From Phonics to Reading ©2020

Wiley Blevins

  


MEETS EXPECTATIONS

Grade 1/Level A 


 Dear Teacher,

E
ach school year, you are presented with
the awesome task of teaching children to
read. You have to make key decisions
about how to develop skilled, fluent readers. To
become skilled readers, children must be able
to identify words quickly and accurately. To do
so, they must be proficient at decoding many
words. Decoding words involves converting
the printed word into spoken language. A
reader decodes a word by sounding it out,
using context clues, using structural analysis,
or recognizing the word by sight. In order to sound out words, a reader must
be able to associate a specific spelling with a specific sound. Phonics involves
this relationship between sounds and their spellings. Mastery of these skills
allows students to transfer them to new words while reading and writing.

For over thirty years, I have studied and explored phonics, how it is taught,
and the common obstacles that stand in the way of teachers delivering the most
effective instruction to maximize student learning. I have conducted research
on topics such as using decodable text and developing fluency, written numerous
phonics instructional programs, and worked with teachers and district adminis-
trators to monitor instructional delivery. I have analyzed almost every curricular
material recently produced, as well as the advances made through current
reading studies, including promising brain research.

My hope is that this program, From Phonics to Reading, will provide you with the
tools that you need in your classroom for developing early reading foundational
skills and increasing your children’s motivation to read through early success.
All children deserve the gift of reading. And as educators, we bear the responsi-
bility and honor of delivering that gift.

Sincerely,

Wiley Blevins
Wiley Blevins, Ed.M.

viii From Phonics to Reading

 Seven Characteristics of Strong
Phonics Instruction
Based on my work with teachers, schools, district administrators, and publishers,
I’ve determined seven characteristics that all strong phonics programs or systems
have in place. Absence or weakness in any one or more of these characteristics
can have negative effects on student learning gains.
1 5
Readiness Skills The two best predic-
tors of early reading success are phone-
mic awareness and alphabet recognition.
Phonemic awareness is the understanding
that words are made up of a series of discrete
sounds (phonemes). A range of subskills is
taught to develop phonemic awareness with
oral blending and oral segmentation having
the most positive impact on reading and writing
development. I refer to these skills as the power
skills. Alphabet recognition involves learning
the names, shapes, and sounds of the letters of
the alphabet with fluency. Phonemic awareness
and alphabet recognition are focused on pri-
marily in Kindergarten and Grade 1.
2
Scope and Sequence A strong scope
and sequence builds from the simple to the
complex in a way that takes advantage
of previous learning. While there is no “right”
scope and sequence, programs that strive to
connect concepts and move through a series of
skills in a stair-step way offer the best chance at
student success.
3
Blending This is the main strategy for
teaching students how to sound out words
and must be frequently modeled and
applied. It is the focus of early phonics instruc-
tion, but still plays a role when transitioning
students from reading one-syllable words to
multisyllabic words.
4
Dictation To best transition students’
growing reading skills to writing, dicta-
tion (guided spelling with teacher Think-
Alouds) is critical and should begin as early
as Kindergarten. While not a spelling test, this
activity can accelerate students’ spelling abil-
ities and understanding of common English
spelling patterns and assist them in transferring
their phonics skills to writing.
Word Awareness While the introduction
to phonics skills is best when explicit and
systematic, students need opportunities
to play with words and experiment with how
words parts combine to solidify and consolidate
their understanding of how English words work.
Word sorts and word building are key activities
to increase students’ word awareness.
6
High-Frequency Words High-frequency
words are the most common words in English.
Some are irregular; that is, they do not
follow common English sound-spellings. Others
are regular and needed by students during read-
ing before they have the phonics skills to sound
them out. Typically, the top 200–300 words are
taught in Grades K–2. Past Grade 2, when the
majority of the key high-frequency words have
been introduced, students need to be continu-
ally assessed on their mastery of these words,
as a lack of fluency can impede comprehension.
7
Reading Connected Text Controlled,
decodable text at the beginning level of
reading instruction helps students develop
a sense of comfort in and control over their
reading growth and should be a key learning
tool in early phonics instruction. The
tight connection between what
students learn in phonics and
what they read is essential for
building a faster foundation
in early reading.
ix
 Program Overview
From Phonics to Reading:
• follows a systematic scope and sequence designed to promote early
reading and writing, based on foundational skills research and practice.
• incorporates explicit, researched-based phonics instruction with lessons
that embody the Seven Characteristics of Strong Phonics Instruction
(readiness skills, sensible scope and sequence, blending, dictation, word
awareness, high-frequency words, and reading connected text).
• contains an embedded review and repetition cycle for mastery. Differen-
tiated blending lines (all Levels) and differentiation speed drills (Levels B
and C) provide built-in support to meet a wider range of student needs
during whole group lessons.
• focuses on application and transfer to real reading and writing, rather
than isolated skill work.
• increases word awareness that is generalizable to new words in
novel situations.
• includes placement tests and periodic cumulative assessments to
monitor mastery and to check for decayed learning.
• provides teachers with thirty weeks of instruction, lesson support for
English Learners, homework suggestions, and learning center activities.
• can be used as a comprehensive phonics and foundational skills curric-
ulum or as a supplement for small-group differentiated practice.
• provides teachers with interactive instructional resources for Blend It,
Connected Text, Word Sort, Make New Words, Think and Write, and
Take-Home Book activities available at SadlierConnect.com.

Student Edition Teacher’s Edition

x From Phonics to Reading

 with this
ship
fish
shut
path

Word Cards

a n
r
e
t
s

Take-Home Books Letter Cards

From Phonics to Reading xi

 Grade K, Level K Grade 1, Level A
Word Study
Main Skill Phonemic Awareness Main Skill Word Study
or Extra Focus
Mm Alphabet Recognition • Recognize Rhyme • Clap Syllables • Blend Syllables Short a Plurals
1 • Identify Words in a Spoken Sentence

Short a Alphabet Recognition • Recognize Rhyme • Clap and Count Syllables Short i Inflectional Ending -s
2 • Blend Syllables • Identify Words in a Spoken Sentence

Ss Alphabet Recognition • Oral Blending • Isolate Beginning Sounds • Alliteration Short o Double Final Consonants (ll, ss, zz)
3 • Identify Words in a Spoken Sentence

Tt Alphabet Recognition • Recognize Rhyme • Blend Syllables • Isolate Beginning Sounds Short u Double Final Consonants (dd, ll, zz)
4 • Identify Words in a Spoken Sentence

5 Pp Alphabet Recognition • Oral Blending • Clap and Count Syllables • Isolate Beginning Short e Plurals (review)
and Ending Sounds • Identify Words in a Spoken Sentence
Nn Plural Nouns with -s • Oral Blending • Recognize Rhyme • Isolate Beginning and l-Blends Possessives
6
Ending Sounds

7 Short i Inflectional Ending -s • Oral Blending • Recognize Rhyme • Isolate Beginning and s-Blends Final Blends
Ending Sounds
8 Cc Ending _ck • Oral Blending • Recognize and Produce Rhyme • Isolate r-Blends Contractions
Beginning, Medial, and Ending Sounds
Ff Distinguish Initial and Final • Oral Blending • Recognize and Produce Rhyme • Isolate Digraphs sh, th Inflectional Ending –ed
9 Consonant Sounds Beginning, Medial, and Ending Sounds

