Kindergarten - ELA
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 2
Day 2
The activities give explicit instruction on directional formation: students are told to start at the top and draw letter strokes ("starting at the top and drawing a diagonal...") and are told "Your child should always form letters from top to bottom and left to right." Option 2 has students place apple stickers in a single line, with direction guidance to "start at the top and work down... then the cross line from left to right." The handwriting page provides rows of uppercase A examples for repeated tracing and formation practice.
Lesson 3
Day 3
Activity 1 instructs an adult to "move your finger under the words as you read" and to have the child say the sight word "you" when it appears, which requires the child to track the printed words while reading. The lesson also directs reading the first two pages together and having the child read the pages in sequence, supporting reading page by page. The Reading and Questions section asks the child to point to the first letter of each word and say the letter aloud, which engages the child in pointing to print as it is read.
Lesson 5
Day 5
The Reading Workshop mini-lesson directs the adult to discuss that words on a page are read from left to right and to read the first few pages while using a finger to follow the words. The activity has the child use the A is for Musk Ox book to "trace" across the words from left to right and to move down the lines. The teacher/adult is instructed to read additional books and explain that the left-to-right rule applies to all books, reinforcing application across pages.
Unit 2: H - Hondo and Fabian
Lesson 2
Day 2
Students are prompted to point to the H on the front cover and to describe its shape. Students practice forming and tracing the capital H beginning at the top and drawing the horizontal stroke from left to right. Students are shown the B-I-N-G-O display and are led to point to each letter in sequence as they sing, and are encouraged to point to the letters themselves.
Lesson 3
Day 3
In Activity 3, students arrange two lines of animals one below the other and are explicitly encouraged to "work from left to right," assigning one number to each animal as they count. During reading, students are asked to read the book page by page, find the pages that contain the sight word "he," and point to that word on the page. Students are also prompted to point to the H at the beginning of Hondo's name as they encounter it in the text.
Lesson 4
Day 4
Students are asked to "page through the book together" which requires them to move through the text page by page. Students dictate a sentence about their painting that an adult writes down and attaches to the painting, creating a written line of print for the child to see. Students practice writing letters on the "Letter Sounds: H" pages and draw lines or match images to letters on activity pages laid out in rows and boxes.
Lesson 5
Day 5
Activity 2 explicitly instructs the child to move his finger from left to right under the print while looking at the names Hondo and Fabian. The Writing Workshop asks the child to write on lines in a journal and to "read" to a parent, which gives practice with following print across a line.
Unit 3: I - The Little Island
Lesson 1
Day 1
Students are asked to look at the cover and find the title and to find the names of the author and illustrator, which requires locating print on the page. The guidance also directs an adult to read the title to the child and to read the book with her, which exposes the child to page-by-page reading. The cover activity asks the child to observe the illustration and relate it to the printed title and author names.
Lesson 2
Day 2
Students are asked to "page through The Little Island book," which has them move through the book page by page and observe sequence across pages. Students complete an "Uppercase I" handwriting sheet with dashed lines and subsequent blank rows, which requires them to trace and write letters across a line (left-to-right) and then use the next rows (top-to-bottom) for additional practice. The review of sight word cards for "you" and "he" gives students exposure to isolated words that could be pointed to during review.
Lesson 3
Day 3
The lesson instructs the child and adult to read the title together while "pointing to each word," and to read the title again while pointing to the missing sight word for the child to supply. The lesson tells the child to practice reading the sight word on a card (matching spoken word to printed word). The counting activity has the child slide each die-cut cat from left to right as she says the number, explicitly practicing left-to-right motion.
Lesson 5
Day 5
Students are asked to identify the front and back cover and to open to and discuss the title page, which involves navigating the book page by page. Students are asked to spend several minutes looking through the book and to flip pages, supporting basic print orientation. Students are instructed to use the left page for drawing and the right page for writing in their journal and to write on lines and "read" their ideas back, which engages page-side conventions and written-line use.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 3
Day 3
Students are asked to trace the lowercase t with their finger "from top to bottom and then left to right" in the tape activity, and the handwriting sheet shows directional arrows demonstrating letter formation (top-to-bottom stroke). The teacher has students read the book and shows the sight word "this" in multiple places in the book so students practice locating and reading the same word across the book.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 2
Day 2
Students are guided to find the word "tall" on the second page, which asks them to locate a specific word on a page. Students practice forming the capital letter L by starting high, bringing their arm straight down, and then to the right. Option 2 asks students to start at the top of the L, work down, and then add the bottom line from left to right, reinforcing top-to-bottom and left-to-right motion in writing.
Lesson 3
Day 3
The lesson directs an adult to show the child the word "go" on the second page and to have the child point to the word while the adult reads it and then point while the child reads the line. It instructs the adult to point to the word "go" each time it appears and let the child say the word. The handwriting activity includes practice lines with a top line, middle dashed line, and bottom line which supports letter placement on a line.
Lesson 5
Day 5
Activity 2 directs the child to "read from left to right" and to "use her finger to guide her across the words," which gives students explicit practice following word order horizontally. The activity also asks the child to spend time alone with the book and practice pre-reading skills, supporting repeated practice of left-to-right tracking. The finger-guiding instruction is an explicit student action to track words across lines.
Unit 6: F - Fireflies
Lesson 2
Day 2
Students practice left-to-right strokes when forming the capital letter F: they are told to bring their arm straight down and then add the two lines from left to right. Option 2 directs students to start at the top and make fingerprints down the big line before making lines of fingerprints across from left to right. The handwriting page shows repeated uppercase F letters on lines for students to trace and write horizontally across the page.
Lesson 3
Day 3
The teacher directs the child to the third page and points out the word "said," then asks the child to practice reading that word and to "read" the sentence, which requires locating a specific word in text. The teacher reads the book aloud and prompts the child to read the word "said" when they reach it, engaging the child with text at the moment of reading. The teacher points to a page passage and asks the child to find pairs of opposite words in the lines, which requires scanning across the line to locate specific words.
Unit 7: E - But No Elephants
Lesson 1
Day 1
The Skills list explicitly states that students will "Demonstrate understanding of the organization and basic features of print: follow words from left to right, top to bottom, and page by page." Activity 2 directs students to put animal pictures in order from left to right and to recount the order using ordinal words, which practices left-to-right sequencing. The Reading and Questions section directs adults to read the title and read the book with the child, providing opportunities for page-by-page reading.
Lesson 2
Day 2
Students practice directional strokes when forming the capital E: they are told to start up high and bring their arm straight down (top to bottom) and then add the three horizontal lines from left to right. The popsicle-stick activity has students trace the vertical line top to bottom first and then trace the three horizontal lines left to right. The Uppercase E activity page presents tracing practice in a top section, middle section, and bottom section, which organizes practice in a top-to-bottom sequence.
Lesson 3
Day 3
The text instructs the adult to read the book with the child, to point to the sight word "no" when it appears, and to have the child read that word at the appropriate time. The adult and child read the book title together, which requires the child to look at printed words on the page. The activities include repeated shared reading and isolated pointing to printed words during reading.
