First Grade - ELA
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
Students are asked to read or sound out labels on the 'Exploring My Home' sheet and add missing letters, with the teacher modeling slow pronunciation while the child follows the sounds. Students are asked to read a paragraph aloud on the 'The Most Important Room' page. The lesson also asks students to memorize and perform a song about the environment, providing an opportunity for oral performance.
Lesson 5
Discovering Animal Habitats
Students are asked to attempt to read/sound out habitat words in Option 1 and to read the names of the six habitats from a word box in Option 2. The skills list explicitly includes "Identify beginning letters and sounds in words," and handwriting practice has students write and use target words (e.g., jungle, Jeep). Several activities require students to label pictures by reading or matching single-word habitat labels.
Lesson 6
Exploring Animal Habitats
Activity 2 asks the child to 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," providing an opportunity for oral reading. The skills list includes "Demonstrate a sense of story (beginning, middle, and end)" and "Make connections through the use of oral language," which support oral language use and narrative reading. The lesson prompts adults to record the child's story and then read it together, creating a text the child can read aloud.
Lesson 10
Amazing Animals
Students are invited to "read along" as an adult reads the informational text about animal changes and are asked to read word problems aloud on the "Amazing Animal Math" pages. Students are prompted to role-play scenarios and to "present dramatic interpretations of stories," which requires oral expression. The Skills list also includes "Listen critically to text read aloud" and "Present dramatic interpretations of stories," indicating opportunities for oral reading and expressive speaking.
Lesson 11
Amazing Me
The lesson's Skills list includes "Read or attempt to read own story (LA)" and "Recognize some words by sight (LA)." Activity 2 instructs adults to "review the words beneath each face, encouraging your child to read the words aloud." Activity 3 asks the child to read the ideas aloud (or have them read back) after recording a personal example.
Unit 2: Weather
Lesson 1
Reading the Skies
Activity 1 directs students to read Whatever the Weather with an adult or, if able, to read it independently, and suggests using a finger to follow words when the adult reads slowly. Activity 3 asks students to dictate a story and then read that recorded story together with an adult. The Skills list includes activities related to responding to text read aloud and making predictions about a story.
Lesson 4
Simulating Weather
Students are asked to read the Weather Song words aloud and to follow along by pointing to each word as they sing. The activity directs students to sing the song a few times until they 'catch on' and to sing it a few more times, providing repeated oral practice. The lesson also encourages expressive performance through hand motions and singing, which supports expression in oral reading.
Lesson 6
Winter
In Activity 1 students are asked to dictate a winter story, illustrate it, and then attempt to read that story aloud. The instructions state that students can be helped to "sound out words as needed" and also direct students to find and describe winter pages in the book Whatever the Weather.
Lesson 7
Spring
Students are asked to attempt to read each short poem aloud in the Spring Poetry activity, with adult assistance provided as needed. The guidance also suggests reading the poems aloud so the child can listen for rhyming words, which provides a model of oral reading. After each poem students are asked what the poem was about, encouraging them to read and then check comprehension.
Lesson 8
Summer
Students are asked to read the short "A Summer Story" aloud or read along with an adult (Option 1 and Option 2) and to "read the completed story aloud" with assistance as needed. The lesson also asks students to sing the Season Song, providing an additional oral performance opportunity. Several activity prompts explicitly direct students to read or read-along, and an advanced option encourages an advanced writer to write and read his own summer story.
Final Project
Weather Games
Students are invited to "look through the book and read it aloud if she is able to do so," and the lesson tells the child to "reread pages 8-15" in preparation for the final activity. Students prepare and practice an oral weather forecast each morning, are prompted to "practice before giving her forecast to the family," and are encouraged to record and review their forecasts to make improvements. The skills list explicitly includes "Make oral presentations (LA)."
Unit 3: Community
Lesson 1
On the Town
The activity (Option 2) explicitly asks the child to read the community vocabulary words at the top of the page and to read each sentence to fill in the appropriate word, which requires the student to read on-level words and sentences aloud. The lesson also uses the book On the Town and prompts the child to respond to questions after the story, providing an opportunity for oral engagement with text and comprehension discussion.
Lesson 3
Jobs in the Community
Students are asked to read or help read the names of community helpers in Activity 1 (Options 1 and 2). Students are asked to attempt to read their own written paragraph aloud for the family after Activity 4. Students are prompted to say simple sentences about each worker aloud and to read through lists or books about community workers in Activities 5 and 6.
