First Grade - ELA
1: Environment
Unit 1: Habitats and Homes
Lesson 2
What Is a Map?
Students are asked to sound out letters and words as they write them (Activity 2 Option 1 and Option 2) and to practice spelling words phonetically. The materials include rereading the book Me On the Map and rereading the first pages where the map is discussed. Student labeling tasks pair pictures of objects with word labels (scrambled words and empty boxes) that students must decode and complete.
Lesson 5
Discovering Animal Habitats
Students are asked to look at pictured habitat scenes and the corresponding words (Option 1) and to add first and last letters and attempt to read/sound out each habitat name, which encourages using picture context to identify words. In Option 2 students read habitat names from a word box and label the illustrated habitats, matching written words to images. Directions to "discuss what you see" and to identify and describe animals while looking at the pictures provide opportunities for students to use visual context to confirm word meaning.
Lesson 6
Exploring Animal Habitats
In Activity 2 students dictate a story, then "read the story with him and encourage him to sound out the words in the story or to read it back to you," which gives students practice reading their own text aloud and rereading. Activity 3 has students trace and write words (zoo, zebra) and letter Z, supporting word recognition practice. Activity 1 asks students to label objects in their drawings, which requires them to produce and connect words with pictures and observations.
Lesson 11
Amazing Me
In Activity 2 students are asked to "review the words beneath each face, encouraging your child to read the words aloud" and then look at each picture and circle the face that shows how they would feel, which asks students to use picture context to interpret word meaning. The Skills list includes "Recognize some words by sight" and "Read or attempt to read own story," and Activity 3 asks students to read their recorded ideas aloud (or have them read back), indicating students practice reading words in context.
Unit 2: Weather
Lesson 2
Types of Precipitation
Students are asked to reread specific pages of the books (Activity 2: "Reread pages 20, 24-25, and 32-33" and Day 2: "Read pages 18-23 and pages 32-35"), providing explicit opportunities to reread text. In Options 1 and 2 students read the words for each type of precipitation and then look closely at pictures to decide which word matches each picture, using picture context to confirm the label. Activity prompts ask students to describe and explain what is happening (e.g., count raindrops and describe how rain forms), linking comprehension with rereading and observation.
Lesson 7
Spring
Students attempt to read short poems aloud in both poetry options and are asked what each poem was about, which prompts them to use surrounding text to determine meaning. Students draw a line from each poem to the picture that best tells the story or add their own illustrations to show understanding, encouraging them to use illustrations and context to interpret text. The guidance to read the poems aloud so the child can listen for rhyming words and to identify/underline rhymes provides practice attending to word-level features within the text.
Lesson 8
Summer
Students complete a fill-in-the-blank story using a provided word box (beach, hot, trip, swim, pool) and picture-word prompts, deciding which word fits each sentence from contextual clues. Students are asked to read the story aloud or read along with an adult, and advanced students are encouraged to copy the word in the blank or write the first letter before reading the completed story aloud. In the Option 1 activity, students choose which picture-word fits each blank and can paste or write the beginning letter of the word in the blank.
Final Project
Weather Games
Students match written weather and season words to pictures in the Weather Memory game, directly connecting printed words with pictorial context. Students are invited to look through and read Whatever the Weather aloud and to pick the page that most closely matches the weather outside, using real-world context to confirm meaning. The lesson explicitly tells caregivers to "Reread pages 8-15" in the book and gives repeated practice (three mornings) preparing and delivering a weather forecast, providing opportunities to reread and rehearse language.
Unit 3: Community
Lesson 1
On the Town
Students read sentences and either select a picture or write a community vocabulary word to complete each sentence (Activity 2, Options 1 and 2). In Option 2, students are prompted to read the community words at the top and then read each sentence to record the word that completes it, which requires using sentence context to choose the correct word. Students also read the book On the Town and answer questions about places Charlie visited, providing additional opportunities to use contextual information from text.
