PHONICS 1 Preview

Language Circle Enterprises PROJECT READ® 1

PREVIEW

Author: Victoria Greene Language Circle Enterprises, Inc. 1620 West 98th Street, Ste 130 Bloomington, MN 55431

Phone: 800.450.0343 Fax: 952.884.6787

Email: [email protected]

Website: www.projectread.com

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2 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Preview

Greetings, Language Circle Enterprises is pleased to share with you a preview of the Phonics 1 guide and recommended supplemental instructional materials. These materials are part of the Project Read Phonics curriculum, written by author Tori Greene. The Project Read curriculum is a complete Language Arts program designed to respect alternative learning profiles. Research-based and student-tested, Project Read materials have been proven to cultivate knowledge and promote academic independence for over four decades. Language Circle Enterprises works: “to ensure that all children, no matter their circumstances, have the opportunity to become active, thoughtful, independent readers and writers.” The Project Read Phonics curriculum focuses on decoding, encoding, and reading comprehension strategies, using multisensory activities and direct instruction to present a systematic approach to phonics. Activities are specifically tailored to K-3 students and provide practice in phonemic awareness, sound/symbol recognition, syllabication, word formation, sentence composition, story reading, and kinesthetic/tactile memory. This preview includes the following sections:  Introduction  Staff Development  Scope & Sequence of skills and concepts  Lesson Preview to show the lesson design and multisensory strategies § Unit 3 consonants & Red Word § Unit 7 short vowel [ o ] § Unit 12 digraph [ ch ]  Language Circle Reading Collection – Level 1  Supplemental Instructional Materials § Primary Phonics Instructional Kit § Recommended supplemental materials  Spelling Lessons & Vocabulary Enrichment - Phonics 1  Pre/Post Assessments & Unit Mastery Tests – Phonics 1  Common Core Alignment  Research From these preview materials, we hope that you gain a better understanding of the structure and methodology of the Project Read Phonics curriculum. We believe that instructors must be well- equipped in order to educate their students. The guide and instructional materials are designed to make each lesson easy to comprehend and teach. Thank you for taking time to review these materials. Please visit our website for more information at www.projectread.com or call the Language Circle office at 800-450-0343.

projectread® PHONICS (Primary) PHONICS CONCEPTS & Phonics curriculum by Language Circle Enterprises® SKILLS focuses on decoding, encoding, and reading OVERVIEW comprehension strategies, using multisensory activities and direct instruction to present a Language systematic approach to phonics. • Oral • Written Research-based and student-tested activities are specifically tailored to K-3 children and allow Sound/Symbol Relationship students to practice phonemic awareness, • Consonants sound/symbol recognition, syllabication, word • Vowels building, sentence composition, story reading, and • Digraphs kinesthetic/tactile memory. • Glide Sounds • Consonant Blends/Clusters • Schwa • Common Suffixes MATERIALS • Red Words (Phonetically Irregular) ★ Phonics 1 and 2 Guides 7 Vowel Position/Types ★ Phonics 1 and 2 Online Video Subscription • Closed ★ Large Phonics Sound/Symbol Pack • Open • Student Practice CD-ROM Volumes – • -vce Phonics 1 and 2 • Vowel Teams • Mr. Ed & Ms. Odd Puppets • R Control • Spell Tabs (set of 10) • Writing the Alphabet Manuscript Handwriting • Final Consonant -le Packet (set of 2) • Diphthongs • Jewel Box Words – Phonics 1 and 2 • Treasure Chest Sentence Strips – Phonics 1 Syllable Types and 2 • Definition • Red Word Card Pack • Steps for Syllabication • Felt Paper • 5 Syllable Cutting/Patterns • Cards for Gluing PREVIEWGrapheme Patterns • LC Reading Collection Level 1 • LC Reading Collection Level 2 • Diphthong • Spelling Lessons and Vocabulary Enrichment • R Contol Activities – Phonics 1 and 2 • Long Vowel • Mastery Tests & Pre/Post Assessments • Frequency w/Scoring CD-ROM – Phonics 1 and 2 • Place Value • Classroom Alphabet Display • Classroom Posters VAKT/BL Strategies ★ Essential Classroom Materials • Visual • Auditory • Kinesthetic

PRINCIPLES OF INSTRUCTION

1. Direct Concept Teaching • Making the abstract concepts concrete RE and meaningful A D IN • Relating concepts to prior knowledge G

C O

G M

N P I 2. Sequencing According to Logic Links R D

• Concepts in dependent order E

N D

• Skills that embody the concepts S

O N

3. Targeted Multisensory Instruction W • Visual R I T • Auditory T E • Kinesthetic N

• Tactile P R

• Body Language E S

O N 4. Application (Teach to Transfer) • IntegratePREVIEW decoding into Reading Comprehension, Spelling, and Written Expression • Apply across the curriculum

Phonics 1 PI-1

I-2 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Introduction

PROGRAM IMPLEMENTATION Multi-Tiered Systems of Support (MTSS)

Time, program, and group size affect

intensity of intervention. IV /

Intensive Project Read TIER III Instruction 40-60 min daily

Intensive (Supplemental or Core Replacement)

Strategic Project Read Instruction delivered as supplemental targeted TIER II intervention 20-30 minutes daily

Core plus Supplemental

Benchmark Project Read Instruction PREVIEWintegrated into Core Program in TIER I whole/small group instruction

Project Read Curriculum and Multisensory Strategies Integrated with Core Program

Phonics 1 PIM-1

PROGRAM IMPLEMENTATION Multi-Tiered Systems of Support (MTSS)

A. TIER 1 (Regular Classroom) Grouping: Whole Group Project Read Instruction: Curriculum and instructional strategies supplement the core program Instructional Minutes: Time and intensity determined by students' needs Instructor: Project Read Phonics trained classroom teacher B. TIER 2 Grouping: Small Group (six students or less) Project Read Instruction: Follows the Project Read Phonics curriculum sequence and instructional strategies. Targeted instruction supplements the core program with progress monitoring using Project Read Phonics assessments. Instructional Minutes: 20-30 minutes of Project Read Phonics instruction 4 to 5 days a week Instructor: Project Read Phonics trained classroom teacher, reading specialist, or Title 1 teacher within the general education classroom or in a pull-out setting C. TIERS 3 & 4 Grouping: Small group (three students or less) Project Read Instruction:PREVIEW Follows the Project Read Phonics curriculum sequence and instructional strategies. Intensity is increased by smaller group size, increased instructional minutes, and more frequent formal and informal progress monitoring. Instructional Minutes: 40-60 minutes of Project Read instruction 5 days a week Instructor: Project Read trained reading specialist, special educator, or Title teacher

PIM-2 © Language Circle Enterprises, Inc. Phonics 1

I-4 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Introduction

READING STRATEGIES

I. Pre-Reading A. Teacher introduces targeted phonics skill in the reading selection. B. Students choral read the title and predict what the story or report might be about. C. Introduce vocabulary. II. Teacher Directed Silent and Oral Reading A. Check sentence frame. B. Check internal and end punctuation for phrasing and voice inflection. C. Students sweep finger across the sentence for phrasing and fluency. D. Students use the ‘tap and sweep’ strategy to unlock words they cannot automatically decode. E. Check reading comprehension at the sentence level. Note: The sample instructional sequence referenced below displays the importance of teaching multiple meaning vocabulary and word usage through sentence context for beginning and struggling readers.

Example (pg.3-23):

PRACTICE ACTIVITY Student Practice 3G (pg. 3-28) (continued) 1. Pat nabs Ann’s cap. Directly State: • Rehearse sentence #1 with your inside voice. • Put your finger on the word Pat. • What is the meaning of the word Pat in this sentence? (the name of a person) • Put your finger on the ownership sign. Who owns the cap? (Ann) • Who took the cap? (Pat) 2. Jan can pat Pam’s cat Tab. Directly State: • Rehearse sentence #2 with your inside voice. • Put your finger on the word pat in this sentence. • What is the meaning of the word pat in this sentence? (touch or pet) • Who does the cat belong to? (Pam) • Put your finger on the word that tells the name of Pam’s cat. (Tab) 3. The bat naps. Directly State: • Rehearse sentence #3 with your inside voice. • Put your finger on the word bat in this sentence. • What is the meaning of the word bat in this sentence? (an animal) • Do you know how and when bats nap? (Bats nap upside down.) (Bats nap during the day.) 4. Pam can bat. PREVIEWDirectly State: • Rehearse sentence #4 with your inside voice. • Put your finger on the word bat in this sentence. • What is the meaning of the word bat in this sentence? (It is an action meaning to hit at something.) 5. Matt has Nan’s can. Directly State: • Rehearse sentence #5 with your inside voice. • Put your finger on the word can in this sentence. • What is the meaning of the word can in this sentence? (a container) • Who has Nan’s can? (Matt) 6. Tab can nap. Directly State: • Rehearse sentence #6 with your inside voice. • Put your finger on the word can in this sentence. • What is the meaning of the word can in this sentence? (able to) • What can Tab do? (nap) (skill instruction continues on next page) Phonics Guide & Lesson Plans © Language Circle Enterprises, Inc. 3-23

Phonics 1 RS-1

READING STRATEGIES

III. Reading Fluency A. Choral Reading: Teacher paces students for reading fluency and voice inflection. Gradually, the teacher releases oral reading leadership to students' voices.

B. Independent Oral Reading: monitored by teacher or shared reading.

C. Repeated Readings: 1. Read for word, phrase, and sentence automaticity. 2. Read with voice inflection and phrasing with a focus on end and internal punctuation. 3. Read to determine meaning of the passage or answer teacher directed questions about the selection.

VI. Reading Comprehension A. Interacting with Narrative Text (Story Form Process) 1. Story parts 2. Sequencing 3. Story Message

B. Interacting with Informational Text (Report Form Process) 1. Collecting and Classifying Facts 2. Sorting Fiction from Non-Fiction 3. Summarizing Key Points

C. Teacher asks comprehension questions at different levels of Bloom’s Taxonomy. 1. Word Meaning 2. StoryPREVIEW Sequence 3. Inferencing 4. Predicting

RS-2 © Language Circle Enterprises, Inc. Phonics 1

I-6 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Staff Development

STAFF DEVELOPMENT Instructional Excellence Cost-Effective On-Going Support

Staff Development Options: Staff Development Webinars On-Campus In-Service Training District Trainers Online Sentence Structure Course

All curriculum strands align to the Common Core Standards.

Report Form Early Education Grade 3 PreK - K Informational Reading Decoding and Encoding to Adult Comprehension Process

FYT Sentence Structure Primary Phonics K to Grade K Written Expression Decoding and Encoding Grade 3 to Adult PREVIEWSentence Development

Linguistics – Accelerated Phonics FYT Applied Writing Grade 3 Grade 2 Decoding and Encoding for Written Expression to Adult to Adult Intermediate and Secondary Students Paragraph Development

Story Form Literature Connection Framing Your Thoughts Grade K Grade K Narrative Reading Comprehension Sentence Structure Online Course to 5 to Adult Process Written Expression

Story Form Comprehension Grade 4 Train-the-Trainer Narrative Reading Comprehension District to Adult Phonics, Written Expression Process

Language Circle Enterprises Project Read Required Curriculum Training Materials

Phonics Kindergarten 2 Day On-Campus Training or 5 Hour (2 sessions) Webinar Required materials per participant: • Phonics 1 • Online Video Subscription Phonics 1 • Bridge to Reading Guide • Large Phonics Sound Pack • Writing the Alphabet Manuscript Handwriting Kit set of 2 • Active Participation Packet

Phonics 3 Day On-Campus Training or 8 Hour (4 sessions) Webinar Required materials per participant: • Phonics 1 • Phonics 2 • Online Videos Subscription Phonics 1 and Phonics 2 • Large Phonics Sound Pack • Active Participation Packet

Linguistics 2 Day On-Campus Training or 5 Hour (2 sessions) Webinar Required materials per participant: • Linguistics Guide • DVDs for Linguistics • Linguistics Sound/Symbol Card Pack • Vocabulary Development Root Cards • Active Participation Packet

Reading Comprehension Report Form Process (Expository Reading Comprehension) 2 Day On-Campus Training or 5 Hour (2 Sessions) Webinar Required materials per participant: • Report Form Process Guide • Active Participation Packet

SD-2 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Staff Development

Story Form (Intermediate Narrative Reading Comprehension) 2 Day On-Campus Training or 4 Hour (2 Sessions) Webinar Required materials per participant: • Story Form Comprehension Guide • Intermediate Story Puzzle • Intermediate Story Boards • Active Participation Packet Story Form Literature Connection (Primary Narrative Reading Comprehension) 2 Day On-Campus Training or 5 Hour (2 Sessions) Webinar Required materials per participant: • Story Form Literature Connection Guide • Primary Story Puzzle • Primary Story Boards • Active Participation Packet

Written Expression Full Written Expression (Sentence Structure and Applied Writing Combined) 3�Day On-Campus Training or 10 Hour (5 Sessions) Webinar Required materials per participant: • Framing Your Thoughts Sentence Structure Guide • Framing Your Thoughts Applied Writing Manual • DVD Companions to Framing Your Thoughts Curriculum • Writing Symbol Pack • Active Participation Packets

Sentence Structure Only 2 Day On-Campus Training or 6 Hour (3 Sessions) Webinar Required materials per participant: • Framing Your Thoughts Sentence Structure Guide • Framing Your Thoughts Sentence Structure DVD • Writing Symbol Pack • Active Participation Packet for Sentence Structure

(continued on next page)

Applied Writing Only 1 Day On-Campus Training or 4 Hour (2 Sessions) Webinar Required materials per participant: • Framing Your Thoughts Applied Writing Guide • Framing Your Thoughts Applied Writing DVD • Active Participation Packet for Applied Writing

Coaching On-Campus Training Number of days to be determined. Webinar Training Number of hours to be determined.

School District coaching can be tailored to school needs. Coaching can include: • daily balanced lessons • instructional pacing • reading fluency • teaching to transfer • motivational strategies • analyzing lessons for effective instruction • assessment • program fidelity

No required materials

Coaching is not limited to these strategies and can be personalized to the ongoing need of teachers.

SD-4 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Scope & Sequence

Table of Contents Phonics 1

PRINCIPLES OF INSTRUCTION PI-1

PROGRAM IMPLEMENTATION PIM-1

READING STRATEGIES RS-1

CURRICULUM INTEGRATION CI-1

SOUND/SYMBOL ORGANIZATION CHART

Sound/Symbol Organization Chart – Primary Chart ...... SS-1 Sound/Symbol Organization Chart – Primary Chart Blank ...... SS-2

SPELLING

Spelling Calculator ...... SP-1

HANDWRITING

Writing the Alphabet ...... H-1 Letter Strokes ...... H-1

UNIT 1

Lesson 1 Skill: Oral Language ...... 1-1

Lesson 2 Skill: 26 Letters / 44 Speech Sounds ...... 1-5

UNIT 2

Lesson 1 Skill: Short Vowel [ a ] ...... 2-1

Lesson 2 Skills: Consonant [ t ] ...... 2-5 Consonant [ m ] ...... 2-9 Consonant [ s ] ...... 2-12 Story Reading ...... 2-16 PREVIEWPeriod / Stop Sign ( . ) Comma / Pause Mark ( , ) Sentence Dictation ...... 2-18

Lesson 3 Skills: Consonant [ b ]...... 2-27 ! for Impact Words Consonant [ c ] ...... 2-30 Consonant [ f ] ...... 2-32

Revised 10-22-15 Phonics 1 TOC-1

Table of Contents Phonics 1

UNIT 3

Lesson 1 Skills: Consonant [ r ] ...... 3-1 Consonant [ h ]...... 3-3 Apostrophe ...... 3-5 Consonant [ n ]...... 3-6 Red Word the ...... 3-8

Lesson 2 Skills: Consonant [ j ] ...... 3-19 Consonant [ p ]...... 3-21 Consonant [ l ] ...... 3-24

UNIT 4

Lesson 1 Skills: Consonant [ g ]...... 4-1 Consonant [ d ]...... 4-4 Consonant [ v ] ...... 4-6

Skills: Red Word to ...... 4-8 Telling Thought (Declarative Sentence) ...... 4-10

UNIT 5

Lesson 1 Skill: Short Vowel [ i ] ...... 5-1 Lesson 2 Skills: Consonant [ w ] ...... 5-9 Red Word have ...... 5-12

UNIT 6

Lesson 1 Skill: Consonant [ k ] ...... 6-1 Lesson 2 Skills: Consonant [ -ck ] ...... 6-11 Red Word said ...... 6-14 PREVIEWQuotation Marks ...... 6-15 UNIT 7

Lesson 1 Skill: Short Vowel [ o ] ...... 7-1 Lesson 2 Skill: Red Word was ...... 7-7

TOC-2 © Language Circle Enterprises, Inc. Phonics 1

SS-2 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Scope & Sequence

Table of Contents Phonics 1

UNIT 8

Lesson 1 Skill: Consonant [ qu ] ...... 8-1 Lesson 2 Skill: Consonant [ x ] ...... 8-3 Lesson 3 Skills: Consonant [ y ] ...... 8-9 Consonant [ z ] ...... 8-11 Lesson 4 Skill: Asking Thought (Interrogative Sentence) ...... 8-15

UNIT 9

Lesson 1 Skill: Short Vowel [ u ] ...... 9-1

Lesson 2 Skill: Red Word of ...... 9-9

UNIT 10

Lesson 1 Skills: Doubling [ s ] [ l ] [ f ] and [ z ] ...... 10-1 Red Word you ...... 10-4

UNIT 11

Lesson 1 Skill: / ank / Glide Sound ...... 11-1

Lesson 2 Skills: / ink / Glide Sound ...... 11-9 / onk / / unk / Glide Sounds ...... 11-12 Red Word what ...... 11-16

Lesson 3 Skill: / ang / Glide Sound ...... 11-27

Lesson 4 Skills: / ing / Glide Sound ...... 11-33 / ong / / ung / Glide Sounds ...... 11-35

UNIT 12

Lesson 1 Skills: [ ch ] Digraph ...... 12-1 PREVIEW[ -tch ] Spelling Generalization ...... 12-4 Lesson 2 Skills: [ wh ] Digraph ...... 12-13 Red Word are ...... 12-15

Lesson 3 Skill: [ th ] Digraph ...... 12-25

Lesson 4 Skill: [ sh ] Digraph ...... 12-29

Lesson 5 Skill: Red Word put ...... 12-33

Phonics 1 TOC-3

Table of Contents Phonics 1

UNIT 13

Lesson 1 Skill: Short Vowel [ e ] ...... 13-1

Lesson 2 Skill: Red Words could should would ...... 13-7

Lesson 3 Skill: Sentence of Strong Feeling (Exclamatory Sentence) ...... 13-15

UNIT 14

Lesson 1 Skill: Open Single Vowel ...... 14-1

Lesson 2 Skills: Suffixes: [ -s ] [ -es ] ...... 14-7 Subject/Predicate Agreement ...... 14-9

Lesson 3 Skill: Red Words Mr. Mrs. Ms...... 14-19

UNIT 15A

Lesson 1 Skills: Beginning Consonant Blends ...... 15-1 [ sl ] Beginning Consonant Blend ...... 15-1 [ bl ] Beginning Consonant Blend ...... 15-6 [ fl ] Beginning Consonant Blend ...... 15-8 [ cl ] Beginning Consonant Blend ...... 15-10 [ gl ] Beginning Consonant Blend ...... 15-12 [ pl ] Beginning Consonant Blend ...... 15-14

Lesson 2 Skill: Red Word they ...... 15-31

UNIT 15B

Lesson 1 Skills: [ tr ] Beginning Consonant Blend ...... 15-37 [ cr ] Beginning Consonant Blend ...... 15-39 [ br ] [ fr ] Beginning Consonant Blends ...... 15-41 [ dr ] Beginning Consonant Blend ...... 15-44 PREVIEW[ grPREVIEW ] [ pr ] [ thr ] [ shr ] Beginning Consonant Blends ...... 15-46 Lesson 2 Skill: Red Word your ...... 15-71

UNIT 15C

Lesson 1 Skills: [ sk ] [ sc ] Beginning Consonant Blends ...... 15-75 [ st ] Beginning Consonant Blend ...... 15-78 [ sm ] [ sp ] [ sw ] [ sn ] [ squ ] Beg Consonant Blend ...... 15-80

Lesson 2 Skills: [ tw ] [ dw ] Beginning Consonant Blends ...... 15-99

TOC-4 © Language Circle Enterprises, Inc. Phonics 1

SS-4 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Scope & Sequence

Table of Contents Phonics 1

UNIT 16

Lesson 1 Skills: Final Consonant Blends ...... 16-1 [ -st ] Final Consonant Blend ...... 16-1 [ -sk ] Final Consonant Blend ...... 16-3 [ -sp ] Final Consonant Blend ...... 16-5 [ -nt ] Final Consonant Blend ...... 16-7 [ -nd ] Final Consonant Blend ...... 16-9 [ -mp ] Final Consonant Blend ...... 16-11

Lesson 2 Skills: Red Word two ...... 16-23 Red Word do ...... 16-25

Lesson 3 Skills: [ -ld ] Final Consonant Blend ...... 16-33 [ -lk ] Final Consonant Blend ...... 16-35 [ -lp ] [ -lt ] Final Consonant Blends ...... 16-37

Lesson 4 Skills: Red Words any ...... 16-49 Red Words many ...... 16-51

Lesson 5 Skill: [ -ft ] [ -pt ] [ -ct ] Final Consonant Blends ...... 16-57

UNIT 17

Lesson 1 Skills: [ str ] Consonant Cluster ...... 17-1 [ spr ] Consonant Cluster ...... 17-3 [ scr ] Consonant Cluster ...... 17-5 [ spl ] Consonant Cluster ...... 17-7

Lesson 2 Skill: Red Words were ...... 17-13 PREVIEW PREVIEW

Phonics 1 TOC-5

UNIT 3 Lesson 1 SKILLS Consonant [ r ] – / r / 3-1 Consonant [ h ] – / h / 3-3 Apostrophe [ ̓ ] 3-5 Consonant [ n ] – / n / 3-6 Red Word the 3-8 CONCEPT 1. Knowledge and understanding that some letters are consonants. 2. Knowledge and understanding of sound/symbol relationship. 3. Reading and spelling words with short [ a ] and consonants [ r ] [ h ] and [ n ]. 4. Red Words are phonetically irregular words that do not have a direct sound/symbol relationship. SKILL INSTRUCTION: Consonant [ r ] – / r /

Anticipatory Set Display the consonants [ t ] [ s ] [ m ] [ b ] [ c ] and [ f ]. 1. Directly State: • Get your clippers ready. (Students place “finger scissors” up to mouth with blades open.) • Be ready to clip the sounds these consonants capture. 2. Directly State: Do and Say

Teaching Objective Directly State: In this lesson, you will work with a new consonant.

STEP 2: Using the alphabet line on the cover of the Writing the Alphabet r Book, locate the letter [ r ] and classify it as a consonant. ©1990 Language Circle Enterprises, Inc. 9 STEP 3: Model the sound with body language. Directly State: • The letter [ r ] captures the sound / r /. • The sound is like a dog growling. PREVIEWModel: Teacher models sound / r / while clipping the sound using finger scissors. • Say sound / r / in a clipped manner while closing fingers. • Voice stops when fingers close. Display: Dog picture (pg. 3-10) Directly State: • The letter [ r ] is in the picture. • The puppy is begging with his paws under his chin.

Phonics 1 (skill instruction continues on next page) 3-1

INPUT (continued) 1. Place your hands under your chin making yourself into an [ r ] symbol. 2. Beg with a sad growl – teacher models / r /. Directly State: Watch and Listen 3. Do and Say 4. Repeat three times.

STEP 4: Students practice sound and body language (clipping).

/ r / / a / / t / STEP 5: Teacher puts sound into a word using finger blending. Starting with thumb, let the word out a sound at a time holding a finger up for each sound and blending sounds together to say the word. Directly State: / r / is in the word / r / / a / / t /. Finger Blending STEP 6: Teacher puts word into a sentence for word meaning. • The rat scurried across the road.

swing

VAKT sliding STEP 7: Students draw and recite letter strokes using VAKT Input:

hoo w ps slide slide Writing the Alphabet Book, glued letters, and Felt Paper. climb STEP 8: Students meld sound/symbol together using skywriting and memory box.

TEACH TO TRANSFER

WORD BUILDING Distribute Spell Tabs folder with the letters [ a ] [ t ] [ m ] [ s ] [ b ] [ c ] [ f ] and [ r ] tabbed on the alphabet line or use paper/pencil. Spell Tabs Directly State: You will build a word with the consonant [ r ]. Teacher and students use the Word Building Process to build the word.

´µ 1. Build: ram Sentences: A ram is a sheep. Jewel Box Words PREVIEW (personal word bank) Did the car ram into the back of the truck? ram Students receive the vocabulary words from the Jewel Box Words to put in their personal Jewel Box.

ORAL READING Oral Reading 3A (pg. 3-11) • Tam and Matt

3-2 © Language Circle Enterprises, Inc. Phonics 1

LP-2 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

SKILL INSTRUCTION: Consonant [ h ] – / h /

Anticipatory Set Distribute: Unit 2 Student Review (pg. 2-37) Directly State: • Sweep your eyes across each Jewel Box Word. If you get stuck, use your tiny tappers to tap out sounds. • Choral read the words with me. Teaching Objective Directly State: In this lesson, you will build words with a new consonant.

STEP 2: Using the alphabet line on the cover of the Writing the Alphabet h Book, locate the letter [ h ] and classify it as a consonant.

©1990 Language Circle Enterprises, Inc. 10 STEP 3: Model the sound with body language. Directly State: • The letter [ h ] captures the sound / h /. • This letter looks like a chair. • When I am tired, I sit down and sigh / h /. • The sound is one burst of air. Model: Teacher models sound / h / while clipping the sound using finger scissors.

STEP 4: Students practice sound and body language (clipping).

/ h / / a / / t / STEP 5: Teacher puts sound into a word using finger blending. Starting with thumb, let the word out a sound at a time holding a finger up for each sound and blending sounds together to say the word.

Directly State: / h / is in the word / h / / a / / t /. Finger Blending PREVIEWSTEP 6: Teacher puts word into a sentence for word meaning. • The man has a hat on his head. sliding VAKT sliding sliding STEP 7: Students draw and recite letter strokes using VAKT Input:

whoops slide Writing the Alphabet Book, glued letters, and Felt Paper. climb STEP 8: Students meld sound/symbol together using skywriting and memory box.

Phonics 1 (skill instruction continues on next page) 3-3

TEACH TO TRANSFER

WORD BUILDING Distribute Spell Tabs folder with the letters [ a ] [ t ] [ m ] [ s ] [ b ] [ c ] [ f ] [ r ] and [ h ] tabbed on the alphabet line or use Spell Tabs paper/pencil. Directly State: You will build words with the consonant [ h ]. Teacher and students use the Word Building Process to build words. ´µ 1. Build: ham Sentence: I had ham and eggs for breakfast. Jewel Box Words (personal word bank) 2. Build: has ham has Sentence: Jill has a bad cold.

hat 3. Build: hat Sentence: My hat keeps me warm in winter. Students receive the vocabulary words from the Jewel Box Words to put in their personal Jewel Box.

PRACTICE ACTIVITY Student Practice 3B (pg. 3-12) Read words and sentences.

ham Matt nabs the ham. has Tab has a tan cat. hat Mac has Nan's hat.

SENTENCE Follow the Steps for Sentence Dictation with the sentence. DICTATION STEPS FOR SENTENCE DICTATION: 1. With dominant hand and palm downward, teacher says sentence tapping a finger for each word in the sentence. 2. Students repeat the sentence also tapping a finger for each word in the sentence with palm downward. 3. Finger spell each word with non-dominant hand. PREVIEWRed Words are tapped out by letter names on extended arm. 4. Students pull Spell Tabs or write letters to build each word. 5. Students frame their sentence with a capital letter and end punctuation. 6. Check. Tab has ham.

3-4 © Language Circle Enterprises, Inc. Phonics 1

LP-4 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

SKILL INSTRUCTION: Apostrophe [ ’ ]

Anticipatory Set

Display: . , !

Directly State: What do you know about these three punctuation marks that you find in sentences? Answer: They tell your voice what to do when you are reading. • The period says to stop. • The comma says to pause. • The exclamation mark says to express strong feeling. Teaching Objective Directly State: In this lesson, you will learn a new mark of punctuation – the apostrophe. It is the sign of ownership.

INPUT , Display: Directly State: • This mark is called the apostrophe. • An apostrophe is a mark of punctuation that tells ownership. Display: Oral Reading 3C (pg. 3-13) Directly State: • The apostrophe followed by [ s ] tells us a person, place, or thing owns something. • The word that follows is usually what is owned.

Directly State: Read the title ‘Mac’s Cat’.

Directly State: What does Mac own? Answer: A cat. TEACH TO TRANSFER ORAL READING Oral Reading 3C (pg. 3-13) Questioning Strategies for PREVIEW• Mac’s Cat Reading Comprehension (see RS-1)

SENTENCE Follow the Steps for Sentence Dictation using Spell Tabs or DICTATION paper/pencil. Student Practice 2D (pg. 2-34) Mac’s cat sat.

Phonics 1 (skill instruction continues on next page) 3-5

SKILL INSTRUCTION: Red Word the

Anticipatory Set Display the picture of the stoplight. (pg. 3-14) Directly State: What does the red flashing light tell you? Answer: It tells you to stop.

Teaching Objective Directly State: In this lesson, you will learn about Red Words.

INPUT Directly State: • Red Words signal stop. • These words cannot be sounded out. • They are words that do not have the expected letter/sound match.

Red Word Card Pack STEPS FOR TEACHING RED WORDS:

STEP 2: Introduce the Red Word. Directly State: The Red Word is the .

STEP 3: Students repeat the Red Word the .

STEP 4: Teacher defines the Red Word and puts it into a sentence.

Directly State: The is used to introduce someone or something. Example: ‘the hat’ or ‘the kids’

The dog barks.

STEP 5. Directly State: You learn these Red Words by tapping out the letter names on our extended arm.

Model: Starting at the shoulder, teacher says and taps letter names [ t ] [ h ] [ e ] on extended arm, and then sweeps down the arm while saying the Red PREVIEWWord the .

VAKT STEP 6: • Students repeat, tapping letter names [ t ] [ h ] [ e ] on extended arm starting at the shoulder. • Sweep down the arm while saying the Red Word the . • Add Red Word (in black print, not red) to Jewel Box.

3-8 © Language Circle Enterprises, Inc. Phonics 1

LP-6 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

TEACH TO TRANSFER

PRACTICE ACTIVITY Student Practice 3D (pg. 3-15) Recite the letter names while tracing over each word with a red crayon.

Model: Teacher models tracing over Red Word, connecting the dots with red crayon while saying letter names and then the word. the the Students connect dotted lines with crayon, saying letter names out loud, then the word. the the Student Practices 3E-1 and 3E-2 (pgs. 3-16 & 3-17) 1. Cut out the words on Practice Sheet 3E-1. 2. Place the words to rebuild each sentence on Practice Sheet 3E-2.

1. The cat sat at the mat. The cat sat at the mat. 2. The man has a fat cat. The man has a fat cat. 3. Ann has a tan hat. Ann has a tan hat. 4. Sam nabs the ham. Sam nabs the ham.

ORAL READING LC Reading Collection – Level 1 • The PREVIEWNat •

SENTENCE Follow the Steps for Sentence Dictation using Spell Tabs or DICTATION paper/pencil. Student Practice 2D (pg. 2-34) The man has ham.

Phonics 1 (skill instruction continues on next page) 3-9

U3.L1: [ r ] [ h ] [ n ] Name

Oral Reading 3A Directions: Read the story.

Tam and Matt

Tam the cat ran.

Matt ran.

Bam! Matt nabs Tam. PREVIEW

Phonics 1 © Language Circle Enterprises, Inc. 3-11 Reproduction for student use is limited; see license terms printed inside cover.

LP-8 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

U3.L1: [ r ] [ h ] [ n ] Name

Student Practice 3B Directions: Read the words and sentences.

ham Matt nabs the ham.

has Tab has a tan cat.

hat Mac has Nan's hat. PREVIEW

3-12 © Language Circle Enterprises, Inc. Phonics 1 Reproduction for student use is limited; see license terms printed inside cover.

U3.L1: Red Word the Name

Student Practice 3D Directions: Recite the letter names while tracing over each word with a red crayon. the the PREVIEWthe

Phonics 1 © Language Circle Enterprises, Inc. 3-15 Reproduction for student use is limited; see license terms printed inside cover.

LP-10 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

U3: Review Name

Unit 3 Student Review Directions: Words and sentences to read.

1. pal 8. pan 15. nap

dad mat kid mix scrap toy bat week wag miss pal rat 2. 9. 16. pup hat rap fan bug pink

3. ran 10. pat 17. tan Jewel Box Words 4. has 11. rat 18. jab

5. can 12. ram 19. lap

6. jam 13. ham 20. cap

7. man 14. nab 21. the

1. Hal sat.

TheA fat man cat sahas a hat. JillA fat is mad. cat sat. UN IT 1 t. JA fat catUNI ack is Ta 1 sick kid.

©199 UNIT 0 Lan guag ©199 e Ci 1 0 Lan rcle guage Enter Circ p le En rise 3 terprises, s, In CanA fat Max cat sat.win? Inc. . c. Inc. Enterprises, uage Circle sat ©1990 Lang t sat. 3 UNAITA 1 fat cat satsat.TheA .fat pot ca was hot. . 3 3

©19 3 3 90 c. 3 La ©1990 Language Circle Enterprises, In 3 nguag e C UNIT 1 es, Inc. UNIT ir terpris 1 cl A fat cat esat. En e Dad got Circthel bill. Inc. A fatEn cat sat.guage prises, r Liz thaserp a job.0 Lan cle Ente e Cir ri ©199 anguag ses ©1990 L , I nc . . ©19 Inc 90 Lang , uage Circle E terprises 1 nterpr . ise 1 UNIT s, Inc. rcle En UNIT Ci age nc. s, I Langu prise 90 ter 19 En © cle Cir

0 Langua3ge AA fat cat sat. ©199 3 IA am fat atcat bat. sat 1 IT UN 1 UNIT 2. Nat the rat ran.

Treasure Chest Sentences 3. PREVIEWAl has a pal. 4. The man has a hat.

5. The fat cat has the jam.

Phonics 1 © Language Circle Enterprises, Inc. 3-31 Reproduction for student use is limited; see license terms printed inside cover.

UNIT 7 Lesson 1 SKILL Short Vowel [ o ] – / o / 7-1 CONCEPT 1. Every word must have a vowel. 2. Reading and spelling words with short vowel [ o ]. SKILL INSTRUCTION: Short Vowel [ o ] – / o / Anticipatory Set a i Display vowels: ©1990 Language Circle Enterprises, Inc. 1a and ©1990 Language Circle Enterprises, Inc. 19 from Phonics Sound Symbol Pack (#1a, #19)

Directly State: Why are these two letters so important? Answer: Because they are vowels and every word has to have a 'talking' vowel. e i Directly State: How many vowels are there? o Answer: There are five vowels. u a Teaching Objective Directly State: In this lesson, you will learn a new vowel.

INPUT STEPS FOR SOUND/SYMBOL o STEP 1: Display: ©1990 Language Circle Enterprises, Inc. 23 from Phonics Sound Symbol Pack (#23) STEP 2: Using the alphabet line on the cover of the Writing the o Alphabet Book, locate the letter [ o ] and classify it as a vowel. ©1990 Language Circle Enterprises, Inc. 23 STEP 3: Model the sound with body language. Directly State: • The letter [ o ] captures the sound / o /. • A singer will help me teach the sound this vowel captures. The singer’s name is Ms. Odd. Ms. Odd is a friend of Miss Piggy and sings in the Opera.

Note: The Ms. Odd puppet is available for purchase at www.projectread.com. Ms. Odd Puppet PREVIEW Directly State: Hello Ms. Odd. Thank you for coming to our class to teach the sound the [ o ] vowel captures. Ms. Odd says: I am so happy to help. I wore my [ o ] earrings. Model: 1. The first step in preparing to say the sound is to shape mouth like an [ o ]. 2. Ms. Odd and teacher model shape of mouth as an [ o ].

Phonics 1 (skill instruction continues on next page) 7-1

INPUT (continued) 3. Ms. Odd places first two fingers at the top of lip. 4. Ms. Odd traces around mouth while saying the sound / o / as in hot. Model: Body Language Place two fingers at the top of your lips and trace around mouth while saying the sound / o /.

/ h / / o / / t / STEP 4: Students practice sound and body language. STEP 5: Teacher puts sound into a word using finger blending. Directly State: / o / is in the word / h / / o / / t /. STEP 6: Teacher puts word into a sentence for word meaning. Finger Blending • The iron is hot.

VAKT swinging STEP 7: Students draw and recite letter strokes using VAKT Input:

inging sw Writing the Alphabet Book, glued letters, and Felt Paper.

STEP 8: Students meld sound/symbol together using skywriting and memory box.

TEACH TO TRANSFER

PRACTICE ACTIVITY Student Practice 7A (pg. 7-4). 1. Read the words and sentences. 2. Underline short [ o ] words in sentences.

1. dot Dot has a rag doll. 2. mom Mom has Al’s bat in the van. 3. hot Is the pan hot? 4. dog Bob’s dog, Dot, sits on the dock. 5. not Tom will not have a dog. 6. pot The pot is hot! 7. rod Jim's hot rod can win. 8. hop Jill can hop. 9. rocks Pam hid the rocks in the bin. 10.PREVIEW log The cat is on the log. 11. job It is a big job to pick rocks. 12. on Will the lid fit on the pan? 13. pop The pop is in the big bag in Bob's cab. 14. sock Rob has a rip in his sock. 15. lock Did Mom lock the van? 16. sob Ann will sob if the doll is not in the bag. 17. jog Dick jogs to his job. 18. off The top is off the gas can.

7-2 © Language Circle Enterprises, Inc. Phonics 1

LP-14 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

WORD BUILDING Teacher and students use the Word Building Process to build words with Spell Tabs or paper/pencil. Spell Tabs 1. Build: got Sentence: Rob got the last bag of chips.

´µ 2. Build: lock Sentence: Lock the door. Jewel Box Words (personal word bank) 3. Build: job got lock Sentence: Ted’s job is to wash the car.

4. Build: rock job rock Sentence: The rock hit the van.

Students receive the vocabulary words from the Jewel Box Words to put in their personal Jewel Box.

ORAL READING Oral Reading 7B (pg. 7-5) • On the Dock LC Reading Collection – Level 1 • Tick-Tock • Hot Dogs and Pop • Toss the Lock

SENTENCE Follow the Steps for Sentence Dictation using Spell Tabs or DICTATION paper/pencil. Student Practice 2D (pg. 2-34)

Note: When writing a sentence using quotation marks for a direct quote, you need to punctuate the sentence in a specific way. A comma must be added after the word 'said' and directly before the first quotation mark. Display: Pat said, "It is hot." The direct quote begins with a capital letter and ends with a stop sign and is placed inside the quotation marks. PREVIEW PREVIEWMom said, "Lock the van."

Phonics 1 7-3

U7.L1: Short Vowel [ o ] Name

Student Practice 7A Directions: 1. Read the words and sentences. 2. Underline short [ o ] words in sentences.

1. dot Dot has a rag doll.

2. mom Mom has Al’s bat in the van.

3. hot Is the pan hot?

4. dog Bob’s dog, Dot, sits on the dock.

5. not Tom will not have a dog.

6. pot The pot is hot!

7. rod Jim's hot rod can win.

8. hop Jill can hop.

9. rocks Pam hid the rocks in the bin.

10. log The cat is on the log.

11. job It is a big job to pick rocks.

12. on Will the lid fit on the pan?

13. pop The pop is in the big bag in Bob's cab.

14. sock RobPREVIEW has a rip in his sock.

15. lock Did Mom lock the van?

16. sob Ann will sob if the doll is not in the bag.

17. jog Dick jogs to his job.

18. off The top is off the gas can.

7-4 © Language Circle Enterprises, Inc. Phonics 1 Reproduction for student use is limited; see license terms printed inside cover.

LP-16 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

U7.L1: Short Vowel [ o ] Name

Oral Reading 7B Directions: Read the story.

On the Dock

Rob has his fishing rod ( ) in the water ( ) .

The hook ( ) nabs a big fat bass ( )!

The big fat bass ( ) sits on the dock in Rob's pail ( ).

Rob's fat cat Wag is on the dock.

Bam! Pop! Bam! Wag got the big fat bass ( ).

PREVIEW Wag licks his PREVIEWlips!

Wag had the big fat bass ( ).

Rob is mad at Wag.

Phonics 1 © Language Circle Enterprises, Inc. 7-5 Reproduction for student use is limited; see license terms printed inside cover.

U7: Review Name

Unit 7 Student Review Directions: Words and sentences to read.

1. lock 6. top 11. hot 16. got

dad mat kid mix scrap toy bat week wag miss pal rat pup 2. 7. 12. 17. bug dog rock log mom pink

3. 8. 13. 18. Jewel Box sock off job dot Words 4. not 9. on 14. lot 19. pot

5. sob 10. jog 15. hop 20. was

1. The pot was hot.

TheA fat man cat sahas a hat. JillA fat is mad. cat sat. UNIT 1 t. J UNI Aack fat is cat Ta 1 sick kid.

©1990 UNIT Languag ©199 e Circ 1 0 Lang le uag En e Circ terp le En rises, 3 terpris Inc CanA fat Max cat sat.win?es, Inc. . . rprises, Inc. age Circle Ente sat ©1990 Langu t sat. 3 UNAITA 1 fat cat satsat.TheA .fat pot ca was hot. . 3 3

©1 3 3 99 0 c. 3 La ©1990 Language Circle Enterprises, In 3 ng u ag UNIT 1 c. UNIT e C rises, In 1 ircl A fat cat esat. Enterp e En Dad got e Circthel bill. Inc. A fat cat sat.ag rises, Liz thaserpr a job.0 Langu cle Enterp ©199 guage Cir is Lan es ©1990 , Inc . . ©19 Inc 90 Lang es, uage C ris ircle Ent terp 1 erpr n . ises 1 UNIT , Inc. rcle E UNIT e Ci nc. s, I nguag ise La rpr 90 nte ©19 cle E e Cir guag an 0 L 3 AA fat cat sat. ©199 3 IA am fat atcat bat. sat 1 IT UN T 1 UNI 2. Jill will have Bob’s job.

Treasure Chest 3. Sentences Mom said the dog got in the mud.

4. Dan has a hot rod. 5. PREVIEWTom jogs a lot. 6. The black bag has a lock on it.

7. The dog naps on the dock.

8. Bam! The rock hit the log.

Phonics 1 © Language Circle Enterprises, Inc. 7-11 Reproduction for student use is limited; see license terms printed inside cover.

LP-18 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

UNIT 12 Lesson 1 SKILLS Digraph [ ch ] – / ch / 12-1 [ tch ] – / ch / 12-4 CONCEPT A digraph is a consonant sound which cannot be represented by any single letter in our alphabet. SKILL INSTRUCTION: Digraph [ ch ] – / ch /

Anticipatory Set Display the four digraphs from Phonics Sound Symbol Pack (#44,47-49): ch wh th sh ©1990 Language Circle Enterprises, Inc. 44 ©1990 Language Circle Enterprises, Inc. 47 ©1990 Language Circle Enterprises, Inc. 48 ©1990 Language Circle Enterprises, Inc. 49

Directly State: What is the same about these four symbol cards? Answer: Each letter combination ends in the letter [ h ].

Teaching Objective Directly State: In this lesson, you will study [ ch ].

INPUT Directly State: Because the last letter on each symbol card ends in [ h ], these four symbols are called the four [ h ] Brothers. ch ch Display: • ©1990 Language Circle Enterprises, Inc. 44 from Phonics Sound Symbol Pack (#44)

©1990 Language Circle Enterprises, Inc. 44 • [ ch ] picture (pg. 12-7) Directly State: • The first brother’s name is [ c ] [ h ]. • Let’s lock in the letters of his name. Model: Directly State: • Watch and Listen as I skywrite the letter names [ c ] [ h ]. • Do and Say: [ c ] [ h ] Students skywrite while saying letter names [ c ] [ h ] . Directly State: • [ ch ]’s favorite toy is a train. PREVIEW PREVIEW• [ ch ] wants to be a train engineer when he grows up. Model: Directly State: • He makes the sound / ch / like the / ch / sound of the wheels turning. (Teacher swings arm like the wheels of a train.) • Do and Say: [ c ] [ h ] / ch / Teacher and students say letter names followed by sound and body language [ c ] [ h ] / ch /. Note: Remember to practice in sets of 3.

Phonics 1 (skill instruction continues on next page) 12-1

INPUT (continued) Finger Blending: Teacher throws out words for finger blending. / ch / / i / / n / 1. Word: chin Sentence: I fell and cut my chin.

2. Word: chick Sentence: The baby chick is yellow. Finger Blending TEACH TO TRANSFER WORD BUILDING Teacher and students use the Word Building Process to build words with Spell Tabs or paper/pencil. Distribute Jewel Box words. Spell Tabs 1. Build: pinch Sentence: Did you pinch your finger? 2. Build: chill ´µ Sentence: The cold wind gave me a chill. 3. Build: chick Sentence: There are three fluffy chicks in the yellow wicker basket. 4. Build: chunk Sentence: I had a big chunk of fudge for dessert.

PRACTICE ACTIVITY Student Practice 12A (pg. 12-8) 1. Read the [ ch ] words and sentences. 2. Write the words from the margin into the sentence.

1. chin Did the dog lick Chad ’s chin ? Chad 2. chips I had a bunch of chips at bunch lunch . lunch 3. chat Sid and Bob had a chat . PREVIEWchop 4. chill Jill will chill the . chop

5. inch The rip in the cap is an inch long. 6. chin Did Al pinch his lip and bang his pinch chin ?

7. chick Ann’s chick is in the pink box.

12-2 © Language Circle Enterprises, Inc. Phonics 1

LP-20 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

ORAL READING Oral Reading 12B (pg. 12-9) • Chunk’s Chops

SENTENCE Follow the Steps for Sentence Dictation using Spell Tabs or DICTATION paper/pencil. Student Practice 2D (pg. 2-34)

STEPS FOR SENTENCE DICTATION: 1. Teacher says sentence, tapping a finger for each word. 2. Students repeat the sentence also tapping a finger for each word. 3. Finger spell each word. 4. Students pull Spell Tabs or use paper/pencil to make each word. 5. Students frame their sentence with a capital letter and end punctuation. 6. Check. Chuck got a big chunk of mud off the rug.

PREVIEW PREVIEW

Phonics 1 (skill instruction continues on next page) 12-3

Directly State: What do you know about this symbol? Answer: [ ch ] is one of the h Brothers. It represents the / ch / sound.

Directly State: What do you know about this symbol from looking at it? Answer: 1. [ -tch ] comes at the end of a word. The -tch dash tells us that.

©1990 Language Circle Enterprises, Inc. 46 2. [ -tch ] has an h Brother in it. Model: Directly State: • [ -tch ] captures the sound / ch /. The [ t ] is silent. • [ -tch ] usually comes at the end of a one-syllable word.

Note: [ -tch ] may occur at the end of a syllable (kitchen, pitcher, catcher). • [ -tch ], [ -ck ], [ -ss ], [ -ll ], [ -ff ], and [ -zz ] follow the same spelling rules, which are: - They come at the end of a word. - They come after a short vowel. - They usually come in one-syllable words. Finger Blending Finger Blending: /PREVIEWm/ / a / / ch / match

finger blending sweep Sentence: Do your socks match?

VAKT Skywrite 1. Do and Say: dash, [ t ] [ c ] [ h ]. 2. Pull under the letters and say sound / ch /.

12-4 © Language Circle Enterprises, Inc. Phonics 1

LP-22 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

TEACH TO TRANSFER

WORD BUILDING Teacher and students use the Word Building Process to build words with Spell Tabs or paper/pencil. Distribute Jewel Box words. Spell Tabs 1. Build: match Sentence: The clown's socks do not match.

2. Build: ´µ ditch Sentence: The van is in the ditch.

PRACTICE ACTIVITY Student Practice 12C (pg. 12-10) 1. Read [ -tch ] words and sentences. 2. Underline the word in the sentence that matches the word to the left of the sentence. 3. Discuss word meaning.

1. match The socks do not match. Dad lit the logs with a match.

2. pitch Quinn will pitch, but not bat.

3. hatch Did the chick eggs hatch yet?

4. latch The latch is off Mitch's hut.

5. itch Did the rash on your chin itch?

6. patch Mom will patch the rip in Jill's backpack.

INPUT Directly State: • There are three exceptions... • such, much, and rich.

PRACTICE ACTIVITY Student Practice 12D (pg. 12-11). 1. Read words and discuss word meaning. PREVIEW PREVIEW2. With teacher guidance put words into sentences.

1. such 2. much 3. rich

Phonics 1 (skill instruction continues on next page) 12-5

PRACTICE ACTIVITY Student Practice 12E (pg. 12-12) (continued) 1. Read words in the Word Bank. 2. Read the sentences and fill in the missing word from the Word Bank that best completes the sentences.

WORD BANK such much rich

1. I did not have much fun at lunch.

2. "If you have lots of cash, you are rich ," said Chuck.

3. Al, Jud, and Bill had such bad luck at the match.

SENTENCE Follow the Steps for Sentence Dictation using Spell Tabs or DICTATION paper/pencil. Student Practice 2D (pg. 2-34) I had much fun at the rink. Was Chuck with you?

PREVIEW

12-6 © Language Circle Enterprises, Inc. Phonics 1

LP-24 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Lesson Preview

U12.L1: [ ch ] Digraph ch

ch-ch

PREVIEW PREVIEW ch

Phonics 1 © Language Circle Enterprises, Inc. 12-7 Reproduction for student use is limited; see license terms printed inside cover.

PRIMARY PHONICS COMPLETE INSTRUCTIONAL KIT Includes instructional materials for teaching the Project Read® Phonics Curriculum

CURRICULUM GUIDES I I

aae le epses aae le epses ROECT REA ROECT REA

* I I I I * INCLUDES ONLINE INSTRUCTIONAL VIDEOS SUPPLEMENTAL MATERIALS

MASTERY TESTS & UNIT 13 PRE/POST ASSESSMENTS jet UNIT 13 236 PHONICS 1: UNITS 1-17 MASTERY TESTS & CD-ROM included for Data Collection and Reporting PRE/POST ASSESSMENTS PHONICS 2: UNITS 18-44 men web

CD-ROM included for Data Collection and Reporting UNIT 13 237 UNIT 13 238 Practice Sheet RED WORDS slide sliding Jewel Box Words slide sliding Phonetically Irregular Words BLACK COPY MASTER

climb

e slid

e slid e slid let red

UNIT 13 239 UNIT 13 240

1 Name

a U20.L2 a a a a a a 2 Author: 1 Victoria E. Greene #25038

climb

slide

e slid

Author: Victoria E. Greene #25038 whose

climb

slide e slid 28

whoops start start

slide

sliding

slide sliding

g in id l sliding s Phonics Sound slide

sliding slide sliding Symbol Pack g in w Jewel Box Words 6s LARGE © 2005 Language Circle Enterprises, Inc. BLACK COPY MASTER Reproduction for student use is limited; see license terms printed inside cover. spl a sh

©2006 Language Circle Enterprises, Inc. dad Reproduction for student use is limited; see license terms printed inside cover. 165 cards representing the 44 speech sounds of our language mat with their corresponding symbols, frequently used spelling kid mix scrap patterns, as well as spelling rules and generalizations. toy bat week wag ©2008 Language Circle Enterprises miss pal rat bug pup pink 2

U6.L2 UNIT 25 badge -ck UNIT 25 96 TheA fat man ca has a hat. JillA fat is mad. cat sat. UN IT 1 t sa t. JA fat catUN ack is ITa 1 s ©1 990 U Lan N . gua t g IT ©199 e C 0 La sa irc 1 tn le guag En e Cir terp cle E rise 3 n Max win?nterp . s, I ri n A fat ca ses, In c. Ca c. , Inc. Enterprises uage Circle satick ©1990 Lang t sat.as hot. 3 IT 1 ot w UNAA fa TheA fat p ca . ki 3 tt catcat satsat.. 3 © 3 3 19 sat. 9 t 3 0 d. Language Circle Enterprises, Inc. 3 L a job. 0 a ©199 Treasure Chest n gu ag as e C UNIT 1 es, Inc. UNI fati ca erpris T 1 rcl A fat cat clesat. Ent e E Dad got e Ctheir bill. Inc. iz h ag rises, A n gu rp L te Lan rcle Ente rp ©1990 uage Ci ris 1990 Lang es © . , In c. nc. ©1990 , I Lang ses uage C pri ircle En ter 1 terpr En . NIT ises, e IT 1 U Inc. ircl t N C -ck U . age nc gu s, I an rise 0 L rp 99 nte ©1 sa le E irc e C ag gu an 0 L 99 3 fat cat sat. ©1 / k / AA fat cat satfat cat 3 IA am at bat. 1 IT UN IT 1 UN ©1990 Language Circle Enterprises, Inc. 22 Sentences 1 back pick SPELLING LESSONS fudge pledge & Vocabulary Enrichment Activities tick Jack tack pack UNIT 25 97 UNIT 25 98 “” SPELLING LESSONS 1-21 lick kick sick sack SPELLING LESSONS rack UNIT 26 & Vocabulary Enrichment Activities edge Lesson 2 Rick has a big backpack. Phonics Spelling Rule: [ -ck ] after a short vowel at the end of a UNIT 25 99 SPELLING LESSONS 22-50 one-syllable word Reproduction for student use is limited. See inside cover for details. ©1990 Language Circle Enterprises, Inc. UNIT 6 29 1 22 Phonics

TAhe fat m ca JillA fat is mad. cat sat. U an N IT 1 t sa hast. a hat. JA fat catUN ack is ITa 1 s ©1 990 U Lan N gua IT ©19 ge Ci 90 La sat. rc 1 tn le guag En e Cir terp cle E rise 3 n Max win?nterp . s, I ris n A fat ca es, In c. Ca c. , Inc. Enterprises uage Circle satick kid. ©1990 Lang t sat.as hot. 3 IT 1 ot w UNAA fatfa c TheA fat p ca . 3 t c . 3 © 3 3 19 at sat. sat. 9 t 3 0 L a job 0 Language Circle Enterprises, Inc. 3 a ©199 Treasure Chest n sat. gu ag as e C UNIT 1 es, Inc. UNI fati ca erpris T 1 rcl A fat cat clesat. Ent e E Dad got e Cither bill. Inc. iz h ag rises, A n rp L te 0 Langu ircle Ente rp 99 e C ri ©1 Languag ses ©1990 . , In c. nc. ©1990 , I Lang ses uage C pri ircle En ter 1 terpr En . NIT ises, e IT 1 U Inc. ircl UN e C . ag nc gu s, I an rise 0 L rp 99 nte ©1 e E ircl e C ag gu an 0 L 99 3 fat cat sat. cat sat©1 AA fat cat satfat 3 IA am at bat. 1 IT UN IT 1 UN Sentences 1 BLACK COPY MASTER 2

STUDENTTEACHER EDITION Author: Victoria E. Greene BLACK COPY MASTER The hat has a big rip STUDENTTEACHER EDITION Author: in it. Victoria E. Greene

2015 PRIMARY PHONICS INSTRUCTIONAL KIT ITEM# 2015LCPHONICSKIT • 2015 Phonics 1 & 2 Guides • 2015 Jewel Box Words 1 & 2 – • 2015 Phonics 1 & 2 Spelling • 2015 Phonics 1 & 2 Online Videos Black Copy Master Lessons and Vocabulary Enrichment • 2015 Phonics 1 & 2 Student • 2015 Treasure Chest Sentences Activities Black Copy Masters Practice CD-ROM 1 & 2 • 2015 Phonics 1 Mastery Tests & • Puppets • 2015 Phonics Sound/Symbol Pack – Pre/Post Assessments w/Scoring CD-ROM • Spell Tabs (set of ten) Large • 2015 Phonics 2 Mastery Tests & • Writing the Alphabet Manuscript • 2015 Red Word Card Pack Pre/Post Assessments w/Scoring Handwriting Packet (set of 2) • 2015 Language Circle Reading Collection CD-ROM – Levels 1 & 2 CD-ROM

PHONICS 1 RECOMMENDED SUPPLEMENTAL MATERIALS STUDENT ASSESSMENTS 2015 PHONICS MASTERY TESTS & PRE/POST ASSESSMENTS • Mastery Test for each unit with easy-to-follow administration, scoring,

MASTERY TESTS & PRE/POST ASSESSMENTS and reporting. Pre/Post Assessments specific to Phonics 1.

PHONICS 1: UNITS 1-17 CD-ROM included for Data Collection and Reporting • Grading percentages and answer keys are provided. • Scoring CD-ROM provides individual and class results and adds value to progress monitoring. 1 • Black Copy Masters can be reproduced for student use pursuant to limited license/permission to copy. Author: Victoria E. Greene #25038 2015 PHONICS 1 ( UNITS 1-17 ) ITEM# 80505

LC READING COLLECTION LEVEL 1 • 107 reading selections formatted as storybooks. Reading Collection • Pre-reading vocabulary and story picture. anguagep for Su ircle u c r c a e s e

s • ! Enriched vocabulary and rebus pictures for L G C more authentic text. • Narrative and informative reading selections. LEVEL 1 • Reading comprehension questions and Author: Victoria Greene activities designed against Bloom’s Taxonomy. BLACK COPY MASTER: LEVEL 1 ITEM# 81005 CD-ROM: LEVEL 1 ITEM# 81005CD

PUPPETS ITEM# 25648 • Mr. Ed and Ms. Odd are assembled puppets used for teaching “short e” and “short o” sounds corresponding with lessons in Phonics 1.

FELT PAPER (set of 5) ITEM# 25649 • 5 felt sheets designed to represent primary paper. • Students trace letters on Felt Paper, feeling letter formation boundaries at top and bottom with a middle rickrack line for a kinesthetic/tactile activity. • Felt Paper is also part of the Writing the Alphabet Manuscript Handwriting Packet.

IM-2 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Instructional Materials

PHONICS 1 RECOMMENDED SUPPLEMENTAL MATERIALS

WRITING THE ALPHABET MANUSCRIPT BOOK Writing the Alphabet • Alphabet books are used to introduce and teach each letter of

All rights reser This mate ved. rial may not in whole be reproduced, or in part, except written permission with the alphabet in the Phonics Guides. of the authors. Language Circle® Enterprises, Inc. P. O. Box 20631 Bloomington, MN 55420 • Each page contains an uppercase and lowercase letter placed on a primary paper representation with a dashed midline.

slidin

swinging

sliding g

e lid s • Starting dot and arrows aid in directionality.

whoops INDIVIDUAL ITEM# 25813 SET OF 20 ITEM# 25815

WORD BUILDING FOLDERS FOLDER WITH SPELL TABS POST-ITS® (set of 10) ITEM# 26083 • A manipulative, word-building activity using 50 Post-it® Spell Tabs PUPPETS printed for each alphabet letter and 10 corresponding folders. ITEM# 25648 • Post-its® include the sentence frame, punctuation marks, and • Mr. Ed and Ms. Odd are assembled puppets used for teaching “short e” common suffix endings. and “short o” sounds corresponding with lessons in Phonics 1. • The Spell Tabs Folder has the alphabet and common suffixes printed on one side for Post-it® display. “”PREVIEW • The other side of the folder has lines for students to spell words FELT PAPER (set of 5) and build sentences. ITEM# 25649 • Assists students with sound/symbol recognition, alphabetizing, • 5 felt sheets designed to represent primary paper. visual symbol recognition, word spelling, and sentence building. • Students trace letters on Felt Paper, feeling letter formation • A manipulative activity to support reading fluency development. boundaries at top and bottom with a middle rickrack line for a • Folders can be laminated and are nonconsumable. kinesthetic/tactile activity. • Provides teach-to transfer practice in phonemic awareness, word • Felt Paper is also part of the Writing the Alphabet Manuscript building, sound segmentation, letter sequencing, and vocabulary Handwriting Packet. development.

PHONICS 1 JEWEL BOX WORDS

Jewel Box Words BLACK COPY MASTER rack pick

UNIT 6 92 UNIT 6 93

a UNIT 7 mat m lock sca t bat a UNIT 7 94 mss a at b 1 dog sock

UNIT 7 95 UNIT 7 96

2015 JEWEL BOX WORDS thing this • Vocabulary words selected from Phonics 1 . UNIT 12 194 UNIT 12 195 dish chat • Designed to be decoded and encoded by sight at 80% mastery.

UNIT 12 196 UNIT 12 197 Jewel Box Words • Black Copy Masters can be reproduced for student use pursuant pinch BLACKchill COPY MASTER UNIT 12 198 UNIT 12 199 to limited license/permission to copy.

dad at id i scap t at ag PHONICS iss pal at g pp pin 1 ITEM# 80305 1 JEWEL BOX BLACK COPY MASTER SET ITEM# 80300 TREASURE CHEST SENTENCE STRIPS

TheA fat man cat sahas a hat. JillA fat is mad. cat sat. UNIT 1 t. J U A fat catNI ack is Ta 1 sick kid.

©199 0 Lan UNIT gu ©1 age 990 Cir 1 Langu cle E age nte Circle rprises, Ente 3 rpri In A fat cat sat.ses, I c. Can Max win?nc. . . terprises, Inc age Circle En sat ©1990 Langu t sat. 3 UNAITA 1 fat cat satsat.TheA .fat pot ca was hot. . 3 3

©199 3 3 0 e Enterprises, Inc. 3 La ©1990 Language Circl 3 Treasure Chest ng ua ge UNIT 1 Inc. UNI Ci rprises, T 1 rcl A fat cat clesat. Ente e En Dad got e Ctheir bill.nc. A fat cat sat.ag prises, I Liz thase a job.0 Langu rcle Enter rp ©199 Ci ris 990 Language es, ©1 In c. © Inc. 1990 Lang s, uage rise Circ rp 1 le Enterpr te . NIT ises, 1 U Inc. ircle En UNIT e C ag nc. u s, I ang rise 0 L rp 199 nte © cle E Cir ge ua ang 0 L 3 AA fat cat sat. ©199 3 IA am fat atcat bat. sat 1 IT UN 1 UNIT Sentences 1 2015 JEWEL BOX WORDS • Vocabulary words selected from Phonics Guides . Jewel Box Words • Designed to be decoded and encoded by sight at 80% mastery. BLACK COPY MASTER 2015 TREASURE CHEST SENTENCE STRIPS

UNIT 2 cat • Black Copy Masters can be reproduced for student use pursuant a mat • Sentence strips correspond to the take-home sheets in Phonics 1. m UNIT 2 1 sca t bat a mss a at b 1 to limited license/permission to copy. TheA fat man cat sahas a hat. JillA fat is mad. cat sat. UN IT 1 t. J U Aack fat is cat NITa 1 sick kid.

©1990 La UNIT ngu ©1 ag 990 e Circ 1 Lang le uage Ente Circle E rprise nterprises, s, In 3 A fat cat sat. I c. Can Max win?nc. . , Inc. Enterprises uage Circle sat ©1990 Lang t sat. 3 UNAITA 1 fat cat satsat.TheA .fat pot ca was hot. . 3 3

© 3 3 199 0 Circle Enterprises, Inc. 3 La ©1990 Language 3 Treasure Chest ng ua ge UNIT 1 , Inc. UNIT Cir terprises 1 cl A fat cat lesat. En e En Dad got e Cirthec bill. Inc. A fat cat sat.guag prises, r Liz thase a job. Lan ircle Ente rpr ©1990 guage C is 990 Lan es ©1 , Inc . ©199 , Inc. 0 Lang ses uage pri Circle Ent ter 1 erpr En . IT ise e 1 UN s, Inc. rcl UNIT Ci . age s, Inc rise 0 Langu rp 9 nte ©19 cle E Cir ge ua ng 0 La 3 AA fat cat sat. ©199 3 • IA am fat atcat bat. sat Each strip is constructed to teach fluency, vocabulary, and sentence 1 IT UN IT 1 sat UN fat UNIT 2 2 UNIT 2 Sentences3 1 dictation, and is designed to help students reach 80% mastery level. cab bam PHONICS 1 UNIT 2 4 UNIT 2 5 ITEM# 80305 Rick has a big backpack. 313PHONICS vocabulary 1 words from Phonics 1. ITEM# 80405 UNIT 6 ©1990 Language Circle Enterprises, Inc. 29 • 150 sentences from Phonics 1. Your class has a plan to JEWEL BOX BLACK COPY MASTER SET go on a trip. ITEM# 80300 UNIT 15A ©1990 Language Circle Enterprises, Inc. 114 TREASURE CHEST SENTENCE STRIP SET ITEM# 80400

IM-4 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection

Reading Collection

anguagep for Su ircle u c r c a e s e

s ! L G C

PREVIEW LEVEL 1

Author: Victoria Greene

LEVEL 1 Table of Contents Rdg Sel T.E. # Title Skills Pg. Pg.

1 Sam short [ a ], [ t ] [ m ] [ s ] [ b ] 1-1 1

2 Fat Cat short [ a ], [ t ] [ m ] [ s ] [ b ] [ c ] [ f ] 2-1 2

3 The the * 3-1 3

4 Nat [ r ] [ h ] [ n ], the 4-1 4

5 Jam [ j ] [ p ] [ l ] 5-1 7

6 Hal [ j ] [ p ] [ l ] 6-1 8

7 Al's Pal [ j ] [ p ] [ l ] 7-1 9

8 The Bad Jab [ g ] [ d ] 8-1 10

9 Rags [ g ] [ d ] 9-1 11

10 Tags [ g ] [ d ] [ v ] 10-1 12

11 Val's Van [ v ] 11-1 13

12 Sam and Val [ g ] [ v ] 12-1 14

13 Nan short [ i ] 13-1 15

14 Hal's Cab short [ i ] 14-1 16

15 Sig the Pig short [ i ] 15-1 17

16 Tim's Hat short [ i ] 16-1 18

17 Tim short [ i ] 17-1 19 18 Hit It PREVIEWshort [ i ], [ w ] 18-1 20 19 Have short [ i ], have 19-1 21

20 A Bag to Pack [ -ck ] 20-1 22

21 Rick's Cap [ -ck ] 21-1 23

22 Kick the Can [ k ] [ -ck ] 22-1 24

23 "Said" said 23-1 25

* All are phonetically irregular words

Higher Level Thinking Skills TOC - 3

LCRC-2 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection

LEVEL 1 Table of Contents Rdg Sel T.E. # Title Skills Pg. Pg.

24 Tick-Tock short [ o ] 24-1 27

25 Hot Dogs and Pop short [ o ] 25-1 28

26 Toss the Lock short [ o ] 26-1 29

27 Was Sid Sick? short [ o ], was 27-1 30

28 Quill [ qu ] 28-1 31

29 Max's Rock Band [ x ] 29-1 32

30 Pix and the Sock [ qu ] [ x ] [ y ] 30-1 33

31 Wag and the Sack [ y ] 31-1 34

32 Max [ x ] [ y ] 32-1 35

33 .?! [ qu ] [ ? ] 33-1 36

34 The Pup short [ u ] 34-1 37

35 Bad Luck short [ u ], of 35-1 38

36 The Tipped Cup short [ u ], of 36-1 39

37 Don's Bass [ -ss ] 37-1 40

38 Will's Pop [ -ll ] [ -ff ] [ -zz ] 38-1 41

39 Can You? you 39-1 44

40 What? [ -nk ], what 40-1 45 41 The Rock King GangPREVIEW[ -ng ] 41-1 48 42 Hank Can Fix It [ -nk ] [ -ng ] 42-1 51

43 Hank's Big Cats [ wh ] 43-1 52

44 A Quiz [ wh ] [ ch ] 44-1 53

45 What Are? [ wh ], are 45-1 56

46 Buzz's Wish [ wh ] [ th ] [ sh ] 46-1 59

LEVEL 1 Table of Contents Rdg Sel T.E. # Title Skills Pg. Pg.

47 Put [ sh ], put 47-1 60

48 The Shell Shop short [ e ] 48-1 61

49 Could short [ e ], could 49-1 64

50 Should short [ e ], should 50-1 65

51 Would short [ e ], would 51-1 66

52 Mud [ ! ] 52-1 67

53 Meg's Mess short [ e ], [ ! ] 53-1 68

54 Your Mess short [ e ], [ ! ] 54-1 69

55 So Me open single vowel 55-1 72

56 Ho-Bo Hux open single vowel 56-1 73

57 Blanch's Sled [ bl ] [ sl ] beginning blends 57-1 74

58 The Black Blob [ bl ] beginning blend 58-1 76

59 Flap-Jacks [ fl ] beginning blend 59-1 78

60 The Clock Shop [ cl ] beginning blend 60-1 79

61 A Glass Dish [ gl ] [ pl ] beginning blends 61-1 80

62 Lots of Things [ l ] beginning blends, they 62-1 82

63 A Bad Trip? [ tr ] beginning blend 63-1 83 64 Crabs PREVIEW[ cr ] [ br ] beginning blends 64-1 84 65 Fred [ fr ] [ dr ] beginning blends 65-1 85

66 Chuck's Drum [ dr ] beginning blend 66-1 88

67 Trash [ tr ] [ gr ] beginning blend 67-1 89

68 Trish's Doll [ tr ] [ cr ] [ fr ] [ dr ] [ gr ] beginning blends 68-1 90

69 Trapping Frogs [ tr ] [ fr ] [ br ] [ gr ] beginning blends 69-1 91

Higher Level Thinking Skills TOC - 5

LCRC-4 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection

LEVEL 1 Table of Contents Rdg Sel T.E. # Title Skills Pg. Pg.

70 Bud's Truck [ st ] beginning blend 70-1 94

71 A Trip to the Ranch [ sm ] beginning blend 71-1 97

72 Stan's Stick [ st ] [ sp ] beginning blends 72-1 99

73 Scott's Red Sled [ s ] beginning blends 73-1 102

74 Brad's Hut [ sp ] [ sw ] beginning blends 74-1 103

75 Squids [ sw ] [ squ ] beginning blends 75-1 104

76 The Twins [ tw ] beginning blend 76-1 107

77 Hot Cross Buns [ -st ] final blend 77-1 108

78 Song of a Swamp [ -mp ] final blend 78-1 109

79 Ed [ -lp ] final blend 79-1 110

80 Mitch [ -lp ] final blend 81-1 111

81 A Duck's lunch [ -ld ] [ -lk ] [ -lp ] [ -lt ] final blends 80-1 114

82 With Any Luck any 82-1 117

83 A Picnic on a Raft [ -ft ] [ -pt ] [ -ct ] final blends, any 83-1 118

84 Ed's Brass Band [ str ] 84-1 121

85 Springs [ spr ] 85-1 124

86 Splish! Splash! [ str ] [ spr ] [ scr ] [ spl ] 86-1 127 87 A Fantastic Pocket PREVIEWvccv 87-1 128 88 Dan D. Duck vccv 88-1 131

89 Path to Jackson Dam vccv 89-1 134

90 Sharks [ ar ] 90-1 136

91 The King of Song [ er ] 91-1 139

92 It's a Whopper [ er ] 92-1 142

LEVEL 1 Table of Contents Rdg Sel T.E. # Title Skills Pg. Pg.

93 Junk Cars [ er ] 93-1 145

94 A Bird in a Birch [ ir ] [ ur ] 94-1 146

95 Fur Fur [ ur ] 95-1 147

96 Camp Cricket Springs [ er ] [ ar ] 96-1 148

97 Storks [ or ] 97-1 154

98 Any Things [ or ] 98-1 157

99 The Corn Patch [ or ] 99-1 158

100 Bot open syllable 100-1 160

101 Whose Is It? whose 102-1 161

102 I Did it Once once 101-1 163

103 The Thing's a King final magic e 103-1 165

104 A Big Buzz final magic e 104-1 168

105 Dan and Fran Skunk final magic e 105-1 170

106 Quite a Cat! final magic e 106-1 173

107 It's a Northern! [ -ing ] suffix 107-1 174 PREVIEW

Higher Level Thinking Skills TOC - 7

LCRC-6 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection Story #4-1 the am I Tam NAT WORD LIST rat Nat Skills: [ r ], h n the for student use is limited Reproduction

NAT Collection – LEVEL 1 Language Circle I am Nat, the fat rat. I ran, ran. the fat cat ran, ran. Tam Nat has the ham.

LCRC-8 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection

Teacher Edition NAT Reading Selection #4 SKILLS WORD LIST • r • n Nat I am • h • the rat Tam the

Skills: [ r ], [ h ], [ n ], the STUDENT READINg SELEcTION #4

NAT NAT I am Nat, the fat rat. I ran, ran, ran. Tam the fat cat ran, ran, ran. Nat has the ham.

WORD LIST Nat I am rat Tam the

INTERAcT WITH THE READINg SELEcTION – QUESTIONS & AcTIVITIES

1. Who is the word I referring to? Language Circle Collection – LEVEL 1 Story #4-1 Language Circle Collection – LEVEL 1 Story #4-3 Answer: Nat

2. Circle the word that tells who Nat is. Answer: rat

3. Circle the pause marks in the third sentence. Answer: circle the 2 commas

4. Why do you think the cat ran? Answer: to catch thePREVIEW rat 5. Did Tam catch the rat? Answer: The story does not tell us.

6. What do you think? Answer: Answers will vary.

7. Complete the Student Activity – Reading Selection #4.

(continued on next page)

Teacher Edition NAT Reading Selection #4 STUDENT AcTIVITY – Reading Selection #4

STUDENT ACTIVITY – Reading Selection #4 Name NAT Directions: Draw a picture of what you think Nat likes to do.

Possible Answers: • eat cheese • run around • dig through garbage • nest in warm places PREVIEW

Higher Level Thinking Skills Reading Selection #4 - 5

LCRC-10 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection Story #75-1 sac from when Birth / Raising Young Enemies Special* (something special or unique about this person, or thing place,

: B/Y EN: S: ink fins swims CODING KEY: CODING SQUIDS WORD LIST Looks Like Families Nature Found/Lives Eats Behavior Protection fish slim

squids LL: NF: F/L: E: B: P: Skills: [ sw ], squ ] beginning blends for student use is limited Reproduction

Story #75-3 Squids have an ink sac with black ink in it. When squids get mad, black the ink sac. from ink comes Then big fish can not get the squids. Collection – LEVEL 1 Language Circle

PREVIEW Enterprises ©2015 Language Circle SQUIDS Squids are long and slim. Squids are legs. They have ten long. (2) legs are Two not long. Eight (8) legs are Squids A squid gets fish with its legs. to A squid swims backward get the fish. Squids have two fins in back. The fins help them swim. Story #75-2

LCRC-12 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection

Teacher Edition SQUIDS Reading Selection #75 SKILLS WORD LIST • [ sw ] beginning blend squids swims when • [ squ ] beginning blend slim fins sac fish ink from

Skills: [ sw ], [ squ ] beginning blends STUDENTSquids READINg SELEcTION #75

SQUIDS LL/S SQUIDS Squids have an ink sac with LL Squids are long and slim. black ink in it. LL B/P They have ten legs. When squids get mad, black LL Two (2) legs are long. ink comes from the ink sac. LL E/N Eight (8) legs are not long. Then big fish can not get WORD LIST E squids swims when A squid gets fish with its legs. the squids. S/B slim fins sac A squid swims backward to fish ink from get the fish. CODING KEY: LL LL: Looks Like B/Y: Birth / Raising Young NF: Nature Families EN: Enemies Squids have two fins in back. F/L: Found/Lives S: Special* (something E: Eats special or unique B: Behavior about this person, P: Protection place, or thing The fins help them swim.

Language Circle Collection – LEVEL 1 Story #75-1 Story #75-2 ©2015 Language Circle Enterprises INTERAcT WITH THE READINg SELEcTION – QUESTIONSLanguage Circle Collection & – LEVELAc 1 TIVITIES Story #75-3

1. Introduce informational text: 4. Coding Key: This is not a story about life. This is a LL: Looks Like report about a real animal. When you NF: Nature Families read about people, places, and things, you collect real information. F/L: Found/Lives E: Eats 2. Read the report and use the Coding B: Behavior Key to code the facts. PREVIEWP: Protection 3. Transfer your information to the B/Y: Birth/Raising Young Student Activity Reading Selection EN: Enemies #75: Collection Sheet. S: Special* (something special or unique about this person, place, or thing

(continued on next page)

Teacher Edition SQUIDS Reading Selection #75 STUDENT AcTIVITY – READINg SELEcTION #75: cOLLEcTION SHEET

Things/Animals Subject LL NF F/L Looks Like Nature Family Found / Lives

Long and slim

Ten legs

Two legs – long

Eight legs – not long

Two fins in back

Ink sac with black ink in it E B P Eats Behavior Protection

Fish Get mad – ink comes from ink sac Get mad – ink comes from ink sac

Swims backward COLLECTION SHEETCOLLECTION EN BY S Enemies Birth / Raising Young Special

Swims backward

Ink sac

PREVIEW

Higher Level Thinking Skills Reading Selection #75 - 105

LCRC-14 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection Story #81-1 bill fast help gulp silk milk fluff help held stuck WORD LIST A DUCK’S LUNCH wilt bug pods plant black lunch Skills: [ -ld ], -lk -lp and -lt ] final consonant blends for student use is limited Reproduction

Milk was on the pods. “Help!” said Black Bug. “Help! I am stuck! Help!” The milk held Black Bug fast. “Quack, quack,” said a duck. “Quack, quack, quack!” the duck’s bill. Black Bug felt In a big gulp, Black Bug was lunch! Collection – LEVEL 1 Language Circle

PREVIEW Enterprises ©2015 Language Circle A DUCK’S LUNCH A Duck's Lunch can wilt. Black Bug said, “I can run up a plant that wilts.” of the the top Zip! Up to plant went Black Bug. The plant had pods with silk fluff in them. Story #81-2 A plant in the hot sun

LCRC-16 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection

Teacher Edition A DUcK’S LUNcH Reading Selection #81 SKILLS WORD LIST • [ -ld ] final blend lunch silk fast • [ -lk ] final blend plant fluff help • [ -lp ] final blend wilt milk gulp • [ -lt ] final blend black help bill bug stuck pods held

Skills: [ -ld ], [ -lk ], [ -lp ], and [ -lt ] final consonant blends STUDENT READINg SELEcTION #81 A Duck's Lunch

A DUCK’S LUNCH A DUCK’S LUNCH Milk was on the pods.

A plant in the hot sun “Help!” said Black Bug.

can wilt. “Help! I am stuck! Help!”

Black Bug said, “I can run up The milk held Black Bug fast.

WORD LIST a plant that wilts.” “Quack, quack,” said a duck. lunch silk fast Zip! Zip! Up to the top of the “Quack, quack, quack!” plant fluff help wilt milk gulp plant went Black Bug. Black Bug felt the duck’s bill. black help bill The plant had pods with silk In a big gulp, Black Bug bug stuck pods held fluff in them. was lunch!

Language Circle Collection – LEVEL 1 Story #81-1 INTERAcT WITH THE READINStory #81-2 g SELEc©2015TION Language Circle – Enterprises QUESTIONSLanguage Circle Collection & – LEVELAc 1 TIVITIES Story #81-3

1. What lesson did you learn from the story? Answer: Always bePREVIEW sure the things you are going to do are safe. 2. Complete the Student Activity – Reading Selection #80. Draw in the Story Board pieces to outline the story.

(continued on next page)

Teacher Edition A DUcK’S LUNcH Reading Selection #81 STUDENT AcTIVITY – READINg SELEcTION #81

STUDENT AcTIVITY – READINg SELEcTION #81 A DUcK’S LUNcH STORY BOARD PIECES

CharaCters

setting

Wish

problem turning point

Problem

happenings

message

PREVIEW

Higher Level Thinking Skills Reading Selection #81 - 115

LCRC-18 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection Story #105-1 live time made we like fine lake Gale WORD LIST Pete Rose white home stripes DAN AND FRAN SKUNK Skills: Final Magic e for student use is limited Reproduction

© Language Circle Enterprises, Inc. LCRC-19 Project Read® PHONICS PHONICS 1 LC Reading Collection Story #105-3 Dan could see a farm from see a farm from Dan could The five skunks left the shed “What luck!” cabin by a lake. see that said Dan. They could no person lived in the cabin. Fran The kits the big porch. said, “I like under here.” will be safe and Fran He turned to the porch. said, “I think we will have a lot with that the children for of food farm. A lot of pests will be in the corn.” and made a home under the patch. and corn by the lake porch until they The kits will live there big! are Collection – LEVEL 1 Language Circle

PREVIEW Enterprises ©2015 Language Circle DAN AND FRAN SKUNK On a dark summer night, Dan The moon shone on an old Dan and Fran skunk had to skunk had to Dan and Fran and Fran went all over the forest went all over the forest and Fran a new home. With the looking for see their way moon, they could Fran the dense forest. through have Dan and said, “We turned to Rose, Pete, have a home for to and Gale.” Dan and Fran Skunk skunks. Story #105-2 have a bigger home. They were have a bigger home. They were living under a shed but had to their baby for room have more

LCRC-20 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 LC Reading Collection

Teacher Edition DAN AND FRAN SKUNK Reading Selection #105 SKILLS WORD LIST • final magic e stripes Gale made white lake time home we live Pete like Rose fine

Dan and Fran Skunk Skills: Final Magic e STUDENT READINg SELEcTION #105

DAN AND FRAN SKUNK DAN AND FRAN SKUNK cabin by a lake. “What luck!” said Dan. They could see that Dan and Fran skunk had to no person lived in the cabin. Fran have a bigger home. They were said, “I like the big porch. The kits living under a shed but had to will be safe under here.” have more room for their baby skunks. Dan could see a farm from the porch. He turned to Fran and On a dark summer night, Dan WORD LIST said, “I think we will have a lot and Fran went all over the forest stripes Gale made of food for the children with that looking for a new home. With the farm. A lot of pests will be in the white lake time moon, they could see their way corn.” home we live through the dense forest. Fran Pete like turned to Dan and said, “We have The five skunks left the shed Rose fine to have a home for Pete, Rose, and made a home under the and Gale.” porch by the lake and corn patch. The kits will live there until they The moon shone on an old are big! Story #105-2 ©2015 Language Circle Enterprises Language Circle Collection – LEVEL 1 Story #105-3 Language Circle Collection – LEVEL 1 Story #105-1 INTERAcT WITH THE READINg SELEcTION – QUESTIONS & AcTIVITIES

1. What is the setting of the story? Answer: dark summer night in the forest 2. What was the problem of the story? Answer: They needed a bigger home for their baby skunks (kits). 3. Underline the sentencePREVIEW that tells how they discovered the old cabin. Answer: The moon shone on an old cabin by a lake. 4. What did Fran like best about the cabin and why? Answer: She liked the porch because it would be a safe place for the kits. 5. What did Dan like best about the cabin? Answer: He liked the corn patch so they would have plenty to eat. 6. Complete the Student Activity – Reading Selection #105.

(continued on next page)

Teacher Edition

DAN AND FRAN SKUNKCaCS ReadingLC Reading Selection Collection #105 STUDENT AACTIVITYcTIVITY – RLCEADIN Reading SgELE CollectioncTION #105

STUDENTSTUDENT ACTIVITY – LCReading Reading Selection Collection #105 NameName DAN AND FRAN SKUNK Directions: Number thethe eventsevents ofof thethe storystory inin thethe correctcorrect order.order. UseUse thethe numbersnumbers 11 -- 5.5. 5 1.1. The five skunksskunks livedlived underin a porch the cabin under porch. the cabin.

11 2.2. Dan, Fran, andand thethe threethree smallsmall skunksskunks livedlived under a shed.shed.

4 3.3. The farm DanDan couldcould seesee fromfrom thethe porchporch willwill givegive themthem lotslots ofof food.food.

3 4.4. Dan and FranFran couldcould seesee aa cabincabin byby aa lake.lake.

2 5.5. Fran diddid notnot thinkthink theythey wouldwould findfind aa home.home.

PREVIEW

Higher Level Thinking Skills Reading Selection #105 - 171

LCRC-22 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

SPELLING LESSONS & Vocabulary Enrichment Activities

SPELLING LESSONS 1-21

Phonics 1 PREVIEW BLACK COPY MASTER

Author: Victoria E. Greene

TABLE OF CONTENTS

Introduction ...... 3 Spelling Calculator ...... 4 Project Read Spelling Student Record ...... 5 LESSON 1...... 1-1 U2.L1-3: short vowel [ a ], [ t ] [ m ] [ s ] [ b ] [ c ] [ f ] LESSON 2 ...... 2-1 U3.L1-2: [ r ] [ h ] [ n ] [ j ] [ p ] [ l ], apostrophe, the LESSON 3 ...... 3-1 U4.L1: [ g ] [ d ] [ v ], telling thought, to LESSON 4 ...... 4-1 U5.L1-2: short vowel [ i ], [ w ], have LESSON 5 ...... 5-1 U6.L1-2: [ k ] [ -ck ], quotation marks, said LESSON 6 ...... 6-1 U7.L1-2: short vowel [ o ], was LESSON 7 ...... 7-1 U8.L1-4: [ qu ] [ x ] [ y ] [ z ], asking thought LESSON 8 ...... 8-1 U9.L1-2: short vowel [ u ], of LESSON 9 ...... 9-1 U10.L1: [ -ss ] [ -ll ] [ -ff ] [ -zz ], you LESSON 10...... 10-1 U11.L1-2: [ -ank ] [ -ink ] [ -onk ] [ -unk ], what LESSON 11 ...... 11-1 U11.L3-4: [ -ang ] [ -ing ] [ -ong ] [ -ung ] LESSON 12 ...... PREVIEW12-1 U12.L1-2: [ ch ] [ -tch ] [ wh ], are LESSON 13 ...... 13-1 U12.L3-5: [ th ] [ sh ], put LESSON 14...... 14-1 U13.L1-3: short vowel [e], exclamatory sentence, could should would

SL-2 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

TABLE OF CONTENTS

LESSON 15...... 15-1 U14.L1-3: open single vowel, [ -s ] [ -es ], subject/predicate agreement, Mr. Mrs. Ms. LESSON 16...... 16-1 U15A.L1-2: [ sl ] [ bl ] [ fl ] [ cl ] [ gl ] [ pl ], they LESSON 17 ...... 17-1 U15B.L1-2: [ tr ] [ cr ] [ br ] [ fr ] [ dr ] [ gr ] [ pr ] [ thr ] [ shr ], your LESSON 18...... 18-1 U15C.L1-2: [ sk ] [ sc ] [ st ] [ sm ] [ sp ] [ sw ] [ sn ] [ squ ] [ tw ] [ dw ] LESSON 19...... 19-1 U16.L1-2: [ -st ] [ -sk ] [ -sp ] [ -nt ] [ -nd ] [ -mp ], two do LESSON 20 ...... 20-1 U16.L3-5: [ -ld ] [ -lk ] [ -lp ] [ -lt ] [ -ft ] [ -pt ], [ -ct ], any many LESSON 21 ...... 21-1 U17.L1-2: [ str ] [ spr ] [ scr ] [ spl ], were

PREVIEW

PHONICS 1: SPELLING LESSON 6 U7.L1-2: short vowel [o], was

hot sock

pot jog

Do you remember that famous singer dog not with that letter in her name?

What vowel rock hop do you see in the first nine words? pop was PREVIEW

Tom said the pot was hot.

U7.L1-2: short vowel [o], was Name

SPELLING LESSON 6 TAKE HOME SHEET

WORDS TO LEARN

1. hot 6. sock

2. pot 7. jog

3. dog 8. not

4. rock 9. hop

5. pop 10. was

SENTENCE TO LEARNPREVIEW Tom said the pot was hot.

SL-6 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

LESSON 6: ACTIVITY 1 Name U7.L1-2: short vowel [o], was

READ, TRACE, WRITE WORDS Trace each letter Finger spell, Read the word. while saying its sound. write, and check. hot hot pot pot dog dog rock rock pop pop sock sock jog jog not PREVIEWnot hop hop was was Trace the letters while saying the letter names.

(continued on next page)

LESSON 6: ACTIVITY 1 (continued) Name U7.L1-2: short vowel [o], was

READ, TRACE, WRITE THE SENTENCE Directions: Read, trace, and write the sentence. Tom said the pot was hot. Tom said the pot was hot.

PREVIEW

SL-8 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

LESSON 6: ACTIVITY 2 Name U7.L1-2: short vowel [o], was

DRAW A PICTURE Directions: 1. Read the sentence. 2. Draw a line under each word that is in this week's lesson. 3. Circle the Red Words. 4. Draw a picture about each sentence.

1. The dog was on the dock.

2. Bob’s sock has a rip. PREVIEW

LESSON 6: ACTIVITY 3 Name U7.L1-2: short vowel [o], was

UNSCRAMBLE SENTENCES Directions: The words in each sentence are not in order. Unscramble the words so that the sentence is a complete thought. To help you, the subject of each sentence is underlined. Bob's The back rock hit.

rod hot a tan Jack has.

hot MomPREVIEW the said pot is.

SL-10 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

LESSON 6: ACTIVITY 4 Name U7.L1-2: short vowel [o], was

WRITE WORDS Directions: Write each word 3 times. Finger spell–write–check. If it is a Red Word tap the letter names on your arm. hot pot dog rock pop sock jog not PREVIEW hop was

(continued on next page)

LESSON 6: ACTIVITY 4 (continued) Name U7.L1-2: short vowel [o], was

WRITE THE SENTENCE Directions: Write the sentence 3 times. Be sure to frame the sentence and check for spelling. Tom said the pot was hot.

PREVIEW

SL-12 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

LESSON 6: SPELLING TEST Name

WORDS Give it your best effort!

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Score: / 10

SENTENCE PREVIEW

*Score: / 8 *Score: 1 point for each correctly spelled word; 1 point for capital at beginning of sentence and proper name if it applies; 1 point for end punctuation mark, and 1 point for each internal punctuation mark. Total: / 18

TEACHER’S KEY LESSON 16

PHONICS 1: SPELLING LESSON 16 U15A.L1-2: [sl][bl][fl][cl][gl][pl], they

flag plan LESSON PREVIEW What do the first nine blink sled words start with? What do we call the last word in our spelling lesson? glad club

clock flash

glass they

They plan to go to the clock shop.PREVIEW

1. Read, trace, and write words and sentence 2. Fill in the missing letters 3. Paste in missing words 4. Write words and sentence 5. Test ACTIVITIES

U15A.L1-2: [sl][bl][fl][cl][gl][pl], they Name

SPELLING LESSON 16 TAKE HOME SHEET WORDS TO LEARN

1. flag 6. plan

2. blink 7. sled

3. glad 8. club

4. clock 9. flash

5. glass 10. they SENTENCE TO LEARNPREVIEW They plan to go to the clock shop.

SL-16 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

LESSON 16: ACTIVITY 1 Name U15A.L1-2: [sl][bl][fl][cl][gl][pl], they

READ, TRACE, WRITE WORDS Trace each letter Finger spell, Read the word. while saying its sound. write, and check. flag flag flag blink blink blink glad glad glad clock clock clock glass glass glass plan plan plan sled sled sled club PREVIEWclub club flash flash flash they they they Trace the letters while saying the letter names. (continued on next page)

LESSON 16: ACTIVITY 1 (continued) Name U15A.L1-2: [sl][bl][fl][cl][gl][pl], they

READ, TRACE, WRITE THE SENTENCE Directions: Read, trace, and write the sentence. They plan to go to the clock shop. They plan to go to the clock shop. They plan to go to the clock shop. PREVIEW

SL-18 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

SPELLING LESSON 16: ACTIVITY 2 Name U15A.L1-2: [sl][bl][fl][cl][gl][pl], they

FILL IN THE MISSING LETTERS Directions: Fill in the missing letter or letters for each word.

This may help. flag blink glad clock glass plan sled club flash they

1. p l an 6. fl ash

2. lass 7. s l ed g PREVIEW 3. fl ag 8. cl ock

4. th ey 9. c lub

5. bli nk 10. glad

LESSON 16: ACTIVITY 3 Name U15A.L1-2: [sl][bl][fl][cl][gl][pl], they

PASTE IN MISSING WORDS

Directions: Cut and paste the correct word in each sentence.

1. The box slid off the sled .

2. The cloth flag has a bad rip.

3. Did AnnePREVIEW spill a glass of pop on the rug?

(continued on next page)

SL-20 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

LESSON 16: ACTIVITY 3 (continued) Name U15A.L1-2: [sl][bl][fl][cl][gl][pl], they

4. Tom and Pat said that they ran up the hill with the sled.

5. I can blink my .

they PREVIEWflag glass blink sled

LESSON 16: ACTIVITY 4 Name U15A.L1-2: [sl][bl][fl][cl][gl][pl], they

WRITE WORDS Directions: Write each word 3 times. Finger spell–write–check. If it is a Red Word tap the letter names out on your arm. flag flag flag blink blink blink glad glad glad clock clock clock glass glass glass plan plan plan sled sled sled club PREVIEWclub club flash flash flash they they they

(continued on next page)

SL-22 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Spelling Lessons

LESSON 16: ACTIVITY 4 (continued) Name U15A.L1-2: [sl][bl][fl][cl][gl][pl], they

WRITE THE SENTENCE Directions: Write the sentence 3 times. Be sure to frame the sentence and check for spelling. They plan to go to the clock shop. They plan to go to the clock shop. They plan to go to the clock shop. PREVIEW

LESSON 16: SPELLING TEST Name

WORDS Relax! You will do just fine.

1. flag 6. plan

2. blink 7. sled

3. glad 8. club

4. clock 9. flash

5. glass 10. they

Score: / 10

SENTENCE They planPREVIEW to go to the clock shop. *Score: *Score: / 10 1 point for each correctly spelled word; 1 point for capital at beginning of sentence and proper name if it applies; 1 point for end punctuation mark, and 1 point for each internal punctuation mark. Total: / 20

MASTERY TESTS & PRE/POST ASSESSMENTS

PHONICS 1: UNITS 2-17 CD-ROM included for Data Collection and Reporting

PREVIEW1

Author: Victoria E. Greene #80505

TABLE OF CONTENTS

PRE/POST ASSESSMENTS 5 Pre/Post Assessment Overview ...... 7 Phonics Sound/Symbol Organization Chart ...... 9 Oral Sound//Symbol Decoding Test using Phonics Sound/Symbol Organization Chart ...... 10 Student Phonics 1 Sound/Symbol Organization Chart ...... 12 Written Sound/Symbol Test using Blank Phonics Sound/Symbol Organization Chart ...... 13 Student Blank Phonics Sound/Symbol Organization Chart ...... 15 Phonics 1 Pre/Post Assessments ...... 17

MASTERY TESTS 39 Mastery Test Overview ...... 41 General Test Directions ...... 42 Test Descriptions ...... 42 Scoring and Data Collection ...... 44 SAMPLE Unit 2 Mastery Test Summary ...... 45 Class Score Chart ...... 46 Unit Score Chart ...... 47 Student Skill Summary Chart ...... 48 UNIT 2 ...... 2-1 UNIT 3 ...... 3-1 UNIT 4 ...... 4-1 UNIT 5 ...... 5-1 UNIT 6 ...... 6-1 UNIT 7 ...... 7-1 UNIT 8 ...... 8-1 UNITS 2-8 (Cumulative) ...... (2-8)-1 UNIT 9 ...... 9-1 UNIT 10 ...... PREVIEW ...... 10-1 UNIT 11 ...... 11-1 UNIT 12 ...... 12-1 UNIT 13 ...... 13-1 UNIT 14 ...... 14-1 UNIT 15A ...... 15A-1 UNIT 15B ...... 15B-1 UNIT 15C ...... 15C-1 UNIT 16 ...... 16-1 UNIT 17 ...... 17-1 UNITS 2-17 (Cumulative) ...... (2-17)-1

PRE/POST ASSESSMENTS

PRE/POST ASSESSMENT OVERVIEW

These tests are designed to evaluate student abilities for the purpose of placing student at the correct learning level. Tests measure knowledge in sound/symbol relationship and in the Project Read® Phonics Program.

Each test can be used as a pretest and posttest to demonstrate progress of student learning.

GENERAL TEST DIRECTIONS

1. Distribute Student Test Sheet. Student puts name on the page. 2. For students who need a tracking aid, distribute a blank half-sheet of paper for use as a marker under test items. 3. Administer and score each test. 4. Record score on scoring sheets. 5. Enter scores on accompanying CD-ROM.

TEST DESCRIPTIONS

ORAL Purpose SOUND/SYMBOL This oral test is administered individually and assesses phonologic and DECODING TEST phonemic awareness through knowledge of sound/symbol relationship. Administration Using the Phonics 1 Sound/Symbol Organization Chart, student produces the letter sound for each consonant, digraph, and short vowel. Tester records student response. Scoring One point for each correct sound

WRITTEN Purpose SOUND/SYMBOL ThisPREVIEW written test assesses phonologic and phonemic awareness DECODING TEST through knowledge of sound/symbol relationship. Administration Tester dictates the sounds on the Phonics 1 Sound/Symbol Organization Chart. Using the blank Phonics Sound/Symbol Organization Chart, the student will write the letter(s) for the dictated sound of each consonant, digraph, and short vowel. Scoring One point for each correct letter(s)

PRE/POST ASSESSMENTS

PHONICS 1 PRE/POST ASSESSMENT

This test evaluates student abilities for the purpose of placing student at the correct learning level. It also measures student progress in the Project Read® Phonics Program. This assessment includes the following tests.

SOUND/SYMBOL Purpose: DECODING Assesses phonologic and phonemic awareness through knowledge of (TESTS A & B) sound/symbol relationship. Administration: Student says sound for each letter(s). Scoring: One point for each correct sound

WORDS TO READ Purpose: (TEST C) Assesses phonologic and phonemic awareness through knowledge of sound/symbol relationship applied to phonetically regular and irregular words. Administration: Student reads word list. Tester checks appropriate box: Mastery or Needs Practice. Tester records incorrect response. Scoring: One point for each correct word

SPELL Purpose: PHONETICALLY Assesses ability to encode phonetically regular and irregular words. REGULAR & Administration: IRREGULAR WORDS Tester dictates word and student writes the word. (TEST D) Scoring: One point for each correct word

READING Purpose: COMPREHENSION Assesses understanding of what a student reads. (TESTS E & F) Administration: StudentPREVIEW reads the words and sentences and chooses the correct response. Scoring: One point for each correct response

SENTENCE Purpose: DICTATION Assesses students mastery of punctuation, capitalization, and spelling (TEST G) within a sentence. Administration: Student records the dictated sentence. Scoring: One point for each correct capital letter, punctuation mark, and word

UNIT 7 Directions & Answer Key Skills: o, was TEST A AUDITORY SOUND/SYMBOL TEST Circle the letter that represents the sound.

DIRECTIONS: 1. Students place marker under item: 1. aio 2. Students circle the letter of the dictated sound.

Directly State: Look at the letters in the row. I will say a sound that one of these letters captures, and you will draw a circle around that letter.

Directly State: 1. Listen to the sound / o / (short vowel sound). Draw a circle around the letter that captures the sound / o / (short vowel sound). Move your marker down to item number two. 2. Listen to the sound / i / (short vowel sound). Draw a circle around the letter that captures the sound / i / (short vowel sound). Move your marker down to item number three. 3. Listen to the sound / a / (short vowel sound). Draw a circle around the letter that captures the sound / a / (short vowel sound).

KEY: 1. a i o

2. i o a

3. o a i

SCORING GUIDE: 1 point for each correct circled letter ( 3 Total Points ) PREVIEW

UNIT 7 Directions & Answer Key Skills: o, was TEST B AUDITORY SOUND/SYMBOL TEST Circle the word that represents the sounds.

DIRECTIONS: 1. Students place marker (as needed) under item: 1. hat hop hot 2. Students circle the dictated word.

Directly State: Read all of the word choices.

Directly State: 1. Listen to the word hot. Draw a circle around the word hot. 2. Listen to the word cot. Draw a circle around the word cot. 3. Listen to the word top. Draw a circle around the word top. 4. Listen to the word pot. Draw a circle around the word pot. 5. Listen to the word sock. Draw a circle around the word sock.

KEY: 1. hat hop hot

2. cat cot cop

3. top pot tap

4. dot pat pot

5. mock sock rock

SCORING GUIDE: 1 point for each correct word ( 5 Total Points ) PREVIEW

UNIT 7 Directions & Answer Key Skills: o, was TEST C SPELL WORDS Write dictated word.

DIRECTIONS: 1. Teacher says the word, and students repeat the word. ( am ) 2. Teacher uses the word in a sentence. ( I am at school. ) 3. Teacher repeats the word. ( am ) 4. Students finger spell the phonetically regular word as needed. 5. Students write the word.

Directly State: I will say a word, and you will spell the word.

Directly State: 1. lock Lock the door with a key. lock 2. sob To sob means to cry. sob 3. was Lexi was Cinderella in the play. was 4. top A spinning top made the baby laugh. top 5. lot Kids play ball in the empty lot. lot 6. pick Every fall we pick apples. pick 7. rod Shawn got a fishing rod for her birthday. rod 8. back Back is the opposite of front. back 9. rock Joe has a rock collection. rock 10. jog I like to jog in the morning. jog

KEY: 1. lock 2. sob 3. was 4. top 5. lot 6. PREVIEWpick 7. rod 8. back 9. rock 10. jog

SCORING GUIDE: 1 point for each correctly spelled word ( 10 Total Points )

UNIT 7 Directions & Answer Key Skills: o, was TEST D READING COMPREHENSION Fill in the blank with the word that demonstrates understanding of word and sentence meaning.

DIRECTIONS: Students independently read the sentences and choose the word to fill in the blank.

Directly State: Read the word choices beneath the sentence. Read the sentence and circle the correct word to complete the sentence.

KEY: 1. Is the hot? pot not on

2. Did Mom the van? lock log lack

3. The dog was . dot sick rock

4. Is the on the box? tap not top

SCORING GUIDE: 1 point for each correct word ( 4 Total Points ) TEST E SENTENCE DICTATION Write dictated sentence.

DIRECTIONS: 1. With dominant hand and palm downward, teacher says sentence, tapping a finger for each word. 2. Students repeat sentence also tapping a finger for each word in the sentence with palm downward. 3. Teacher reminds students to finger spell phonetically regular words or tap out Red Words on extended arm as needed. 4. PREVIEWStudents pick up their pencil and write the sentence.

Directly State: I will say a sentence. You will repeat the sentence and then write the sentence.

Directly State: 1. Was Bob on the dock?

KEY: 1. Was Bob on the dock? ( 8 Total Points )

SCORING GUIDE: 1 point for each correct capital letter, punctuation ( 8 Total Points ) mark, and word

UNIT 7 Directions & Answer Key Skills: o, was SCORING THE TEST

DIRECTIONS: 1. Determine the number of points for correct answers on each test. 2. Add test scores to determine the total points. 3. Translate total points into a percentage score using the chart below. 4. Record the percentage score on the Unit Mastery Test Summary. 5. Enter student scores on accompanying CD-ROM.

TOTAL: 30 POINTS

30 100.0% 25 83.3% 20 66.7% 15 50.0% 10 33.3%

29 96.7% 24 80.0% 19 63.3% 14 46.7% 9 30.0%

28 93.3% 23 76.7% 18 60.0% 13 43.3% 8 26.7%

27 90.0% 22 73.3% 17 56.7% 12 40.0% 7 23.3%

26 86.7% 21 70.0% 16 53.3% 11 36.7% 6 20.0%

PREVIEW

PHONICS 1 - UNIT 7 MASTERY TEST STUDENT SHEET

Name

A. Auditory Sound/Symbol Directions: Circle the sound.

1. a i o

2. i o a

3. o a i

TOTAL: 3 pts.

B. Auditory Sound/Symbol Directions: Circle the word.

1. hat hop hot

2. cat cot cop

3. top pot tap

4. dot pat pot 5. mock PREVIEWsock rock TOTAL: 5 pts.

PHONICS 1 - UNIT 7 MASTERY TEST STUDENT SHEET

Name

C. Spell Words Directions: Spell the word.

7. 8. PREVIEW 9.

10.

TOTAL: 10 pts.

PHONICS 1 - UNIT 7 MASTERY TEST STUDENT SHEET

Name

D. Reading Comprehension Directions: Circle the correct word to complete the sentence.

1. Is the hot? pot not on

2. Did Mom the van? lock log lack

3. The dog was . dot sick rock

4. Is the on the box? tap not top

TOTAL: 4 pts.

E. Sentence Dictation Directions: Write the sentence.

1. PREVIEW

TOTAL: 8 pts.

PHONICS 1 - UNIT 7 MASTERY TEST STUDENT SHEET

Name

UNIT 7 Student Points Mastery Test Summary Score Possible

A. Auditory Sound/Symbol 3 pts.

B. Auditory Sound/Symbol 5 pts.

C. Spell Words 10 pts.

D. Reading Comprehension 4 pts.

E. Sentence Dictation 8 pts.

Total Points 30 pts.

% of Mastery %

30 100.0% 25 83.3% 20 66.7% 15 50.0% 10 33.3%

29 96.7% 24 80.0% 19 63.3% 14 46.7% 9 30.0%

28 93.3% 23 76.7% 18 60.0% 13 43.3% 8 26.7%

27 90.0% 22 73.3% 17 56.7% 12 40.0% 7 23.3% 26 86.7% 21 PREVIEW70.0% 16 53.3% 11 36.7% 6 20.0%

UNIT 12 Directions & Answer Key Skills: ch, wh, th, sh, -tch, are, put TEST A AUDITORY SOUND/SYMBOL TEST Circle the letters that represents the sound.

DIRECTIONS: 1. Students place marker under item: 1. wwhhth 2. Students circle the letter(s) of the dictated sound.

Directly State: Look at the letters in the row. I will say a sound that one of these letters captures, and you will draw a circle around that letter.

Directly State: 1. Listen to the glide sound / wh /. Circle the letters that capture the sound / wh /. Look at #2. 2. Listen to the glide sound / ch /. Circle the letters that capture the sound / ch /. Look at #3. 3. Listen to the glide sound / th /. Circle the letters that capture the sound / th /. Look at #4. 4. Listen to the glide sound / sh /. Circle the letters that capture the sound / sh /. Look at #5. 5. Listen to the glide sound / -tch /. Circle the letters that capture the sound / -tch /.

KEY: 1. w wh h th

2. sh c ck ch

3. t th nk wh 4. PREVIEW ss ch sh s 5. -tch -ck -nk -th

SCORING GUIDE: 1 point for each correct digraph ( 5 Total Points )

UNIT 12 Directions & Answer Key Skills: ch, wh, th, sh, -tch, are, put TEST B SPELL WORDS Write dictated word.

DIRECTIONS: 1. Teacher says the word, and students repeat the word. (am) 2. Teacher uses it in a sentence. (I am at school.) 3. Teacher repeats the word. (am) 4. Students finger spell the phonetically regular word or tap letter names on extended arm for Red Words as needed. 5. Students write the word.

Directly State: I will say a word, and you will spell the word.

Directly State: 1. thing What is that thing? thing 2. chill Chill the watermelon. chill 3. fish We have angel fish in our tank. fish 4. are Where are your shoes? are 5. that That story about dinosaurs was my favorite. that 6. put Put your books in your locker. put 7. which Which coat is yours? which 8. shop We shop for groceries on Saturday. shop 9. whiff A whiff of smoke lingered after the campfire. whiff 10. match Do not play with that match. match

KEY: 1. thing 6. put

2. chill 7. which

3. fish 8. shop 4. PREVIEWarePREVIEW9. whiff 5. that 10. match

SCORING GUIDE: 1 point for each correct word ( 10 Total Points )

UNIT 12 Directions & Answer Key Skills: ch, wh, th, sh, -tch, are, put TEST C READING COMPREHENSION Fill in the blank with the word that demonstrates understanding of word and sentence meaning.

DIRECTIONS: Students independently read the sentence and write the correct word in the blank to complete the sentence.

Directly State: Read the word choices beneath the sentence. Read the sentence and write the correct word to complete the sentence.

KEY: 1. Is this the path to the shop ? shall with shop

2. Chips and dip are in the dish. This Chips Whiff

3. Can you fix the latch on the dish hutch? dash pinch latch

4. Jill and Mitch are with Chad and Hank. is are to

5. The thin moth was less than an inch thick. inch wish in PREVIEW SCORING GUIDE: 1 pointPREVIEW for each correct word ( 5 Total Points )

UNIT 12 Directions & Answer Key Skills: ch, wh, th, sh, -tch, are, put TEST D SENTENCE DICTATION Write dictated sentence.

DIRECTIONS: 1. With dominant hand and palm downward, teacher says sentence, tapping a finger for each word. 2. Students repeat sentence also tapping a finger for each word in the sentence with palm downward. 3. Teacher reminds students to finger spell phonetically regular words or tap out Red Words on extended arm as needed. 4. Students pick up their pencil and write the sentence.

Directly State: I will say a sentence. You will repeat the sentence, and then write the sentence.

Directly State: 1. Fish are in the tank. 2. Chad put cash in the bank.

KEY: 1. Fish are in the tank. ( 7 points ) 2. Chad put cash in the bank. ( 8 points )

SCORING GUIDE: 1 point for each correct capital letter, punctuation ( 15 Total Points ) mark, and word

SCORING THE TEST

TOTAL: 35 POINTS 35PREVIEW100.0%PREVIEW30 85.7% 25 71.4% 20 57.1% 15 42.9% 34 97.1% 29 82.9% 24 68.6% 19 54.3% 14 40.0%

33 94.3% 28 80.0% 23 65.7% 18 51.4% 13 37.1%

32 91.4% 27 77.1% 22 62.9% 17 48.6% 12 34.3%

31 88.6% 26 74.3% 21 60.0% 16 45.7% 11 31.4%

PHONICS 1 - UNIT 12 MASTERY TEST STUDENT SHEET

Name

A. Auditory Sound/Symbol Directions: Circle the sound.

1. w wh h th

2. sh c ck ch

3. t th nk wh

4. ss ch sh s

5. -tch -ck -nk -th

TOTAL: 5 pts.

B. Spell Words Directions: Spell the word.

1. 6.

2. 7.

PREVIEW 3. PREVIEW8.

4. 9.

5. 10.

TOTAL: 10 pts.

PHONICS 1 - UNIT 12 MASTERY TEST STUDENT SHEET

Name

C. Reading Comprehension Directions: Write the correct word to complete the sentence.

1. Is this the path to the ? shall with shop

2. and dip are in the dish. This Chips Whiff

3. Can you fix the on the dish hutch? dash pinch latch

4. Jill and Mitch with Chad and Hank. is are to

5. The thin moth was less than an thick. PREVIEWinch wish in TOTAL: 5 pts.

PHONICS 1 - UNIT 12 MASTERY TEST STUDENT SHEET

Name

D. Sentence Dictation Directions: Write the sentence.

7 pts.

8 pts.

TOTAL: 15 pts. PREVIEW PREVIEW

PHONICS 1 - UNIT 12 MASTERY TEST STUDENT SHEET

Name

UNIT 12 Student Points Mastery Test Summary Score Possible

A. Auditory Sound/Symbol 5 pts.

B. Spell Words 10 pts.

C. Reading Comprehension 5 pts.

D. Sentence Dictation 15 pts.

Total Points 35 pts.

% of Mastery %

35 100.0% 30 85.7% 25 71.4% 20 57.1% 15 42.9%

34 97.1% 29 82.9% 24 68.6% 19 54.3% 14 40.0%

33 94.3% 28 80.0% 23 65.7% 18 51.4% 13 37.1%

32 91.4% 27 77.1% 22 62.9% 17 48.6% 12 34.3%

31 88.6% 26 74.3% 21 60.0% 16 45.7% 11 31.4% PREVIEW

Project Read® Phonics Aligns with Common Core Standards Page 1

RS-1 Reading Strategies K Grade 1 Grade 2 Grade 3 RS-1 Pre-Reading RF4 RF4ac RFac RFac RS-1 Teacher Directed Silent & Oral Reading RF4 RF4ac RFac RFac RS-2 Fluency RF4 RF4ac RFac RFac RS-2 Reading Comprehension RL1,2,4,7,10 RL1,2,3,7,10 RL1,3,7,10 RL1,4,7,10 RI1,4,7,10 RI1,4,7,10 RI1,4,7,10 RI1,4,7,10 RS-3 Narrative Text Questions RL1,2,4,7,10 RL1,2,3,7,10 RL1,3,7,10 RL1,4,7,10 RS-4 Informational Text Questions RI1,4,7,10 RI1,4,7,10 RI1,4,7,10 RI1,4,7,10 CI-1 Curriculum Integration K Grade 1 Grade 2 Grade 3 CI Phonics, Reading Comprehension, Writing are across curriculum areas SS Sound/Symbol Organization Chart K Grade 1 Grade 2 Grade 3 SS-1 Sound/Symbol Chart RF2bcd RF2abcd SS-3 Syllabication RF:1.3de RF:2.3c; RF:3.3c; L:2.2f L:3.2f SP Spelling K Grade 1 Grade 2 Grade 3 SP-1 Spelling Generalizations L2d L2d L2d L2f SP-3 Phonemic Awareness RF2bcd RF2abcd HW Handwriting K Grade 1 Grade 2 Grade 3 HW Writing the Alphabet L1a L1a UNIT 1 Oral & Written Language K Grade 1 Grade 2 Grade 3 1.1 Phonemic Awareness Introduction RF2b RF2cd RF4abc RF4abc 1.2 Sound/Symbol Introduction RF2bcd; RF2abcd; RF3abcdef RF3abcd RF3ab; RF3abcdefg 1.3 Red Words: I, a RF1abcd; RL1234; RF3f; RF4abc RF3d; R3c; L2a RI1234; RF1; RF4abc RF3g; RF4abc; L2bcde UNIT 2 Short Vowel [ a ], [ t ] [ m ] [ s ] [ b ] [ c ] [ f ] K Grade 1 Grade 2 Grade 3 2.1 Short Vowel [ a ] RF1abcd; RL1234; RF3a; RF4abc RF4abc RF3ab; L1a; RI1234; RF1; L2abcd; L4a; RF2abdc; RL1234; RF3bd; PREVIEW RI1234 Rfabc; L2bcde 2.2 [ t ] [ m ] [ s ] RF:1abcd: RL1234; RF4abc RF4abc RF2d; RF3a; RI1234; RF1; L1a; L2abcd; RF2bdc; L4a; RL1234; RF3bd; RI1234 Rfabc; L2abde 2.3 [ b ] [ c ] [ f ] RF1abcd; RL1234; RF4abc RF4abc RF2d; RF3a; RI1234; RF1; L:2abcd; L4a; RF2bdc; RL1234; RF3bd; RI1234 RF4abc; L2abde

RL Reading: Literature RF Reading: Foundational Skills S Speaking and Listening P R RI Reading: Informational Text W Writing L Language 4IVO]IOM+QZKTM-V\MZXZQ[M[

Project Read® Phonics Aligns with Common Core Standards Page 2

UNIT 3 [ r ] [ h ] [ n ] [ j ] [ l ] [ p ] K Grade 1 Grade 2 Grade 3 3.1 [ r ] [ h ] [ n ] RF1abcd; RL1234; RF3f; RF4abc RF3d; Red Word: the RF2d; RF3ac; RI1234; RF1; RF4abc L.1a; L2abcd; RFbcd; L4a; RL1234; RF3bg; RI1234 RF4abc; L2abde 3.2 [ j ] [ p ] [ l ] RF1abcd; RL1234; RF4abc RF4abc RF2d; RF3a; RI1234; RF1; L1a; L2abcd; RF2bcd; L4a; RL1234; RF3bd; RI1234 RF4abc; L2abde UNIT 4 [ g ] [ d ] [ v ] K Grade 1 Grade 2 Grade 3 4.1 [ g ] [ d ] [ v ] RF1abcd; RL1234; RF3f; RF4abc RF3d; Red Word: to RF2d; RF3ac; RI1234; RF1; RF4abc Declarative Sentence L1a; L2abcd; RF2bcd; L4a; RL1234; RF3bdg; RI1234 RF4abc; L2abde UNIT 5 Short Vowel [ i ] [ w ] K Grade 1 Grade 2 Grade 3 5.1 Short Vowel [ i ] RF1abcd; RL1234; RF3a; RF4abc Rf4abc RF2d; RF3ab; RI1234; RF1; L1a; L2abcd; RF2abcd; L4a; RL1234; RF3bdf; RI1234 RF4abc; L2abde 5.2 [ w ] RF1abcd; RL1234; RF3f; RF4abc RF3d; Red Word: have RF2cde; RI1234; RF1; RF4abc RF3ac; L1a; RF2bcd; L2abcd; L4a; RF3bdg; RL1234; RF4abc; RI1234 L2abde UNIT 6 [ k ] [ -ck ] K Grade 1 Grade 2 Grade 3 6.1 [ k ] RF1abcd; RL1234; RF4abc RF4abc; L2f RF3a; L1a; RI1234; RF1; L2abcd; L4a; RF2bcd; RL1234; RF3bd; RI1234 RF4abc; L2abde 6.2 [ -ck ] RF1abcd; RL1234; RF3f; RF3d; Red Word: said RF3c; L1a; RI1234; RF1; RF4abc; L2d RF4abc; L2f L2abcd; L4a; RF2bcd; RL1234; RF3abdg; RI1234 RF4abc; L2abde UNIT 7 Short Vowel [ o ] K Grade 1 Grade 2 Grade 3 7.1 Short Vowel [ o ] RF1abcd; RL1234; RF3a; RF4abc RF4abc RF2d; RF3ab; RI1234; RF1; L1a; L2abcd; RF2abcd; L4a; RL1234; RF3bdg; RI1234 RF4abc; L2abde

RL Reading: Literature RF Reading: Foundational Skills S Speaking and Listening P R RI Reading: Informational Text W Writing L Language 4IVO]IOM+QZKTM-V\MZXZQ[M[

Project Read® Phonics Aligns with Common Core Standards Page 3

7.2 Red Word: was RF3c; RL1234; RF3f; RF4abc RF3d; RL1234; RI1234; RF1; RF4abc RI1234 RF2g; RF4abc; L2abde UNIT 8 [ qu ] [ y ] [ z ], ? K Grade 1 Grade 2 Grade 3 8.1 [ qu ] RF1abcd; RL1234; RF4abc RF4abc RF2d; RF3a; RI1234; RF1; L1a; L2abcd; RF2bcd; L4a; RL1234; RF3bd; RI1234 RF4abc; L2abde 8.2 [ x ] RF1abcd; RL1234; RF3f; RF4abc RF3d; RF3ac; L1a; RI1234; RF1; RF4abc L2abcd; L4a; RF2bcd; RL1234; RF3abdg; RI1234 RF4abc; L2abde 8.3 [ y ] [ z ] RF1abcd: RL1234; RF4abc RF4abc RF2d; RF3a; RI1234; RF1; L1a; L2abcd; RF2bcd; L4a; RL1234; RF3bd; RI1234 RF4abc; L2abde 8.4 Interrogative Sentence L:K.2b; RL1234; RF4abc RF4abc RL1234; RI1234; RF1; RI1234 RF4abc; L2abde UNIT 9 Short Vowel [ u ] K Grade 1 Grade 2 Grade 3 9.1 Short Vowel [ u ] RF2d; RF3ab; RL1234; RF3a; RF4abc RF4abc L1a; L2abcd; RI1234; RF1; L4a; RL1234; RF2abcd; RI1234 RF3bd; RF4abc; L2abde 9.2 Red Word: of RF3c; RL1234; RF3f; RF4abc RF3d; RL1234; RI1234; RF1; RF4abc RI1234 RF2g; RF4abc; L2abde UNIT 10 [ -ss ] [ -ll ] [ -ff ] [ -zz ] K Grade 1 Grade 2 Grade 3 10.1 [ -ss ] [ -ff ] [ -ll ] [ -zz ] RF1abcd; RL1234; RF3f; RF3d; Red Word: you RF3c; RL1234; RI1234; RF1; RF4abc; L2d RF4abc; L2f RI1234 RF2bcd; RF3abdg; RF4abc; L2abde UNIT 11 [ -ng ] [ -nk ] K Grade 1 Grade 2 Grade 3 11.1 [ -nk ] [ -ank ] RL1234; RF4abc RF4abc RI1234; RF1; RF2bcd; RF3bdg; RF4abc; L2abde

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11.2 [ -nk ] [ -ink ] [ -onk ] [ -unk ] RF3c; RL1234; RL1234; RF3f; RF4abc RF3d; Red Word: what RI1234 RI1234; RF1; RF4abc RF2bcd; RF3bdg; RF4abc; L2abde 11.3 [ -ng ] [ -ang ] RL1234; RF4abc RF4abc; L2f RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde 11.4 [ -ng ] [ -ing ] [ -ong ] [ -ung ] RL1234; RF4abc RF4abc; L2f RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde UNIT 12 Digraphs K Grade 1 Grade 2 Grade 3 12.1 [ ch ] RL1234; L2d; Rf4abc L2f; RF4abc [ -tch ] RI1234; RF1; RF2abcd; RF3abd; RF4abc; L2abde 12.2 [ wh ] RF3c; RL1234; RL1234; RF3f; RF4abc RF3d; Red Word: are RI1234 RI1234; RF1; RF4abc RF2bcd; RF3abdg; RF4abc; L2abde 12.3 [ th ] RL1234; RF4abc RF4abc RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde 12.4 [ sh ] RF3c; RL1234; RL1234; RF3f; RF4abc RF3d; Red Word: put RI1234 RI1234; RF1; RF4abc RF2bcd; RF3abdg; RF4abc; L2abde UNIT 13 Short Vowel [ e ], ! K Grade 1 Grade 2 Grade 3 13.1 Short Vowel [ e ] RF1abcd; RL1234; RF3a; RF4abc RF4abc RF2d; RF3b; RI1234; RF1; RL1234; RF2abcd; RI1234 RFbd; RF4abc; L2abde 13.2 Red Words: could, would, should RF:3c; RL1234; RF3f; RF4abc RF3d; RL1234; RI1234; RF1; RF4abc RI1234 RF3g; RF4abcd; L2abde

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13.3 Exclamatory Sentence L2b; RL1234; RL1234; RF4abc RF4abc RI1234 RI1234; RF1; RF4abc; L2abde UNIT 14 Open Vowel K Grade 1 Grade 2 Grade 3 14.1 Open Single Vowel RF2d; RF3ab RF2abcde; RF3a; RF4abc RF4abc RF3abc; 14.2 Common Suffixes: [ -s ] [ -es ] L4b RL1234; RF3d; L4c; RF3a; L2f; RI1234; RF3f; RF4abc RF4abc RF4abc; L2abde; L4bc 14.3 Red Words: Mr., Mrs., Ms. RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde UNIT 15A Beginning Blends K Grade 1 Grade 2 Grade 3 15A.1 Initial L Blends: RL1234; RF4abc RF4abc [ sl ] [ bl ] [ fl ] [ cl ] [ gl ] [ pl ] RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde 15A.2 Red Word: they RF3c; RL1234; RF3f; RF4abc RF3d; RL1234; RI1234; RF1; RF4abc RI1234 RF3g; RF4abc; L2bcde UNIT 15B Beginning Blends K Grade 1 Grade 2 Grade 3 15B.1 Initial R Blends: RL1234; RF4abc RF4abc [ tr ] [ cr ] [ br ] [ fr ] [ dr ] [ gr ] [ pr ] RI1234; RF1; [ thr ] [ shr ] RF2bcd; RF3abd; RF4abc; L2abde 15B.2 Red Word: your RF3c; RL1234; RF3f; RF4abc RF3d; RL1234; RI1234; RF1; RF4abc RI1234 RF3g; RF4abc; L2bcde UNIT 15C Beginning Blends K Grade 1 Grade 2 Grade 3 15C.1 Initial S Blends: RL1234; RF4abc RF4abc [ sk ] [ sc ] [ st ] [ sm ] [ sp ] [ sw ] [ sn ] [ squ ] RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde 15C.2 Initial W Blends: [ tw ] [ dw ] RL1234; RF4abc RF4abc RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde

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UNIT 16 Final Consonant Blends K Grade 1 Grade 2 Grade 3 16.1 Final Consonant Blends: RL1234; RF4abc RF4abc [ -st ] [ -sk ] [ -sp ] [ -nt ] [ -nd ] [ -mp ] RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde 16.2 Red Words: two, do RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde 16.3 Final Consonant Blends: RL1234; RF4abc RF4abc [ -ld ] [ -lk ] [ -lp ] [ -lt ] RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde 16.4 Red Words: many, any RL1234; RF3f; RF3d; RI1234; RF1; RF4aBC RF4abc RF3g; RF4abc; L2abde 16.5 Final Consonant Blends: [ -ft ] [ -pt ] [ -ct ] RL1234; RF4abc RF4abc RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde UNIT 17 Consonant Cluster K Grade 1 Grade 2 Grade 3 17.1 Consonant Clusters: [ str ] [ spr ] [ scr ] [ spl ] RL1234; RF4abc RF4abc RI1234; RF1; RF2bcd; RF3abd; RF4abc; L2abde 17.2 Red Word: were RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde UNIT 18 Syllable, VCCV Cutting Pattern K Grade 1 Grade 2 Grade 3 18.1 Definition of a Syllable RL1234; RF4abc RF3c; RF4abc RI1234; RF1; RF2a; RF3de; RF4abc; L2abde 18.2 Closed Syllables RL1234; RF3a; L2d; RF3c; L2f; RI1234; RF1; RF4abc RF4abc RF2a; RF3de; RF4abc; L2abde

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18.3 Syllable Division: VCCV Cutting Pattern RL1234; RF4abc RF3c; RF4abc RI1234; RF1; RF2a; RF3de; RF4abc; L2abde UNIT 19 R Control K Grade 1 Grade 2 Grade 3 19.1 R Control: [ ar ] RL1234; RF3b; RF4abc L2f; RF4abc RI1234; RF1; RF2bcd; RF3bd; RF4abc; L2abde 19.2 Red Word: who RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde 19.3 R Control: [ er ] [ ir ] [ ur ] RL1234; RF3b; L2d; L2f; RF4abc RI1234; RF1; RF4abc RF2bcd; RF3bd; RF4abc; L2abde 19.4 Red Words: come, some RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde 19.5 R Control: [ or ] RL1234; RF3b; RF4abc L2f; RF4abc RI1234; RF1; RF2bcd; RF3bd; RF4abc; L2abde UNIT 20 Open Syllable K Grade 1 Grade 2 Grade 3 20.1 Open Syllable RL1234; RF3ac; L2d; RF3c; L2f; RI1234; RF1; RF4abc RF4abc RF2abcd; RF3bd; RF4abc; L2abde 20.2 Red Words: very, once, whose RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde 20.3 Past Tense Suffix: [ -ed ] RL1234; RF3d; L4c; RF3a; L2f; RI1234; RF1; RF4abc RF4abc RF3f; RF3abc; L2abde; L4bc

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UNIT 21 Final Magic e K Grade 1 Grade 2 Grade 3 21.1 -vce: Final Magic e RL1234; RF3ac; L2d; RF3c; L2f; RI1234; RF1; RF4abc RF4abc RF2abcd; RF3bcd; RF4abc; L2abde 21.2 Red Words: here, from, give, live RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde 21.3 Present Progressive Suffix: [ -ing ] RL1234; RF3d; L4c; RF3a; L2f; RI1234; RF1; RF4abc RF4abc RF3f; RF3abc; L2abde; L4bc UNIT 22 VCV Cutting Pattern K Grade 1 Grade 2 Grade 3 22.1 Syllable Division: VCV Cutting Pattern RL1234; RF3c; RF4abc RF3c; RF4abc RI1234; RF1; RF2abcd; RF3bd; RF4abc; L2abde UNIT 23 [ y ] as a Vowel K Grade 1 Grade 2 Grade 3 23.1 [ y ] as a Vowel RL1234; RF3ac; L2d; RF3c; L2f; RI1234; RF1; RF4abc RF4abc RF2abcd; RF3bd; RF4abc; L2abde 23.2 [ y ] in the Middle of a Word RL1234; RF3a; L2d; L2f; RF4abc RI1234; RF1; RF4abc RF2abcd; RF3bd; RF4abc; L2abde 23.3 Red Words: where, there RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde UNIT 24 Soft [ c ] and [ g ] K Grade 1 Grade 2 Grade 3 24.1 Soft Sounds for [ c ] and [ g ] L2d; Rf4abc L2f; RF4abc 24.2 Red Word: they'll RF3f; RF3d; RF4abc; L2c RF4abc UNIT 25 [ -dge ] K Grade 1 Grade 2 Grade 3 25.1 [ -dge ] RL1234; RF3a; L2d; L2f; RF4abc RI1234; RF1; RF4abc RF2abcd; RF3abd; RF4abc; L2abde

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25.2 Red Words: other, eye RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde UNIT 26 Vowel Teams K Grade 1 Grade 2 Grade 3 26.1 [ i ] Vowel Teams: [ -ie ] RL1234; RF3a; L2d; L2f; RF4abc RI1234; RF1; RF4abc RF2abcd; RF3bcd; RF4abc 26.2 [ a ] Vowel Teams: [ ai ] [ -ay ] RL1234; RF3ac; L2d; L2f; RF4abc RI1234; RF1; RF4abc RF2abcd; RF3bcd; RF4abc; L2abde 26.3 [ o ] Vowel Teams: [ oa ] [ -ow ] [ -oe ] RL1234; RF3ac; L2d; L2f; RF4abc RI1234; RF1; RF4abc RF2abcd; RF3bcd; RF4abc; L2abde 26.4 [ e ] Vowel Teams: [ ee ] [ ea ] [ ie ] [ -ey ] RL1234; RF3a; L2d; L2f; RF4abc Homonyms RI1234; RF1; RF4abc Sequence of Events RF2abcd; RF3bcd; RF4abc; L2abde 26.5 Red Words: whom, does RL1234; RF3cf; RF3d; RI1234; RF1; RF4abc RF4abc RF3g; RF4abc; L2abde 26.6 Short [ e ] Vowel Team: [ ea ] RF3ac; L2d; L2f; RF4abc RF4abc UNIT 27 Silent Letter K Grade 1 Grade 2 Grade 3 27.1 Silent Letter Combinations: [ -mn ] [ -mb ] RF3e; RF4abc RF3d; RF4abc; L2f 27.2 Silent Letter Combinations: [ kn ] [ wr ] RF3e; RF4abc RF3d; RF4abc; L2f 27.3 Red Words: front, view, love RF3f; RF4abc RF3d; RF4abc UNIT 28 VCCCV, VCCCCV Cutting Patterns K Grade 1 Grade 2 Grade 3 28.1 Syllable Division: VCCCV Cutting Pattern RL1234; RF3c; RF4abc RF3c; RF4abc RI1234; RF1; RF2abcd; RF3bd; RF4abc; L2abde

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28.2 Syllable Division: VCCCCV Cutting Pattern RL1234; RF3c; RF4abc RF3c; RF4abc RI1234; RF1; RF2abcd; RF3bd; RF4abc; L2abde UNIT 29 Schwa ( ) K Grade 1 Grade 2 Grade 3 29.1 Schwa RF3c; RF4abc RF3c; RF4abc UNIT 30 VV Cutting Pattern K Grade 1 Grade 2 Grade 3 30.1 Syllable Division: VV Cutting Pattern RF3c; RF4abc RF3c; RF4abc UNIT 31 [ -cle ] Syllable K Grade 1 Grade 2 Grade 3 31.1 [ -cle ] Syllable RL1234; RF3c; L2d; RF3c; RF4abc RI1234; RF1; RF4abc RF2bcd; RF3de; RF4abc; L2abde 31.2 [ -cle ] Syllable for Spelling RL1234; L2d; Rf4abc L2f; RF4abc RI1234; RF1; RF2bcd; RF3de; RF4abc; L2abde 31.3 Red Words: RL1234; RF3f; RF4abc RF3d; done, one, though, thought, great RI1234; RF1; RF4abc RF3g; RF4abc; L2abde UNIT 32 Diphthongs K Grade 1 Grade 2 Grade 3 32.1 Diphthong: [ oo ] as in / boo / RF3b; L2f; RF4abc RF4abc; L2d 32.2 Red Words: mother, father, brother RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde 32.3 Diphthong: [ oo ] as in / look / RF3b; L2d; L2f; RF4abc RF4abc 32.4 Red Word: watch RL1234; RF3f; RF4abc RF3d; RI1234; RF1; RF4abc RF3g; RF4abc; L2abde UNIT 33 Diphthongs K Grade 1 Grade 2 Grade 3 33.1 Diphthongs: [ -ew ] [ -ue ] [ ui ] RF3be; L2d; L2f; RF4abc RF4abc 33.2 Red Words: beautiful, been, blood RF3f; RF4abc RF3d; RF4abc UNIT 34 Diphthongs K Grade 1 Grade 2 Grade 3 34.1 Diphthongs: [ oi ] [ -oy ] RF3b; L2d; L2f; RF4abc RF4abc

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34.2 Red Words: aren't, weren't RL1234; RF3f; RF3d; RI1234; RF1; RF4abc; L2c RF4abc RF3g; RF4abc; L2abde UNIT 35 Diphthongs K Grade 1 Grade 2 Grade 3 35.1 Diphthongs: [ ow ] [ ou ] RF3b; RF4abc; L2f RF4abc; L2d 35.2 Red Words: haven't, they'd, you'd RL1234; RF3f; RF3d; RI1234; RF1; RF4abc; L2c RF4abc RF3g; RF4abc; L2abde UNIT 36 Diphthongs K Grade 1 Grade 2 Grade 3 36.1 Diphthongs: [ au ] [ -aw ] RF3b; RF4abc; L2f RF4abc; L2d 36.2 Red Words: we're, they're, you're RF3f; RF3d; RF4abc; L2c RF4abc UNIT 37 Common Suffixes K Grade 1 Grade 2 Grade 3 37.1 Common Suffixes RL1234; RF3d; RF3ac; RI1234; RF1; RF4abc L4c RF4abc; L2f RF3g; RF4abc; L2abde; L4bc 37.2 Red Words: again, against, friend RL1234; RF3f; RF4abc RF3d; Rfabc RI1234; RF1; RF3g; RF4abc; L2abde UNIT 38 Final Silent e, Spelling K Grade 1 Grade 2 Grade 3 38.1 Final Silent e for Spelling L2d; Rf4abc RF4abc; L2f 38.2 Red Words: change, child, clothes RF3f; RF4abc RF3d; RF4abc UNIT 39 Adding Suffixes K Grade 1 Grade 2 Grade 3 39.1 Doubling when Adding Suffixes to One-Syllable RF3d; L4c RF3a; L2f Words 39.2 Red Words: cousins, cover, courage, toward RF3f; RF4abc RF3d; RF4abc 39.3 Adding Suffixes to Words Ending in Silent e RF3d; L4c RF3a; RF4abc; L2ef; L4bc 39.4 Red Words: enough, through, sugar, busy RF3f; RF4abc RF3d; RF4abc UNIT 40 Syllabication K Grade 1 Grade 2 Grade 3 40.1 Syllabication: Seven Kinds of Syllables RF3c; L2d; RF3c; RF4abc RF4abc; L2f 40.2 Red Words: none, only, says, sure RF3f; RF4abc RF3d; RF4abc

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UNIT 41 [ ph ], [ ch ] Alternative Sounds K Grade 1 Grade 2 Grade 3 41.1 [ ph ] RF3e; RF4abc; L2f RF4abc; L2d 41.2 [ ch ] Alternative Sounds / k / / ch / RF3e; RF4abc; L2fg Dictionary Work RF4abc; L2e; L4e 41.3 Red Words: lose, rough, tough RF3f; RF4abc RF3d; RF4abc UNIT 42 Diphthong Patterns K Grade 1 Grade 2 Grade 3 42.1 Diphthong Grapheme Patterns: RF3e; RF4abc; L2f [ augh ] [ -all ] [ wa ] [ -alk ] [ qua ] RF4abc; L2d UNIT 43 R Control Patterns K Grade 1 Grade 2 Grade 3 43.1 R Control Grapheme Patterns: [ wor ] [ ear ] RF3e; RF4abc; L2f RF4abc; L2d 43.2 R Control Grapheme Pattern: [ war ] RF3e; RF4abc; L2f RF4abc; L2d 43.3 R Control Grapheme Patterns for / air / RF3e; RF4abcd; L2f RF4abc; L2d 43.4 R Control Grapheme Pattern: [ ear ] RF3e; RF4abc; L2f RF4abc; L2d UNIT 44 Long Vowel Patterns K Grade 1 Grade 2 Grade 3 44.1 Long Vowel Grapheme Patterns: RF3ef; RF4abc; L2f [ eigh ] [ -old ] [ -oll ] [ -igh ] [ -ind ] RF4abc; L2d

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Research Research

Original Research Study (Dissertation) Florida Center for Reading Research Report on Project Read projectread.com/images/ProjectReadFINAL.pdf

Boston, MA Boston Renaissance Charter Public School Williamstown, MA St. Stanislaus Kostka School Rock Hill, SC Mt. Holly Elementary School

Marshalltown, IA Marshalltown Community School District South Kingstown, RI Wakefield Elementary School

4 2015/2016 Language Circle Catalog Toll Free: 800-450-0343 © Language Circle Enterprises, Inc. R-1 Project Read® PHONICS PHONICS 1 Research Research Research Proven Curriculum. Time-Tested Results. HONORING DIVERSE LEARNING PROFILES

Research-Driven Language Arts Curriculum The Project Read® program is based on a research-driven language arts curriculum in line with the National Reading Panel’s five essential components of effective r eading i nstruction. Designed in 1973 by Dr. Mary Lee Enfield and Victoria Greene, Project Read® materials honor diverse learning profiles and provide curricula with lessons built on direct concept teaching, multisensory strategies, systematic instruction, and higher–level thinking skills. Project Read® curricula and instruction create a capti- vating, respectful, and dignified environment for teachers and students alike.

Created for the K-12 classroom, ESL students, special education, chapter one programs, and adolescents or adults with reading problems, The Florida Center for Project Read® materials are appropriate for a variety of students and teachers. Reading Research Reports: “How is the Project Read program aligned with current reading research?” Project Read curriculum integrates the five criti- Original Research Study cal components of reading instruction—phone- (Dissertation) mic awareness, phonics, fluency, vocabulary and ITEM# 25519 comprehension — along with the dimensions A University of Minnesota doctoral dissertation of spelling, writing, oral language, and listening by Mary Lee Enfield, Ph.D. This dissertation con- comprehension within each lesson. An important tains a comprehensive description of the basis component of instruction that is beneficial is the for Project Read® materials and teaching strate- cumulative nature of the scaffolded practice em- bedded in the program. Each instructional routine gies. The original controlled pilot study and the consistently begins with a review of previously three-year major study document the effective- taught skills, and continues with teacher model- ness of Project Read® teaching materials as an ing of a new skill or strategy, guided practice and alternative approach to teaching reading to student practice, and includes frequent progress students with language learning difficulties. monitoring checks to affirm mastery.

See the full Florida Center for Reading Research report on Project Read® at: projectread.com/images/ProjectReadFINAL.pdf

www.projectread.com 2015/2016 Language Circle Catalog 5 R-2 © Language Circle Enterprises, Inc. Project Read® PHONICS PHONICS 1 Research

Research

Research Language Circle® / Project Read® PHONICS Boston Renaissance Charter Public School Boston, MA Implementation of Project Read Program 2003 - 2010

Massachusetts Comprehensive Assessment (MCAS) BACKGROUND INFORMATION English Language Arts Boston Renaissance Charter Public

School is a large urban school in the city 3rd Grade State of Boston with a high-poverty, 99% mi- 95

nority population. 79% receive free or 93

92.4 reduced lunch and the majority of stu- 91 dents are African-American. With over 89

1,000 students in K-6, it is one of the 88.5 87 largest elementary charter schools in 85 CPI CPI the nation. 85.1

83 83.4 83.5 The school is required by the state to 82.6 81 monitor student progress with a consis- 81.5 tent benchmarking system which dem- 79 78.9 onstrated rising test scores. 77

75 ACHIEVEMENT SUCCESS 2006 2007 2008 2009 Grade 3 Composite Performance Index (CPI) • Instruction with Project Read® Phonics resulted in immediate behavioral management success in many classrooms by helping to 2006 2007 2008 2009 100% create a climate with focused and engaged students. 90% 79% 80% • Significant gains were measured 70% 67% in fluency, vocabulary, and compre- 65% hension. 60%

50% 48% • Teachers enjoyed teaching the 45% curriculum, and noticed students 40% 32%

30% mastering skills that they had previ- 25%

ously been unable to achieve. 20% 15%

8% • The Project Read curriculum is an 10% 7% 6% 3%

integral part of regular classroom 0% instruction and is a highly success- Warning Needs Improvement Proﬁcient/Proﬁcient + ful RTI model as well. Percent of Third Grade Students in Proficiency Categories

6 2015/2016 Language Circle Catalog Toll Free: 800-450-0343 © Language Circle Enterprises, Inc. R-3 Project Read® PHONICS PHONICS 1 Research Research Research

Language Circle® / Project Read® PHONICS St. Stanislaus Kostka School Williamstown, MA The Reading Institute External Evaluation Study 2008 - 2010

St. Stanislaus Kostka School (St. Stans) has an 120 enrollment of 144 students ranging from pre-K through 8th grade. Each grade is made up of one class, with class sizes ranging from 10-20 100 students. Beginning in the 2008-2009 academ- 95.09 95.77 88.15 80 ic year, St. Stans adopted a scientifically-based 81.77 83.27 core reading program that addressed the five 76.94 67.75 60 Fall 2008 GRADE Scores components of literacy as identified by the Na- 62.62 62.45 63.58 tional Reading Panel. 120 Spring 2009 GRADE Scores 50.92 52.00 48.70 40 Using leveled and decodable readers as well as 41.18 weekly leveled selections,100 students frequently 20 interacted with text to learn and practice pho-95.09 95.77 88.15 nics, fluency, vocabulary,80 and comprehension 81.77 83.27 0 skills. In addition to the core reading program,76.94 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade teachers were trained in, and had access to Proj- 67.75 60 Fall 2008 GRADE Scores ect Read® materials. Teachers were62.62 expected to GRADE Total62.45 Test Scores63.58 incorporate Project Read direct instruction and 2008-09 Spring 2009 GRADE Scores 50.92 52.00 multisensory strategies. 48.70 40 41.18 In an effort to determine student response to reading instruction and the value added 120 20 of tiered RTI supportive reading instruction, the Group Reading Assessment of Diagnostic 100 97.00 Evaluation (GRADE), a developmentally-based,0 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th 90.94 Grade 6th Grade 86.00 group-administered assessment of reading, 80 80.62 was given during the fall and spring of the 79.71 78.88 120 69.85 2008-2009 and 2009-2010 academic years. 65.85 60 64.80 Fall 2009 GRADE Scores 61.28 Spring 2010 GRADE Scores 57.00 57.30 55.23 Analysis of the data indicates that the combina- 51.50 40 tion of core and supportive100 literacy instruction

was strongly associated with statistically signif- 97.00 icant gains throughout the school year in90.94 the 20 86.00 areas of phonics, fluency,80 vocabulary, and com- 80.62 79.71 78.88 prehension. Significant gains across all grade 0 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade levels, suggesting that the literacy program 69.85 65.85 was appropriately60 administered in accordance GRADE Total Test Scores 64.80 Fall 2009 GRADE Scores 61.28 Spring 2010 GRADE Scores 57.00 2009-10 57.30 with the changing developmental needs of 55.23 students. 51.50 40

0 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade Project Read® PHONICS PHONICS 1 Research

Research

Research Language Circle® / Project Read® PHONICS BostonMt. Holly Renaissance Elementary Charter School Public School RockBoston, Hill, MASC Implementation of Project Read Program 2003 - 2010 Mt. Holly Elementary School in Rock Hill, SC MAP Test Results recently received an award for having the Highest Pass Rate on the state PASS test in Massachusetts Comprehensive4th Grade 2008-2009 Assessment (MCAS) BACKGROUND INFORMATION English Language Arts the area of ELA for students with disabilities. 250 Boston Renaissance Charter Public Mrs. Diane Sligh, resource teacher from Mt. School is a large urban school in the city Holly, has used the entire Project Read® cur- 3rd Grade State of Boston with a high-poverty, 99% mi- 95 riculum since the fall of 2008. Sligh attributes 200 nority population. 79% receive free or 93 student success to Language Circle/Project reduced lunch and the majority of stu- 92.4 Read programs. 91 dents are African-American. With over 150 89

1,000 students in K-6, it is one of the ® 88.5 TESTIMONIAL FOR PROJECT READ 87 largest elementary charter schools in Resource Teacher: Diane Sligh 85 100 CPI CPI the nation. 85.1

83 I implemented the Project Read curriculum 83.4 83.5 The school is required by the state to 82.6 for my students during 2008-2009 and con- 81 monitor student progress with a consis- 50 81.5 tinue to use all three Project Read strands. My tent benchmarking system which dem- 79 students have made significant gains in both 78.9 onstrated rising test scores. 77 reading and writing. I would like to express 0 75 Student A Student B Student C Student D Student E Student F Student G Student H Student I my complete satisfaction and joy at finding 2006 2007 2008 2009 thisACHIEVEMENT gem of a program. SUCCESS For the past 25 years, Fall 08 Reading Fall 09 Reading Fall 08 Language Fall 09 Language Grade 3 Composite Performance Index (CPI) I •haveInstruction used several with well-knownProject Read® reading and writing programs to teach my students. Phonics resulted in immediate 5th Grade 2008-2009 However,behavioral I have management not found a successprogram as ef- 250 fectivein many as the classrooms Project Read by helping curriculum. to The 2006 2007 2008 2009 100% Projectcreate Read a climate program with provides focused andeverything that I need to implement a quality reading 90% engaged students. 200 79% and writing program. It is a complete pack- 80% • Significant gains were measured age and so easy to use. I love how this pro- 70% 67% in fluency, vocabulary, and compre- 65% gram uses the VAKT strategies to actively 150 60% engagehension. my students in each lesson. This cur- 50% 48% riculum,• Teachers which enjoyed includes teaching a wealth the of different 45% 100 languagecurriculum, learning and activities noticed ,students is brilliantly de- 40% 32% signed and tailor-made to fit the needs and 30% mastering skills that they had previ- 25%

learning styles of different children. I have 50 ously been unable to achieve. 20% watched struggling readers and writers de- 15% 8% • The Project Read curriculum is an 10% 7% 6% velop self-confidence, actively participate in 3% class,integral and become part of strong,regular confidentclassroom readers. 0% 0 Student Warning A Student Needs B Improvement Student C Student Proﬁcient/Proﬁcient D Student + E I knowinstruction I will always and is be a highlya great success supporter- of PercentFall of Third 08 Reading Grade Fall Students 09 Reading inFall Proficiency 08 Language Fall Categories 09 Language this fulwonderful RTI model program. as well.

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LanguageLanguage Circle®Circle® // ProjectProject Read®Read® WRITTENPHONICS EXPRESSION Marshalltown, IA MarshalltownSt. Stanislaus Kostka Community School School District Williamstown, MA The Reading Institute External Evaluation Study 2008 - 2010 Marshalltown Community School 100% St.District Stanislaus Adopts Kostka Framing School Your(St. Stans) Thoughts has an By Lora Kester 120 90% enrollment of 144 students ranging from pre-K Thethrough 2009-2010 8th grade. school Each year grade was is anmade exciting up of 80% 100 one forclass, K-6 with teachers class andsizes students ranging in from Marshall 10-20- 70% 95.09 95.77 students.town, IA. BeginningThe district in movedthe 2008-2009 to a full academ imple-- 60% 88.15 80 83.27 icmentation year, St. Stans of Framing adopted Your a Thoughtsscientifically-based Sentence 81.77 76.94 core reading program that addressed the five 50% Structure and Applied Writing. Student and 67.75 components of literacy as identified by the Na- 60 63.58 Fall 2008 GRADE Scores teacher response was remarkable! 40% 62.62 62.45 tional Reading Panel. 120 Spring 2009 GRADE Scores 50.92 52.00 30% 48.70 40 With this program in place, students and 41.18 Using leveled and decodable readers as well as 20% weeklyteachers leveled were equallyselections, satisfied:100 students students frequently en- 20 interactedjoy learning with the text structure to learn ofand writing, practice while pho- 95.09 10% 95.77 teachers feel they have a grasp on “how” to 88.15 0% nics, fluency, vocabulary,80 and comprehension 81.77 83.27 Sep Oct Nov Dec Jan Feb Mar Apr May teach writing skills. The components that 0 skills. In addition to the core reading program,76.94 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade teachersmake Framing were trained Your in,Thoughts and had unique access to from Proj- 1st Grade 2008-2009 67.75 60 st Fall 2008 GRADE Scores ectother Read® programs materials. are Teacherswhy it is wereworking62.62 expected so well to GRADEGOAL: Total 62.45 80% Test of 1Scores63.58 graders will be proficient on the incorporatein Marshalltown. Project The Read visual, direct auditory, instruction tactile, and 2008-09Framing Your Thoughts grade-level assessments.Spring 2009 GRADE Scores 50.92 52.00 multisensorykinesthetic, andstrategies. body language strategies 48.70 40 that are incorporated into every lesson41.18 help In an effort to determine student response to meet the needs of all learners. The direct 100% to reading instruction and the value added 120 20 teaching of concepts enables all students to 90% of tiered RTI supportive reading instruction, obtain the skills necessary to become suc- the Group Reading Assessment of Diagnostic 100 80% cessful writers. 97.00 Evaluation (GRADE), a developmentally-based,0 70% Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th 90.94 Grade 6th Grade 86.00 group-administered assessment of reading, 80 80.62 wasDEMOGRAPHICS given during the fall and spring of the 60% 79.71 78.88 120 69.85 2008-2009 and 2009-2010 academic years. 50% 65.85 60 64.80 Fall 2009 GRADE Scores • 61% poverty rate district-wide 61.28 Spring 2010 GRADE Scores 57.00 57.30 40% 55.23 Analysis• Some of buildings the data indicates have poverty that the rates combina - 51.50 40 tionnear of core 90% and supportive100 literacy instruction 30% was strongly associated with statistically signif- 97.00 • 50% ELL population district-wide 20% icant gains throughout the school year in90.94 the 20

86.00 10% areas• Some of phonics, buildings fluency,80 have ELLvocabulary, populations and com- 80.62 79.71 78.88 prehension.near 80% Significant gains across all grade 0 0% Kindergarten Sep Oct 1st Grade Nov 2nd Grade Dec 3rd Jan Grade Feb 4th Grade Mar 5th Grade Apr 6th May Grade levels, suggesting that the literacy program 69.85 • One elementary building65.85 has a transition nd was appropriately60 administered in accordance GRADE Total Test2 Grade Scores 2008-200964.80 Fall 2009 GRADE Scores 61.28 rate of over 50% Spring 2010 GRADE Scores 57.00 2009-10 nd 57.30 with the changing developmental needs of GOAL:55.23 80% of 2 graders will be proficient on the students. Framing Your Thoughts51.50 grade-level assessments. 40

0 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade Project Read® PHONICS PHONICS 1 Research

Research

Research Language Circle® / Project Read® WRITTEN EXPRESSION Marshalltown Community School District Marshalltown, IA

IMPLEMENTATION OF FYT 100%

2006–2007 90%

Three teachers attended a workshop in 80% Bloomington and “sold” the program to their principal and the district. A pilot 70%

project began at one elementary school. 60%

2007–2008 50%

A second school was added and teachers 40% were trained. 30%

2008–2009 20% A third and fourth school were added 10% and teachers were trained. 0% 2009–2010 Sep Oct Nov Dec Jan Feb Mar Apr May rd All elementary schools were brought 3 Grade 2008-2009 GOAL: 80% of 3rd graders will be proficient on the onboard (6 elementary schools and Framing Your Thoughts grade-level assessments. 1 intermediate school) to include K-6 grades. Teachers were trained.

Sentence 1 Sentence 2 100% RESPONSE 100%

90% • Students enjoyed the structure of the 90% 80% program and the power of knowing how 80%

70% words function in a sentence. 70%

60% • Teachers felt they had a grasp on “how” 60%

to teach writing. 50% 50%

• Teachers were grateful to have a 40% 40% consistent program that they knew 30% everyone was teaching. 30% 20% 20%

10% DATA COLLECTION 10%

0% • Data was collected on a monthly basis 0% Sep Oct Nov Dec Jan Feb Mar Apr May for one elementary school. Monthly in- Oct Nov Dec Feb Mar Apr th service was provided and accountability 4 Grade 2008-2009 th was built in with monthly probes. GOAL: 80% of 4 graders will be proficient on the Framing Your Thoughts grade-level assessments.

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Language Circle® / Project Read® WRITTEN EXPRESSION Wakefield Elementary School South Kingstown, RI Implementation of the Project Read Program 2003 - 2010

Writing Scores Soar at Wakefield Elementary School NECAP Writing Proficiency Levels PROGRAM ANALYSIS 5th Grade At a recent Learning Walk at Wakefield Elementary School, principals and administrators congregated 2004-‐2005 2005-‐2006 2006-‐2007 to analyze how professional development, instruc- 60% tional practices, and curriculum worked in concert

to raise fifth-grade NECAP writing proficiency levels 50% from 61% in 2005 to 93% in 2007.

Developing excellent writers is clearly a focus at 40% Wakefield. Examples of students’ written work fill hallways and classrooms. Students and adults alike take time to read the displays. 30% Teachers across grade levels, including resource teachers, integrate the objectives outlined in “Write 20% Traits“ writing curriculum with explicit scope and

sequence developed by Project Read® Written 10% Expression. Curriculum implementation is respon- sive to the needs of students in each classroom. The 0% multisensory, systematic approach found in Project Proficient with Proficient Par7ally Proficient Substan7ally Below Read® material breaks through memory and lan- Dis7nc7on guage barriers that can prevent students from suc- cessful writing production. leadership for the Project Read® curriculum by men- STAFF DEVELOPMENT toring, co-teaching, and helping teachers deliver content with fidelity. Professional development for teachers has been critical. In the fall of 2006, Wakefield Elementary/ TEACHER SUPPORT South Kingstown Schools initiated a partnership with the Dunn Institute to bring a Project Read® By working together, teacher-leaders take pressure training to South County. 90% of Wakefield teachers off the faculty by streamlining processes, focusing spent three days participating in the Written Expres- teachers and keeping things as simple as possible. sion strand. Simultaneously, teachers participated in They also strive to support faculty creativity and in- district-wide “Write Traits“ training over the course of novation with respect to lesson delivery. two years. Bateson-Toupin credits the Project Read® Written STUDENT ASSESSMENT Expression curriculum with empowering teachers in the general classroom setting, providing the nec- Internally, a Writing Committee (led by fifth-grade teacher Robin Wildman and first-grade teacher essary effective support for partially proficient writ- Jeanne Congdon) set assessment schedules con- ers to reach benchmark levels while decreasing the nected to grade-level benchmarks. Grade-level number of students who require intensive interven- teams assessed student writing and analyzed spe- tion. She also believes that the systematic scope and cific areas of student strength, weakness, and ag- sequence has simultaneously enabled proficient gregate trends. Alison Bateson-Toupin, SLP, provides writers to reach distinction benchmarks.