Lesson 8
Rules and Laws
In Activity 1 students are asked to read each sentence by herself or with assistance when creating the rule strips. The activity directs students to post the rules and review the six rules over the next few days, providing opportunities for repeated reading. The skills list explicitly includes "Follow print word by word (LA)," which supports accuracy in oral reading.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 5
How Old?
The lesson explicitly tells the child to read the questions on the activity page or to have the adult read them aloud, and it tells the child to reread the questions with guidance or attempt to read them independently. The Skills list includes "Attempt to read written text (LA)," and activities ask the child to record names and read/answer simple question sentences, pointing out question marks. Several activities prompt repeated exposure to short written sentences (e.g., read questions, reread, and practice writing question sentences).
Unit 2: Senses
Lesson 1
My Five Senses
Students are encouraged to attempt to read the on-level book My Five Senses and to read through the Senses Word List, with directions to identify beginning letters and find listed words in the text. Students copy each vocabulary word three times and review the vocabulary every day, and adults are prompted to read the word list aloud with the child. Students are asked comprehension questions after reading, which implies at least one reading of the text.
Lesson 6
Experimenting With Our Senses
Students are asked to attempt to read the names of spices on jar labels (Activity 2). Students tell a story about a favorite flavor that is recorded and then are encouraged to read that recorded story aloud (Activity 3). Students also write or copy a sentence about something they smelled or tasted (Activity 4), which provides material they can read.
Lesson 8
Writing About Our Senses
Students are prompted to "attempt to read written text" as listed in the Skills. In Activity 1 students are encouraged to read the clues themselves (or have them read aloud) and mark items based on those clues. In Activity 2 students are asked to attempt to read the report they wrote about popcorn after completing it, with assistance provided as needed.
Unit 3: We're the Same, We're Different
Lesson 1
You're Special
Students are asked to attempt to read each question aloud on the "You Are Special" page and to sound out words for their answers (Activity 1). Students fill in a paragraph using their answers and are invited to read their story and share it with others, providing an opportunity for oral reading. Students also read each sentence on the "Your Numbers" page (Option 1) and practice reading numbers in the environment (Activity 3), which involves oral reading of numerals in context.
Lesson 4
Interests and Hobbies
Activity 3 asks students to interview three people and explicitly encourages the child to "read the questions aloud," giving students opportunities to read aloud short, scripted prompts on the Hobby Survey pages. Activity 1 asks the child to dictate, copy, or write sentences describing a hobby and later share that hobby with someone else, which can involve oral reading or presenting the written text aloud.
Lesson 5
Shapesville
The Skills section lists "Read or attempt to read own story or simple text (LA)." Activity 2 asks the child to attempt to read his description and share his shape design and description with other family members. Activity 3 encourages the child to read the book aloud to the family if able, and Activity 1 has the child point to the title and sound out letters.
Lesson 9
Different Modes of Transportation
Students are asked to tell a story about a trip, have that story recorded, and then attempt to read it aloud (Activity 3). Students are asked to write or copy a sentence about a mode of transportation and may read it (Activity 4). The introduction asks children to look through books/websites and find examples of transportation, which could involve oral reading or reading-aloud opportunities.
Lesson 11
Being Part of a Group
The lesson's skill list explicitly includes "Read or attempt to read own story or simple text (LA)." Activity 2 asks the child to complete a paragraph about a group and then encourages him to read the paragraph with assistance as needed. The introduction also includes "Read page 98-113 of A Life Like Mine," which involves encountering connected text related to the topic.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Lesson 1
What Is a Pattern?
Students listen as an adult first reads the story Busy Bugs aloud while they follow along. On a second reading, students are prompted to attempt to read the story aloud themselves and are asked to identify and read the title and author. The activity asks students to follow along, read the title, and attempt oral reading with assistance as needed.