Lesson 4
Goods and Services in the Community
Students are asked to read the names of buildings, goods, and services on the activity sheet and to read price tags when pretending to shop. Students cut out cards and match each building to the goods or services it provides, pairing written labels with pictures. The directions also tell an adult to help the child sound out words if she needs help.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 1
Describe It
In Activity 3 Option 1 students are instructed to circle the first letter in each word and sound out the word, then copy or cut/paste words beneath the pictures they describe. Both Option 1 and Option 2 ask students to match descriptive words from a word box to pictures (milk, tree, lollipop), which requires using picture context to choose appropriate words. The activities also prompt students to write additional descriptive words and to have an adult assist with words they cannot read.
Lesson 4
How Does It Feel?
Students are asked to read texture words from a word box and either copy them beneath pictures or cut and paste them (Option 1), which requires them to identify printed words. In Option 2, students choose two words from a provided list that accurately describe each pictured object and then generate a new descriptor, requiring them to use the meaning of the picture as context to select appropriate words. The activity also asks students to write or copy a sentence about an object's texture, which engages them with word recognition in a short written context.
Lesson 5
How Old?
Students are asked to read the questions on the Guessing Ages page (or have them read aloud) and to reread the questions with assistance; the materials explicitly state to "Reread the questions with your child or let her attempt to read them independently." The skills list includes "Attempt to read written text (LA)," and activities prompt students to match ages to pictures and draw lines from numbers to people, requiring them to use the surrounding sentence and picture information. The teacher notes also direct attention to punctuation (pointing out question marks) when rereading.
Lesson 10
Earth Materials: Rocks, Soil, and Water
Students are asked to read pages and sentences aloud (e.g., "Let him read the first sentence" on the title page and the preposition sentence prompts) and then complete cloze sentences using prepositions based on illustrations and surrounding wording. Students are directed to use the book's glossary to find definitions of bold vocabulary words and to locate key facts using text features. Students compare text details and answer comprehension questions that require using surrounding text and illustrations to determine word meaning.
Unit 2: Senses
Lesson 8
Writing About Our Senses
Students are asked in Activity 1 to read clues for each picture, eliminate items that do not fit, and then "reread the clues to be sure they all apply" to the image they colored. The Sensing Logic tasks require students to use surrounding clue context to confirm which pictured item matches the description. Activity 2 asks students to attempt to read their completed popcorn report, which provides an occasion to confirm meaning from the written context.
Unit 3: We're the Same, We're Different
Lesson 7
Different Homes
Students read pages 26–35 of A Life Like Mine and identify and describe different homes, connecting words in text to pictures and materials. Students read the three words in each row on the "Big, Bigger, Biggest" activity and match or record the correct word beneath each picture, using the picture context to choose the appropriate word.
Lesson 9
Different Modes of Transportation
Students complete partial spellings (e.g., "__ar", "__lane") using the pictures on the "Planes, Trains, and Automobiles" page (Activity 1 Option 1), which requires them to use image context to identify words. In Option 2 students must write full labels for each mode of transportation, reinforcing word recognition from visual context. In Activity 2 students choose or write the best mode of transportation for travel scenarios by using situational clues (distance, islands, farm), which asks them to use context to decide appropriate vocabulary. Activity 3 has students tell a trip story, record it, and attempt to read it aloud, giving an opportunity to read their own words in context.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Lesson 8
Creating and Writing About Patterns
Students match pictured objects to a provided word list (eye, nose, mouth, apple, orange, banana, worm, bug, hat) and are asked to write the first letter of each object in pattern boxes, which requires using picture context to identify words. Option 1 explicitly suggests using visual cues to aid reading and copying words or first letters. Students complete prompts such as "First comes ____" and write or copy object words in the "Describe the Pattern" page, engaging in word recognition within a patterned context.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 3
Poetry Patterns
Students read poems aloud at least twice and are asked what each poem is about, then identify and circle rhyming words, which uses surrounding text to select appropriate words. During the song activity, students hear verses with missing rhyming words and are asked to guess the omitted word from the verse context; the teacher also prompts rereading of poems and the book Bear Hugs. Activities ask students to point to rhyming patterns in songs they know and to write or repeat lines, providing repeated exposure and opportunities to confirm choices.
