Kindergarten - ELA
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 4
Day 4
Students practice beginning letter sounds in Activity 3 by circling the correct beginning letter for each picture and by cutting and gluing pictures under each letter. The "Beginning Letter Sounds" page has students match images (lion, cap, airplane, sailboat, seal) to boxes labeled with initial letters, reinforcing identification of first sounds. The Getting Started review asks students to review the most common sound of the letter A, supporting identification of initial phonemes.
Unit 2: H - Hondo and Fabian
Lesson 2
Day 2
The lesson has students say the name "Hondo," with the teacher emphasizing the initial /h/ sound and asking the child if she can hear that sound. Students list other words that start with the /h/ sound (happy, hug, heart, hand, help) and repeatedly practice the /h/ sound while forming the letter H. The Bingo activity has students point to letters and substitute claps for letters, which practices segmentation at the letter level.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 4
Day 4
Students are asked to identify and circle the correct beginning letter for pictures and to match images (taxi, ambulance, hand, tree, island) to their beginning letters, which has them attend to initial sounds. The "Letter Sounds: T" pages require students to select, cut, and paste letters under corresponding pictures and to practice writing the letter T, engaging students in initial-letter and onset identification. The animal activity page provides three-letter word frames with the final letter T and blanks for the initial letters, prompting students to supply beginning sounds/letters to complete single-syllable animal names.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 4
Day 4
Students practice beginning letter sounds in Activity 3 by circling the correct beginning letter for each picture and by cutting and pasting letters under the correct initial letter. The "Beginning Letter Sounds" student page asks students to match images (axe, hand, teepees, igloo, ice cream) to their initial letters (a, h, t, l, i). The Letter Sounds: L page presents pictures (leaf, ladder, etc.) and letter combinations for students to identify or write the correct initial letter.
Unit 9: G - The Real Mother Goose
Lesson 1
Day 1
The text directs the reader to read "Little Boy Blue" and explicitly emphasizes the "horn" and "corn" endings, explaining they have different beginning sounds but the same ending sounds. The text points out other rhyme pairs ("sheep" and "asleep") and asks the child to identify rhyming pairs in "Humpty Dumpty." The activity offers the word "cat" and asks the child to produce many rhyming words (rat, bat, sat, etc.). The memorization activity asks the child to supply words left off at the ends of lines, prompting the child to produce expected end sounds.
Lesson 3
Day 3
The lesson asks the child to identify words that rhyme with a target word (e.g., think of a word that rhymes with "book") and to identify rhyming pairs while listening to poems. Activity 3 has the child generate rhyming pairs and substitute end words in a familiar poem (e.g., change "fiddle" to "diddle" or "moon" to "spoon") and to create new rhyming lines. The rhyming activities require the child to notice and produce shared word endings (rimes) across single-syllable words.
Unit 10: O - Owl Babies
Lesson 4
Day 4
Students practice letter-sound knowledge: Activity 3 directs students to circle the correct beginning letter for each picture, cut out letters, and paste or match letters under the correct picture (e.g., apple, egg, orange, grapes). Students review letter sounds and sight words and recite a poem, and they read aloud scripted lines in the Reader's Theatre with repeated single-word exclamations (e.g., "I want my Mommy!", "MOMMY!"). These activities give students practice hearing and producing initial sounds and spoken single words.
Unit 12: D - Dinosaurs Big and Small
Lesson 4
Day 4
Students practice initial sound identification by circling the correct beginning letter for pictures on the "Letter Sounds: D" page and by cutting and pasting letters under the correct pictures. Students match pictures to letter squares labeled a, f, d, c, and g on the "Beginning Letter Sounds" page and practice producing/writing the /d/ sound. These activities require students to attend to and produce initial phonemes (onsets) of single-syllable words.
Unit 13: P - Harold and the Purple Crayon
Lesson 4
Day 4
Students practice initial consonant sounds in Activity 3 where they circle the correct beginning letter for each picture on the "Letter Sounds: P" pages and cut and paste picture boxes under the correct letter. A separate "Beginning Letter Sounds" activity has students match pictures (soup, piano, drum, tree, lemon) to beginning letters (s, p, d, t, l). The Getting Started review also asks students to review letter sounds and sight cards, reinforcing initial-sound identification.