Final Project
Patterns Poster or Patterns Presentation
Students are asked to write a "Script for Presentation" and record the words they will use, which requires them to prepare text to read aloud. Students are asked to practice the presentation "so that she knows exactly what she will say" and then present to friends or family, giving opportunities to read their prepared text aloud. The Student Activity Page provides blank lines for students to write and later read seven pattern descriptions during the presentation.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 1
Word Patterns
Students are asked to read or reread the book Bear Hugs (Activity 3 and Activity 4), providing opportunities for successive readings. Students read a variety of nursery rhymes aloud and identify rhyming words, and they are encouraged to record and act out or illustrate favorite rhymes (Activity 2). Students are prompted to say rhyming word pairs aloud and add new rhyming words, practicing oral production of words and short phrases in multiple activities.
Lesson 2
Making Word Patterns
Students are asked to read each sentence aloud to check answers in Activity 1 and to read sentences from the foldable sheet after completing the rhymes. Students make a rhyming sentence book and can read the sentences they glue into the book, including two sentences they create. Students are instructed to attempt to read each word from the Word Patterns lists and to use those word-family cards to practice reading words in the same family.
Lesson 3
Poetry Patterns
Students are asked to read poems aloud and to "read each poem at least twice," and Activity 1 directs students to read the poems on the "Patterns in Poetry" sheet and receive assistance as needed. Activity 2 has students sing and recite verses of "A-Hunting We Will Go," pausing for them to guess or supply rhyming words. The Skills list includes "Read or attempt to read simple text (LA)," indicating students practice reading simple texts.
Lesson 4
Sentence Patterns
Students are asked to read and recite simple sentences aloud (e.g., "The boy jumped high," and sentences they form on the Making Sentences page). Students read each sentence from the Completing a Sentence Pattern sheets aloud and decide which word completes the sentence, and they are encouraged to read sentences they form aloud to see if they make sense. Students also read through simple picture books, point to sentence boundaries, and copy sentences from books, underlining nouns and circling verbs as they read.
Lesson 5
Story Patterns
Activity 2 (Option 2) asks the child to read the short story twice before completing beginning/middle/end boxes, providing an instance of successive readings. Activity 3 invites the child to attempt to read her own created story aloud and to dramatize or act it out using puppets, which creates opportunities for oral performance and expression. Activity 1 and other prompts encourage the child to read a book and identify events, which can involve reading the text and engaging with its sequence.
Final Project
Patterns Video
The lesson directs students to read words from a book or poem for the word/rhyming and book patterns. Students are asked to write or dictate a script, practice what they will say, and rehearse multiple times, including pretending to be videotaped. Students record the video and watch it back to reflect on what they did well and what they can improve.
4: Change
Unit 1: Changes on Planet Earth
Lesson 1
What Causes Change?
The Skills list explicitly includes "Read or attempt to read own dictated story (LA)." Activity 3 instructs the child to complete a paragraph about a change and then "attempt to read it aloud." These items give students at least one opportunity to perform an oral reading of self-generated text.
Lesson 2
What Changed?
The lesson directs an adult to "help your child read 'Part 1: Things Change' (pp. 3-26)" and to provide assistance as needed, and it prompts the child to answer comprehension questions as he reads. The activities include opportunities for the child to read (or listen while the adult reads) aloud and to respond to specific pages (e.g., identifying physical vs. chemical changes). The skills list includes "Listen when someone is reading aloud," indicating exposure to oral reading experiences.
Lesson 3
Changing Position
The "Reading And Questions" section asks the child to read Zoom! Zip! Whoosh! if she is able and prompts discussion about the cover and content, which invites oral reading. Activity 1 has the child find words in the index, go to the page, and copy the sentence that contains the word, requiring the child to read on-level sentences from the book. Several question prompts (e.g., Q1–Q4) require the child to respond verbally about the text and concepts.
Lesson 5
Changes in Location
Activity 2 (Option 2) asks the child to cut out the mouse, read each sentence, and move the mouse to the described location, which requires oral decoding of on-level sentences. The wrapping up section asks the child to read written directions and follow them and to switch roles so the child describes another person's location, creating opportunities for oral reading and speaking. Activity 1 offers pages where the child either selects prepositions from a word box or writes prepositional phrases, which can be read aloud during the activity.
Lesson 7
Living Things Change
Students are asked to review pages 30-31 and 34-37 in Changes Happen All Around You, which involves rereading relevant text. The Skills section lists "Present dramatic interpretations of ideas presented in text (LA)," which requires students to orally express ideas from text. The introduction and activities prompt students to answer questions about meaning (e.g., explain how and why animals change), encouraging spoken responses based on text.
Unit 2: Characters Change
Lesson 3
Is It a Problem?