Lesson 5
Day 5
The Reading Workshop instructs an adult to move an index finger from left to right under each line while reading and to point out that we always read from left to right and then move to the line below. It tells the child to move her finger from left to right while the adult reads and encourages the child to trace words with her finger from left to right while she "reads" alone. The activity models moving across lines and down to the next line as the child follows text.
Unit 8: C - Millions of Cats
Lesson 5
Day 5
Activity 2 directs students to place a penny in each space between words and to have an adult point to the words as they read, giving students practice tracking print. The directions explicitly tell students to "follow the lines from left to right." Students are also encouraged to work with the book alone and to follow the lines while reading, reinforcing left-to-right movement across text.
Unit 9: G - The Real Mother Goose
Lesson 1
Day 1
Students are told to "Move your fingers along the lines as you read and look at the picture," which has them track print across a line. Students read specific poems and lines (for example, the first two lines of "Little Boy Blue") and practice reading the sight word "saw," which requires attending to the sequence of words within a line.
Lesson 2
Day 2
Students are asked to number the remaining pages 1–12 and to start with January when cutting, coloring, and gluing month boxes onto a piece of card stock, which requires arranging content page by page. Students read the poem "The Year" and sing/recite the months in order, practicing the sequential order of the months. The student activity page lists the months in vertical order from January to December, providing a printed sequence for students to interact with.
Lesson 5
Day 5
Activity 2 explicitly instructs: "Encourage her to follow along each with poem by moving her finger from left to right as she listens and reads," which gives students direct practice tracking words horizontally. The poems listed for listening and following along provide multiple opportunities for students to point to text while audio plays. Activity 3 has students dictate and view written poems, which involves exposure to printed lines of text.
Unit 10: O - Owl Babies
Lesson 3
Day 3
Students are asked to read the line "I want my mommy!" while an adult points to the words, and the adult is instructed to point out the sight word "want" on the page and have the child practice reading it. The lesson also instructs adding the sight word card to a review file and practicing reading that printed word in context.
Lesson 4
Day 4
Students are asked to recite the poem "The Wide-Eyed Owl" together, which requires reading lines of text. Students are also assigned a Reader's Theatre with scripted lines on Page 1 and Page 2 and are asked to practice and perform the play, having each performer read the lines for one character. Students complete print-based Letter Sounds pages where they circle the correct beginning letter, practice writing the letter, and cut and paste letters under the correct heading, interacting directly with words and letters on a page.
Unit 12: D - Dinosaurs Big and Small
Lesson 3
Day 3
Students are asked to look at specific pages and have words pointed out while reading (page 5: point to the capital and lowercase BIG and have the child read the word). Students are told to read the book and 'be on the lookout for the word "big" and have your child read it as it occurs,' which has students locate and read words in text. Students are instructed to 'point to the words as you recite' the poem and to join in, which has students follow printed words while speaking.
Unit 13: P - Harold and the Purple Crayon
Lesson 3
Day 3
Students reread Harold and the Purple Crayon and are asked to read the sight word "made" as it occurs on successive pages, which has them locate the same word across pages. Students are prompted to read the next few pages and to point out the word "made," engaging with text on multiple pages. Students practice letter formation by tracing the lowercase "p" from top to bottom, reinforcing directional movement in handwriting.
Lesson 5
Day 5
In Activity 2 students are asked to "trace some sentences from left to right" and to "trace the lines with her fingers," which directs them to follow text horizontally. They are told to "look at the first few pages of the story" and encouraged to read independently, tracing lines and tapping the period at the end of each sentence. In Activity 3 students circle periods in dictated writing, reinforcing the end of sentence cue that students tap when tracing.
Unit 14: B - Blueberries for Sal
Lesson 3
Day 3
The instructions direct an adult to open to the fourth page and read that page with the child, indicating reading pages in sequence. The teacher/parent is told to point to the sight word "she" in the story and ask the child to read it, and to keep looking for that word as the story is read while pointing to it.
Unit 15: R - Rain
Lesson 1
Day 1
The lesson instructs the adult to "point to the words as you read" which directs student attention to printed words during read-aloud. The child is asked to look at the cover and notice the small words, engaging the child with print on the page. The story is read more than once, offering repeated page-by-page exposure to text and sequence.
Lesson 3
Day 3
Read-aloud directions tell the adult to "point to each word as you read," and the text directs the child to "point to the words and read what she knows" when asked to read the book back. The lesson also directs turning to the first yellow page and working "after each page," and has the child manipulate die-cuts to match each page, which reinforces reading page-by-page. The instruction to have the child read the sight word "on" while the adult points to each word provides a direct practice of following print during reading.
Lesson 5
Day 5
Activity 1 asks the child to lay numbered raindrop cards in a line and point to each number while reading it, which has students physically track items in sequence. Activity 1 also has the child stand on a chosen number and count up to it, reinforcing sequential left-to-right ordering in a laid-out line. Activity 2 has the child practice reading a book aloud and read the book she wrote to others, which involves moving through pages and reading text aloud.
Unit 16: N - Night in the Country
Lesson 3
Day 3
The lesson has the child turn to the first page of the book and read the sentence, repeatedly locating and reading the sight word "there" whenever it occurs on the page. The child is asked to listen/read the book a second time and actively look for that word across the pages. The child is also asked to retell the story using the pictures as a guide, which requires moving through the book page by page.
Unit 18: U - Umbrella
Lesson 2
Day 2
The Student Activity Page places the title at the top and presents examples and tracing shapes arranged across rows (a large U followed by dashed versions, then additional dashed U's and freehand lines), and it instructs the child to trace and then write starting from a labeled dot. Activity 1 asks the child to locate Japanese characters on specific page numbers, which requires turning to and finding items on particular pages. Option 2 has the child trace a pipe cleaner U with a finger repeatedly, reinforcing left-to-right tracing motions across the shape rows.
Unit 19: J - Jump Frog Jump
Lesson 1
Day 1
Students are asked to cut out story sequence pictures and put them in order from the beginning to the end of the story, placing the first picture on the left side of their workspace. The activity instructs students to consult the book as they order pictures and then read the sentences in order on the story sequence pictures. Several student activity pages present panels and captions that students can arrange or read sequentially, reinforcing left-to-right ordering of events across the page.
Lesson 2
Day 2
Students practice letter formation and tracing on the Student Activity Page, which provides rows of solid and dotted examples and space to trace and write the uppercase J. Option 2 directs students to glue jewels in the shape of the J "working from top to bottom" and then trace the letter with their finger over the jewels. Students are also asked to look at the front cover of the book to find the uppercase J, which requires them to visually search print on a page.
Lesson 3
Day 3
The lesson instructs an adult to point to the sight word "how" in the book and have the child read that word when pointed to. It directs a second reading in which the child is asked to read recurring words and phrases (e.g., "Jump, frog, jump!") as they appear in the text. The lesson asks the child to line up story sequence cards from Day 1 in order, prompting the child to retell the story in sequence (page-by-page order).