Unit 16: N - Night in the Country
Lesson 4
Day 4
Students review letter sounds and practice identifying beginning sounds on the "Letter Sounds: N" pages by circling the correct beginning letter for each picture and then cutting and pasting letters under the correct letter. Students complete a Beginning Letter Sounds page where they match objects to the correct initial letter sound using boxes labeled with letters (n, o, p, r). These activities give students repeated practice isolating and identifying initial phonemes (onsets) in single-syllable words.
Unit 19: J - Jump Frog Jump
Lesson 2
Day 2
The lesson includes a vocabulary review defining "rhyme" as having the same end sound, which gives students practice attending to word endings and shared rimes. The uppercase J activities have students identify the initial /j/ sound in words like "jump" and practice producing that initial sound while forming the letter. The option with the die-cut J and tracing reinforces awareness of the beginning sound of words through multisensory practice.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 5
Day 5
The Reading Workshop (Activity 2) asks students to produce rhymes for target words (cat, book, dog) and to supply missing rhyming words from the text (e.g., supply "trombone" for "tone" and "solo" for "go low"). The lesson explicitly tells students that words that rhyme have different beginning sounds but the same ending sounds, and asks students to identify which words rhyme (along/song, trombone/alone, two-o/duo). Students are also asked to look at line endings and point out rhyming pairs they find independently.
Unit 22: Y - Little Blue and Little Yellow
Lesson 4
Day 4
Students practice beginning letter sounds: they circle the correct beginning letter for each picture on the "Letter Sounds: Y" page, practice writing that letter, and cut out and paste letters under the correct letter. A separate "Beginning Letter Sounds" page asks students to match images (vacuum, pencil, hammer, cat, rainbow) to their initial letters. The review section also instructs caregivers to review letter sounds and beginning sounds with the child.
Unit 23: W - George Washington's Birthday
Lesson 4
Day 4
Students are asked to identify and produce beginning sounds on the "Letter Sounds: W" pages by circling the correct beginning letter for each picture, writing the letter, and cutting/pasting letters under the correct picture. Students also match pictures to boxes labeled with beginning letters on the "Beginning Letter Sounds" page (k, w, d, h, g), which requires them to attend to and produce initial sounds (onsets) of single-syllable words.
Unit 24: Q - The Quilt Story
Lesson 4
Day 4
Students practice beginning-letter sound identification on the "Letter Sounds: Q" page by circling the correct initial letter for pictures and practicing writing the letter. Students cut and paste letters under the correct letter on the second page, reinforcing mapping of initial sounds to letters. The "Beginning Letter Sounds" activity asks students to match pictures (key, coin, nose, corn, spoon) to their beginning letters, which requires attending to and selecting initial sounds.
2: Holidays
Unit 27: Halloween
Lesson 5
Day 5
Students listen to and practice rhyming words with caregiver modeling (for example, saying and comparing "claws" and "jaws," "bat" and "hat"). Students are prompted to look for pairs of words that rhyme and to notice that rhyming words "often end the same way." Students generate and produce their own rhyming pairs orally and in writing (e.g., compose "Good night clock, good night sock").
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
Students are asked to 'sound out the labels' on the Exploring My Home sheet and to add missing first letters (e.g., "__athroom", "__edroom", "__iving __oom", "__itchen"), which requires attending to initial sounds. Instructions tell students to follow the sounds of each word with a finger as the adult pronounces them and to discuss which letters are missing. The skills list includes "Show an understanding that the letters in a written word represent the sequence of sounds in a spoken word," and handwriting practice uses words like "bed" and "bath," reinforcing mapping of sounds to letters.
Lesson 2
What Is a Map?
The lesson instructs students to "sound out" words as they write labels (Option 1 and Option 2) and to have adults "walk him through the letters, sounding them out with him as he writes them." Handwriting pages ask students to practice the letters Mm and Hh and to write words such as map, mom, home, and house, giving opportunities to say and spell single-syllable words aloud while writing.
Lesson 7
Tools in My Environment
The lesson asks the child to "sound out the words and identify letter sounds" and to read the names of tools while pointing at letters as they are sounded out, which engages phonics-level decoding. The handwriting activity has the child practice the words "it" and "inch," providing practice with single-syllable words that could be segmented into parts. The teacher prompt to have the child attempt the beginning letter and sound it out targets initial consonant sounds (onsets).