The lesson directs the child to "read the story What Do You Do With a Problem?" and then answer comprehension questions, prompting the child to engage with the text orally or in reading. Activity 3 tells students to "practice combining the following sentences orally" using the conjunction "or," giving explicit spoken practice. Several comprehension and discussion prompts (beginning/middle/end, characters change, and Q&A) require the child to respond verbally about the text.
Lesson 5
The Raft
Students are asked to read portions of The Raft across three days (Day 1, Day 2, Day 3) and to "read the 'Author's Note'" and pages up to set stopping points. Students are instructed to "read each sentence on the 'Vocabulary' page" and to "reread the third text page" and "read this quote aloud," which requires oral production and some repetition. Students are prompted to locate and copy two sentences containing the word "I," requiring them to read text closely.
Unit 3: A First Look at History - Change Over Time
Lesson 1
People and Families Change
The lesson's skill list includes "Read or attempt to read a dictated story (LA)" and "Use listening skills when being read to (LA)." Multiple activities prompt the child to read aloud: Activity 5 and Activity 6 ask the child to "read his ideas aloud" or share descriptions aloud, and the lesson repeatedly prompts oral discussion of observations and memories.
Lesson 3
Communities Change
Students are asked to read The House on Maple Street aloud (Activity 1) and encouraged to read the title and author. The lesson explicitly directs a second reading focused on different content (Activity 4: "Read the story again"), which provides successive readings. Option 2 asks stronger readers to read event labels and match them to pictures, giving additional opportunities to read on-level text aloud.
Lesson 6
Predicting Future Change
Activity 3 asks the child to dictate a description of a personal change and then attempt to read the description he dictated aloud. Activity 1 has an adult read each scenario on the "What Will Happen?" sheets and asks the child to respond orally to those scenarios. Activity 4 asks the child to write or copy a sentence about a change, which could be used as material for reading aloud.
Final Project
My Past, Present and Future
The lesson directs an adult to "ask your child to read through her book or comparison pages," which requires the student to read her written work. The lesson also instructs the child to "present her book or comparison pages to her family," implying an oral presentation of the student's text. The Day 2 continuation and wrap-up encourage the child to revisit and finalize the written pages before reading them.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
Students are asked to read an on-level reader (Tap and Pat) aloud and to read it a second time, with the teacher modeling reading by pointing to each word as it is spoken. Students are prompted to sound out words, use picture cues, and respond to prompts such as "Give it another try. What's the first sound?" to improve oral accuracy. The lesson also points out punctuation cues (periods and exclamation points) and asks students to read the exclamation with feeling, modeling aspects of expression.
Lesson 2
Letter Sounds Review II
Students are asked to read an on-level reader (The Pig Can), point to each word as they read, and read the book a second time (Activity 5.3). The teacher models reading a question with rising intonation and asks the student to practice that expression; students are also encouraged to reread the previous reader (Tap and Pat) and to read The Pig Can to others to build fluency. Multiple activities require students to decode, blend, and sound out words (e.g., word-building, word chains, and writing words), supporting accurate oral reading.
Lesson 3
Letter Sounds Review III
Students are asked to read the Weekly Message aloud while pointing to each word and identify sentence punctuation (Activity 1.1). Students are asked to read the decodable reader The Bug aloud, pointing to each word and answering comprehension questions after reading (Activity 5.2), and re-reading the previous lesson's reader is encouraged on one or more days. Students repeatedly read words they build or write (Activities 3.2, 4.1, 5.1) and practice sight words by turning cards over and reading them during review sessions.
Lesson 4
Letter Sounds Review IV
Students are asked to read the Weekly Message aloud while pointing to words and to read along with an adult (Activity 1.1). Students read sight-word cards and the "Reading Sight Word Sentences" sheet aloud, pointing to each word as they read (Activities 1.3 and 3.1). Students read the reader The Cat, the Pig, the Dog, and the Fox first on their own and then read it again aloud to an adult (Activity 5.2), providing a clear successive-reading opportunity.
Lesson 5
Adding s, More Word Families, Ending with ck
Students are asked to read the Weekly Message with an adult, then read it again, with the adult modeling louder reading for an exclamation and rising intonation for a question. Students read Reader #5 (Ducks Are Fun) on their own, then read it aloud to an adult and are encouraged to read it again in different voices to practice expression. Students repeatedly read sight word cards and are asked to quickly read all sight words as review, giving opportunities for multiple oral readings.