Lesson 4
Sentence Patterns
Students read sentences aloud and are prompted to decide which word completes each sentence (Activities 1 and 3), selecting nouns or verbs that "make sense." Students read sentences from picture books, point to capitals and periods, identify nouns and verbs, and copy sentences while underlining nouns and circling verbs (Activity 4). Students are asked to read each sentence they form aloud to see if it makes sense and to choose action words that best fit blanks (Making Sentences, Completing a Sentence Pattern).
Lesson 5
Story Patterns
The lesson asks the child to read the short story twice (Option 2: "After she has read the story twice") and encourages the child to "follow along" while the adult reads (Option 1). The child is asked to attempt to read her own story and is given assistance as needed (Activity 3 and Activity 4). These directions incorporate rereading and supported oral/independent reading opportunities.
Unit 3: Patterns in Your World
Lesson 6
Seasonal Weather Patterns
Students match weather words from a word box (cold, warm, cool, hot, Winter, Spring, Summer, Fall) to months and seasons using the illustrations on the Weather Patterns page. Students fill in missing season names on the Seasons and Months worksheet after studying pictures that represent each season. Students refer to a laminated calendar to identify and write today's date and to select and circle the weather that describes the day.
4: Change
Unit 1: Changes on Planet Earth
Lesson 1
What Causes Change?
The lesson lists as a skill: "Read or attempt to read own dictated story (LA)" and in Activity 3 students are asked to write a short paragraph about a change and then "attempt to read it aloud." Students also read and may write single words such as "fast" or "slow" on the Fast or Slow Change? sheets, placing words in the context of pictured sequences.
Lesson 3
Changing Position
Students are asked to read or listen to the book Zoom! Zip! Whoosh! and answer comprehension questions, providing opportunities to encounter words in text context. In Activity 1 students locate the words "gravity" and "inertia" in the index, go to the referenced pages, and copy the sentence(s) containing those words, which requires reading the surrounding text. The skills list explicitly includes determining or clarifying the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.
Lesson 5
Changes in Location
Students read short sentences that describe locations and then move a cut-out mouse to the pictured location (Mouse in the House Option 2) or complete sentences using a picture-based location wheel (Where Did He Go?), using the pictures to choose appropriate prepositions from a word box. Students also read or follow written directions (e.g., "Stand on top of the bed") and can read and match those directions to actions or pictures. Students write simple sentences describing object relationships after observing real or pictured scenes (Nature Relations).
Unit 2: Characters Change
Lesson 1
What's in a Name
Students are asked to pause the read-aloud after target words and "guess what she thinks the word means based on how it is used in the text," then listen again and match the actual definitions (Activity 4). Students are instructed to go back and find the places in the story and listen to them in context if they struggle with interpreting feeling phrases, prompting rereading/listening as needed (Activity 3). The vocabulary page records students' guesses and then has them confirm and correct those guesses against the definitions, which requires using context to confirm or revise understanding.
Lesson 5
The Raft
The vocabulary activity asks students to read each sentence and use clues in the text to guess which definition matches each word, prompting use of context to determine word meaning. Activity 6 directs students to reread the third text page and discuss idioms, using rereading and surrounding text to clarify word and phrase meaning. The lesson's skills list explicitly includes determining or clarifying the meaning of unknown words and phrases based on grade 1 reading and content.
Lesson 6
Positive and Negative Change
Students are asked to attempt to read cut-apart cause-and-effect statements on the matching activity pages, with the instruction to provide appropriate assistance with the reading. The teacher/parent is told to read the character description twice and then have the child think about and dictate an ending, which requires the child to reread or hear the passage twice. The matching task requires students to use the meaning of the statements to pair causes and effects, providing contextual cues during reading.