Lesson 5
Day 5
Students are asked to look through the book and reorder the story sequence cards, which requires arranging pages in order (page-by-page). Students are asked to practice reading the book to themselves and then to "read" it aloud to an adult, which engages them with the printed text across pages. In the writing activity students are instructed to record their question at the bottom of the page and draw a picture in the space above, which makes use of top/bottom page organization.
Unit 20: K - Kindness
Lesson 3
Day 3
Students are asked to find specific pages in Harry the Happy Mouse and to locate and read a particular sentence ("So, when someone need help, just give them a hand"), which requires turning pages and identifying text on a page. Students are prompted to identify the word "so" on multiple pages and to read that word in the sentence, and they are asked to reread the book. Students are asked to point to examples of the letter k on a page and complete tracing and independent writing lines for the letter k.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 3
Day 3
Students are asked to look for the word "now" as Zin! Zin! Zin! A Violin is read aloud, which requires them to search within the book's text during reading. Students use the book to place instrument pictures in the order in which they appear, requiring them to follow the book page-by-page. Option 2 asks students to form and trace the letter v "working from top to bottom and then back up again," which gives practice with directional motion on the page.
Unit 22: Y - Little Blue and Little Yellow
Lesson 2
Day 2
Students practice directional letter formation when they use their finger in the air to form a capital Y by starting high and making diagonals down, and when they trace dashed-line Ys and then write Ys independently on standard handwriting lines. The Student Activity Page shows traced letters followed by blank guided lines, which requires students to produce letters in sequence across a line. The activities also ask students to look back at pictures in the story, which involves navigating the book pages.
Lesson 4
Day 4
Students are asked to "look back through the story" of Little Blue and Little Yellow, which requires turning pages and reviewing the sequence of events. Students are asked to write or dictate what is happening in a chosen scene after creating torn-paper characters and to glue that scene onto paper, which involves producing written text on a page. Students complete letter-sound pages that ask them to circle beginning letters, practice writing a letter, and cut and paste letters under the correct letter, which requires placing marks and items on a page in an organized way.
Unit 23: W - George Washington's Birthday
Lesson 2
Day 2
Students are asked to glue the title box at the top of a piece of construction paper and then glue each picture with its correct name underneath, which requires placing words and images top-to-bottom. Students are instructed to reread the first two pages of the book and identify which days of the week were mentioned, which engages them with the pages in sequence. The Uppercase W handwriting sheet provides a row of dashed W letters for tracing and additional lines for practice across the page, giving students practice producing letters in a left-to-right sequence on a line.
Lesson 3
Day 3
The adult reads sentences while pointing to each word and has the child read the sight word "went," which shows students associating spoken words with printed words as they are pointed to. The child is asked to "page back through the book, recapping each story," which requires students to move through the book page by page. The handwriting/activity pages provide tracing and guided writing lines that have students form letters in sequence, giving some practice that aligns with left-to-right written production.
Lesson 5
Day 5
Activity 2 asks the child to look for all the different places text can be found on the pages and to think about the purpose for different placements of words, and it has the child point out boxed text and labels like "FACT" and "MYTH." Activity 3 has the child write or dictate words, phrases, or sentences in a journal and then read back over her work. The reading and writing tasks require the child to interact with print on a page and notice where text appears.
Unit 24: Q - The Quilt Story
Lesson 2
Day 2
Students are asked to "go through the beginning pages of the book" to identify how the family used natural resources, which requires moving through the book page by page. Students are asked to look at the front cover word "Quilt" and name the letter that comes after Q, which requires attending to the sequence of letters in a word (left-to-right). Students practice tracing and writing the uppercase Q on lined handwriting sheets, which gives practice with following written forms along guided lines.
Lesson 3
Day 3
Students practice reading the sight word "under" from a sight-word card and then are prompted to read that same word when the adult reaches it on the last page of the story. Students hear the book The Quilt Story read aloud with the teacher stopping to point out the word "under" and have the child read it. Students use the book to prompt a retelling of the story in their own words, which involves working with the sequence of pages.
Unit 25: X - An Extraordinary Egg
Lesson 1
Day 1
Students are asked to count to 50 while pointing to each number on a number chart, which requires left-to-right sequential tracking of symbols. The lesson tells students to "page back through the book," which has students move through the text page by page. The teacher reads the book aloud and shows the cover, engaging students with the book's pages and sequence.
Lesson 3
Day 3
The lesson tells an adult to point to the sight word "look" on the second page of An Extraordinary Egg and have the child read it as the adult reads the sentence. The Read Aloud asks the child to read the book and retell the story using the pictures, which involves interacting with multiple pages. Activity 2 (What Comes Next?) has the child find a number on a Hundred Chart and then point to and name the next number, requiring a rightward move across the chart. Activity 3 has the child read each word on the "Words with X" page and find and circle the letter x in each word.
Unit 26: Z - Greedy Zebra
Lesson 2
Day 2
Students practice left-to-right motions when forming the capital letter Z: they are told to start up high and go from left to right, then diagonally and over to the right. The tape activity directs students to trace a large Z "from left to right, then down diagonally, and then from left to right again." The uppercase handwriting sheet provides guided and independent writing lines where students trace and write Z instances across a line.
Lesson 4
Day 4
Students are instructed to read the story "starting from the beginning of the story, read the first pages" and to stop after the first page, which requires moving through the text page by page. Students complete Letter Sounds pages where they circle beginning letters, practice writing the letter, cut out letters, and paste them under the correct letter, and they write corrected words on lines beneath pictures. Those writing and sequencing tasks require producing words in sequence on a page and working with ordered page content.
2: Holidays
Unit 27: Halloween
Lesson 3
Day 3
Students are asked to read Goodnight Goon and are encouraged to join in at the ends of lines, which gets them to attend to the sequence of words in lines. Students are asked to choose a page they like, which involves selecting and considering pages in a book. In Activity 2 students trace the words "Boo!" and "Happy Halloween!" by following the lines of adult-written letters, giving practice with writing/reading whole words in order.
Unit 28: Thanksgiving
Lesson 2
Day 2
Students are asked to re-read the pages in the book Thanksgiving Is... that focus on the Pilgrims and to recall details from those pages. The instructions for Activity 3 tell students to read the pages again and to stop at the end of each page while acting out the actions, which engages page-by-page awareness. Activity 2 asks the child to look at the picture of the Mayflower in the book before creating sails, connecting the child's attention to the book's pages.
Unit 29: Christmas
Lesson 3
Day 3
Students look at specific pages in The Christmas Wish (for example, the page showing the northern lights) and are asked to examine those pages. Students are instructed to "page through the book" and to note all the animals they encounter, which requires moving through the book page by page. Students read together an article and listen to/read linked media, engaging with printed pages and online text.
Unit 30: February Celebrations
Lesson 3
Day 3
Activity 2 provides a numbered 3x3 step-by-step craft page that students are directed to follow, so students read and follow written steps in sequence. Activity 3 explicitly asks the child to "read each problem out loud" on the "Fixing Broken Hearts" page and then match problem halves to answer halves, so students read horizontal addition problems and work with text on the activity page. The materials present multiple written items (numbered steps and columns of heart problems) that require students to read text on the page.
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
Students are instructed to use their finger to follow the sounds of each word as an adult pronounces them (Activity 2, Option 1), which models tracking across words. Students label rooms, copy words after an adult writes them, and read a paragraph aloud (Activity 2 Option 2; Activity 3), practicing sequential reading and writing. Handwriting practice (Activity 4) has students trace and write words and letters on lined pages, reinforcing left-to-right writing direction.
Lesson 2
What Is a Map?
Students are asked to read Me On the Map with an adult (Activity 1) and answer location questions, which involves interacting with a multi-page picture book. Students use handwriting pages to trace letters and practice writing the words map, mom, home, and house (Activity 4). Students label items on map worksheets and fill in scrambled word labels or write labels on the floor-plan (Activity 2 and 3), which requires producing words in print.
Lesson 3
Guide to Animal Habitats
Students are asked to point to the title and author's name on the book cover and to recognize letters in those words. An adult reads the story aloud while students are asked to look through the book to find habitats and to chart Crinkleroot's course, which requires looking through pages in the order visited. Activities ask students to sequence the habitats in the order they were visited (cutting/pasting or drawing lines), which requires ordering events/pages.
Lesson 5
Discovering Animal Habitats
Students are asked to read habitat names from a word box and then label the corresponding pictures (Option 2), and to look at words and pictures and attempt to read/sound out each habitat word while adding first and last letters (Option 1). Students practice writing and tracing the words "Jeep" and "Jungle" and the letter Jj on a handwriting page. The Animal Habitat Graph and vocabulary lists require students to match and record single-word labels for habitats.
Lesson 6
Exploring Animal Habitats
Students are asked to read the dictated story back and to sound out words in Activity 2, which requires them to work with written sentences and phrases. Activity 3 provides traceable letters and vertical lines for writing the words "zebra" and "zoo," giving students practice copying and tracing words. The Student Activity Pages (fill-in-the-blank sentences and writing lines) require students to write and read sequences of words in sentences.
Lesson 7
Tools in My Environment
The text directs an adult to "read the names of the tools with your child using her finger to point at the letters as you sound them out," which encourages tracking print while reading. It asks the child to copy letters and write words and sentences (practice writing 'it' and 'inch'), which requires producing text in sequence. The student activity pages include lined practice and multi-word labels (TOOL #1, TOOL #2, TOOL #3) where students are asked to record measurements beneath rulers.
Lesson 9
Animal Designs
Students are asked to name the animal and the habitat in each picture and to read the caption in each box (Activity 1). The student pages provide short printed captions (e.g., "A fish swims in the ocean.") and Option 2 asks students to read the movement word for each habitat and to write the name of each habitat in the provided boxes.
Lesson 10
Amazing Animals
The materials ask the child to read along during read-alouds and to read word problems aloud, giving students occasions to move through printed text. Student Activity Pages present numbered illustrations paired with descriptive text and math problems, which students are instructed to read and respond to. Activities ask students to locate books and websites about a selected animal, implying navigation of multi-page texts.
Final Project
Animal Research / My Environment
Students assemble and staple pages along the left side to create a multi-page book and are asked to complete the descriptions at the top of each page and to label pictures (e.g., "The ______" and "is found in ______"). Each activity page has a clear title at the top, a page number at the bottom right, and prompts that appear in a left-to-right line format, which students must fill in. Students are asked to explain each page of their book to the family, implying a page-by-page presentation.
Unit 2: Weather
Lesson 1
Reading the Skies
During read-alouds (Activity 1) students are instructed to follow the words with a finger as the adult reads the story slowly and are encouraged to read the story independently when ready. In the Weather Words activities students read words from a word box, match words to pictures, and write chosen words beneath pictures, requiring them to locate and produce print on the page. In the Weather Calendar students record months and days and draw daily weather observations, giving repeated opportunities to work with text arranged on a page.
Lesson 2
Types of Precipitation
Students are asked to read specific pages of picture books (e.g., reread pages 20, 24-25, 32-33 and read pages 5, 14-17, 23-27) and to read the words for each type of precipitation listed at the top of the activity pages. Students are prompted to label pictures with R, S, or H or to write the names of precipitation types in the blank boxes, and they practice tracing and writing words such as "rain" and "round." These tasks require students to engage with words on a page and move through pages of text.
Lesson 4
Simulating Weather
The lesson directs the child to "follow along by pointing to each word as you both sing it," which requires tracking print while moving through the lines on the page. It asks the child to look at the page and read the words of the song aloud and to find specific words (e.g., "clouds," "rain") and capital letters at the beginning of each line, which engages scanning across words and through lines. The Skills list explicitly includes recognizing that written words are separated by spaces and knowing the difference between letters and printed words, supporting word-by-word tracking practice.
Lesson 5
Fall
Students are asked to write or copy sentences about the fall picture (Options 1 and 2) and to copy dictated sentences onto the sheet. Activity 4 provides handwriting practice for the letter F and the words "fun" and "fall," with tracing and freehand writing. The lesson also asks the child to read the directions aloud for the Graphing Leaves activity, which requires reading printed directions.
Lesson 8
Summer
Students are asked to read the short fill-in-the-blank story aloud or read along with an adult, which requires them to process text in sequence. Students are asked to copy words into blanks or write the first letter of a word in a blank, which involves reading the word prompts and placing letters/words into the sentence. Students are instructed to read the completed story aloud and to illustrate, engaging with the page's text content.
Unit 3: Community
Lesson 1
On the Town
Students are asked to read the book On the Town and answer comprehension questions, which requires attending to written sentences. In Activity 2 students read each sentence and either copy or select a community word to complete the sentence, and in the advanced option they read sentences and fill in vocabulary words. In Activity 4 students trace and write the letter P and practice the words "People" and "Park" on guided lines, copying words and sentences.
Lesson 8
Rules and Laws
The Skills list explicitly includes "Follow print word by word (LA)." In Activity 1, students read each sentence strip (alone or with assistance), number the strips 1–6 by importance, and paste the rules in order on a poster board. In Activity 2, students read or hear individual statements and sort/paste them into "Laws" or "Rules" webs on the activity page.
Final Project
I Can Make A Difference
The activity page provides sentence starters ("I am planning to __.", "1. The first thing I will do is __.", "2. Next I will __.", "3. Finally I will __.") that require students to write sequenced steps. The instructions ask students to write steps at the top of the plan sheet, check off each statement as completed, and write a reflection at the bottom of the sheet. The skills list explicitly includes "Sequence events in the correct order (LA)," indicating students will practice ordering text.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 4
How Does It Feel?
Students are helped to read each texture word and asked to circle the beginning letter of each word (Option 1), which requires attending to individual printed words. Students copy or cut and paste texture words beneath pictures and can copy a sentence on handwriting paper (Activity 3), which involves producing and aligning words on a page. The activities ask students to read back the words they used to describe objects, engaging them with printed words on the activity pages.
Lesson 5
How Old?
Students are asked to view the top and then the bottom of the folded "Guessing Ages" activity sheet, which directs attention to the top-to-bottom organization of the page. Students read or attempt to read the questions and are asked to reread them, which requires following text across the line. Activity pages are described with items on the left and ages to the right and ask students to draw lines or paste numbers to match pictures, requiring them to move visually between left and right elements on the page.
Lesson 6
The Measure of Things
Students complete fill-in-the-blank sentences (e.g., "The ___ is longer than the ___") and are asked to draw or write words on the Length activity page, which requires reading and writing across a line. Activity 6 asks students to practice handwriting and to "write/copy a sentence" using target words, and several student pages (tables for measuring and recording estimates vs. actuals) require students to enter information in rows and columns across the page.
Lesson 10
Earth Materials: Rocks, Soil, and Water
Students are prompted to read and interact with text: an adult reads the books aloud and the child is asked to "read the first sentence" on the title page of Over and Under the Pond and to complete sentence-fill worksheets. Students are directed to look through pages to find animals, rocks, and turtles and to turn to the back of the book to use the glossary, which requires navigating page by page. Students complete preposition sentence activities that require reading sentences and matching words to illustrations across the pages.
Unit 2: Senses
Lesson 1
My Five Senses
Students are asked to find and read the title and author on the cover and to attempt to read My Five Senses, identifying beginning letters of each sentence and important words on each page. Students copy each word from the Senses Word List three times and write or copy a sentence about a sense on handwriting paper. Activities ask students to read through the word list and to refer to those words when they encounter them in the text.
Lesson 7
Using All of Our Senses
Students are asked to read My Five Senses beginning with page 21 through the end, which requires reading pages in sequence. Students are invited to look at the pictures and words with their eyes when a story is read aloud and to explore books such as Brown Bear, Brown Bear and Polar Bear, Polar Bear to identify characters' senses. Students are also asked to write or copy a sentence on handwriting paper about their nature walk observations.
Lesson 8
Writing About Our Senses
Students are asked to attempt to read the fill-in sentences in the "A Sensible Report" and to reread clues in the "Sensing Logic" activity, which requires reading short written clues. Students are also asked to write or copy a sentence on handwriting paper and to write words in blanks for the popcorn report, activities that involve producing and following linear written text.
Unit 3: We're the Same, We're Different
Lesson 1
You're Special
Students are asked to attempt to read each question aloud and to read the completed paragraph aloud after filling in blanks, which requires moving across text. Students are instructed to read each sentence on the "Your Numbers" page and to practice reading numbers found on page numbers, addresses, and signs in books and the community. Students trace and practice the word "unique" and the letter Uu, engaging with written text on a page.
Lesson 3
Different Personalities
Students are asked to "read through the list of words" on the "Your Personality" page and attempt to sound out words, which requires reading words in sequence. Students practice writing and tracing the word "quiet" multiple times on the handwriting page, which involves producing words in a left-to-right written order. The activities also include circling words that describe themselves and cutting/pasting word cards, which involve working with individual printed words on a page.
Lesson 5
Shapesville
Students are asked to point to the title of the story and to sound out the letters in the word, which engages them with print on the page. The skills list includes "Read or attempt to read own story or simple text," and activities ask students to attempt to read their description and to read the book aloud to family. Activity 4 has students write or copy a sentence on handwriting paper, which requires working with written text across a line.
Lesson 6
Different Families
Students are asked to listen as pages of A Life Like Mine are read (pages 6–13, 18–23, 26–31 and specific child profiles on other pages), exposing them to continuous printed text. The handwriting activity has students trace the word "different" and repeated letters D and d on horizontal lines, requiring left-to-right letter formation. Several student pages include lines and sentence prompts (e.g., compare sentences, Venn diagram label areas) where students are expected to write responses in sequence across lines.
Lesson 7
Different Homes
Students are asked to read pages 26–35 of A Life Like Mine and identify and describe the different homes shown, which involves moving through consecutive pages. In Activity 1 students are instructed to read the three words in each row of the 'Big, Bigger, Biggest' sheet and color pictures according to those words. In Option 2 students write the comparison word beneath the correct picture in each row (for example: 'big' beneath the hut, 'bigger' beneath the houseboat, and 'biggest' beneath the castle), requiring them to place words in order relative to images in a row.
Lesson 8
Different Holidays and Traditions
Students create a Book of Holidays and are asked to put the pages in chronological order and staple them along the left side, which requires arranging content page by page. Students use a calendar to find holiday dates and paste holiday graphics onto specific dates, an activity that requires locating positions on a dated page. Students are asked to write or copy three sentences about a favorite holiday, which involves producing linear text on lines.
Lesson 9
Different Modes of Transportation
Students are asked to write or copy a sentence on handwriting paper in Activity 4, which requires producing written text in sequence. In Activity 1 (Option 2) students must write the entire label for each mode of transportation, and in Option 1 they fill in the first letter for each label, both tasks requiring students to produce letters in word order. Activity 2 (both options) asks students to number or write modes of transportation for scenarios, which involves placing responses in a sequential format on the page.
Final Project
Differences Make the World Go 'Round
Students are asked to create a multi-page book and to "cut apart the pages and staple them together to form a book," which provides practice with page-by-page sequencing. Student activity pages are numbered (3–10) and include a final page labeled "The End," reinforcing ordered page progression. Each activity page is divided into top and bottom sections (e.g., Location, Food, Homes, Clothing) with prompts and sentence frames such as "I live in ___" and "I like to eat ___ from ___," which require students to read and write across the lines on a page.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Lesson 4
Extending a Pattern
Option 2 directs the child to read the words for each pattern, gather objects, create the given pattern, and then extend the pattern. The Student Activity Pages present written sequences (e.g., "fork, spoon, fork, spoon" and "penny, penny, paper clip, paper clip") that students must read and use to fill in blanks. Activity 4 asks the child to copy or write a sentence on handwriting paper about a pattern, which requires producing and following written words.
Lesson 5
Making Color Patterns
Students are asked to write out color words or the first letters to show patterns (for example, Y, R, Y, R), which requires placing symbols in a sequential order. Students are also asked to write or copy a sentence on handwriting paper describing their creation, providing practice with writing printed text. Several activities require arranging items or symbols in a linear sequence (e.g., necklaces, caterpillar stickers) that can be represented with written words or letters.
Lesson 6
Shapes and Patterns
In Activity 2 (Option 1) students are asked to "circle the beginning letter of each word in the pattern" and then sound out each word and create the pattern with attribute blocks, which requires attending to individual words in the printed sequences. Several activities instruct gluing the bottom row to the end of the previous row to make one continuous pattern, prompting students to work with longer printed rows across a page. Activity 3 asks students to write or copy a sentence on handwriting paper, which involves producing text in standard written order.