Lesson 6
Open Syllables and Digraph th
Students are asked to read a short reader (This Is...) on their own and then read it aloud to an adult (Activity 5.2), with explicit direction to point to each word as they read. The lesson tells students to re-read the previous reader on one or more days and to read the weekly message aloud while following along (Activity 1.1), providing successive reading opportunities. The lesson also prompts students to read with expression by noting punctuation (e.g., read exclamation-marked words ‘loudly and with feeling') and practices sight-word and word-by-word reading to support accuracy.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
Students are directed to read Reader #7 (They Get Wet) on their own and then read it aloud to an adult, providing at least two successive readings (silent then oral). The Weekly Message activity has students read along as an adult reads aloud, and students are asked to point to words as they read, supporting accuracy. Multiple activities require students to read word lists, sort and read columns of digraph words aloud, and read dictated sentences aloud when finished.
Lesson 8
Blends with s
Students are asked to read a short on-level reader (Meg and Dan and the Sled) first silently and then aloud to an adult (Activity 4.3), and they are encouraged to re-read the previous lesson's reader. Students read the Weekly Message aloud while following along and are asked to point to and read any words they know (Activity 1.1). Students practice rapid recognition by reading all sight word cards as quickly as they can (Activity 1.3) and are asked to read dictated sentences aloud when finished (Activity 5.2).
Lesson 9
Blends with l
Students are asked to read the Weekly Message aloud while reading along and to re-read the previous lesson's reader, providing at least one modeled reading before they read. Students are instructed to read Reader #9 (The Club) on their own and then read it aloud to an adult, with directions to point to each word and take their time. Students also read sight words and sentence cards aloud, create sentences from word cards, and are prompted to read their written sentences when finished.
Lesson 10
Blends with r
Students are asked to read the Weekly Message aloud along with an adult and to point to each word as they read, and the parent is instructed to read the message at least once so the child can read along. Students are directed to read the reader "One Can" on their own first and then to read it aloud to an adult, with encouragement to point to each word and take their time. The lesson also encourages re-reading the previous lesson's reader and asks students to read aloud words they build or create (e.g., from Alphabet Soup and word-building activities).
Lesson 11
Ending Blends
Students are asked to read the Weekly Message aloud and to read along as the adult reads (Activity 1.1), giving them guided oral reading practice. Students are instructed to read words and sentences aloud in multiple activities (Activity 2.1 underlining blends, Activity 4.2: read At Camp first on their own and then aloud to the adult, and Day 5: ask him to read the dictated sentences when finished). The lesson also encourages rereading prior readers and has the child read the book to the adult after an initial silent read, providing successive readings of on-level text.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
Students are asked to read the Weekly Message aloud with an adult and to read it at least two times, allowing them to re-read the same on-level text (Activity 1.1). Students are directed to read a leveled reader (Huff and Puff) on their own and then read it aloud to an adult, with instructions to point to each word as they read (Activity 4.3). Students also read words they create in the Alphabet Soup activity and are asked to read words they build with letter cards, providing additional opportunities for oral reading of on-level text (Activity 4.2 and various word-building activities).
Lesson 13
Glued Sounds ng and nk
Students are asked to reread the previous reader (Huff and Puff) and the Weekly Message at least twice, with an adult reading the message aloud while the child reads along. Students read Reader #13 (King Hank) on their own and then read it aloud to an adult, with instructions to point to each word as they read. Students are prompted to read sight words, word-family lists, and practice words aloud (including watching linked phonics videos and adult prompts to "read the words provided aloud so that you can hear him").
Lesson 14
Three-Letter Beginning Blends
Students are asked to read the Weekly Message aloud with the adult and to read it at least two times (Activity 1.1). Students are instructed to re-read the previous lesson's reader and to read Reader #14 (Spring Has Sprung!) on their own before reading it aloud to an adult, with a prompt to point to each word as they read (Activity 4.3). Multiple activities ask students to read spelled words, word lists, and sight words aloud to the adult and to read their dictated sentences back after writing them (Activities 1.2, 2.2, 5.1, 5.2).