Unit 3: A First Look at History - Change Over Time
Lesson 3
Communities Change
Students are asked to read the book aloud and to "read the story again," providing explicit opportunities to reread the text (Activity 1, Activity 4, Activity 6). Students are prompted to use pictures to support written and spoken language and to look closely at pictures to identify communities, transportation, clothing, and artifacts, which requires using visual context to interpret text and events. In Option 2 and the timeline activities, students read event labels and match them to pictures or use the book as a guide to place events in order, requiring them to consult context to confirm event placement and meaning.
Lesson 6
Predicting Future Change
Students are asked in Activity 2 to reread each situation and their predictions, which gives them practice with rereading text. Students are asked in Activity 3 to attempt to read a description they dictated, providing an occasion to notice and correct reading errors. Students encounter short scenarios on the student activity pages that present contextual information students could use to interpret meaning.
Lesson 7
People of the Past
Students are asked to reread the short descriptions in Activity 2 and then point to the individual described, which requires using textual context to identify the correct person. In Activity 1 students read a simple biography and answer questions about when the person lived and what they did, using information from the text to support their answers. The listed skill 'Demonstrate familiarity with a variety of texts' and multiple read-aloud/reading tasks provide opportunities for students to use text context for comprehension.
Final Project
My Past, Present and Future
Students are asked to write or dictate sentences such as "In the past ______" and "Today ______" on comparison pages and to create a book with written sentences for past, present, and future. Students are then asked to "read through her book or comparison pages" and to present the book or comparison pages to family, which requires reading aloud and checking their own writing. The activities involve students producing and reading their own text and may prompt informal rereading when preparing the final presentation.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
Activity 5.3 (Reader #1 — Tap and Pat) instructs students to reread the book a second time and includes teacher prompts such as "Does that word make sense here?", "Encourage him to use the pictures provided to figure out words," and "Skip over this word for now, and read the rest of the sentence." Earlier activities model rereading the Weekly Message and prompt students to try again by asking "What's the first sound?" and to "sound it out" when applicable. These directions explicitly ask students to use sentence meaning, pictures, and rereading to confirm or correct word recognition.
Lesson 3
Letter Sounds Review III
Students are asked in Activity 1.1 to use the weekly-message hint (pointing to the words "jog" and "hot") to infer which vowel they will work with this week. In Activity 5.3 students use the picture next to each sentence to figure out and write the missing word, then read each completed sentence aloud. The Getting Started section and Activity 5.2 encourage students to re-read previous readers and to read texts aloud while pointing to words, providing opportunities to confirm understanding through rereading.
Lesson 4
Letter Sounds Review IV
Students are asked to reread texts: they are encouraged to re-read the previous reader and to read The Cat, the Pig, the Dog, and the Fox once silently and then again aloud to an adult. Students read sight-word sentences while pointing to each word and circle target sight words in context before reading the sentences aloud. During word-family and building-words activities, students read words they create and are prompted to correct nonsense words or have meanings explained when they spell or read words they do not know.
Lesson 5
Adding s, More Word Families, Ending with ck
Students are asked to reread previous readers (Introduction) and to read Ducks Are Fun on their own then read it aloud again (Activity 4.3), which encourages rereading. Activity 4.3 asks students to read words and look at the picture on page 2 to try to figure out the meaning of an unfamiliar word ("don"), which prompts use of picture context to confirm word meaning. Several activities (e.g., word-family sorting, Activity 2.2 and 4.2) require students to sound out words and correct placement when errors occur, prompting students to self-correct via decoding.
Lesson 6
Open Syllables and Digraph th
Students rearrange cut-apart words to form sentences and are told to "play with putting the words in different orders until the sentences make sense," which requires using sentence context to confirm meaning. Students are encouraged to reread the previous lesson's reader and to read the new reader slowly while pointing to each word, supporting rereading and monitoring of comprehension. During sound-sorting and picture-matching activities, students name pictures to ensure correct identification before matching sounds, using pictorial context to confirm word recognition.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
The plan asks the child to re-read the previous lesson's reader and to read Reader #7 (They Get Wet) first independently and then aloud, encouraging the child to take his time and point to each word as he reads. The activities include comprehension prompts (e.g., prediction and questions about the story) that require the child to use the text to understand meaning. Activity 4.1 tells the child to read each word correctly and suggests highlighting digraphs if it helps, which gives some support for checking word reading against letter patterns.
Lesson 8
Blends with s
Students are asked to read connected text: they read Meg and Dan and the Sled independently and then read it aloud while pointing to each word. The plan encourages re-reading (for example, to re-read the previous lesson's reader and to read the Weekly Message aloud with the child reading along). Students answer comprehension questions about the text (why Meg and Dan fell off the sled; why they stop for a snack), which requires using text meaning to discuss understanding.
Lesson 9
Blends with l
Students complete Fill-in-the-Blank pages where they must choose the correct initial blend for a pictured word, using the picture and partial word ending as context to identify the word. Students are encouraged to read Reader #9 on their own, point to each word as they read, and to re-read the previous lesson's reader, which provides practice in rereading connected text. In Activity 1.2 and other tasks, students are asked to say words carefully and to verify beginning sounds (e.g., distinguishing gl and cl), supporting self-monitoring of word recognition.
Lesson 10
Blends with r
Students are encouraged to re-read the previous reader and to read the new reader (One Can) on their own before reading it aloud, with instructions to take their time and point to each word. The Sentence Dictation activity asks students to read each sentence again when finished, prompting rereading practice. In Alphabet Soup students read words they form and are asked to identify nonsense words and replace them with real words, which prompts some self-checking of word recognition.
Lesson 11
Ending Blends
Students are asked to re-read previous readers and to read Reader #11 (At Camp) aloud while pointing to each word, and the lesson encourages rereading previous readers. Activities ask students to name pictures and sort them by their ending blends (nd, mp, lf, nt), which requires using picture context to identify words. The Weekly Message and other read-aloud activities have students read along and answer comprehension questions about the text they read.
Lesson 13
Glued Sounds ng and nk
Students are asked to re-read the Weekly Message and previous reader, and to read King Hank aloud while pointing to each word, which practices rereading for meaning. In the Fill in the Blanks activity students use picture cues to choose the correct digraph (ang, ing, ong, ank, ink, unk) to complete words. The lesson also asks students to read words in context (word lists, sentences to dictate, and comprehension questions after reading) and to explain meanings of words as needed.
Lesson 14
Three-Letter Beginning Blends
The Introduction tells students to try reading unknown words, then sound out the word and be corrected after trying, and it encourages re-reading the previous reader. Activity 4.1 (Fill in the Blanks) instructs students to look at pictures to know what each word is and then choose and say the correct beginning blend. Activity 4.3 has students read Spring Has Sprung! on their own before reading aloud and asks comprehension questions about the text, and Activity 1.1 encourages repeated reading of the weekly message.
Lesson 15
More Ending Blends
Students are asked to re-read texts (encouraged to re-read the previous reader and to read the Weekly Message at least two times, pointing to words as they read). Students read a reader on their own before reading aloud and answer comprehension questions about it, which supports checking meaning. Students are asked to read words they create in the Alphabet Soup activity and to identify nonsense words and replace them with real words.
Lesson 16
R-Controlled Vowels (ar)
Students are encouraged to re-read the previous lesson's reader and to re-read the Weekly Message while pointing to words they know and sounding out words they don't. Students read a short reader (Which? When? What?) on their own, point to each word as they read, and answer comprehension questions on each page. Students complete fill-in-the-blank phonics pages by identifying pictures and choosing the appropriate r-blend, using picture context to determine the correct word.
Lesson 17
Semester Review
Activity 1.3 has students listen to sentences read aloud and then point to the correct sight word card (there vs. their), requiring them to use sentence-level context to choose the appropriate word. The lesson repeatedly asks students to reread texts (Weekly Message #17, readers, Word Collection pages) and to read along with an adult, providing practice in rereading to confirm understanding. The A/an activity has students say each word aloud and use picture cues to decide which article fits, and the sentence dictation asks students to read their written sentences aloud after writing, both supporting confirmation of word recognition.
