Module 2 | Systematic Planning Sheet

Step 1: Review Step 2: Teach or Review New Decoding Step 3: PRWs/HFWs Step 4: Decodable Step 5: Dictation
Sound-Symbol Skill Text
Correspondences

EX: a, e, i, o, u Letters needed: ● PWRs: bug, fish, bath, thin, ship, such, Book: Ben Bug Headings Needed: a, u, e
p, f, j, r, w, y ● i, o, l, p, sh, h, ch, n jet, shed, chip, web Words: shed, dash, hush, cap
th, sh, ch, CK ● lip, slip, ship, shin, chin, chip, chop ● HFWs: said, were, they Sentence: I will shut up the shed.

L1 a, e, i, o, u ● a, i, o, c, p, t, sh, h, m ● PWRs: sat, ship, rod, ran, sit, mat, lip, Book: Sam and Mac Headings Needed: a, i, o
b, s, j, k, l, m ● cap, cop, cot, shot, hot, hat, hit, him got, top, wish, sam, has Words: fan, nap, hot, sob, lid
sh, CH ● HFWs: for, like, the Sentence: The man is sad.

L2 a, e, i, o, u ● a, e, u, ch, t, c, m, sh ● PWRs: pad, map, fan, chip, yes, jet, Book: Tom (Set 3 Headings Needed: a, e, u
c, f, j, g, l, z ● chat, cat, cut, mut, met, mesh, mash shed, shut, rug, bus, dot, rich, not, jig, Book 1) Words: shut, web, red, mat, bus
sh, ch, TH red Sentence: The rat can sit.
● HFWs: can, is, the, it, and

L3 a, e, i, o, u ● e, u, p, n, th, m, h, sh ● PWRs: pal, cash, hat, chin, kid, tip, jot, Book: Off (Set 3 Book Headings Needed: e, i, o
d, n, p, h, qu, t ● pen, then, them, hem, hum, hush, cop, shot, pup, fun, thud, let, fed, ten 2) Words: cop, chin, bet, rid, pot
sh, ch, th mush ● HFWs: was, the, said, and, on, had Sentence: Ben has a big pup.

L4 a, e, i, o, u ● a, e, i, l, p, g, r, ch, m, sh ● PWRs: fax, bad, path, has, zip, six, shin, Book: Bob the Dog Headings Needed: a, e, u
r, v, w, x, y ● leg, peg, pig, rig, rip, chip, chap, map, nod, jog, chop, yum, mug, rush, peg, yet, (Set 3 Book 3) Words: sad, zap, yet, hush, rub
sh, ch, th, CK mash them, off Sentence: It is fun to nap.
● HFWs: the, is, said, has, from, was, it,
to, not

L5 a, e, i, o, u ● a, o, u, d, ck, t, p, qu ● PWRs: back, math, wag, kick ship, fig, Book: Big Bill Headings Needed: a, i, o
j, l, n, p, c, d ● duck, dock, dot, pot, pat, pack, quack neck, Beth, den, sock, shop, box, yuck, Words: kick, thin, hot, chat, pack
sh, ch, th, ck rush, hug Sentence: I sat on the tack.

Looking for decodable books? Here’s a folder of possibilities, although there are many available online for free with a google search.
 ● HFWs: *time, the, in, is, it, to, and, what,
can *We plan to pre-teach this vce word
because it is a vowel pattern he is not
using.

L6 a, e, i, o, u ● a, i, o, u, sh, t, ck, s, l ● PWRs: wet, fox, tap, dash, chip, that, Book: On Deck Headings Needed: a, i, u
g, m, s, x, t, z ● shut, shot, shock, sock, sack, sick, lick duck, shack, much, rock, but, run, yes, (Phonics Books 2-2) Words: bath, sack, chin, fish,
sh, ch, th, ck sick shut
● HFW: was, the, of, to, there, were, some, Sentence: Ben has a hot bath.
what, said, *gold, *old, very*, they, are,
from, learn, you

Helpful Hints:
● Step 1: CK is in purple because it is the NEW sound this week. The new sound in Step 1 doesn’t appear in Steps 2-5 until the next lesson.
● Step 2: Note that the vowels are in red. This is a visual scaffold used in intervention/beginning reading.
● Step 2: Notice that the sequencing of this string of words. You are having the student isolate and manipulate one phoneme at a time with each new word. Try to do this as
much as possible until we learn more about our learners. Perhaps they can handle manipulating two phonemes at a time, but I don’t recommend it at first.
● Step 3: This should be informed by both the Fry list AND the words that will be in the decodable text. You will need to preview the text to know which words the student will
need to be successful with.

Looking for decodable books? Here’s a folder of possibilities, although there are many available online for free with a google search.
 ● Step 4: The decodable books are controlled around the phonics features taught. Remember, don’t put them to softball practice all week and expect them to perform well in
a soccer game on Saturday. Skills practiced in isolation should be applied in the context of a book. Preview the book, looking at every word. Make sure you are sure that
your tutee can handle the phonics features in the book selected. Otherwise, what other strategy will the student have but to guess!?
● Step 5: This is a modified version of word study. Let’s see all that you did before getting to the Word Study portion:
○ You’ve taught the phoneme:grapheme mapping in isolation (step 1).
○ You manipulated the phonemes:graphemes in words in Step 2.
○ In Step 3, you applied the phonics knowledge to reading individual words.
○ In Step 4, you take another step, applying phonics knowledge in reading connected text (decoding).
○ In Step 5, you apply the newly learned knowledge in writing (or orthography / encoding). These steps help the student to work back and forth between the
processors noted in Adams model in the readings this week in the TRS text.

The planning looks deceptively easy!! But there is a lot of detailed thinking that goes into making a plan like this very systematic. Don’t underestimate the thinking it takes to get
this part right. The good news is that once you get this mapped out, your lesson planning will be a cinch!

Looking for decodable books? Here’s a folder of possibilities, although there are many available online for free with a google search.