Kindergarten - ELA
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 3
Day 3
Students are asked to review letter cards and say the sound each letter makes, using the cards like flashcards. Students are prompted to review the short "a" sound (as in apple) and repeat that sound as they form the lowercase letter a. Students are encouraged to point to letters in text and say the letters aloud while reading marked words.
Lesson 4
Day 4
The Getting Started section directs review of "the most common sound of the letter A," and Activity 3 (Letter Sounds — A) has students circle the correct beginning letter for pictures and match pictures under each letter. The "Beginning Letter Sounds" activity has students cut out images (lion, cap, airplane, sailboat, seal) and place them in boxes labeled with initial letters, which requires identifying initial phonemes. Students are also asked to practice writing or watch letter formation, reinforcing letter-sound connections for initial sounds.
Unit 2: H - Hondo and Fabian
Lesson 2
Day 2
Students hear and say the word "Hondo," with the teacher emphasizing the initial /h/ sound and are asked whether they can hear that sound. Students generate and repeat other words that begin with the /h/ sound (happy, hug, heart, hand, help) and are prompted to repeat the /h/ sound regularly while forming or tracing the letter H. In the Bingo activity, students point to letters while singing and are encouraged to substitute a clap for a letter, practicing segmentation of a name into individual letters.
Lesson 3
Day 3
The lesson asks the child to identify the initial sound of words like "home," "happy," and "hungry" and to look for the letter H at the beginning of "Hondo," which requires students to isolate and pronounce the initial phoneme /h/. The handwriting and playdough activities have the child trace and form the lowercase and uppercase h while saying or recognizing the letter sound. The sight-word activity asks the child what letter the word "he" starts with and to read the word, reinforcing initial-sound identification.
Lesson 4
Day 4
Students are asked what sound the letter H makes and to think of words beginning with that sound, and they view the sight word "he." Students complete "Letter Sounds: H" pages in which they circle the correct beginning letter for pictures (heart, ant, house, axe, hand, hat), practice writing the letter, and cut and paste letters under the correct picture. A separate activity page has students match images (lizard, horse, hammer) to letter boxes, reinforcing identification of beginning letter sounds.
Lesson 5
Day 5
The lesson asks the child to "Name some words that start with the 'h' sound" and to draw a capital and lowercase H, and it shows the sight word cards "he" and "you," which asks the child to attend to an initial consonant sound. The review activity therefore provides explicit practice identifying and producing an initial consonant sound.
Unit 3: I - The Little Island
Lesson 4
Day 4
Students practice the sounds of the letter I through a prompt to "practice the sounds of I" and by identifying pictures like igloo and astronaut that begin with the /ĭ/ sound. Students complete "Letter Sounds: I" pages where they circle the correct beginning letter for each picture and practice writing or watching the letter formation. Students also match beginning letters to pictures on the "Beginning Letter Sounds" activity, identifying initial sounds for words such as apple, hammer, and igloo.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 4
Day 4
Students are asked to circle the correct beginning letter for each picture and practice writing the letter on the "Letter Sounds: T" page. Students cut out letters and paste them under the correct letter, and match images to beginning letters on the "Beginning Letter Sounds" page (taxi, ambulance, hand, tree, island matched to letters t, a, h, t, i). The activity pages include three-letter combinations that end with the letter "t" with blanks for the first two letters beneath animal illustrations, indicating attention to words ending in /t/.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 2
Day 2
The lesson asks students to review letter sounds A, H, L, and T and to review the sound of the letter L specifically (e.g., "the letter L makes the 'L' sound like 'leaf' and 'lion'"). Activity 2 has students practice forming the capital L while saying the "L" sound and prompts them to "practice saying the sound for L as he works." The materials provide guided writing and oral production of the L sound during tracing and glue-on-letter activities.