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
Students are asked to read the Weekly Message aloud and to sound out unknown words, with encouragement to read along and reread as needed (Activity 1.1). In Activity 1.3 students read sentences containing there/their and point to which word fits the sentence, using sentence meaning to choose the correct homophone. The reader activity (Activity 5.1) asks students to read a leveled text on their own, take their time pointing to each word, and reread the book later if they need extra practice.
Lesson 2
Long Vowels o, u, and e with Silent e
Students are asked to reread previous readers and the Weekly Message (e.g., "encourage your child to re-read the previous lesson's reader" and "Reread the 'Weekly Message #2' aloud with your child slowly"). The plan instructs students to read a story on their own and then answer comprehension questions, and to point to pictures or illustrations when unfamiliar words appear (e.g., teacher points to the illustration for 'dome' or 'slope'). The guide also directs the adult to read difficult words to the child and then have the child read them back, providing an opportunity to confirm recognition.
Lesson 3
Hard and Soft c and g
The lesson's Skills list explicitly names using context to confirm or self-correct word recognition and understanding and includes rereading as necessary. The lesson asks students to re-read previous readers and to read texts aloud (e.g., Reader #3 — These Mice) and to read words aloud during activities, providing opportunities to correct errors when the teacher checks the spelling test. Several activities instruct students to reread words and messages aloud and to read along as able.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
The Skills list explicitly includes "Use context to confirm or self-correct word recognition and understanding, rereading as necessary." Activity 1.1 asks students to point to and read words in the Weekly Message, sound out unknown words, then listen to an adult read the message as they read along (modeling confirmation). Activity 1.3 and Day 5 prompt students to reread the Weekly Message and find sight words in context, and Activity 5.2 has students read a short reader independently then answer comprehension questions. Activities (Fill in the Blanks, spelling check/correction after the test) require students to use picture or sentence context and to correct mistakes.
Lesson 5
Long a Spellings ai, ay
The Skills list explicitly names "Use context to confirm or self-correct word recognition and understanding, rereading as necessary." Activity 2.3 (Fill in the Blanks) has students read each sentence carefully and choose the correct word from a word bank so the sentence makes sense, requiring use of sentence context. The lesson also instructs students to reread the previous reader and to reread the Weekly Message, which gives students opportunities to reread text as needed.
Lesson 6
Long e Spellings ee, ey, ea
Students read short texts and sentences (Weekly Message, Long e Sentences, Reader #6) and are asked to reread previous readers and the weekly message. In Activity 2.1 the child is shown to break apart and recognize parts of a word (mon-key) and is expected to correct pronunciation when recognition helps. The Long e Sentences page contrasts homophones (see/sea) in sentence contexts and has students read sentences while the reader points to the intended meaning.
Lesson 7
Long i Spellings y, igh, ie
Students complete a Fill in the Blanks activity (Activity 3.3) in which they use a word bank and are instructed to read sentences carefully and try words until one makes sense, directly practicing using surrounding context to select words. Students are asked to reread the Weekly Message (Activity 1.1 and Wrapping Up) and to re-read a reader as needed, providing opportunities to reread text. The Skills list explicitly includes ‘Use context to confirm or self-correct word recognition and understanding, rereading as necessary,' and several activities (Sight Word Search, Fill in the Blanks, reader questions) require students to check meaning against context.
Lesson 8
Long o Spellings ow, oa, oe
The lesson's Skills list explicitly names "Use context to confirm or self-correct word recognition and understanding, rereading as necessary," indicating this is a targeted skill. Students are asked to reread connected texts: they are encouraged to re-read the previous reader (The Dark Night), to read Weekly Message #8 with the adult and read along, and to read The Slow Boat on their own and aloud for comprehension questions. The spelling test and follow-up ask students to read words aloud, check work, and correct mistakes, which provides occasions for confirming or correcting word recognition.
Lesson 9
Long u Spellings ue, ew, ou
The Skills list explicitly includes "Use context to confirm or self-correct word recognition and understanding, rereading as necessary." In Activity 2.2 (Fill in the Blanks) students must read each sentence carefully and choose the correct word from a word bank so the sentence makes sense. Activity 4.3 (Spelling Test) asks students to read words back, check their work, and correct mistakes, prompting self-correction. Day 5 and the Wrapping Up activities ask students to reread the reader and the Weekly Message and to identify words by meaning/sound, which requires using sentence and passage context.