Lesson 9
Animal Designs
Students are asked to "Begin to write words" and "Write beginning consonants of words (LA)" in the Skills section. In activities students name animals and habitats aloud, write habitat and animal names (Option 2), and produce sentences such as "A __________ can't live in the ____________." The stuffed-animal sorting and identification tasks require students to identify and say the initial part of animal names when locating misplaced animals.
Unit 2: Weather
Lesson 7
Spring
The activities ask students to read short spring poems and to identify and underline rhyming words, with the teacher/parent encouraged to read the poems aloud so the child can listen for rhymes. The poem-based tasks require students to attend to word endings and matching sounds across single-syllable lines (for example, underlining rhyming words in the same poem).
2: Similarities and Differences
Unit 3: We're the Same, We're Different
Lesson 9
Different Modes of Transportation
The Option 1 activity presents words as rimes with missing initial letters (e.g., "__ar", "__lane", "__rain") paired with pictures, and asks students to fill in the first letter for each label. In that task, students must identify the initial sound/letter (the onset) that goes with the printed rime to complete each single-syllable word. The activity also asks students to draw a box around modes of transportation they have taken and to say or write labels in Option 2.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Final Project
Patterns Poster or Patterns Presentation
The lesson's Skills list explicitly includes 'Produce rhyming words (LA)' and 'Create and extend patterns with actions, words, sound, and objects,' which asks students to work with word sounds. The presentation option asks students to describe patterns and demonstrate examples, giving opportunities to speak and produce word patterns aloud.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 1
Word Patterns
Students are asked to listen to and produce rhyming words (take, bake, rake) and to identify the repeating word part (e.g., circle the -ake, -at, -en, -og endings) on multiple activity pages. Students match illustrated words that rhyme (Bear Hugs matching) and are prompted to say rhyming pairs aloud and add another word that follows the same pattern. Students record and sort rhyming words from nursery rhymes and are asked to label and extend word patterns using pictures and word lists.
Lesson 2
Making Word Patterns
Students are asked to create and sort words into word families (Activity 2), e.g., grouping run, fun, sun, bun and labeling them "-un words," which focuses attention on the rime. Option 2 asks students to try different beginning letters to complete patterns (try different beginning letters that might complete the pattern to make words), which has students combine different onsets with the same rime. Activity 1 and Activity 3 have students produce and identify rhyming words in sentences and books, reinforcing awareness of shared rime patterns.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
Students build and read words by placing a single-letter card in front of the at and ap rime cards (Activity 4.2 and 5.1), explicitly combining an initial consonant with a rime to make words (cat, sat, pat, cap, map, etc.). Students are asked to identify the beginning letter/sound of words and to point to the letter that matches the beginning sound (Activity 2.3 and 3.2), and they are asked questions such as "What's the sound after /s/ in sat? What letter makes that sound?" which requires segmenting the word into onset and rime. Several activities require students to sound out words by pointing to letters and to blend the sounds (/s/ /a/ /t/ → sat) when spelling and reading simple single-syllable words (Activity 3.2, 5.2, Reader #1).
Lesson 2
Letter Sounds Review II
Students add single letters to word-building cards that contain rimes (it, in, ig, ip) and read the words they make (Activity 4.2), which requires blending an onset with a rime. The lesson models blending phonemes into whole words (e.g., /b/ + /i/ + /g/ → big) and instructs students to "blend sounds to build words" (Activity 3.2). Students sort and glue words into word-family columns (at/ap and it/in/ig/ip) and read each word as they place it, which practices recognizing and producing common rimes. Word chains (tap → tip → sip → sit → sat; lap → lip → lid → lad → sad) require students to change or attend to initial letters (onsets) while preserving or altering rimes.
Lesson 3
Letter Sounds Review III
Students build words by adding an initial letter to word-building cards for rimes (ut, un, ub, ug and ot, op, og, ob) and are asked to read the resulting words, which requires blending an onset with a rime. Students are asked to say words slowly, draw out beginning, middle, and ending sounds, and to sound out words slowly when sorting pictures for short o and short u, which practices segmentation of spoken single-syllable words. Students are asked to identify which word family a spoken word belongs to (e.g., plug → -ug, shut → -ut), which requires isolating the rime from the onset.