Unit 7: E - But No Elephants
Lesson 4
Day 4
Students practice beginning letter sounds in Activity 3 by circling the correct beginning letter for each picture and practicing writing the letter E. Students cut out pictures and glue each picture under the correct letter, and a separate Student Activity Page has students match images (ear, hand, egg, lamp, ant) to given beginning letters (e, h, e, l, a). The lesson repeatedly focuses on identifying and producing initial/beginning sounds for pictured words.
Unit 8: C - Millions of Cats
Lesson 4
Day 4
Students practice beginning-letter identification and production: Activity 3 asks students to circle the correct beginning letter for pictures, match pictures (cat, fan, elephant, lion, ant) to labeled initial letters, and practice writing or watching the formation of the letter C. The lesson review also directs focus on the sound of the letter C and word cards, reinforcing initial consonant sound recognition.
Unit 9: G - The Real Mother Goose
Lesson 4
Day 4
Students are asked in Activity 3 to circle the correct beginning letter for each picture and to cut and glue boxes under the correct letter, practicing the /g/ beginning sound. The student activity page explicitly prompts children to identify and practice the letter sound for "G" using images and three-letter codes under each picture. A separate Beginning Letter Sounds page has students match pictures to their corresponding initial letters, reinforcing initial phoneme identification.
Unit 10: O - Owl Babies
Lesson 4
Day 4
Students practice beginning sounds: they circle the correct beginning letter for pictures and practice writing the letter on the "Letter Sounds: O" pages and cut out letters to paste under the correct picture. A separate "Beginning Letter Sounds" page has students match images (apple, egg, orange, grapes) to the corresponding beginning letters. The review and reader's theatre provide opportunities for students to say letter sounds and words aloud.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 2
Day 2
Students review letter sounds generally and are specifically prompted to practice the letter S by naming it, saying that S usually makes the "s" sound like "snake," and producing that sound while forming the capital S. Students also use the Ss card for review and may make a playdough snake and trace the letter while reviewing the "s" sound.
Unit 12: D - Dinosaurs Big and Small
Lesson 4
Day 4
Students are asked to circle the correct beginning letter for each picture on the "Letter Sounds: D" page and to practice writing or watching the formation of the letter. Students cut out letters and paste them under the correct letter and complete a "Beginning Letter Sounds" page that matches images (alligator, duck, etc.) to initial letters. The activity materials focus on identifying and producing initial consonant sounds for pictured words (e.g., dinosaur).
Unit 13: P - Harold and the Purple Crayon
Lesson 4
Day 4
Students practice beginning sounds in multiple activities: in Activity 3 (Letter Sounds — P) students circle the correct beginning letter for each picture and practice writing or watching the letter being formed. A "Beginning Letter Sounds" activity has students match images (soup, piano, drum, tree, lemon) to initial letters, and a pictured page with objects (e.g., penguin) emphasizes words that begin with P.
Unit 16: N - Night in the Country
Lesson 4
Day 4
Students review and practice letter sounds and sight words and specifically work with the Letter Sounds: N pages where they circle the correct beginning letter for each picture and practice writing or watching letter formation. Students cut out letters and paste them under the correct initial letter and complete a Beginning Letter Sounds sorting activity that asks them to match objects to their initial letter sounds (n, o, p, r). Students also act out and produce onomatopoeic sounds, which involves making whole-word sounds aloud.
Unit 18: U - Umbrella
Lesson 4
Day 4
Students are asked to identify and produce beginning sounds: the "Beginning Sounds: U" page has students circle the correct beginning letter for each picture and practice writing or watching the formation of that letter. The second page of that activity has students cut out letters and paste them under the correct beginning-letter picture. The "Beginning Letter Sounds" page asks students to match animals (unicorn, monkey, panda, rabbit, goat) to squares labeled with initial letters, reinforcing initial consonant and vowel sound identification.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 2
Day 2
The lesson asks students to review letter sounds and explicitly states that the letter V makes the "v" sound that begins the word "violin." Students practice forming the capital V with their finger or on a handwriting sheet while the instructions say to "review the sound of the letter V as he works." The tape/vehicle option also has students trace a large V and again "review the sound of the letter V."