Lesson 8
Creating and Writing About Patterns
Students are asked to write the first letter of each object into horizontal pattern boxes (e.g., A B A B, A A B B) which requires entering letters in left-to-right sequence. Students fill sequential sentence prompts ("First comes ____, Then comes ____, Next comes ____") arranged top-to-bottom on the page. Students are instructed to write the words "first, then, and next" five times in a journal and to copy two or three sentences on handwriting paper, which involves producing words across lines.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 2
Making Word Patterns
Students are asked to read each sentence after completing the folded "It's Time to Rhyme" sheet, which requires reading words in sequence. Students are asked to look at lists of words and "attempt to read each word" in the Word Patterns activities and to sort and paste word-family cards for practice reading. Students are encouraged to read picture books that rhyme and to identify and record words from the text, which involves reading across pages.
Lesson 4
Sentence Patterns
Students read sentences aloud in multiple activities (Activity 1, Completing a Sentence Pattern, and other pages) and are asked to copy simple sentences from books onto handwriting paper. In Activity 4 students read through picture books and are asked to point to the beginning letters and the periods in a few sentences. Several activities require students to fill in blanks and then read the completed sentences aloud, encouraging engagement with written word sequences.
Lesson 5
Story Patterns
The lesson asks the child to "follow along" while an adult reads the short story and to read the short story twice (Activity 2), which gives students opportunities to track printed text. Students are asked to attempt to read their own created story aloud (Activity 3) and to copy or write a sentence from the story on handwriting paper (Activity 4), which requires working with the sequence of words on the page. Several activities require students to fill boxes in order (Beginning, Middle, End) based on the printed story, connecting printed text to ordered responses.
Lesson 7
Making Sound and Action Patterns
Students cut out sound words (with pictures) and place them into sequences on a separate sheet (Option 1 and Option 2). The student activity page shows words arranged in a grid with rows that repeat word patterns across the page, which students use to create and follow patterns. Students are asked to write or copy a sentence on handwriting paper describing a pattern (Activity 4).
Unit 3: Patterns in Your World
Lesson 3
Night and Day
The Skills list explicitly includes "Write from left to right (LA)." Students label three pictures of the Sun, Moon, and Earth in rectangular text boxes and complete the "During the Day" and "At Night" pages by drawing and recording/dictating sentences on provided lines. Student activity pages feature lines and boxed label areas that require placing text in a left-to-right sequence when writing.
Lesson 4
Daily Routines
Students cut apart the pictures on the "My Morning Routine" page and glue them in the correct order, requiring them to arrange events sequentially. In "A Routine for ___" students number and write or dictate four steps in order on lines provided, which has them place items in a top-to-bottom sequence. The daily accordion activity asks students to fold top-to-bottom and record times and activities in chronological order on the left side of each section, and Activity 4 has students copy a sentence on handwriting paper.
Lesson 5
Calendar Patterns
Activity 5 directs students to put the days of the week in order from left to right and the months of the year in order from top to bottom on a poster, requiring them to arrange words horizontally and vertically. Activity 1 and the student activity pages ask students to fill in day names and extend the weekly pattern in a column/list, which engages top-to-bottom ordering. Activity 3 has students practice writing dates (day, month, year) repeatedly, which involves producing words in the conventional left-to-right sequence.
Lesson 7
Patterns at Home
Students listen as an adult reads the whole Pattern book aloud and are asked to find and identify patterns on specified pages (pp. 4-5, 6-11, etc.), which requires them to look through the book page by page. Students write or copy a sentence on handwriting paper describing a pattern from their closet, which requires moving across a line of print and from one line to the next.
Final Project
Patterns All Around Lapbook
The Skills list explicitly states that students should "Recognize that text moves from left to right (LA)." Students are asked to write titles (e.g., "Symmetrical Pattern," "Pattern in Nature") and to write the days of the week in order on the Fan Book, which requires sequencing written words. Several templates (e.g., the 3-Flap Book labeled "BEGINNING, MIDDLE, END" and the Fan Book) present information in a left-to-right sequence that students must follow when labeling or writing.
4: Change
Unit 1: Changes on Planet Earth
Lesson 3
Changing Position
The skills list explicitly includes "Demonstrate understanding of the organization and basic features of print," and the lesson asks the child to look at the book cover and to read (or be read) Zoom! Zip! Whoosh!, which involves moving through pages. The "Using an Index" activity directs the child to find a word in the index, go to the indicated page, and copy the sentence from the book, requiring the child to locate information page by page and transcribe text.
Lesson 4
Changes in the Environment
Students are asked to read "Part 2: Seasons Change" (pp. 27–44) and to answer questions as they read, which requires navigating a multi-page text. Students are asked to write or copy a sentence on handwriting paper about their favorite season, which involves producing text in written order. The skills list includes "Listen responsively to text read aloud," which indicates engagement with print during read-alouds.
Lesson 5
Changes in Location
Students are asked to read sentences and move a cut-out mouse to locations (Activity 2 Option 2: "read each sentence, and move the mouse to the location that is described"). Students fill in blanks using words from a word box or write prepositional phrases after sentence starters on the "Where Did He Go?" page, and are encouraged to write simple sentences (Activity 1 and Activity 2 extensions). Students are asked to record three or four sentences describing object relations and to read and follow written directions (Nature Relations and Wrapping Up).
Lesson 7
Living Things Change
Students are asked to review specific pages (pages 30-31 and 34-37) in a book, which exposes them to multi-page text. Activity 4 directs students to write or copy a sentence on handwriting paper, an activity that requires producing text in a conventional direction. Several activities involve reading prompts and following instructions on student activity pages (coloring and circling responses) that appear in a left-to-right, top-to-bottom layout.
Lesson 8
Plants and Change
Students are asked to use the table of contents and page numbers to locate the section "What Do Plants Need?" and to read specific page ranges (e.g., read pages 4-7, 8-11, 14-15, 10-13, 18-25) in National Geographic Readers: Seed to Plant. Students are directed to find and read particular pages and to follow a sequence of pages for different activities (for example, reread pages 33 and 40-42; read specified pages for each activity). Students also cut out pictures from a "Plants Change" page and glue them in order, reinforcing sequential, page-based organization of content.
Lesson 9
Heat Causes Change
Students are asked to review specific book pages (pages 14-15 and 18-19), which engages them with text page by page. The Student Activity Page for "Ice, Water, Steam" presents three bowls vertically with an arrow labeled "cold" at the top and "hot" at the bottom, so students organize and label states in a top-to-bottom order. The handwriting activity asks students to write or copy a sentence, which requires them to produce text in a left-to-right sequence.
Unit 2: Characters Change
Final Project
My Own Story
Students are asked to decide and discuss what parts of the story will go on which pages and to type the dictated story into an online storybook tool, which requires arranging text and images page by page. The project has students publish a digital storybook and arrange images and backgrounds in the book, implying page-level organization. The activities include reading the dictated story aloud and assigning text to specific pages during the online publishing step.
Unit 3: A First Look at History - Change Over Time
Lesson 4
Past and Present
Students are asked to paste time-period labels on a timeline while an adult 'flip[s] through the pages of each section' and are told to view pages 'in the following order, from earliest to most recent,' requiring them to follow pages sequentially. Students are instructed to order images of homes, transportation, clothing, and school 'from the earliest to the most recent' and to cut and place those images on a page. Students are asked to write a sentence on handwriting paper (or copy one), which involves producing text on a line and working across a written page.
Lesson 6
Predicting Future Change
Students are asked to attempt to read the description they dictated in Activity 3, which requires looking at written text. Students are asked to write or copy a sentence on handwriting paper in Activity 4, which requires producing and aligning text on a line. Student activity pages present prompts and lines for written responses that students must read and respond to.
Lesson 7
People of the Past
Students are asked to read a simple biography (Activity 1) and answer questions about it, which requires navigating text across pages. In Activity 2 students read the "People in History" sheet, reread descriptions, point to the individual described, and glue descriptions beneath pictures, involving reading short pieces of text. Activity 4 asks students to write a sentence on handwriting paper about a historical person, which engages them with linear written text.
Final Project
My Past, Present and Future
Students are instructed to write the time period on the left-hand side and "United States" on the right side and to write or dictate sentences such as "In the past ________" on the left and "Today ________" on the right. The activity pages include labeled lines and boxes for responses (e.g., "I was different because," "Now I am," "In the future I will be") that organize writing across each page. Students are told to fold sheets into a book and are asked to "read through her book or comparison pages," which requires moving through pages in sequence.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
The lesson explicitly states that we read from left to right and from top to bottom and lists the skill "Follow words from left to right, top to bottom, and page by page." Activity 1.1 instructs the child to point to each word while an adult reads the Weekly Message and notes that the message models reading left to right and top to bottom. Activity 5.3 directs the child to begin reading at the first page, proceed to the next page, and models pointing to each word as it is read. Multiple activities ask the child to point to letters/words in order as they are read (e.g., Activities 3.1 and 5.3).
Lesson 2
Letter Sounds Review II
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 directs the child to follow along as the adult reads the Weekly Message by pointing to each word. Activity 3.1 and various sight-word activities ask the child to point to each word as it is said, and Activity 5.3 instructs the child to begin on the first page and point to each word while reading the reader. Several activity pages and word-family pages require reading words across lines and through pages, giving repeated practice in sequence.
Lesson 3
Letter Sounds Review III
The lesson explicitly lists the skill "Follow words from left to right, top to bottom, and page by page." In Activity 1.1 students are asked to point to and read any words they know and the adult reads the Weekly Message while pointing to the words. In Activity 5.2 students are asked to read the reader aloud while pointing to each word as they read it, and the wrapping-up activity has students flip cards and say each item.
Lesson 4
Letter Sounds Review IV
The skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Multiple activities require students to point to words as they read: Activity 1.1 asks the child to point to words while the adult reads and to read along; Activity 3.1 directs the child to read sentences while pointing to each word; Activity 5.2 asks the child to point to each word as she reads the reader aloud. Students also are asked to read a whole book and then read it again aloud, which involves progressing through pages.
Lesson 5
Adding s, More Word Families, Ending with ck
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." In Activity 1.1 students point to words in the Weekly Message and read the message with an adult, and the teacher prompts them to point to the first word in each sentence. Activity 1.2 has students lay lowercase letter cards in alphabetical order in one long row and place uppercase letters below their lowercase partners, and Activity 4.3 requires the student to read the reader (Ducks Are Fun) on his own and then aloud, implying reading pages in order. Activity 5.3 reminds students to leave a small space between words and that sentences begin with uppercase letters while they write dictated sentences.
Lesson 6
Open Syllables and Digraph th
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 5.2 instructs students to "point to each word as she reads it" when reading the reader, which practices directional tracking across text. Activity 1.3 and other activities ask students to read cards by placing them in a stack and reading the card on top or flipping them over one at a time, and Activity 5.3 has students read sentences from start to finish, supporting sequential page- or card-by-card reading.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
The lesson explicitly lists the skill "Follow words from left to right, top to bottom, and page by page" in the Skills section. Students are asked to point to each word as they read the reader (They Get Wet) and to read along with the Weekly Message, which practices tracking words while reading. The Sight Words Search activity explicitly tells students that words can be found going left to right or top to bottom, giving direct practice with those directions.
Lesson 8
Blends with s
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 and other read-aloud directions ask the child to point to and read any words in the Weekly Message and to read along as the adult reads. Activity 4.3 tells the child to read the reader on her own and to "point to each word as she reads it," and Activity 3.3 and the sentence-dictation tasks have the child read sentences and think about how sentences begin and end.
Lesson 9
Blends with l
The lesson's Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks the child to point to and read words in the Weekly Message and to read along as the adult reads, providing guided practice tracking text. Activity 4.3 directs the child to read the reader on his own and to "take his time and point to each word as he reads it," which practices left-to-right and top-to-bottom tracking while reading pages of a book.
Lesson 10
Blends with r
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." In Activity 1.1 students are asked to point to and read words in the Weekly Message and to read along as an adult reads the message. In Activity 4.2 students are instructed to read the reader One Can on their own and are encouraged to point to each word as they read; Activity 1.3 also asks students to point to each sight word as words are spoken.
Lesson 11
Ending Blends
The Skills list explicitly includes the target behavior: "Follow words from left to right, top to bottom, and page by page." In Activity 1.1 students are asked to point to and read any words in the Weekly Message while the adult reads aloud. In Activity 4.2 students are told to read the reader on their own and are explicitly encouraged to "point to each word as he reads it," which practices left-to-right and top-to-bottom tracking across the text.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks the child to point to and read words in the Weekly Message and to read along as the adult reads. Activity 4.3 directs the child to point to each word as she reads the reader aloud, and Activity 5.1 requires finding sight words in a word search going left to right or top to bottom.
Lesson 13
Glued Sounds ng and nk
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Students are asked to point to and read words in the Weekly Message #13 and to read along as an adult reads it. Students are instructed to "point to each word as he reads" the reader King Hank and to point to endings (ng/nk) on the laminated writing sheet during sorting activities.
Lesson 14
Three-Letter Beginning Blends
The lesson's Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks the child to point to and read words in the Weekly Message and to read along as the message is read aloud. Activity 4.3 instructs the child to read the reader on her own and to "take her time and point to each word as she reads it." Several activities ask the child to read sorted words aloud after placing them, reinforcing word-by-word tracking.
Lesson 15
More Ending Blends
The lesson's Skills list explicitly names the target behavior: follow words from left to right, top to bottom, and page by page. Activity 1.1 directs students to point to words as an adult reads the Weekly Message and to read along, and it requires repeated readings while pointing to words. Activity 5.2 instructs students to read the reader (The Raft Trip) on their own and to point to each word as they read it, reinforcing tracking across a multi-page text.