Lesson 4
Letter Sounds Review IV
Students add single letters to the front of word-building cards labeled et, en, eg, ed to create and read new words (Activity 4.3), which requires blending an onset with a rime. Students cut out words and place them under the correct word-family name on pages 4–6, which requires identifying the vowel+ending (rime) portion separate from the initial sound. Students also use letter cards to build three-letter words and are asked to say words slowly and pronounce each sound (Activities 3.2 and 5.1), reinforcing oral blending and segmentation of word parts.
Lesson 5
Adding s, More Word Families, Ending with ck
Students build words by combining lowercase letter cards (onsets) with word-building cards for rimes such as an, ab, ag, am, ad and ack/eck/ick/ock/uck, then read the resulting words (Activities 2.2, 3.3, 4.2). Students are asked to sound out words slowly (e.g., spell and sound out "duck," "sack," "deck") and to listen closely to the middle vowel sound when sorting words into rime columns. Word chains and Guess My Word activities require students to change or identify initial letters while keeping endings, which engages manipulation of onsets and rimes.
Lesson 6
Open Syllables and Digraph th
Students work with word families (Weekly Message #6) by grouping fan, man, pan, can and adding words such as ran and tan, which focuses attention on the shared rime. In Activity 1.2 students read rhyming pairs and are asked to notice and add words that end with the same sound, reinforcing recognition of common rimes. Activity 4.1 and 4.2 have students attend to beginning sounds and build words with letter cards (for example, spelling this, thin, with, math, them, path), which engages initial-sound (onset) awareness and sound blending in word construction. Several activities ask students to identify how words end or begin and to create or modify words by adding or removing letters (e.g., wet → we), giving practice with parts of single-syllable words.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
The Skills list states students will "Orally produce single-syllable words by blending sounds" and "Segment spoken single-syllable words into their complete sequence of individual sounds." Activity 3.2 has students use digraph cards plus vowel and consonant letter cards to build words (e.g., sh + i + p → ship), which requires combining an onset digraph with a rime. Activities 1.2 and 2.2 ask students to listen for and pronounce beginning digraph sounds (compare "chop" vs "shop", stand up for /ch/ vs sit for /sh/) and Activity 4.1 has students sort words by their digraphs, saying the sounds as they point to them.
Lesson 8
Blends with s
Students are asked to push letter cards (e.g., s and t) together and say the sounds to form blends (Activity 1.2), and to point to the beginning sound as the teacher says words (Activity 1.2). In Activity 5.1 students complete words by writing the missing initial blend while the rime (word ending) is provided (e.g., __ake, de__), requiring them to recognize the rime and supply the onset. Word chains and word-building activities (Activities 2.2, 4.2) have students change only the beginning blend while keeping the rest of the word the same, and encourage saying each letter sound as they spell, which practices blending and manipulating onsets and rimes.
Lesson 9
Blends with l
Students complete Fill-in-the-Blanks pages where they write the missing initial blend (onset) to complete words that show the rime (e.g., _ _ ock, _ _ ane). Students name pictures and sort or glue them into columns by their beginning l blends, and are asked to say each word carefully and compare similar onsets (e.g., "glam" vs. "clam"). Students use word-building cards and word chains to spell words by combining blend cards with vowel/rime parts and are encouraged to say each letter or blend sound as they build and change words.
Lesson 10
Blends with r
Students are asked to point to and say initial r blends (cr, fr, tr) in words like "crab," "frog," and "truck," and to sort picture cards into columns labeled with beginning blends (cr, br, dr, fr, gr, pr, tr). Students build words by combining blends and vowels (e.g., spell crab, crib, drag, drip) and use the Alphabet Soup activity to create and read words made from blends and rime-like letter groupings. Students are prompted to say words slowly to hear sounds and to read or produce single-syllable words by blending sounds, including consonant blends.