Dd Distinguish Initial and Final • Oral Blending • Oral Segmentation • Isolate Beginning, Digraphs ch, tch, wh Inflectional Ending –ing
10 Consonant Sounds Medial, and Ending Sounds

Hh Inflectional Ending -s • Oral Blending • Oral Segmentation • Isolate Beginning, Medial, Digraphs ng, nk 3-Letter Blends
11 and Ending Sounds

Short o Distinguishing Initial and • Oral Blending • Recognize and Produce Rhyme Final e (a_e, i_e) Soft c and g
12
Medial Vowel Sounds • Isolate Beginning, Medial, and Ending Sounds
Rr Ending _ck • Oral Blending • Oral Segmentation Final e (o_e, u_e, Inflectional Ending –ing
13 • Isolate Beginning, Medial, and Ending Sounds e_e) and –ed
Bb Plural Nouns with -s • Oral Blending • Recognize and Produce Rhyme Single Letter Long Prefixes (re-, un-)
14
• Isolate Beginning, Medial, and Ending Sounds Vowels (e, i, o)
Ll Double Final Consonants • Oral Blending • Recognize and Produce Rhyme Long a (ai, ay) Compound Words
15
• Isolate Beginning, Medial, and Ending Sounds
Kk Ending _ck • Oral Blending • Recognize and Produce Rhyme Long e (ee, ea) Short e Spelled ea
16 • Isolate Beginning, Medial, and Ending Sounds
Short e Distinguishing Initial and • Oral Blending • Recognize and Produce Rhyme Long o (oa, ow) Suffixes (-ful, -less)
17 Medial Vowel Sounds • Isolate Beginning, Medial, and Ending Sounds
Gg Inflectional Ending -s • Oral Blending • Oral Segmentation • Isolate Medial Sounds Long i (y, igh) Comparatives and
18 Superlatives (-er, -est)
Ww Plural Nouns with -s • Oral Blending • Oral Segmentation • Alliteration Long u (u, ew, ue) Compound Words
19
Xx Plural Nouns -es • Oral Blending • Oral Segmentation • Recognize and r-Controlled ar Transition to Longer
20 Produce Rhyme Words
Vv Blends • Oral Blending • Oral Segmentation • Recognize and r-Controlled er, ir, ur Transition to Longer Words
21
Produce Rhyme
Short u Distinguishing Initial and • Oral Blending • Oral Segmentation • Recognize and r-Controlled or, Prefixes (dis-, pre-)
22 Medial Vowel Sounds Produce Rhyme ore, oar
Jj Plural Nouns with -s • Oral Blending • Oral Segmentation • Recognize and Produce Short oo and Suffixes (-ly, -y)
23 Rhyme and Alliteration Long oo
Qu Inflectional Ending -s • Oral Blending • Oral Segmentation • Isolate Beginning, Diphthong /ou/ Compound Words
24 Medial, and Ending Sounds (ou, ow)
Yy Double Final Consonants • Oral Blending • Oral Segmentation • Isolate Beginning, Diphthong /oi/ Transition to Longer Words
25
Medial, and Ending Sounds (oi, oy)
Zz Blends • Oral Blending • Oral Segmentation • Recognize and Produce Complex Vowel /ô/ Inflectional Endings (review)
26 Rhyme and Alliteration • Phonemic Manipulation: Delete Syllables (au, aw, alk, alt, all)
Short Vowel Compare Short and Long • Oral Blending • Phonemic Manipulation: Add Sounds and r-Controlled are, Transition to Longer Words
27 Review Vowel Sounds Syllables • Phonemic Manipulation: Delete Syllables air, ear
Long Compare Short and Long • Oral Blending • Phonemic Manipulation: Add Sounds and Long i (ild, ind) Transition to Longer Words
28 Vowels Vowel Sounds Syllables • Phonemic Manipulation: Delete Syllables Long o (old)
Final e Compare Short and Long • Oral Blending • Phonemic Manipulation: Add Sounds and Long i (ie) Transition to Longer Words
29 (a_e) Vowel Sounds and Spellings Syllables • Phonemic Manipulation: Substitute Initial Sounds Long o (oe)
Final e Compare Short and Long • Oral Blending • Phonemic Manipulation: Add Syllables and Long e Transition to Longer Words
30 (o_e, i_e) Vowel Sounds and Spellings Phonemes • Phonemic Manipulation: Substitute Initial Sounds (y, ey, ie)

xii From Phonics to Reading • Scope and Sequence

 Grade 2, Level B Grade 3, Level C
Phonemic Awareness Main Skill Word Study Main Skill Word Study

• Oral Blending • Oral Segmentation Short Vowels Inflectional Ending -s Short Vowels Closed Syllables
• Recognize and Produce Rhyme

• Oral Blending • Oral Segmentation Closed Syllables “Reading Big Words” Long a Open Syllables
• Alliteration Strategy

• Oral Blending • Oral Segmentation Consonant + le “Reading Big Words” Long o Vowel Team Syllables
• Recognize and Produce Rhyme Syllables Strategy

• Oral Blending • Oral Segmentation l-Blends, r-Blends, Inflectional Ending -ing Long e Final Stable Syllables
• Alliteration s-Blends

• Oral Blending • Oral Segmentation Final Blends Inflectional Ending -ed Long i Final e Syllables
• Recognize and Produce Rhyme
• Oral Blending • Oral Segmentation Final e Soft c and Soft g Long u Context Clues: General Clues
• Categorize Sounds
• Oral Blending • Oral Segmentation Final e Syllables Inflectional Endings r-Controlled Vowels r-Controlled Vowel Syllables
• Phonemic Manipulation: Add Sounds (drop e) (/är/, /ôr/)
• Oral Blending • Oral Segmentation Consonant Digraphs Possessives r-Controlled Vowels Abbreviations
• Categorize Sounds (sh, ch, tch, th) (er, ir, ur)
• Oral Blending • Oral Segmentation Consonant Digraphs 3-Letter Blends Long oo and Short oo Compound Words
• Phonemic Manipulation: Add Sounds (wh, ph, ng/nk)

• Oral Blending • Oral Segmentation Long a Contractions Diphthongs /ou/ and /oi/ Hard and Soft g
• Categorize Sounds

• Oral Blending • Oral Segmentation Open Syllables Inflectional Endings Variant Vowel /ô/ Final Stable Syllables
• Phonemic Manipulation: Add Sounds (double final consonants)