Lesson 10
Other Long Vowel Patterns
Students complete a Fill in the Blanks activity in which they must read each sentence carefully and choose the correct word from a Word Bank so the sentence makes sense, directly using sentence context to confirm word choice. Students reread the Weekly Message and the previous reader, read words they created in Alphabet Soup and are asked to replace nonsense words with real ones, and read back their spelling test words, correcting mistakes. Multiple activities prompt students to read aloud, read along, and reread passages or messages as needed to support comprehension and accuracy.
Lesson 11
Long Vowel Sounds Review
Students are asked to reread the Weekly Message and point to long-vowel words as the text is reread, allowing them to confirm words by rereading. Students complete Fill in the Blanks activities where they must read each sentence carefully and choose which word from a word bank 'will make the most sense in each blank,' using sentence context to select and confirm words. Students reread multiple decodable readers to find long-vowel words and then write and read those words aloud, and in Guess My Word they use spoken clues to identify, write, and say target words.
Lesson 12
Other Vowel Sounds oi, oy
The Skills list explicitly names "Use context to confirm or self-correct word recognition and understanding, rereading as necessary." Activity 1.1 asks students to reread the Weekly Message and to sound out words they don't know while reading along. Activity 4.2 has students read their spelling-test words aloud and then correct any mistakes, and the Wrapping Up step asks students to reread the Weekly Message and identify oi/oy words.
Lesson 13
Other Vowel Sounds ou, ow
The lesson's Skills list explicitly names "Use context to confirm or self-correct word recognition and understanding, rereading as necessary." Students are asked to reread the Weekly Message and the previous reader (Activity 1.1, Wrapping Up, Day 5) and to read Reader #13 on their own before reading aloud (Activity 5.1). In Activity 4.2 (Fill in the Blanks) students name pictures and fill ou/ow to complete words, using picture context to determine spellings, and in Activity 1.2 and the spelling test the child checks work and corrects mistakes with prompting.
Lesson 14
Other Vowel Sounds aw, au
The Skills list explicitly names the target behavior: it includes "Use context to confirm or self-correct word recognition and understanding, rereading as necessary." Students are asked to read the Weekly Message aloud with adult support and to sound out words they don't know, providing an opportunity to use surrounding text as a cue. Students also read a connected reader (The Pups) independently and answer comprehension questions, and they are asked to check and correct mistakes after the spelling test, offering chances to notice and fix recognition errors.
Lesson 15
These Make More Than One Sound: oo and ea
The skills list explicitly includes "Use context to confirm or self-correct word recognition and understanding, rereading as necessary," and the lesson tells students to re-read Weekly Message #15 and to re-read the previous reader on one or more days. Activity 4.2 (Question Words) requires students to choose the correct question word to fill blanks in sentences, which asks them to use sentence context to select appropriate words. Day 5 has the student read The Bad Bear independently and answer comprehension questions, providing opportunities to use context for understanding.
Lesson 16
Silent Starts: kn, wr, gn
The lesson's Skills list explicitly includes "Use context to confirm or self-correct word recognition and understanding, rereading as necessary." Students are asked to re-read the previous lesson's reader and to read The Gnats independently and then aloud while answering comprehension questions, which asks them to use meaning to support reading. Several activities ask students to read a Weekly Message and read along with an adult, to read words aloud and then correct spelling errors on a spelling test, prompting rereading and correction.
Lesson 17
Year-End Review
The lesson's Skill list explicitly includes "Use context to confirm or self-correct word recognition and understanding, rereading as necessary." Students are asked to read Semester 2 readers on their own (Activity 3.2 and Activity 5.2), which requires independent reading and offers opportunities to reread. In Sentence Writing and the Picture-based activities, students read and write sentences tied to pictures, providing some context-reliant reading practice.