Lesson 3
Day 3
Students review letter sounds and sight word cards at the start of the day. Students practice the sound of the letter v while completing a lowercase v handwriting sheet, tracing dashed v's, or forming and tracing a die-cut 'v' with a crayon and finger. Students are prompted to "practice the sound of the letter v" repeatedly during these writing and tracing activities.
Unit 22: Y - Little Blue and Little Yellow
Lesson 4
Day 4
Students are asked to circle the correct beginning letter for each picture on the "Letter Sounds: Y" page and practice writing the letter, which requires identifying initial sounds. Students cut out letters and paste them under the correct letter and match five images to the letters v, p, h, c, and r on a Beginning Letter Sounds page, which has them associate images with initial phonemes. Review instructions prompt practice of letter sounds and beginning letter identification through oral and written activities.
Unit 23: W - George Washington's Birthday
Lesson 2
Day 2
Students practice the initial consonant sound /w/ when they locate and form the uppercase W and are told that W makes the "w" sound that begins "Washington." The handwriting page includes an illustrated example word "wagon" that reinforces the /w/ initial sound, and Option 2 prompts arranging twigs and discussing "wood," which also highlights the initial /w/ sound. Directions repeatedly instruct the student to "review the sound of the letter W as he works."
Lesson 4
Day 4
Students practice identifying and producing beginning sounds in Activity 3: they circle the correct beginning letter for each picture on the "Letter Sounds: W" page and cut out and paste letters under the correct letter. The "Beginning Letter Sounds" page requires students to match images (key, globe, horse, hot dog, grapes) to boxes labeled with initial letters (k, w, d, h, g), prompting students to say or recognize the initial phoneme for each word.
Unit 24: Q - The Quilt Story
Lesson 4
Day 4
Students practice identifying and marking beginning letters on the "Letter Sounds: Q" page by circling the correct initial letter for pictured items and by cutting and pasting letters under the correct picture. Students match pictures to initial letters on the "Beginning Letter Sounds" activity by placing images under the squares labeled with letters (k, q, n, c, s). Students may also practice forming or writing the target letter as part of the letter-sound activity.
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
The Skills section tells students to show understanding that letters in a written word represent the sequence of sounds, and Activity 2 (Option 1) directs students to "use her finger to follow the sounds of each word as you pronounce them" and to add missing letters. Activity 4 provides handwriting practice with the words "bed" and "bath," and asks students to trace and write those words. The directions also encourage students to "read or sound out the labels" and to discuss which letters are missing when words are pronounced slowly.
Lesson 2
What Is a Map?
Students are asked to "sound them out" as they write labels (Option 1) and are encouraged to "sound out each word and to spell it the way it sounds" (Option 2). The handwriting pages include CVC words such as "map" and "mom," and the labeling activities include CVC items like "bed," which students must identify and write. The skills list explicitly includes "Write and sound out letters (LA)."
Lesson 7
Tools in My Environment
Students are asked to "sound out the words and identify letter sounds" while the adult writes and they point to letters. Students are prompted to "attempt to record at least the beginning letter" of tool names and to practice writing words on the handwriting sheet (including the words it and inch). The activity directs students to point at letters as they sound them out, which practices connecting letters to sounds.
Unit 2: Weather
Lesson 5
Fall
Students are asked to circle the beginning letter of each of three circled words and to use each word in a sentence, which directs them to attend to initial sounds. The handwriting activity has students practice the letter F and the words "fun" and "fall," and students may read or copy these words aloud. The lesson also asks students to read directions aloud and to produce words on paper, giving opportunities to say words containing consonants and vowels.
Lesson 8
Summer
Students read and use a small word bank (beach, hot, trip, swim, pool) to complete fill-in-the-blank sentences and may read the completed story aloud. The activity instructions ask students to write the beginning letter of a missing word in the blank and to read words or read along with an adult. The word list includes at least one simple CVC word, "hot," which students will encounter and pronounce in context.
Unit 3: Community
Lesson 3
Jobs in the Community
Students are asked to circle the first and last letters of each label and to name and sound out each letter. The skills list and activities prompt students to "recognize beginning consonant sounds" and to "attempt to sound out the word." Students are asked to attempt to write words they can sound out and to practice reading or attempting to read simple community helper words aloud.
Lesson 4
Goods and Services in the Community
Students are asked to read the names of buildings, goods, and services and are helped to "sound out the words." For each word, students are instructed to circle the beginning letter, which requires identifying the initial sound/letter. The activities include adult-supported sounding-out practice while reading the labeled pictures on the student activity page.
2: Similarities and Differences
Unit 3: We're the Same, We're Different
Lesson 1
You're Special
Students are asked to attempt to read each question aloud and are encouraged to "sound out the words for his answers" and to "write the letters he hears" (phonetic spelling). The handwriting page has focused practice on the letter Uu and the word "unique," and activity instructions prompt sounding out and phonetic representation of student-generated words. Students also are prompted to read numbers aloud and practice reading multi-digit numbers, which provides additional decoding practice.
Lesson 9
Different Modes of Transportation
Option 1 of Activity 1 asks students to fill in the first letter for each label (e.g., "__ar" -> car, "__oat" -> boat, "__axi" -> taxi), so students identify and write initial letters/sounds for pictured transportation words. The student pages require matching pictures to words and completing missing initial letters, which engages students in recognizing initial phonemes paired with letters. Option 2 asks students to write full labels, which practices spelling of whole words but does not prompt phoneme segmentation.
3: Patterns
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 1
Word Patterns
Students are asked to listen to and say rhyming sets (take, bake, rake) and to circle the repeating word part (for example, -ake or -at) on activity pages. Several activities present CVC words such as hat/bat/cat and hen/pen and ask students to identify the common element and add another word that follows the pattern. Students are encouraged to say pairs of words aloud (Bear Hugs activity) and to record rhyming words from nursery rhymes.
Lesson 2
Making Word Patterns
Students read and sort many three-letter CVC words (e.g., pig, dig, wig; run, fun, sun; tip, dip, cat; sit, kit, hit) into word-family groups and label the patterns. Students complete rhyming sentence prompts (frog/log, cat/hat, hen/pen, fox/box) and identify rhyming words in books. Students manipulate beginning letters to make new words (using alphabet letters to try different onsets) and practice reading words that share the same rime.
Unit 3: Patterns in Your World
Lesson 2
Patterns of Growth
Activity 2 directs students to identify the initial letter of each plant part, to "sound out the word," and to record the first letter on the diagram. The Plant Parts page includes a word box (root, stem, leaf, petal) with first letters highlighted, reinforcing identification of initial sounds/letters.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
The Skills list explicitly states students will "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." In Activity 3.2 (Building Words) students spell and sound out CVC words such as "sat" by identifying the beginning letter, naming the middle sound (/a/), and the final sound (/t/) and then saying "/s/ /a/ /t/, sat." Activity 5.2 directs students to say words slowly to hear all sounds and write the word as they say each sound, and Activities 4.2 and 5.1 have students build and read multiple CVC words (sat, mat, fat, pat, cap, map, tap, sap).
Lesson 3
Letter Sounds Review III
The Skills list explicitly includes "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words" and "Segment spoken single-syllable words into their complete sequence of individual sounds." Activity 2.2 asks students to say each word slowly, drawing out the beginning, middle, and ending sounds and to place pictures into short o or short u boxes based on the medial vowel. Activity 3.2 and Activity 5.1 require students to build or write three-letter words and ‘‘say them slowly, clearly pronouncing each sound'' or ‘‘say the word slowly so that he can hear all the sounds."
Lesson 4
Letter Sounds Review IV
The Skills list explicitly states students will "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." Activity 3.2 (Building Words) asks students to create three-letter words and to "say them slowly, clearly pronouncing each sound." Activity 5.1 (Writing Words) requires students to "say the word slowly so that she can hear all the sounds" and then write the word as she says the sounds; the Short Vowel Sort and the short e discrimination activity have students identify and sort medial vowel sounds.