Lesson 11
Ending Blends
Students say individual consonant sounds and then blend them into ending consonant clusters (for example, saying /n/ and /d/ separately and then together as /nd/, and /m/ and /p/ then /mp/). Students read and spell words that contain these blends, underline the blends in printed words, and use letter and word-building cards to form words with beginning and ending blends. Students identify beginning blends by pointing to blend cards when a word is spoken and practice orally producing single-syllable words that include consonant blends.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
Students sort and read word families (all, ell, ill) by cutting, placing, and reading words into the correct columns, and they read and generate rhyming words (call, tall, mall, ball). Students build and spell single-syllable words using letter and word-building cards (buzz, sniff, well, miss, mass, fluff), and they create words from blends/digraphs in the "Alphabet Soup" activity. The Skills list also explicitly includes orally producing single-syllable words by blending sounds and recognizing/producing rhyming words.
Lesson 13
Glued Sounds ng and nk
On Day 2 students are asked to point to and sound out hang by breaking it into two parts, saying /h/ and /ang/, and to repeat this process with king, song, and lung. Day 2 and Day 3 have students replace initial letters (e.g., replace k with r to make ring; replace t with s to make sank), requiring them to blend a new onset with an existing rime. Activity 5.1 asks students to listen to words and point to the ending they hear (ng or nk), which requires attending to and identifying the rime portion of single-syllable words.
Lesson 14
Three-Letter Beginning Blends
Students are asked to say and blend three-letter beginning blends (e.g., shown scr and str cards and modeled by saying /s/, /k/, then /r/) and then read words built from those blends (scrap, scrub, strap, stress). Students are prompted to listen for beginning sounds (point to scr/str/spr/spl cards) and to spell and read words using letter cards, practicing oral blending of the onset with the rest of the word. Students are asked to identify rhyming words and note that they end with the same sound (e.g., -ap), and to complete fill-in-the-blank tasks by adding the correct beginning blend to a word stem. Word-sorting and fill-in activities require students to match beginning blends to word rimes and to read the resulting single-syllable words aloud.
Lesson 15
More Ending Blends
Students repeatedly build and read single-syllable words using lowercase letter cards and ending-blend cards (e.g., spell "pat," then replace t with ct to read "pact"; Group word-building activities list many target words). Students identify and mark ending blends by underlining them (Activity 3.1) and sort words into columns by their ending sounds (Word Sort activities). Students are also asked to point to the ending-blend card that matches a spoken word and to say the sounds that the blends make (Activities 1.2, 2.1, 4.2).
Lesson 16
R-Controlled Vowels (ar)
The lesson's Skills list explicitly includes "Orally produce single-syllable words by blending sounds, including consonant blends" and "Segment spoken single-syllable words into their complete sequence of individual sounds." Multiple activities ask students to spell and read words using lowercase letter cards and word-building cards (for example, spelling "cat" then changing to "car," spelling park/shark/yarn, and building words in word chains) and to say each letter or blend sound as they spell. Fill-in-the-blank exercises (ba___ → barn, sha___ → shark, fa___ → farm) and ending-r-blend activities require students to produce and manipulate initial and final sound groups to form single-syllable words.
Lesson 17
Semester Review
The Skills list explicitly states students should "orally produce single-syllable words by blending sounds, including consonant blends" and "segment spoken single-syllable words into their complete sequence of individual sounds." Activity 3.1 (Word Collection Review / word-building game) has students choose a vowel center, add a beginning letter or word-building card, and complete the word with an ending card, which requires assembling (blending) onsets and rimes. Activity 1.2 (Word Building) has students spell and then read words made from onset blends and rime endings (e.g., black, stand, king), and Activity 5.2 (Rhyming Words) has students group and read words that share rimes.
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
The Skills list explicitly says students will "Segment spoken single-syllable words into their complete sequence of individual sounds" and "Orally produce single-syllable words by blending sounds, including consonant blends." Multiple activities ask students to build and read words with letter cards (e.g., spell "tap" then "tape," spell "slid" then "slide," and build words like "plane," "frame" with onsets such as pl, fr). Students also practice sounding out and reading words aloud, and they write words dictated to them that emphasize vowel changes caused by silent e.
Lesson 2
Long Vowels o, u, and e with Silent e
The lesson asks students to spell and read words using lowercase letter cards (e.g., spelling "rob" then adding e to read "robe," spelling "cub" then "cube"), which requires students to blend sounds to read the resulting words. The skills list and multiple activities require students to "orally produce single-syllable words by blending sounds" and to "segment spoken single-syllable words into their complete sequence of individual sounds," indicating practice with blending and segmentation at the sound level. The life-application rhyming activity asks students to generate rhyming words (e.g., for "make"), which focuses attention on rimes and shared rime patterns.
Lesson 3
Hard and Soft c and g
The Skills list explicitly states that students will "Segment spoken single-syllable words into their complete sequence of individual sounds" and "Orally produce single-syllable words by blending sounds, including consonant blends." Multiple activities ask students to "sound out" words, to sound out and read words (e.g., circus, fake/face, get/give/girl), and to spell words using lowercase letter cards. Word-building, word-scramble, and read-aloud tasks require students to combine sounds to read or form single-syllable words.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
The Skills list explicitly asks students to "Orally produce single-syllable words by blending sounds, including consonant blends" and to "Segment spoken single-syllable words into their complete sequence of individual sounds." Activity 1.2 has students spell "chat" then replace the vowel with "ar," asking what word they have spelled (substituting a rime). Multiple word-building activities (Days 2–4) have students use lowercase letter cards and word-building cards to spell and read words called aloud (combining onsets and vowel/r-controlled rimes), and Activity 5.1 asks students to fill in missing vowel pairs to name pictured words (identifying rimes).
Lesson 5
Long a Spellings ai, ay
Students sort and write words under rime/endings (ake, ate, ace, ape, ame, age, ane, ale) in Activity 1.2, showing attention to vowel-plus-consonant rimes. In Activity 3.3 and related pages, students cut, sort, and glue ai words into columns (aid, ail, ain, aint, ait) and are asked to underline the ai rime in words like mail, rain, paint. In word-building and word-chain activities students manipulate letters to create and read rhyming words (e.g., trail → train → brain; play → pray → tray) and add/substitute letters to form new words using letter cards.
Lesson 6
Long e Spellings ee, ey, ea
The Skills list explicitly states students will "Segment spoken single-syllable words into their complete sequence of individual sounds" and "Orally produce single-syllable words by blending sounds, including consonant blends." Activity 2.2 has students use onset letter/blend cards (th, gr, sw, etc.) and vowel team cards (ee, ea) to spell and read words. Activity 3.1 (Alphabet Soup) and word-building tasks require students to combine letters, blends, and digraphs to create and read single-syllable words.
Lesson 7
Long i Spellings y, igh, ie
Students practice combining initial letters/clusters with rime spellings during multiple word-building activities (Activity 3.2 shows the igh card and has students spell sight, sigh, fight, etc.; Activity 4.1 has students add letters to ie to make pie, tie, die, lie). Activity 3.1 has students substitute an onset (replace n with f in night → fight) and the teacher asks what sounds are heard, guiding students to segment the word into /f/ /ī/ /t/. Activity 2.2 and other spelling tasks have students use letter cards to spell words like cry, fry, sly, shy, which requires blending onsets (cr-, fr-, sl-) with the rime represented by -y.
Lesson 8
Long o Spellings ow, oa, oe
Students use letter cards that include rime cards (ow, oa, oe) and consonant/onset cards to spell and read words aloud (Activity 2.2), combining onsets (e.g., b, th, sh) with rimes to form words like bow, throw, coat. Students highlight and underline the long-o spellings (ow, oa, oe) in words to identify the rime unit (Day 2). Students sort words by their ending sounds into groups labeled by the rime spellings (ope, oke, ote, oat, etc.), which requires recognizing shared rimes across single-syllable words (Activity 4.2).
Lesson 9
Long u Spellings ue, ew, ou
The lesson's Skills list explicitly states students will "segment spoken single-syllable words into their complete sequence of individual sounds" and "orally produce single-syllable words by blending sounds, including consonant blends." Multiple activities ask students to sound out and read words slowly (e.g., saying "tube" and "cube" slowly to hear vowel sounds), use lowercase letter cards to spell/blend words (word building on Days 2 and 3), and unscramble letter groups to form long-u words (Activity 4.2).