Lesson 15
More Ending Blends
Students are asked to read the Weekly Message aloud at least two times and to read along as an adult points to words (Activity 1.1). Students read Reader #15 first on their own and then aloud to an adult, with instructions to point to each word as they read (Activity 5.2). Students also read words they create in Alphabet Soup and read sorted words aloud after cutting and gluing, providing multiple opportunities for oral reading practice.
Lesson 16
R-Controlled Vowels (ar)
Students are asked to read the Weekly Message aloud and to read along with an adult, and they are encouraged to re-read the previous lesson's reader. Students read Reader #16 first on their own and then aloud to an adult, answering questions on each page as they read. Multiple activities require students to read words, word lists, and dictated sentences aloud to an adult (e.g., reading words after writing them, reading sight words, and reading the reader to the adult).
Lesson 17
Semester Review
Students are asked to reread leveled readers on their own and then read them aloud to an adult (Activity 4.1). Students read the Weekly Message aloud and read along with an adult as they are able (Activity 1.1 and Wrapping Up). Students also practice reading words and pages from their Word Collection (review 10 or more pages, pick random words) and are asked to read dictated sentences aloud after writing them (Activity 3.2).
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
Students are asked to read the Weekly Message aloud with an adult and to point to words as they read (Activity 1.1). Students are asked to read the decodable reader "In the Fall" on their own and then read it aloud to the adult, with encouragement to reread it later in the day (Activity 5.1). The Skills list explicitly includes "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings," and activities prompt students to point to each word to support accuracy and to reread for practice.
Lesson 2
Long Vowels o, u, and e with Silent e
Students are asked to read the reader They Chose To Doze on their own and then read it aloud to an adult (Day 5 Activity 5.1). The lesson instructs adults to reread the Weekly Message aloud with the child and to have the child read along, and students practice reading sight words and sentences aloud in multiple activities (Activities 1.1, 1.3, 4.2, 4.3). The skills list explicitly includes "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings," and the lesson directs attention to quotation marks and spoken dialogue to prompt expression when reading.
Lesson 3
Hard and Soft c and g
The Skills list explicitly includes "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings" and "Read with sufficient accuracy and fluency to support comprehension." Activities require students to read the Weekly Message aloud (with teacher modeling and read-along), to re-read a previous reader, and to read Reader #3 ("These Mice") first independently and then aloud to an adult. Sight-word timed flips and repeated practice of new sight words (including adding exception words to sight word practice) provide additional oral reading/fluency practice.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
Students are asked to read the Weekly Message aloud and to read along as able (Activity 1.1). Students read word lists and short word/phrase sets aloud multiple times (e.g., Activity 2.1: read words several times; Activity 2.2: spell then read each word aloud). Students are instructed to read Reader #4 first independently and then read it aloud to an adult with comprehension questions afterward (Activity 5.2). The lesson's Skills list explicitly names reading grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Lesson 5
Long a Spellings ai, ay
Students are asked to read the Weekly Message aloud with support and to point to long a words, providing opportunities for oral reading and re-reading. Students are instructed to re-read the previous lesson's reader and to read Reader #5 (The Gray Day) first silently and then aloud to the adult, with comprehension questions afterward. Students read word lists and sight words aloud several times (e.g., practice saying may, way, him, has; reading word-building and fill-in-the-blank sentences) and read their spelling test words aloud after writing them.
Lesson 6
Long e Spellings ee, ey, ea
Students are instructed to read the "Weekly Message #6" aloud and to read along with an adult (Activity 1.1). The Skills list explicitly includes "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings," and Day 5 (Activity 5.1) directs students to read the reader What Do You Eat? on their own and then read it aloud to an adult, providing at least two successive readings. The lesson also asks students to reread the previous lesson's reader and to read words, sentences, and self-created words aloud throughout the week (Activities 1.2, 2.1, 3.1, 4.2, 5.2).
Lesson 7
Long i Spellings y, igh, ie
The lesson's Skills list explicitly includes "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings." Activity 1.1 asks the child to read the Weekly Message aloud while reading along with an adult. Day 5 Activity 5.1 requires the child to read The Dark Night independently and then read it aloud to the adult, and the Wrap-Up directs the child to reread the Weekly Message. Additional activities (sight word practice and the spelling test) have the child read words aloud to the adult.