• Oral Blending • Oral Segmentation Long e Inflectional Endings Closed Syllables Suffixes with Spelling Changes
• Distinguish Long and Short Vowel Sounds (change y to i)
• Oral Blending • Oral Segmentation Vowel Team Silent Letters Open Syllables Sounds Suffixes with Spelling Changes
• Distinguish Long and Short Vowel Sounds Syllables (kn, wr, gn, mb)
• Oral Blending • Oral Segmentation Long i Suffixes (-y, -ly) Final Stable Syllables Context Clues: Definitions,
• Phonemic Manipulation: Substitute Sounds Synonyms
• Oral Blending • Oral Segmentation Long o Compound Words Vowel Team Syllables Context Clues: Antonyms,
• Distinguish Long and Short Vowel Sounds General Clues
• Oral Blending • Oral Segmentation • Phonemic Long u Prefixes r-Controlled Vowel Homophones
Manipulation: Delete Sounds (un-, re-, dis-) Syllables
• Oral Blending • Oral Segmentation • Phonemic Consonant + le Homophones Final e Syllables Adding Suffixes with Spelling
Manipulation: Substitute Sounds Syllables Changes
• Oral Blending • Oral Segmentation r-Controlled ar Comparative Suffixes Unaccented Final Syllables Contractions
• Phonemic Manipulation: Add Sounds (-er, -est)
• Oral Blending • Oral Segmentation r-Controlled er, Suffixes (-ful, -less) Inflectional Endings -ed, Using Morphology: Related
• Phonemic Manipulation: Delete Sounds ir, ur -ing with Spelling Changes Words
• Phonemic Manipulation: Substitute Sounds • Phonemic r-Controlled or, Abbreviations Irregular Plurals More Irregular Plurals
Manipulation: Add Sounds • Categorize Sounds ore, oar
• Phonemic Manipulation: Substitute Sounds • Phonemic r-Controlled are, Homographs Prefixes (dis-, un-, pre-, re-) Using Morphology: Prefixes,
Manipulation: Add Sounds • Categorize Sounds air, ear Roots
• Phonemic Manipulation: Substitute Sounds • Phonemic r-Controlled Irregular Plurals Suffixes (-er, -or) Homographs
Manipulation: Add Sounds • Categorize Sounds Vowel Syllables
• Oral Blending • Oral Segmentation • Phonemic Consonant + le Inflectional Endings with Suffixes (-able, -ful, -less, Using Morphology: Related
Manipulation: Delete Sounds Syllables Spelling Changes -ness, -y, -ly) Words
• Oral Blending • Oral Segmentation • Phonemic Short oo and Suffixes (-ful, -less, -y, -ly) Prefixes (im-, in-, non-, Using Morphology: Prefixes,
Manipulation: Delete Sounds Long oo and others) Roots
• Oral Blending • Oral Segmentation • Phonemic Diphthong /ou/ Compound Words Related Words Using Morphology: Related
Manipulation: Delete Syllables Words
• Categorize Sounds • Phonemic Manipulation: Add Diphthong /oi/ Prefixes Homophones Context Clues: Examples,
Syllables • Phonemic Manipulation: Delete Syllables (un-, re-, dis-, pre-, mis-) Definitions
• Categorize Sounds • Phonemic Manipulation: Add Complex Vowel /ô/ More Irregular Plurals Homographs Context Clues: Synonyms,
Syllables • Phonemic Manipulation: Delete Syllables Antonyms
• Oral Blending • Oral Segmentation • Phonemic Vowel Team Inflectional Endings with Compound Words Using Morphology: Roots
Manipulation: Add and Delete Syllables Syllables Spelling Changes
• Oral Blending • Oral Segmentation • Phonemic Review Syllable Related Words Abbreviations More Abbreviations
Manipulation: Add and Delete Syllables Types
• Oral Blending • Oral Segmentation • Phonemic Final Stable Related Words Contractions More Contractions
Manipulation: Add and Delete Syllables Syllables

From Phonics to Reading • Scope and Sequence xiii

 Day 1

Implementing From Phonics to Reading

From Phonics to Reading incorporates explicit, researched-based
phonics instruction with lessons that embody the Seven Characteristics
of Strong Phonics Instruction. All thirty lessons in Level A contain the
following five-day systematic instructional sequence:

1. Phonemic Awareness 5
MIN

Children engage in one of the “power” phonemic awareness skills: oral blending.

2. Introduce Sound-Spelling 10
MIN

Children are introduced to the lesson’s target skill using an action rhyme and a displayed
sound-spelling. Children practice blending differentiated word lists to apply the lesson’s target
skill with teacher guidance. The Daily Practice activities ensure that the children have the
responsibility for revisiting these Blending Lines throughout the week, through interactive
practice and markup. Note: when children make an error in blending, provide corrective
feedback. Say: My turn. Point to the spelling and say the sound. (e.g., a /a/) Ask: What’s the
sound? Have children chorally respond. Return to the beginning of the word. Say: Let’s start over.
Blend the word with children again.

The identifies activities that children will revisit during the week’s lesson. Repetition and
review is embedded in all lessons for mastery. The identifies interactive instructional
resources for the lesson available at SadlierConnect.com.

3. High-Frequency Words 5
MIN

Children are introduced to the lesson’s four high-frequency words using the Read-Spell-Write-
Extend routine. On Day 1, children only complete the top section of the corresponding Student
Book page. On Day 3, children will complete the bottom section of the corresponding Student
Book page to apply the lesson’s four high-frequency words to a writing exercise. The
indicates that children will circle back to these activities during the week’s lesson.

4. Read Connected Text 10

MIN

Children read and interact with a short text, applying the lesson skill in context.

5. Word Sort 5
MIN

Children engage in open and closed sorts using the lesson’s target skill and discuss what they
learn about how words work. Word cards are provided in the Student Book, Teacher’s Edition,
and at SadlierConnect.com for all lessons.

xiv From Phonics to Reading

 Introduction
Lesson 15 • Day 1

Learn and Blend

Directions: Listen and join in.

A as in ant.
a
Long a
ai
Long a
A as in late.
A as in apron, pay, ay a_e
and wait.
OBJECTIVES
■
Blend It
Directions: Chorally read the words. ■
INTRODUCE
■
1. ran rain plan plain sad say ■
2. may pay play say stay stray ■

3. pail sail tail trail train brain

4. chain tray faint nail paint raise
5. “Rain, rain, go away,” yelled Gail. 1. Phonemic Awareness 5
MIN
Copyright © by William H. Sadlier, Inc. All rights reserved.

6. I had to wait all day for the train to come.

REVIEW
Oral Blending Tell children they will be blending,
7. go she hope cute ride same or putting together, sounds to make words. Say the
8. bring ranch chop sink pitch when following sound sequences:
CHALLENGE

9. rain rainbow day birthday /ā/ /t/ /g/ /ā/ /t/ /r/ /ā/ /n/ /p/ /ā/ /n/ /m/ /ā/
/m/ /ā/ /n/ /b/ /ā / /k/ /p/ /ā/ /n/ /t/
Daily Practice
Ask children to blend the sounds together to make a
■ Build Fluency
■ Mark It
word. Provide corrective feedback by modeling how
■ Spell It to stretch together (or sing) the sounds. Introduce
■ Write About It
long a using the sound-spellings in Learn and Blend.
Lesson 15 • Long a 211

2. Introduce Sound-Spelling 10
MIN
1541-4_SE1__0000211 211 8/30/18 1:12 PM

Learn and Blend • Student Book, page 211

TEACHER TABLE Review long a spelled a_e. Point out that the long a
ENGLISH LEARNERS sound /ā / can also be spelled ai and ay. Write train
and late, underline the long a spelling in each word,
Sound Transfer In Cantonese, Vietnamese, and and model blending. Then read aloud the rhyme
Hmong, there is only an approximate transfer for the several times. Prompt children to join in, emphasiz-
long a sound. Focus on articulation. Model correct ing that the letter a has two sounds—the long a
mouth position. Contrast /a/ and /ā/. Have children
sound /ā / and the short a sound /a /.
make each sound to feel the difference.
Blend It • Student Book, page 211
Vocabulary Each day, select several words from
the Blend It lines on Student Book, page 211. Focus Model blending the first two words in Line 1. Contrast
on words whose meanings can be explained or the short a and long a sounds. Then have children
demonstrated in a concrete way. For example, show chorally blend the remaining words. Lines 2–4 contain
a picture of rain, play, train, chain, and an animal tail. long a words and get progressively more complex; 5–6
Pantomime how to paint or pay for something. contain context sentences; 7–8 review words to build
fluency; 9 challenge words for advanced learners.
Corrective Feedback When children make an
error, say: My turn. Make the sound correctly. Have
Note: Children will complete the Daily Practice them repeat it. Tap under the letter and say: What’s
activities on Student Book, page 211 throughout the week. the sound? Have children chorally respond. Return
Whenever you see children will return to previous to the beginning of the word. Say: Let’s start over.
pages to reinforce their learning. Blend the word with children again.

Long a 211
 Lesson 15 • Day 1 High-Frequency
Words

Read-Spell-Write
Directions: Write each word two times. Say each letter as you write it.

5
3. High-Frequency Words
Read-Spell-Write • Student Book, page 212
MIN
1. away away away
Introduce away, one, doesn’t, and something using the
Read-Spell-Write routine.
2. one one one
Read Write the word in a context sentence and 3. doesn’t doesn’t doesn’t
underline the word. Point to the word and have
children chorally read it. 4. something something something
Say: The cat ran away fast. [Point to the word away.]
This is the word away. What is the word? Use in Context
Directions: Complete each sentence with a word from above.
Read the finished sentences to a partner.

Copyright © by William H. Sadlier, Inc. All rights reserved.

Spell Spell the word aloud and have children repeat
it. Briefly point out any letter-sounds or spellings
children might already know or that are the same as 1. My dog doesn’t like to play catch.
other words they have learned.
Say: The word away is spelled a-w-a-y. Spell it with
2. Something big is inside that box.

me: a-w-a-y. What is the last sound in the word away?

What letters do we write for this sound? 3. One day I will ride in a train.

Write Ask children to write the word two times on

Student Book, page 212 as they spell it aloud.
4. “Go away !” yelled Kate.

Say: Watch as I write the word. I will say each letter as 212 Long a • Lesson 15

I write it. [Model this.] Now it’s your turn. Write the
word two times. Say each letter as you write it. 1541-4_SE1__0000212 212 8/30/18 1:12 PM

LEARNING CENTER

Spelling Patterns Create long a trains. Write long a

words with a_e, ai, and ay on index cards. Have
children create trains by connecting all the words with
the same spelling for long a. Have children read each
word train to a partner.
In addition, place other long vowel games, activities,
computer games, and apps in the center for children
to explore and consolidate learning. Recommend that
children work in the center with partners.

Note: Children will complete the Use in Context

activity on Student Book, page 212 on Day 3.

Visit SadlierConnect.com for Instructional Resources.

212 Lesson 15
 Read Connected Lesson 15 • Day 1
Text

Connected Text
Directions: Read the clues. Then answer the questions.

OBJECTIVES
What Will I Paint? ■
1. I will paint something big. ■
It runs on tracks all day. ■
It goes fast. You may ride it if you pay.
What will I paint? (train)

2. I will paint something wet. 10

It is in the big gray clouds. 4. Read Connected Text MIN

When it comes down, you may stay inside.

What will I paint? (rain) Connected Text • Student Book, page 213

3. I will paint an animal. It has a little shell.

Guide children in a reading of “What Will I Paint?”
It doesn’t go fast. • Read the title. Have children repeat. Point out the
Copyright © by William H. Sadlier, Inc. All rights reserved.

What will I paint? (snail)

question-and-answer format of the story.
• Have children point to each word as they chorally
Interact with the Text read it aloud.
Directions: Mark the text.
1. Circle all the words with long a spellings. • If children have difficulty with any word, stop and
2. Draw a box around the words that rhyme with say.
provide corrective feedback (e.g., model how to
Directions: Write about the text.
3. What did the child paint? Tell a partner. Then write about it.
sound it out). Then have children reread the
sentence with the corrected word. Confirm that
Sample answer: She painted a train. the word is correct by asking children to use other
cues. For example, ask: Does the word make sense in
Lesson 15 • Long a 213
the sentence? Is it the kind of word that would fit
(e.g., noun, verb)? Is it the right word?
1541-4_SE1__0000213 213 8/30/18 1:12 PM

• Ask questions about the text to check comprehen-

TEACHER TABLE sion. Allow children to discuss answers with a
INTERVENTION partner before you call on a child to answer.
Prompt children to answer in complete sentences
Address Learning Gaps Based on your weekly and find details in the text to support their
cumulative assessments, meet each day with children answers. Say:
who have not mastered previously taught skills. Repeat
the blending, dictation, and connected text reading What is the first thing the child painted?
pages. Focus on application of the skills to authentic Each question has many clue words. Which words in
reading and writing experiences, rather than skill-and-drill Question 1 helped you figure out the answer?
exercises. Application activities will accelerate learning.
Which sentence is the same in each question?
Interact with the Text • Student Book, page 213
• Have children mark the text prompts and answer
the question at the bottom of the page.

Long a 213
 Lesson 15 • Day 1 Word Sort a n
r
e
t
Sort It Out s
Directions: Read each word. Then sort the words.
Write each word in the correct box.

5. Word Sort 5
MIN
gray may nail paint play
Open Sort Display the following word cards (on rain sail say stay train
page 443 and available in Instructional Resources at
SadlierConnect.com): gray, may, nail, paint, play, ai ay
nail gray
rain, sail, say, stay, train. Read each word with paint may
children to make sure they know all the words. rain play
Have partners discuss ways to sort the words. Invite sail say
train stay
children to share their ideas and model their sort.
This is a good way to see how children are thinking
about words.

Copyright © by William H. Sadlier, Inc. All rights reserved.

Sort It Out • Student Book, page 214

Closed Sort Tell children that they will now sort

the words according to long a spelling patterns: ai
and ay. Model sorting the first word on page 214.
Have children write the words in the correct
column. Circulate and ask children why they are
putting specific words into each column. When What did you learn about how words work?
completed, have children read the completed word
The ai is in the middle of a word. The ay is at the end
lists in each box. of a word.
Check and Discuss Review the words in each sort 214 Long a • Lesson 15

category. Ask children what they learned about these

words from doing the sort. Guide children to 1541-4_SE1__0000214 214 8/30/18 1:12 PM

understand that the ai spelling for long a never

appears at the end of a word. Have children record
their new learning on the page. Point out that this
word awareness will help them in spelling and
reading long a words.
INDEPENDENT/PARTNER WORK
Build Fluency Have children reread the Take-Home
Books from the previous five weeks to build skill
mastery (if children have collected them in a folder at
their desks). Assign one book for children to reread to
a partner each day this week. Have the partner sign
and date the story to confirm the rereading.

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214 Lesson 15
 Day 2

1. Phonemic Awareness 5
MIN

Children engage in one of the “power” phonemic awareness skills: oral segmentation.

2. Sound-Spelling/Blending 5
MIN

Children review the lesson’s target skill and the blending lines—interacting with them in a new
way. This includes a cumulative review of previous sound-spellings.

3. High-Frequency Words 5
MIN

Children review the lesson’s four high-frequency words using the Read-Spell-Write-Extend routine.

4. Dictation 5
MIN

Children engage in a guided spelling activity on the top section of the corresponding Student
Book page to begin transferring their new reading skill to writing. The indicates that children
will circle back to these activities during the week’s lesson. On Day 4, children will complete the
bottom section of the corresponding Student Book with another guided spelling activity.

5. Word Building 10
MIN

Children use letter cards to build words to increase their word awareness and flexibility with
the new and previously taught target skills. Letter cards are provided in the Student Book,
Teacher’s Edition, and at SadlierConnect.com for all lessons.

xvi From Phonics to Reading

 Dictation
Lesson 15 • Day 2

Think and Write

Long a
Directions: Listen to each picture name.
Write the spelling for each sound in a separate box.

1.

ch ai n OBJECTIVES
■
2.

g r ay
■

3.

t r ai n 1. Phonemic Awareness 5
MIN
Copyright © by William H. Sadlier, Inc. All rights reserved.

Listen and Spell Oral Segmentation Tell children they will be

Directions: Write each word and sentence that you hear. segmenting, or breaking apart, words. Say the

1. may pain 2.
following words, one at a time: save, may, make, pain,
paint, rain, train. Ask children to segment each word
sound by sound, then count the number of sounds.

3. stay brain 4.
Provide corrective feedback by modeling how to
segment the word using sound boxes and counters.
Stretch the sounds in the word. Place one counter in
5. One day I will ride a train. Lesson 15 • Long a 215
each box as you move from sound to sound.

2. Sound-Spelling/Blending 5
MIN

1541-4_SE1__0000215 215 8/30/18 1:13 PM

Cumulative Quick Check Display sound-spelling

INDEPENDENT/PARTNER WORK
Reread Connected Text Have partners reread
“What Will I Paint?” on Student Book, page 213. Ask
children to list any words they struggle with. Review
these words with children as time permits. Prompt
partners to write new “What Will I Paint?” questions
and answers.
cards for all the previously taught phonics skills, one
at a time. Have children chorally say each sound.
Mix the card set, then repeat.
Blend It • Revisit Student Book, page 211
Have children reread the Blend It lines to a partner
to build fluency. Circulate, listen in, and provide
corrective feedback. Then have children complete
the Mark It activity.

3. High-Frequency Words 5
MIN

Review Reteach the high-frequency words away,

one, doesn’t, and something using the Read-Spell-
Write routine.
Extend Ask children to create oral sentences for
each word. Have them say each sentence to a partner,
and then write the sentence (e.g., I ate one apple).
Prompt children to expand on one sentence by adding
descriptive details or combining two ideas using and
(e.g., I ate one red apple and a cheese sandwich).

Long a 215
 Lesson 15 • Day 2 Word Building a n
r
e
t
Make New Words s
Directions: Make words with the letter cards on page 444.
Write the words on the lines.

4. Dictation 5

Think and Write • Student Book, page 215

MIN

pay train
Connect children’s growing phonics skills to writing.
• Say may. Model segmenting the word sound by
sound. Move your hands from left to right as you
lay strain
go (/m/ . . . /ā/). Have children repeat. Ask: How
many sounds are in may?
• Guide children to connect each sound to a
play stain
spelling. Say: What is the first sound in may? That’s
right, /m/. What letter do we write for that sound?
plain say

Copyright © by William H. Sadlier, Inc. All rights reserved.

[Write the letter m.] What is the next sound in
may? Yes, it’s /ā/. What spellings have we learned for
the long a sound? Which spelling should I write? Why
is ay a better choice than ai? pain may
• Have children complete Think and Write. When
completed, write the answers for children to
self-correct their work.
rain ray
Note: Children will complete the Listen and Spell
• activity on Student Book, page 215 on Day 4. 216 Long a • Lesson 15

1541-4_SE1__0000216 216 8/30/18 1:13 PM

5. Word Building 10
MIN
Make New Words • Student Book, page 216
Guide children to use letter cards to build or make
the following words in sequence: pay, lay, play, plain,
pain, rain, train, strain, stain, say, may, ray. Have them
cut out the letter cards on Student Book, page 444.
• Say a word for children to make (e.g., pay).
Circulate and provide corrective feedback.
TEACHER TABLE
INTERVENTION
Think and Write Repeat the Think and Write activity
on Student Book, page 215 with children who struggle.
• Use sound boxes and counters. Stretch the sounds in
the first word. Place one counter in each box as you
move from sound to sound. Have children repeat.

• Then tell children which letter to replace (e.g.,
replace the p in pay with the letter l). Ask: What is
the new word?
• Repeat the activity. This time don’t tell children
which letter to replace. Tell them which new
word to make (e.g., change lay to make play).
Ask: Which sound is different? What new letter will
you use?
• Have children write the words they made on
Student Book, page 216.
• Then model how to connect each sound with a
spelling. For example, ask, What is the first sound in
chain? What spelling do we write for the /ch/
sound? Refer children to sound-spelling cards or
your alphabet wall frieze. Remove the counter and
replace it with the letters ch.
• Guide children to orally segment each remaining
word, then replace each counter with a spelling.
Continue with words such as: say, stay, may, main,
pain, paint.

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216 Lesson 15
 Day 3

1. Phonemic Awareness 5
MIN

Children engage in one of the other phonemic awareness skills such as: alliteration,
recognize and produce rhyme, phonemic manipulation, categorize sounds.

2. Sound-Spelling/Blending 5
MIN

Children review the lesson’s target skill and the blending lines—interacting with them in a
new way. This includes a cumulative review of previous sound-spellings.

3. High-Frequency Words 5
MIN

Children review the lesson’s four high-frequency words using the Read-Spell-Write-Extend
routine, and then complete the Use in Context section of the corresponding Student Book
page to apply the lesson’s four high-frequency words to a writing exercise.

4. Read Connected Text 10

MIN

Children read the lesson’s decodable story—also called the lesson’s Take-Home Book—and
focus on comprehension.

5. Print Concepts 5
MIN

Children review foundational skills that are embedded in the lesson’s Take-Home Book.

6. Word Study 5
MIN

Children learn the lesson’s word study skill, and then complete the corresponding
Student Book page.

xviii From Phonics to Reading

 Read Connected Lesson 15 • Day 3
Text

1
Long a
My Big Trip

Last May, I went to Spain.

OBJECTIVES

What did I do there?

It was a fun trip.
■

Take a look!
■

■
Name

Fold Fold

1. Phonemic Awareness 5
MIN
Copyright © by William H. Sadlier, Inc. All rights reserved.

When I go away next spring,

Spain is a fun place to visit.

Distinguish Long and Short Vowel Sounds Tell

But I hope it doesn’t rain children you will say a word. If the word has the
maybe I will go back.

long a sound /ā/, they should stand up tall; if the

word has the short a sound /a/, they should
remain sitting. Use these words: say, rain, man,
chain, sad, tap, play, brain, paid, stay, wait, bag,
again!

tail, pail, fan, ran.

2. Sound-Spelling/Blending 5
4

MIN

Lesson 15 • Long a 217

Cumulative Quick Check Display sound-spelling
1541-4_SE1__0000217 217 8/30/18 1:13 PM
cards for all the previously taught phonics skills, one
at a time. Have children chorally say each sound.
Mix the card set, then repeat.
HOME-SCHOOL CONNECTION Blend It • Revisit Student Book, page 211
Have children whisper-read the Blend It lines
Build Fluency At the end of the week, have children independently to build fluency. Circulate and
take home “My Big Trip” to read with their families. Ask listen in. Point to words in random order for
children to return the book to school and place it in
children to read.
their Take-Home Book folders to reread in future
weeks to build fluency. Frequent repeated readings of
these and other stories containing long a words and 3. High-Frequency Words 5
MIN
words with previously taught skills will help to
accelerate children’s phonics mastery. Review Review the high-frequency words away,
one, doesn’t, and something using the Read-Spell-
As an alternative, write five sentences each week
Write routine (Student Book, page 212).
containing words with the target skill. Have children
record these sentences in their journals and practice Use In Context • Revisit Student Book,
rereading them to build fluency. page 212
1. Don’t wait for Pete and me. Guide children to complete Use in Context. When
completed, have children read their sentences to a
2. We stay home from school.
partner. Circulate and listen in. To build fluency,
3. Did the mail come yet? have children record these sentences in their journals
4. He doesn’t say why he is late. and practice reading these and all previous sentences
independently and with a partner.
5. I will play the other song for you.

Long a 217
 Lesson 15 • Day 3 Read Connected
Text

2
get inside.
I had to wait in a long line to
I went to see a museum.
I paid a lot for the ride.
One day, I rode in a train.
4. Read Connected Text 10
MIN

Take-Home Book • Student Book, pages 217–218

Guide children in a reading of “My Big Trip.” First
help them cut out the story and fold it in half to
form a booklet.
Preview and Predict Read the title. Have children
repeat. Describe the illustration on the first page
using key words to frontload vocabulary. Ask Fold Fold
children to tell what they think the story will be
about and why, noting details in the illustration

Copyright © by William H. Sadlier, Inc. All rights reserved.

live in this one.
But the King of Spain doesn’t
king and queen.
A castle is a big home for a
I went to see a castle.
The next day, it rained.
and title.
First Read (Read Together) Have children point
to each word as they chorally read it aloud. If they
have difficulty with a word, provide corrective
feedback. Have children reread the sentence with
the corrected word. Confirm that the word is
correct by asking children to use other cues. For
example, ask: Does the word make sense in the
sentence? Is it the kind of word that would fit (e.g.,
3

noun, verb)? Is it the right word?

218 Long a • Lesson 15

Check Comprehension Ask questions about the

story. Allow children to discuss answers with a 1541-4_SE1__0000218 218 8/30/18 1:13 PM

partner before you call on a child to answer. Prompt

children to answer in complete sentences and find
details in the text or illustrations to support their
answers.
• Where did the girl go? Point to the country’s name in
the story.
• What did the girl do in Spain? Find the sentences
that tell this.
INDEPENDENT/PARTNER WORK
Spell Words Have children complete the Spell It
activity in Daily Practice on Student Book, page 211
with partners. Prompt each child to select five words
for their partner to write. Have them use the words
on the Student Book page to self-correct their work.

• What problems did the girl have? Circle them.

• Where might the girl go next? Why do you think this?

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218 Lesson 15
 Word Study
Lesson
Lesson 15
15 •• Day
Day 31

Compound Words
Directions: Write the name of each picture. Use the words in the box. Then combine
the picture names to make a compound word. Draw a picture above the word you made.

OBJECTIVES
brush rain foot tooth box ball mail bow
■

foot ball football

■

1. + =

5. Print Concepts 5
MIN

rain bow rainbow

Student Book, pages 217-218
2. + = Understanding How Sentences Work Use sentences
Copyright © by William H. Sadlier, Inc. All rights reserved.

from the story to review proper sentence construction.

• Write “last may, I went to Spain” on the board.

mail box mailbox

Guide children to recognize and correct errors.
3. + = • Point out that the first word in a sentence and
proper names (Last, May) begin with a capital letter.
• Point out the word spaces between each word in the
sentence. Ask: What would happen if all the words
4. tooth brush toothbrush
+ =
Lesson 15 • Long a 219
were squished together like this? lastmayIwenttospain
• Point out that a sentence must end with a punctu-
ation mark. Ask: What end mark do we use for this
1541-4_SE1__0000219 219 8/30/18 1:13 PM
sentence? Is the sentence telling us something? Or, is it
asking a question? Review the names and use of
TEACHER TABLE periods and question marks.
INTERVENTION
6. Word Study 5
Word Building Repeat the Day 2 Word Building MIN

activity (Teacher page 216) with children who

Compound Words • Student Book, page 219
struggled.
Write the word raindrop. Explain that raindrop is a
• Focus on the position and spelling of sounds that compound word, made up of the two smaller words.
change from one word to the next. Draw a line between rain and drop. Discuss that the
• Model your thinking as you build a new word. smaller words in a compound word often help the
reader determine the compound word’s meaning. Ask:
• For example, The words may and pay sound almost What is a raindrop?
the same. The only difference is their beginning
sound. May starts with the /m/ sound. The /m/ sound • Guide children to complete Compound Words.
is spelled with the letter m. Pay starts with the /p/ Have children put together words to make a
sound. The /p/ sound is spelled with the letter p. So I compound word, then draw a picture of the word.
need to take away the letter m in may and replace
it with the letter p to make the word pay. • Help children read and spell words they are unsure
of, such as: foot, tooth, and bow.
• With children, create a list of other compound
words they know. Add to the list in the upcoming
weeks.

Long a 219
 Day 4

1. Phonemic Awareness 5
MIN

Children engage in one of the power phonemic awareness skills: oral blending.

2. Sound-Spelling/Blending/Word Study 5
MIN

Children review the lesson’s target skill and the blending lines—interacting with them in a
new way. This includes a cumulative review of previous sound-spellings. Children also review
the lesson’s word study skill.

3. Independent Practice 5
MIN

Children complete an independent practice activity, Read and Write, which can also be used
as an informal assessment of children’s developing ability to read and write the lesson’s skill.

4. Cumulative Review 5
MIN

Children review the lesson’s four high-frequency words, and then complete the corresponding
cumulative sentence and word practice page in the Student Book.

5. Dictation 5
MIN

Children engage in a guided spelling activity to continue transferring their new reading
skill to writing.

6. Read Connected Text 10

MIN

Children re-read the lesson’s Take-Home Book with teacher (and partner) support to build
fluency and interact with the text. The indicates that children will circle back to these
activities during the week’s lesson.

xx From Phonics to Reading

 Lesson
Lesson 15
15 •• Day
Day 41 Independent
Practice

Read and Write

Long a
Directions: Say each picture name. Circle the word for the picture.
Write it on the line.

chain sail
OBJECTIVES train small
■ tray snail
■

■
1. train 2. snail
■ grain pain
grade paint
gray pants
1. Phonemic Awareness 5

Copyright © by William H. Sadlier, Inc. All rights reserved.

gray paint
MIN

Oral Blending Tell children they will be blending, 3. 4.

or putting together, sounds to make words. Say the
following sound sequences: spray pay

/d/ /ā/ /s/ /ā/ /v/ /p/ /ā/ /d/ /w/ /ā/ /t/ stay plane
/r/ /ā/ /n/ /m/ /ā/ /d/ /t/ /ā/ /k/ /s/ /f/ /ā/ /n/ /t/ stray play
Ask children to blend the sounds together to make a
word. Provide corrective feedback.
5. spray 6. play
2. Sound-Spelling/Blending 5 220 Long a • Lesson 15
MIN

Cumulative Quick Check Display sound-spelling 1541-4_SE1__0000220 220 8/30/18 1:13 PM

cards for all the previously taught phonics skills, one

at a time. Have children chorally say each sound.
Mix the card set, then repeat.
Word Study: Compound Words Write the word
snowman. Explain that snowman is a compound
word. Guide children in identifying the two smaller
words in snowman and then using them to define
the word. Repeat with the words raincoat, anthill,
bathroom, pancake, wheelchair, starfish, and
classroom.
3. Independent Practice
MIN
TEACHER TABLE
INTERVENTION
Word Study: Compound Words Repeat the
compound word activity with children who struggled.
Write each word on separate index cards. Read the
words and have children repeat. Then guide them to
make compound words. Ask children to explain what
each compound word means. Help children see
smaller words in larger words as they begin to
transition from one-syllable to multi-syllable words.
5

Read and Write • Student Book, page 220

Guide children to complete Read and Write inde-
pendently. Have children select and write the correct
word to match the picture. Use the page as an
informal assessment of children’s developing ability
to read and write long a words.

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220 Lesson 15
 Cumulative Lesson
Lesson 15
15 •• Day
Day 41
Review

Build Fluency
Directions: Complete each sentence. Use at least one word Sample answers below.
with ai or ay.

4. Cumulative Review 5
1. He doesn’t like rain .
Build Fluency • Student Book, page 221
MIN

2. Who will take the train ?

Write and review the high-frequency words away, one,
doesn’t, and something. Then have children complete the
Build Fluency sentence activities independently. Prompt

3. My school sends mail .

children to add this cumulative review page to their
folders and use it to build fluency.

4. Don’t use the red tray . 5. Dictation 5

MIN

Sample answers below. Listen and Spell • Revisit Student Book, page 215
Copyright © by William H. Sadlier, Inc. All rights reserved.

Directions: Write a sentence using each word pair.

5. The snail lost

race, snail
Have children complete the Listen and Spell activity.
• Say the following words, one at a time: 1. may,
the race. 2. pain, 3. stay, 4. brain. Have children write the
words. Then have children write the following
sentence: 5. One day I will ride a train. Write the
6. I hope you
hope, stay answers for children to self-correct their work.
• Use children’s dictation to analyze spelling errors
can stay and play. Lesson 15 • Long a 221
and provide corrective feedback and additional
instruction and practice at the Teacher Table.
For example, some children might be stuck using the
1541-4_SE1__0000221 221 8/30/18 1:13 PM
final e spelling a_e for all long a words. Help children
move past that by giving them additional practice sort-
ing, reading, and building a_e, ai, and ay words. Teach
INDEPENDENT/PARTNER WORK children a small set of high-utility words for each spell-
ing (e.g., made, take, say, play, rain, paint). Have them
Word Building Have partners use the letter cards on write the words in their journals to use as a reference.
Student Book, page 444 to practice building long a
words. Write the following words for children to build
with their partners: may, say, play; pain, main, rain, 6. Read Connected Text 10
MIN

train, strain. Prompt children to build any other words

they can, using the letter cards. Take-Home Book • Student Book, pages 217–218
Guide children through a second read of “My Big Trip.”
Second Read (Develop Fluency) Have children
whisper-read the book or read it to a partner.
Circulate, listen in, and provide corrective feedback.
Retell and Write Have children retell the story to a
partner in their own words. They can use the illustra-
tions as cues to their retelling. Then have children write
a response to the story. Use sentence starters for children
needing support: In Spain, you can . or Spain is a
fun place to go because . Allow drawings.

Long a 221
 Day 5

1. Phonemic Awareness 5
MIN

Children engage in one of the power phonemic awareness skills: oral segmentation.

2. Review Sound-Spelling/ 5
MIN

Children review the lesson’s target skill and the blending lines—interacting with them in a
new way. This includes a cumulative review of previous sound-spellings. Children also review
the lesson’s word study skill.

3. High-Frequency Words 5
MIN

Children review the lesson’s high-frequency words using the cumulative sentence and
word practice page in the Student Book.

4. Word Building 10
MIN

Children build words using the lesson’s target skill to complete the word ladder activity.
This activity combines word building and vocabulary.

5. Writing Extension 10
MIN

Children revisit the lesson’s Take-Home Book and complete the writing extension.

6. Cumulative Assessment 5
MIN

Teacher uses the Build Fluency page to assess the mastery of cumulative lessons’ target skills.
A small group of children are assessed each week so that all children are assessed monthly.
Children not assessed on a given week will work with partners to read the cumulative word
list and take it home to practice.

xxii From Phonics to Reading

 Lesson
Lesson 15
15 •• Day
Day 51 Word Building

Word Ladder

Long a
Directions: Listen to each clue. Then write the word.
Start at the bottom and climb to the top.

OBJECTIVES
■
A color
Add one letter. g r a y
r a y
■
A beam of light
Change one letter.
■

1. Phonemic Awareness 5
MIN
Past tense of “run”
Take away one letter. r a n
Oral Segmentation Tell children they will be
r a i n

Copyright © by William H. Sadlier, Inc. All rights reserved.

It falls from the clouds.
Take away one letter.
segmenting words. Say the following words, one at a
time: say, save, may, make, pain, paint, rain, train.
Ask children to segment each word sound by sound.
Provide corrective feedback.
This runs on a track.
Choo choo!
Change one letter. t r a i n
2. Sound-Spelling/Blending 5
MIN Start g r a i n
Cumulative Quick Check Display sound-spelling
cards for all the previously taught phonics skills, one
at a time. Have children chorally say each sound. 222 Long a • Lesson 15

Mix the card set, then repeat.

Word Study: Compound Words Write the follow- 1541-4_SE1__0000222 222 8/30/18 1:13 PM

ing on the board: rain, ball, some, bow, coat, cap, drop,
base, foot, one, thing, place. Read the words and have
children repeat them. Guide children to make as
many compound words as possible. Record the words.
3. High-Frequency Words 5
MIN
Build Fluency • Revisit Student Book, page 221
Review Write away, one, doesn’t, and something on
chart paper. Have children chorally read each word.
Then have them read their Build Fluency sentences.
4. Word Building 10
MIN
INDEPENDENT/PARTNER WORK
Sort Words Have children cut out the word cards on
Student Book, page 443 and use them to repeat the
closed sort activity described on page 214 of this
Teacher’s Edition. Children can work independently,
then with a partner. Suggest that the partner time the
sort. For example, have children use a timer and sort
the words in less than 15 seconds. If timers are not
available, have the child’s partner count to 30. The
child should complete the sort before the partner
stops counting. Have partners read their completed
sorts aloud.

Word Ladder • Student Book, page 222

Guide children to complete the Word Ladder. Say
each clue and the number of letters that must
change. Prompt children to write the new word. Ask
children to spell aloud the answer. Have children
give a thumbs-up if correct. Circulate and check
children’s work for accuracy.
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222 Lesson 15
 Writing Lesson
Lesson 15
15 •• Day
Day 51
Extension

Write About It
Directions: Read “My Big Trip” again.
Write what you learned about Spain.