Lesson 10
Other Long Vowel Patterns
Students repeatedly build and read words by placing lowercase letter cards (onsets) in front of rime word-building cards (ild, ind, ost, old, olt) — for example placing m before ild to read "mild" and k before ind to read "kind". Students create words from blends and letters in the "Alphabet Soup" activity and read the resulting words aloud, practicing combining initial sounds with rimes. Students sort cut-out words into columns labeled by endings (ild, ind, ost, old, olt) and complete fill-in-the-blank and spelling tasks that require identifying and using the rime portions of single-syllable words.
Lesson 11
Long Vowel Sounds Review
The Skills list explicitly states that students will "segment spoken single-syllable words into their complete sequence of individual sounds" and "orally produce single-syllable words by blending sounds, including consonant blends," which requires students to practice blending and segmenting. Activities ask students to recognize and produce rhyming words (e.g., Guess My Word uses rhyming clues) and to find/identify long-vowel words in readers, supporting rime awareness. Word Scramble activities require students to use knowledge of long-vowel spellings to build words from letter cards, which engages blending of sound parts to form whole words.
Lesson 12
Other Vowel Sounds oi, oy
Students use word-building activities (Activity 3.2) that require combining an 'oi' or 'oy' word-building card with initial consonant letter cards to spell and say words like soil, boil, toil, boy, and joy, which has them put initial sounds (onsets) together with the vowel+rime (‑oil/‑oy). Students generate rhyming lists (Activity 3.3) such as soil/boil/spoil/toil and toy/boy/joy which requires recognizing and producing shared rimes in single-syllable words. Students listen to modeled stretching of the oi/oy sound (Day 2) and answer questions about where oi/oy falls in words, supporting awareness of the vowel+rime portion of words.
Lesson 13
Other Vowel Sounds ou, ow
The Skills list explicitly states students will "segment spoken single-syllable words into their complete sequence of individual sounds" and "orally produce single-syllable words by blending sounds, including consonant blends." Multiple activities ask students to group and write rhyming words (Spelling Test), sort words into OW/OU columns, and highlight rime spellings (Day 3 word building highlighting ou/ow). Word-building and word-scramble tasks require students to assemble letters into words and read them aloud, practicing blending sounds into whole words.
Lesson 14
Other Vowel Sounds aw, au
Students generate rhyming words in Activity 1.2 by writing two to three words that rhyme with target words (toy, boil, owl, out, town, round), which requires producing words that share the same rime. In Activity 2.2 students read words aloud, examine spellings, and sort them into aw/au/o columns, isolating the vowel team + following letters (the rime) as the sorting basis. In Activity 3.1 students highlight aw and au in words and use lowercase letter cards to spell whole words, which has them identify the vowel team (rime) and manipulate initial letters when spelling.
Lesson 15
These Make More Than One Sound: oo and ea
The lesson asks students to sort and write groups of rhyming words (e.g., moon: soon, spoon, noon; good: wood, hood, stood), to spell and build words from letter cards (e.g., spell wood, mood, zoom; spell seam, seat, bear), and includes skill statements that students will "orally produce single-syllable words by blending sounds, including consonant blends" and "segment spoken single-syllable words into their complete sequence of individual sounds." Several activities require students to repeat words aloud, sort by vowel/rime patterns (oo/ea groups), and create or read nonsense words with different vowel sounds.
Lesson 16
Silent Starts: kn, wr, gn
The lesson's Skills list explicitly includes "Segment spoken single-syllable words into their complete sequence of individual sounds" and "Orally produce single-syllable words by blending sounds, including consonant blends." In activities, students build and read words with letter cards (Activity 2.2 and 3.2), sound out listed kn/wr/gn words aloud (Activities 2.1, 3.1), and sort words by vowel sounds and by their silent beginning letters (Activity 4.1), reading words aloud as they sort. Students also read and sound words during writing, spelling tests, and word-scramble tasks (Activities 2.3, 4.3, 5.1).
Lesson 17
Year-End Review
The skills list explicitly asks students to "segment spoken single-syllable words into their complete sequence of individual sounds" and to "orally produce single-syllable words by blending sounds, including consonant blends," indicating practice with spoken segmentation and blending. Activity 1.3 asks students to identify the initial sound of sight words (noting the long o), and Activity 1.2 includes identifying words that rhyme with "gold," which engages students in recognizing shared rimes. Several activities (Alphabet Soup, Long Vowel Sounds Sorting) require students to build and read single-syllable words from parts or letters, promoting oral blending of parts of words.