Lesson 8
Long o Spellings ow, oa, oe
Students are asked to read the Weekly Message aloud with a parent and to read along as the parent models the text. Students read word lists and sound-out words in multiple activities (word building, sight words, spelling test) and are prompted to read each spelled word aloud. Students read The Slow Boat independently and then read it aloud to the parent, and they are encouraged to re-read the previous lesson's reader.
Lesson 9
Long u Spellings ue, ew, ou
Students are asked to read the Weekly Message aloud and to read along as able (Activity 1.1) and to reread the previous lesson's reader (Getting Started and Wrapping Up). Students read the lesson reader Would You Eat It? on their own and then read it aloud to an adult (Activity 5.1). The lesson directs students to read sentences aloud after dictation (Activity 5.2), to read spelling test words aloud when finished (Activity 4.3), and explicitly lists the goal to "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings" in the Skills section.
Lesson 10
Other Long Vowel Patterns
Students are asked to read The Wild Colt on their own and then read it aloud to an adult (Day 5 Activity 5.1), providing a clear instance of successive readings. Activity 1.1 directs students to reread the Weekly Message aloud and to read along with the adult, pointing to long-vowel words during repeated reads. The lesson's Skills list explicitly states students will "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings" and to "Read with sufficient accuracy and fluency to support comprehension."
Lesson 11
Long Vowel Sounds Review
Students are asked to read the Weekly Message aloud (Activity 1.1) and to point to and read words with long vowel sounds. Multiple Reader Review activities (Activities 2.1, 3.2, 4.1, 5.1) require students to reread second-semester readers and to read aloud words or phrases they find. The lesson's Skills list explicitly includes "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings."
Lesson 12
Other Vowel Sounds oi, oy
Students are asked to read the Weekly Message aloud and read along as the adult rereads it (Activity 1.1), and to reread that message later in Wrapping Up. Students read words they build and then read all the words they created (Activity 1.2) and read words cut and sorted into oi/oy columns (Activity 2.2). On Day 5 students read a short reader (The New Toy) silently and then aloud to the adult, providing at least two successive readings of a grade-level text (Activity 5.1).
Lesson 13
Other Vowel Sounds ou, ow
Students are asked to read The Hound and the Owl on their own and then read it aloud to a parent (Day 5 Activity 5.1). The lesson directs the parent to read the Weekly Message aloud while the child reads along (Activity 1.1) and encourages rereading the previous lesson's reader on one or more days. The skills list explicitly names reading grade-level text orally with accuracy, appropriate rate, and expression on successive readings, and several activities require students to read words and sentences aloud (word sorting, sight words, sentence dictation).
Lesson 14
Other Vowel Sounds aw, au
Students are asked to read the Weekly Message aloud while the adult reads it aloud and they read along (Activity 1.1). Students are instructed to read a grade-level reader (Reader #14 — The Pups) silently first and then read it aloud to the adult (Day 5, Activity 5.1), and then answer comprehension questions. The lesson's listed skills explicitly include "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings," and multiple activities require students to read words and self-created words aloud (Activities 1.2, 2.2, 3.2, 4.3).
Lesson 15
These Make More Than One Sound: oo and ea
Students are asked to read the Weekly Message aloud with a parent, reading along as able, and to re-read the Weekly Message at the end of the week. Students are instructed to read a grade-level reader (The Bad Bear) first independently and then to read it aloud to an adult. The skills list explicitly includes "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings," and the lesson prompts students to re-read a previous reader (The Pups) on one or more days.
Lesson 16
Silent Starts: kn, wr, gn
Students are asked to read a short on-level reader (The Gnats) silently and then aloud to an adult (Activity 5.2), which provides successive readings. Students read the Weekly Message aloud while following along (Activity 1.1) and practice reading sentences and sight words aloud (Activities 3.3 and 5.3). The skills list explicitly includes reading grade-level text orally with accuracy, appropriate rate, and expression and encourages re-reading previous readers.
Lesson 17
Year-End Review
Students are asked to read texts aloud in several places: Activity 1.1 directs the child to read the Weekly Message aloud (with the adult reading and the child joining as able). Activity 3.2 and Day 5 Reader Review ask the child to read selected Semester 2 readers on her own and then read them aloud to an adult. Multiple activities (Alphabet Soup, Sight Words, Sentence Writing, Which Words?) require students to read words or sentences aloud and to show and read the words they find or create. The Skills list explicitly includes "Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings."