will be taught later)

• Coding trigraph -dge• Review Deck Cards for trigraph -dge



Alphabetizing*


Lesson 71

Spelling with final -dge and -ge

• The spelling -dge follows a short vowel sound

• The spelling -ge follows long vowel sounds, a digraph or a consonant

• New Review Deck Cards/responses for -dge, -ge

• Phonics Rules section in workbook – Spelling Rules – Final /j/ Rules


Worksheet activities:• Spelling/Coding/Reading

Spelling -dge and -ge words• Spelling*, Vocabulary*,

Alphabetizing* – students generate a word that would fit into a given alphabetizing pattern

21




Lesson 72

Spelling with final -ch and -tch

• The spelling -tch follows a short vowel sound

• The spelling -ch follows all other spellings (vowel digraph, consonant, long vowel, etc.)

• Phonics Rules section-Spelling Rules-Final /ch/ Rules

• Exceptions noted• Review Deck Cards – New spelling

response for final -tch, -ch


Worksheet activities:• Spelling, Coding/Reading

Spelling -tch and -ch words• Spelling*, Vocabulary*,

Alphabetizing* – students generate a word that would fit into a given alphabetizing pattern


Lesson 7�

Sight Words, part 10• “above” • “answer” • “build” • “caught” • “taught” • “clothes” • “February”• “heart” • “none” • “nothing” • “straight”

• Eleven new sight words are introduced








Sight Word Evaluation – Words that were introduced in Lesson 67 (Word Cards 81-90)

Lesson 74

Final Stable Syllable -tion

• Pronunciation of -tion• Identifying words with final, stable

syllable -tion• Coding final, stable syllable -tion• New Review Deck Cards/response for

-tion



– beginning in this lesson, Reading Comprehension exercise content will be about US history and/or government – paragraph-multiple choice, completion, responses activities

• Spelling*, Vocabulary*, Alphabetizing* – students will order a group of words by numbering the words

22




Lesson 75

The Rule VCV, part 2

• Some words with a vcv pattern will divide after the consonant when:- The first vowel is short- The accent is on the first syllable

• Phonics Rule section -Syllable Division Rules-VCV Rule #2


Worksheet activities:• Coding/Reading • Reading Comprehension



Lesson 76

Vowel A, part 2

• The single vowel a can have a sound similar to short o when it:- is followed by the letter l or

double l- follows the letter w- follows the combination qu

• Coding the letter a when it has this sound

• Pronunciation may vary in different regions

• New Review Deck Cards for the letter a when it sounds like short o





Lesson 77

The Rule VCV, part �

(L77 VCV)

• Words with a vcv pattern may divide after the first vowel, even if the first syllable is not accented

• The letters e, o, and u will usually have their long sound, even in syllables that are not accented, if the syllable is open

• Phonics Rules section – Syllable Division Rules – VCV Rule #3




• Spelling*, Vocabulary*, Alphabetizing* – students will order a group of words by numbering the words)

Lesson 78

The Rule VCV, part 4

• When a vcv word divides after the first vowel and the first syllable is open, but not accented:- If the first vowel is a, it will be

schwa- If the first vowel is i, it will be

either short or schwa- Phonics Rules Section in workbook

• Syllable Division Rules – VCV Rule #3• Vowel Rules-Rule #4• New Review Deck Cards/response for

schwa a




• Spelling*, Vocabulary*, Alphabetizing* – students will order a group of words by numbering the word


2�




Lesson 79

Sight Words, part 11• “beautiful” • “Dr.” • “Full”• “Mrs.” • “poor” • “prove” • “shoulder” • “special” • “stomach” • “sugar”




Review Decks



blank with sight word


Sight Word Evaluation – Words that were introduced in Lesson 73 (Word Cards 91-100)

Lesson 80

Dropping Rule

• Silent e at the end of a root word is dropped before adding a vowel suffix

• Silent e at the end of a root word is not dropped before adding a consonant suffix

• Phonics Rules section in workbook-Spelling Rules-Dropping Rule


Worksheet activities:• Spelling with the Dropping Rule• Vocabulary* – Review Vocabulary

Word Cards


Lesson 81

Digraphs au, aw

(L81 au, aw)

• The letters au and aw make the sound /au/ or short o (regional)

• Digraph au may be in the initial or medial position

• Digraph aw will usually be in the final position

• Coding digraphs au and aw• New Review Deck Cards/ responses

for au and aw



– paragraph-multiple choice, completion responses

• Spelling*, Vocabulary*, Alphabetizing*

Lesson 82

Digraph ew

• Digraph ew makes the same sound as long u and long oo

• New Review Deck Cards for digraph ew





24




Lesson 8�

Scribal o

• Some words that are spelled with the letter o have a schwa or short u sound

• Coding scribal o• New Review Deck Cards for scribal o





Lesson 84

Digraphs ei and ie

• Digraph ie can make the long e sound

• Digraph ei can make the long a sound

• Coding digraph ie / long e / and ei / long a /

• New Review Deck Cards for digraph ie / long e / and ei / long a /





Assessment 14 may be given after Lesson 84

Lesson 85

Sight words, part 12• “aunt”• “course” • “daughter” • “hour” • “Mr.” • “Ms.” • “pour” • “pull”• “touch” • “Wednesday”




Review Decks






Lesson 86

Suffixes -ful, -ness

• Identifying, defining, coding suffix -ful and -ness

• Review Deck Cards – Add suffix -ful and -ness to Affix Deck





25




Lesson 87

The Rule vv

• Words that have two neighboring vowels that are not part of the same spelling, divide between the two vowels, with each vowel making its own sound

• The separate vowels may be either long or short

• The accent may be on either syllable• Phonics Rules Section-Syllable

Division Rules-VV Rule


Worksheet activities:• Coding/Reading (new activity)

looking for correctly coded words• Reading Comprehension


Lesson 88

Prefixed over-, pre-, under-

• A prefix is a group of letters added to the beginning of words to modify the meaning of the root word

• Identifying, defining, coding prefixes over-, pre-, under-

• Some words have both prefixes and suffixes

• Review Deck Cards for prefixes over-, pre-, under- added to Affix Deck





Lesson 89

Suffix –es

Other Concepts:• Subject-verb

agreement• Sibilant sound

• Suffix -es is another form of the suffix s

• -es can be added to action words (verbs) as well as naming words (nouns)

• Sentences must have a subject and verb

• Subject and verb forms must “agree”

• Words that end with the sound of voiced or unvoiced s, ch, or x (sibilant sounds) must have suffix es added in order to be a plural noun or a singular verb

• Adding -es to a root word adds another syllable

• Coding suffix -es• Review Deck Cards for suffix es

added to the Affix Deck





Lesson 90

Spelling with final -C

• Words with the /k/ sound at the end that also have more than one syllable will have the letter c as the final letter

• Phonics Rules section-Spelling Rules-Final /k/ Rules

• Review Deck Cards – new response for final c added to Spelling Deck


Worksheet activities:• “Spelling Bingo”• Spelling*, Vocabulary* activities



26




Lesson 91

Review of Sight Words


Worksheet activities:Reviewing the sight words• Spelling*, Vocabulary*

Alphabetizing*


Lesson 92

Final, Stable Syllables -sion and -ture

• Pronunciation of -sion and -ture• Identifying and coding words that

end with -sion and -ture• New Review Deck Cards/response for

-sion and -ture





Lesson 9�

Prefixes, dis-, im-, in-, ir-, un-

• Identifying, defining, and coding words with prefixes dis-, im-, in-, ir-, and un-

• Review Deck Cards- Cards for prefixes dis-, im-, in-, ir-, and un- added to the Affix Deck





Lesson 94

Final, Stable Syllables -cious, -tious

• Pronunciation of -cious, -tious• Identifying and coding words that

end with final stable syllables -cious and -tious

• Review Deck Cards for -cious and -tious added to decks





Lesson 95

Suffixes -en, -ish, -ist, -ous

• Identifying, defining, and coding words with suffixes -en, -ish, -ist, -ous

• Review Deck Cards – Suffixes -en, -ish, -ist, -ous added to Affix Deck





27




Lesson 96

Doubling Rule, part 2

• Words ending with one vowel and one consonant that have an accented final syllable will have the final consonant doubled before adding a vowel suffix

• Phonics Rules section-Spelling Rules-Doubling Rule


Worksheet activities:• Spelling with the Doubling Rule• Vocabulary*, Alphabetizing*

activities


Lesson 97

The Rule VCCV, part 2

• Some words with the vccv pattern do not divide between the two consonants, but after the first vowel

• The accent can be on the first or second syllable

• Phonics Rules section-Syllable Division Rules-VCCV Rule #3 and 4





Lesson 98

French endings -ice, -ile, -ine

• The letter i in the endings -ice, -ile, -ine has the schwa sound

• These endings have origins in the French language

• The i may also have a long e sound (“machine,” “police”)

• Coding of French ending words





Lesson 99

Prefixes mono-, bi-, tri-, quad-, pent-Quadrigraph -eigh

• Prefixes mono-, tri-, quad-, pent- stand for a number (1-5) respectively

• Quadrigraph -eigh makes the long a sound

• Coding quadrigraph -eigh• Review Deck Cards for eigh• Affix Cards for prefixes mono-, bi-,

tri-, quad-, pent- added to deck





Lesson 100

Changing Rule

• When a word ends with y, change the y to i before adding a suffix, unless the suffix begins with i

• When a word ends with y, do not change y to i before adding a suffix if the y comes after a vowel

• Phonics Rules section in workbook-Spelling Rules-Changing Rule

• Common exceptions to rule


Worksheet activities:• Spelling with the Changing Rule• Vocabulary*, Alphabetizing*

activities

v Vocabulary* Test 9v Final Vocabulary Test

Assessment 17 can be given after Lesson 100.Pre-Post Test can be given again after Lesson 100.

Documents

Saxon Phonics Intervention Scope and Sequencecharlestonesl.webs.com/documents/SXPhonics_Interven_S&S.pdf · 4 Saxon Phonics Intervention Scope and Sequence Lesson Title/Strand Objectives/New