Lesson 5
Adding s, More Word Families, Ending with ck
The Skills list explicitly states that students will "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." Multiple activities require students to sound out and say each letter sound (Activity 5.1 word chains asks students to "say each letter sound as he spells the word"). Activity 4.2 asks students to "listen closely to the middle sound in each word," and Activity 5.2 (Guess My Word) has students write and say words from phoneme-based clues.
Lesson 6
Open Syllables and Digraph th
The skills list explicitly includes: "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." Activity 2.2 has students build closed CVC words (wet, met, bed) and then remove the final consonant to hear the vowel change (wet → we, met → me, bed → be), asking them to read words as they make them. Activity 2.1 presents paired columns of closed CVCs (hen, sob, not, hit) and open targets, prompting students to attend to what letters words end with. Activities 4.2 and 4.3 instruct students to listen for and emphasize beginning, middle, and ending sounds when spelling and writing words.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
The Skills list explicitly states that students should "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words" and to "Segment spoken single-syllable words into their complete sequence of individual sounds." Activity 4.2 directs students to have words read slowly so they can hear their "beginning, middle, and ending sounds," and the word-building and spelling activities (e.g., ship, chip, dish, fish, chap, chip) require students to say and spell words while attending to sounds. Several activities ask students to listen for and identify initial and final digraph sounds (e.g., ch vs. sh, wh makes /w/, ph makes /f/) and to sort or underline digraphs in words.
Lesson 8
Blends with s
The lesson's skill list explicitly states that students will "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." Multiple activities ask students to say words slowly and attend to individual sounds (Activity 3.3: students "say each word slowly so that she can hear all the sounds" and then write the word). Activity 4.1 (Guess My Word) gives clues that require students to identify beginning, middle, and ending sounds, and the Word Chains activity has students spell words while saying each letter sound.
Lesson 9
Blends with l
The lesson's Skills list explicitly includes "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." Students are prompted to "listen closely to the sounds in the words" during writing/dictation activities and to "say each letter sound as he spells the word" in word-building and word-chain activities. Several activities ask students to segment or blend single-syllable words (e.g., word chains, segmentation in skills, and word building), and fill-in-the-blank tasks require supplying initial blends based on pictures.
Lesson 10
Blends with r
The lesson's Skills list explicitly states that students should "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." Activity 2.2 asks students to "say each word slowly so that she can hear all the sounds" and to write the word as she says the sounds, which practices segmenting and pronouncing phonemes. The Wrapping Up clues use CVC examples like "tub" and "lip" as references when asking students to identify or produce words based on individual sounds.
Lesson 11
Ending Blends
The skills list explicitly states that students should 'Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words.' Activities ask students to say individual consonant sounds separately (for example, say /n/ and /d/ separately and then together for the 'nd' blend). Students are asked to spell and read CVC words such as 'pan,' 'wet,' and 'bet' and to 'say each letter sound as he spells the word' during word-building and word-chain tasks.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
The lesson's Skills list explicitly states that students "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words" and includes related skills (segmenting and blending). Several activities require students to attend to and produce individual sounds: Activity 1.2 asks students to point to cards showing the ending sound and to emphasize /s/ versus /z/, and word-building tasks (Activities 1.2, 2.2, 3.1, 4.2) have students spell words using letter/word-building cards, which requires segmenting and producing component sounds. Activity 2.1 and others use short CVC examples (e.g., cat, pig, pan) when asking students to decide rule application, offering opportunities to hear and compare short-vowel CVC words.
Lesson 13
Glued Sounds ng and nk
The lesson's Skills list explicitly states that students will "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." Activity 2.1 has students break words like "hang" into /h/ and /ang/ and sound them out, and Activity 5.1 asks students to listen for and point to final endings (ng vs. nk). Activity 4.1 asks students to write missing digraphs for pictures, prompting attention to final sound units.
Lesson 14
Three-Letter Beginning Blends
The lesson's Skills list explicitly states that students will "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." The Skills list also includes "Segment spoken single-syllable words into their complete sequence of individual sounds" and several items instructing students to "sound out the letter sounds" as they read words. In Activity 1.2 the child is prompted to hear and produce individual sounds in the scr and str blends (modeling /s/, /k/, /r/ separately).
Lesson 16
R-Controlled Vowels (ar)
The Skills section explicitly lists: "Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words." Students are asked to spell and read CVC examples such as "cat" and "pat," with the teacher pointing out the short /a/ vowel in "cat." Activities prompt students to say each letter sound as they spell words and to segment single-syllable words into their sequence of sounds (e.g., word chains and spelling tasks where students change one sound to make a new word).
Lesson 17
Semester Review
Students are explicitly expected to "isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words" as listed in the Skills section. Students build words by choosing a vowel and adding beginning and ending letters (Activity 3.1), which requires identifying and producing initial, medial, and final phonemes. Students are prompted to say words aloud to hear beginning sounds (Activity 2.2), to segment single-syllable words into individual sounds (Skills), and to emphasize sounds while writing dictated sentences (Activity 3.2).
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
The lesson explicitly lists phoneme skills: students are asked to "segment spoken single-syllable words into their complete sequence of individual sounds," "orally produce single-syllable words by blending sounds," and "add or substitute individual sounds in simple, one-syllable words to make new words." Activities ask students to use lowercase letter cards to spell and read words (for example, spell "tap" then add e to read "tape") and to build words from letter cards, which requires blending and manipulating component sounds. Several sorting and picture activities include CVC items (hat, bat, ant, pig, six) that students name and categorize by vowel sound.
Lesson 2
Long Vowels o, u, and e with Silent e
Students are asked to spell and read single-syllable CVC words using letter cards (for example, spell "rob," "hop," "cub," "mop," "hot," "sock," "chug," "nuts"). The Skills list and activities instruct students to "segment spoken single-syllable words into their complete sequence of individual sounds" and to "orally produce single-syllable words by blending sounds," and teachers prompt students to listen for and identify vowel sounds (e.g., ask whether words have short or long o/u/e). Several tasks have students add or substitute sounds (adding silent e to change "cub" to "cube," "hop" to "hope"), which requires attention to individual sounds.
Lesson 3
Hard and Soft c and g
The lesson explicitly lists that students will "segment spoken single-syllable words into their complete sequence of individual sounds" and "orally produce single-syllable words by blending sounds," indicating phoneme-level work. Students read, spell, and manipulate many single-syllable words that are CVCs or similar (examples include gag, jag, cup, gas, gum, gap, get) in activities such as Word Building, Word Scramble, and the Spelling Test. Several activities ask students to sound out words and to use letter cards to spell aloud as they hear/see words, which practices phoneme-level decoding and blending.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
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," indicating students will work with phoneme-level segmentation and blending. Several activities ask students to spell words as the teacher says them (e.g., Activity 1.2 and Group Word-Building activities where students "spell fort, port, corn, torn" and similar items), which requires students to hear and map sounds to letters. The Spelling Test and dictation activities require students to write words they hear and then read them back (e.g., fort, corn, worm, bird), implying practice with sounding out single-syllable words.
Lesson 5
Long a Spellings ai, ay
The Skills section 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," indicating instruction in phoneme segmentation and production. Activity 1.3 asks the child to identify the vowel sounds in the CVC words "him" (short i) and "has" (short a). Activity 1.2 asks the child to point to and say the sounds shown in boxes and to write each word under the box that shows its ending sound, which requires attention to final sounds.
Lesson 6
Long e Spellings ee, ey, ea
The 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," which aligns with phoneme-level work. Activities provide many single-syllable words (e.g., web, tent, neck, gem, sled) and ask students to sound out, read, sort by vowel sound, and build/spell words using letter cards. Word-building and Alphabet Soup tasks require students to manipulate letters and read the words they create, which can engage phoneme segmentation and blending.
Lesson 7
Long i Spellings y, igh, ie
Students are asked to segment and pronounce sounds in single-syllable words (Skills list: "Segment spoken single-syllable words into their complete sequence of individual sounds"). In Activity 3.1 the student is prompted to say the sounds in fight and is helped to sound it out as /f/ /ī/ /t/, and Activity 3.2/4.1 ask students to identify which letters make the long i sound in words like sight, night, dime. Several activities require students to spell and read words by sounding out phonemes (e.g., spelling and reading fight, sight, pie, tie).
Lesson 8
Long o Spellings ow, oa, oe
The lesson explicitly lists the skill "Segment spoken single-syllable words into their complete sequence of individual sounds" and includes activities where students sort and read short-o CVC words (dock, sock, job, dog, hop) and build words with letter cards, spelling and reading each word aloud. Activities (word building, word scramble, and cut-and-sort) require students to manipulate letters and sounds to form words and to read CVC and single-syllable words. The lesson also asks students to sound out unknown words and to blend sounds when reading.
Lesson 9
Long u Spellings ue, ew, ou
The Skills list explicitly includes "Segment spoken single-syllable words into their complete sequence of individual sounds" and activities give students CVC examples (tub, cut, cub) and ask them to read and compare vowel sounds (short u vs. long u). Students use lowercase letter cards and word-building tasks to spell and manipulate single-syllable words (e.g., spelling due, sue, cue; unscrambling r w e c → crew), which requires attention to individual sounds and letters. Several read-aloud and sound-listening prompts ask students to listen for and distinguish vowel pronunciations (e.g., saying "tube" and "cube" slowly to hear long u variants).
Lesson 10
Other Long Vowel Patterns
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 have students use lowercase letter cards and word-building cards to spell and read spoken words (for example, building and reading words such as kind, mild, colt, most) and to write dictated sentences. Activities also ask students to identify long vowel words in the Weekly Message and to read aloud words they build.
Lesson 13
Other Vowel Sounds ou, ow
The lesson explicitly lists phonemic skills: students are to "Segment spoken single-syllable words into their complete sequence of individual sounds" and to "Orally produce single-syllable words by blending sounds." Activities ask students to "say each word slowly" (Activity 1.2), use lowercase letter cards to spell and read words aloud (Activities 3.1, 4.1), and unscramble letters to form words and then read them (Activity 3.2). The Fill-in-the-Blanks and word-building activities require students to attend to and mark vowel spellings within single-syllable words.
Lesson 15
These Make More Than One Sound: oo and ea
Students repeatedly hear and say words with oo and ea and sort them by vowel sound (Activity 1.2, Activity 3.1, Activity 3.2, Day 2 Word Sorting). Students are asked to repeat words slowly to hear different vowel sounds and to point to groups based on the vowel sound, and they spell words using lowercase letter cards (Activity 2.2 and Activity 4.1). The listed skills explicitly include segmenting spoken single-syllable words into their sequence of individual sounds and orally producing single-syllable words by blending 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," indicating phoneme-level work. Activity 4.1 asks students to group words by vowel sounds and to name those vowel sounds, which focuses attention on medial vowel phonemes. Word-building activities (e.g., 2.2, 3.2, 5.1) require students to assemble letters into words like knit, knot, wrap and then read those words aloud, engaging students in sounding out and blending phonemes.
Lesson 17
Year-End Review
The Skills list explicitly tells students to "Segment spoken single-syllable words into their complete sequence of individual sounds" and to "Orally produce single-syllable words by blending sounds," which directs students to work with phoneme-level segmentation and blending. Activity 1.3 asks students to identify the initial sound of the sight words "only" and "over," prompting students to isolate an initial phoneme. Activity 3 (Alphabet Soup) has students build and read short words including CVC examples such as win, run, lid, and sun, which gives students opportunities to pronounce and read three-phoneme words.