OBJECTIVES
■

■
Answers will vary. ■

5. Writing Extension 10
MIN

Take-Home Book • Revisit Student Book,

pages 217–218
Have children reread “My Big Trip” to themselves.
Copyright © by William H. Sadlier, Inc. All rights reserved.

Circulate and ask children to read a few sentences

to you to check on their growing fluency.
Write About It • Student Book, page 223
Guide children to complete the Write About It
activity. Tell children to write what they learned
about Spain. Have children complete their stories
during independent work time. Children can share
their stories with partners, get feedback, and revise
as needed.
Lesson 15 • Long a 223

1541-4_SE1__0000223 223 8/30/18 1:13 PM

INDEPENDENT/PARTNER WORK

Build Fluency While you administer the Fluency Check

on Student Book, page 224 to a small number of
students, have the remaining children reread previous
stories in their Take-Home Book folders, practice
reading the words on the Fluency Check with a
partner, and/or complete the Write About It activity
in Daily Practice on Student Book, page 211.

Long a 223
 Lesson 15 • Day 5 Cumulative
Assessment

Fluency Check
Directions: Listen to the child read the word list. Mark one check in the green
box if the word is read correctly (accuracy). Mark another check in the blue box
if it is read automatically (fluency).
PROGRESS CHECK
CUMULATIVE ASSESSMENT
Lesson Word Lesson Word
■
15 brain n n 12 bake n n

gray n n side n n
6. Cumulative Assessment 5
MIN
sway n n place n n

Fluency Check • Student Book, page 224 paintbrush n n fine n n

Administer the Cumulative Assessment. 14 we n n 11 long n n
• Select a small group of children to assess this hi n n bank n n
week. Note that the goal is to cycle through all
go n n sunk n n

Copyright © by William H. Sadlier, Inc. All rights reserved.

the children every 3–4 weeks.
she n n string n n
• One at a time, ask children to read the cumulative
word list. Mark one check for every word read 13 rope n n 10 chip n n
correctly (accuracy) and one check for every word hoping n n when n n
read automatically (fluency). Record the results on
the Student Fluency Report on page 197C. You these n n bunch n n

may want to note any misreadings on the form. huge n n matching n n

• Use the Small Group Planners on pages 461–462 Number Correct (accuracy): /24

to modify the Teacher Table small-group instruc- Number Automatic (fluency): /24

tion and practice in the upcoming weeks. 224 Long a • Lesson 15

• While you are assessing children, have the children

not selected for this week’s assessment read the 1541-4_SE1__0000224 224 8/30/18 1:13 PM

cumulative word lists to partners. Have children

TEACHER TABLE
take home the list to practice reading with their
families to display their growing reading abilities. ASSESSMENT

Extend the Assessment You may wish to also check

on children’s growing ability to spell this week’s
high-frequency words and words with long a and
previously taught phonics skills. Use these words: one,
away, brain, stay, go, hope, nice, sing, chop, when.
This assessment does not have to be administered
individually.

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224 Lesson 15
 From Phonics to Reading, Level A lessons also contain
the following instructional support:
TEACHER TABLE
ENGLISH LEARNERS
Children whose primary language is not English
may have difficulties pronouncing some of the
sounds in English and understanding their mean-
ings. For example, many languages do not have
words with consonant blends. Some languages have
few words that end in consonants. Children
learning English need an opportunity to transfer
their existing language skills into English. Sound
transfer information is provided to help teachers
recognize the distinctions between a child’s primary
language and English. Time must also be spent
discussing the meanings of the lessons’ words
through simple definitions (including both
languages), actions, pantomiming, and so on.
HOME-SCHOOL CONNECTION
It is important to involve children’s families in the
reading development of their children. Each unit
of the Student Book begins with a Home Connec-
tion, outlining the lessons’ target skills and titles
of the Take-Home Books. In addition, fluency
sentences for each lesson are provided in the
Teacher’s Edition and at SadlierConnect.com
for children to reread with their families.
TEACHER TABLE
ASSESSMENT
Assessment of phonics skills must be done over an
extended period of time to check on mastery or
identify decayed learning. Cumulative Assessments
help determine which skills have been truly mas-
tered. A Cumulative Assessment for each lesson
provides an opportunity to assess children’s ability
to read correctly (accuracy) and read automatically
(fluency) as well as inform future instruction.
xxiv From Phonics to Reading
INDEPENDENT PARTNER WORK
Effective instruction is based on the gradual release
model: I do, we do, you do together, you do alone.
Independent/partner work activities encourage
children to practice skills on their own. Student
accountability checks are built into some of these
activities. These activities also provide teachers
with time for Teacher Table small-group instruc-
tion for English learners, intervention,
and assessment.
TEACHER TABLE
INTERVENTION
To help children with reading difficulties, it’s
important to assess what they can and cannot do
and then plan an intervention program to meet
their unique instructional needs. The Intervention
feature contains a simplified way to reteach the
lesson’s daily skill to children that struggled with
the lesson or have not mastered previously taught
skills. The Small-Group Planners and Student
Fluency Reports are additional reporting tools to
aid in planning.
LEARNING CENTER
Games and learning center activities are a
fun way to practice and reinforce skills after the
initial instruction. Suggestions for learning
center activities that can be created using
minimal teacher-created resources are provided.
Reproducible resources: letter cards, word cards,
sound-spelling letter cards, sound boxes, and
sorting boxes are provided in the Teacher’s Edition
and at SadlierConnect.com.
 Intervention
Many ideas and techniques for meeting the individual needs of children
have emerged. These five basic principles are recommended:
1. Begin intervention at the level children need it most. Treat
the cause and not just the symptoms of reading difficulties.
This requires looking at deficits in prerequisite skills.
2. Assess, assess, assess. Effective diagnosis and
ongoing assessment are critical.
3. Select appropriate literature, narrative, and
informational texts for instructional and
independent use. Be sure that the literature,
narrative, and informational texts you select for
children is not at their frustration level.
4. Maintain consistency. Often multiple
methods serve only to confuse children. Instead
of one clearly designed method of instruction,
children are asked to learn a multitude of
techniques that may be at odds with one another.
5. Ensure an instructional balance. During early
interventions, equal amounts of time should be spent
developing children’s foundational skills AND building their
vocabularies and background knowledge. The latter two plant the
seeds of comprehension, which will be essential when children read more
complex texts. Therefore, in the early years we need to flood our students
with words and ideas.
Meeting the individual needs of each child in your class is perhaps the greatest
challenge you will face. To help children with reading difficulties, it is important to
assess what they can and cannot do and then plan an intervention program to meet
their unique instructional needs. They may not need a different reading program
or instructional method but rather adjustments to their existing program, including
more time, instructional support, and practice reading connected text. The following
suggestions are recommended:
• Interventions should begin as early as possible.
• Teach only one skill at a time and teach it until is overlearned.
• Adjust the pace at which you introduce skills. Allow children to master each skill
before moving on.
• Constantly review and reinforce learning.
• Apply the learning to real reading and writing. Reading in context is critical. These
children need MORE texts and MORE time reading these texts and writing about them,
not less (as is common in many interventions dominated by skill-and-drill activities).

From Phonics to Reading xxvii

From Phonics to Reading™
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