Lesson 16
R-Controlled Vowels (ar)
The Skills section explicitly lists "Follow words from left to right, top to bottom, and page by page." Activity 4.2 directs students to read the reader on their own and "point to each word as she reads it," and asks them to answer the question on each page as they read. Activity 1.1 asks students to point to and read words in the Weekly Message while reading along, and Activity 5.3 reminds students to pay attention to how sentences begin and end when writing and reading sentences.
Lesson 17
Semester Review
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Students are asked to point to and read words in the Weekly Message and to read along as the message is read aloud. Activity 5.1 directs students to find words in a word search that can be found left to right or top to bottom, and Activity 3.1 and 4.2 have students page through their Word Collection and create/read their own reader, emphasizing cover orientation and page order.
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
The lesson's Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 tells students to point to and read words in the Weekly Message, and Activity 5.1 instructs students to "point to each word as she reads it" when reading the reader. Wrapping up also asks students to reread the Weekly Message and point to specific words, and multiple activities require students to read pages and student activity sheets aloud.
Lesson 2
Long Vowels o, u, and e with Silent e
The lesson's skill list explicitly includes following words from left to right, top to bottom, and page by page. In Activity 1.1 students point to specific words (Tim/time, can/cane) and read the Weekly Message aloud while reading along with the adult. Activity 4.2 directs students to find sight words in a word search that can be located going left to right or top to bottom. Activity 5.1 has students read a multi-page reader (They Chose To Doze) aloud and answer questions about it.
Lesson 3
Hard and Soft c and g
The lesson's Skills list explicitly names "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks students to point to and read words in the Weekly Message and to read along as the adult reads. Activity 5.2 has students read a short reader on their own and then aloud, and Activity 5.3 directs students to pay attention to how sentences begin and end during dictation.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
The Skills list explicitly states that students should "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks the child to point to and read words in the Weekly Message and to read along as the adult reads, which requires left-to-right tracking. Activity 1.3 directs the child to point to sight word cards as the adult reads them and to turn them over and read again, giving repeated practice tracking word-by-word. The Life Application asks the child to point to objects in a line going left to right, reinforcing left-to-right sequencing.
Lesson 5
Long a Spellings ai, ay
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks the child to point to and read words in the Weekly Message and to read along as an adult reads the message aloud. Day 5 directs the child to read The Gray Day on her own and then aloud, which requires reading text across lines and through pages, and Activity 5.2 reminds the child to pay attention to how sentences begin and end while writing dictated sentences.
Lesson 6
Long e Spellings ee, ey, ea
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks the child to point to and read words in the Weekly Message and to read along as the adult reads, prompting left-to-right tracking. Activity 5 has the child read a multi-page reader on their own and then aloud, and the wrapping up activity asks the child to reread the Weekly Message while pointing to long-e words, reinforcing line-by-line and across-page reading.
Lesson 7
Long i Spellings y, igh, ie
The lesson's Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks the child to point to and read words in the Weekly Message and to read along as the adult reads, which requires left-to-right tracking. Activity 2.1 has the child point to sight word cards as the adult says them and then read as the adult points, and Activity 2.3 directs the child to find words going left to right or top to bottom in a sight-word search.
Lesson 8
Long o Spellings ow, oa, oe
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks the child to point to and read words in the Weekly Message and to read along as the adult reads, which requires tracking words while reading. Wrapping Up asks the child to reread the Weekly Message and to point to long o words, and Day 5 has the child read The Slow Boat independently and then aloud, which involves progressing through text.
Lesson 9
Long u Spellings ue, ew, ou
Students are asked to point to and read words in the Weekly Message and to read along as the message is read aloud (Activity 1.1). The teacher and student explicitly point to sight words and sentences as they read them (Activity 1.3, Activity 3.1), and students read a short reader on their own and then aloud to the adult (Day 5). Students also read words written in a column (Activity 1.2) and complete vertical lists and writing pages that require reading and writing words in sequence.
Lesson 10
Other Long Vowel Patterns
The lesson's Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." In Activity 1.1 students are asked to point to and read words in the Weekly Message and to point to long-vowel words as the message is reread, requiring them to track words in the text. Sight-word activities and the reader tasks (e.g., reading The Wild Colt on their own and reading sentences aloud) require students to read lines and pages sequentially while following along as an adult points to words.
Lesson 11
Long Vowel Sounds Review
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." In Activity 1.1 students are asked to point to and read words in the Weekly Message, read the message aloud while the child reads along, and point to long-vowel words as the message is reread. Multiple Reader Review activities ask students to reread whole readers and locate/write specific words from the text, requiring students to read across lines and through pages.
Lesson 12
Other Vowel Sounds oi, oy
The Skills list explicitly names "Follow words from left to right, top to bottom, and page by page." Activity 3.1 (Sight Word Search) instructs the child to find words going left to right or top to bottom, and to show and read them aloud. Activity 1.1 asks the child to point to and read words in the Weekly Message and read along as the adult reads, which has the child track print while reading.
Lesson 13
Other Vowel Sounds ou, ow
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 directs students to point to and read words in the Weekly Message while the adult reads aloud, providing guided practice in tracking print. Day 5 requires students to read the Reader #13 on their own and then aloud to an adult, which practices moving through multi-line text and across pages; the Wrapping Up asks students to point to specific words in the Weekly Message again.
Lesson 14
Other Vowel Sounds aw, au
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." Activity 1.1 asks students to point to and read words in the Weekly Message and to read along as it is read aloud, requiring left-to-right tracking. Activity 5.1 requires students to read a multi-page reader (The Pups) on their own and then aloud, which practices reading page-by-page and top-to-bottom through text. Activity 5.2 and other dictation/handwriting tasks ask students to pay attention to how sentences begin and end and to write/read words on lined paper, reinforcing left-to-right progression across lines.
Lesson 15
These Make More Than One Sound: oo and ea
The lesson's Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." In Activity 1.1, students are asked to point to and read words in the Weekly Message while reading along with an adult. In Activity 1.3, students are asked to point to each sight word as the adult reads it and then read each card as the adult points to it, practicing directional tracking.
Lesson 16
Silent Starts: kn, wr, gn
The Skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." In Activity 1.1 students are asked to point to and read words in the Weekly Message and read along as the adult reads. In Activity 3.3 the adult points to words as sentences are read and has the child point to the correct word as it is said; Activity 5.3 asks the child to pay attention to how sentences begin and end while writing dictated sentences.
Lesson 17
Year-End Review
The skills list explicitly includes "Follow words from left to right, top to bottom, and page by page." In Activity 1.1 students are asked to point to and read words in the Weekly Message and read along as an adult reads, which practices tracking across lines. Activity 4.1 (Sight Word Search) explicitly tells students that the words can be found going left to right or top to bottom, and reader review activities require students to read full readers, practicing reading page by page.