Kindergarten - ELA
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 3
Day 3
Activity 4 directs students to review letter cards and "say the sound that the letter makes," using the cards like flashcards and holding them up randomly for the child to name the letter and produce its sound. Activity 2 has students review the short "a" sound as they form the lowercase a, and the reading activity asks students to point to the first letter of words and say the letter aloud. The sight word and letter-naming activities give repeated opportunities for students to produce letter sounds in isolation and in simple reading contexts.
Lesson 4
Day 4
Activity 3 directs students to circle the correct beginning letter for each picture and to cut and glue pictures under the correct letter, which requires students to identify initial letters for pictured words. The 'Beginning Letter Sounds' page shows boxed lowercase letters including consonants (b, h, l) and asks students to cut out images (lion, cap, airplane, sailboat, seal) and place them under corresponding initial-letter boxes, giving students practice matching pictures to initial letters.
Unit 2: H - Hondo and Fabian
Lesson 2
Day 2
Students hear and say the initial /h/ sound when the teacher says "Hondo" and asks if they can hear the sound the letter H makes. Students generate and hear multiple words that start with the /h/ sound (happy, hug, heart, hand, help) while the initial sound is emphasized. Students practice forming and writing the uppercase H through air tracing, popsicle-stick construction, and a handwriting worksheet, and the Hh card is added to a review file box. The Bingo activity has students point to letters in a familiar song, which provides some letter-focused exposure.
Lesson 3
Day 3
The lesson asks the child if he knows the sound of the letter H and encourages him to look for the H at the beginning of Hondo's name and point to it. It has the child identify the initial sound of words like "home," "happy," and "hungry." Activities ask the child to trace and form the lowercase h (with finger tracing, handwriting practice, and playdough) and to locate and read the sight word "he," noting its initial letter and saying the word.
Lesson 4
Day 4
Students are asked to produce the sound for the letter H during the Review when asked, "what sound the letter H makes," and to generate words beginning with that sound. Students practice mapping that sound to print in Activity 3 by circling the correct beginning letter for pictures, practicing writing the letter H, and cutting and pasting letters under the matching picture. The Student Activity Pages include multiple H-initial pictures (heart, house, hand, hat, horse, hammer) and non-H pictures (ant, axe, lizard) to support identifying the H beginning sound.
Lesson 5
Day 5
Students are prompted to name words that start with the "h" sound and to draw a capital H and lowercase h in the air, linking the /h/ sound to the letter forms. They are shown the sight word "he" and asked to recognize capitals at the start of names (for example, Hondo), which reinforces the letter-sound connection for H. Students are encouraged to try writing their own names, with emphasis on the initial capital letter, providing additional practice connecting an initial consonant letter to its use in words.
Unit 3: I - The Little Island
Lesson 4
Day 4
Students circle the correct beginning letter for each picture and practice writing or watching the formation of the letter on the "Letter Sounds: I" pages, requiring them to connect pictures to letters (choices shown include A, H, I). Students cut out letters and paste them under the correct picture, which asks them to match initial letters to images. Students complete a "Beginning Letter Sounds" page where they match images (lion, hammer, igloo, apple, axe) to beginning letters, giving practice identifying some initial consonant sounds such as /h/ and /l/.
Lesson 5
Day 5
The lesson directs the child to review three letters and their sounds: a, h, and i, explicitly linking letters to sounds. The Getting Started review asks the child to tell the definition of an island and to review the letters and their sounds, which requires the child to produce those sounds aloud.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 2
Day 2
The lesson directs students to practice the sounds of the letters a, h, and l, which asks them to produce letter sounds. The lesson explicitly tells students that the letter T often makes the "t" sound and has them say the word "tail" together and identify the initial "t". Students practice forming the uppercase T while the teacher reviews the sound, and an alternate activity has students drive a toy truck to form a T while saying the "t" sound.
Lesson 3
Day 3
The review directs the child to look at the Tt letter card and tell its sound, prompting the child to produce the consonant sound for T. Option 2 explicitly instructs the child to practice the sound of the letter t while forming the letter with tape and tracing it. The lowercase t handwriting sheet gives tracing and independent writing practice that reinforces letter formation alongside the spoken sound practice.
Lesson 4
Day 4
Students practice the letter T with a dedicated 'Letter Sounds: T' activity where they circle the correct beginning letter for each picture, practice writing the letter, and cut and paste letters under the correct picture. Students make a letter T in the air and review the sight word "this," linking letter shape and use. Students also complete a 'Beginning Letter Sounds' page in which they match images (taxi, ambulance, hand, tree, island) to labeled letters (t, a, h, t, i), practicing initial sound-to-letter matching.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 2
Day 2
The lesson explicitly tells the child that the letter L makes the "L" sound (examples: "leaf" and "lion") and has the child practice forming the uppercase L while saying the L sound. The lesson directs review of letter sounds from the first four units (A, H, L, and T) and adds an Ll card to a review file for later practice. The student activity page and handwriting options provide guided practice tracing and saying the L sound while forming the letter.
Lesson 3
Day 3
Students are asked to practice the sound of the letter L while completing the Lowercase l handwriting sheet ("Don't forget to practice the sound of the letter L"). Option 2 repeats that students should "practice the sound of the letter L" while lacing. The Getting Started review prompts students to review "the letter sounds and sight words from the first four units," and the Reading section has students point to and say the word "go" aloud when it appears in the story.
Lesson 4
Day 4
Students practice letter-sound correspondences in Activity 3 by circling the correct beginning letter for each picture on the "Letter Sounds: L" pages and by cutting and pasting letters under the correct letter on the second page. The Beginning Letter Sounds activity requires students to match five images (axe, hand, teepees, igloo, ice cream) to the corresponding beginning letters a, h, t, l, and i, which asks students to identify initial consonant (and vowel) sounds and link them to letters. Students also practice forming or writing the target letter(s) when asked to write the correct letter combination under images, reinforcing the letter-to-sound mapping.
Unit 6: F - Fireflies
Lesson 2
Day 2
Students are directed to find the uppercase letter F on the book cover and are told that the letter F makes the "f" sound as in "fireflies" and "finger." Students practice forming the capital F in the air while making the "f" sound, and they are shown a letter F card to add to a review file. The handwriting activity and the fingerprint option both prompt students to trace or produce the letter F while the teacher reviews the sound of the letter F as they work.
Lesson 3
Day 3
Students are asked to review letter sounds and word cards from previous weeks, supporting continued practice with consonant sounds. Students practice the sound of the letter f explicitly while tracing and writing the lowercase f on a handwriting sheet. Students also practice the sound of f while forming the letter in 'fairy dust' and are prompted to say the sound as they work. Students are encouraged to read the word "said" aloud when it appears in the text, providing an opportunity to produce consonant sounds in a real word context.
Lesson 4
Day 4
Students practice the letter F in Activity 3 by circling the correct beginning letter for each picture and by cutting and pasting picture boxes under the correct letter, which requires identifying words that begin with /f/. The Getting Started review directs students to review letter sounds and word cards including this week's sound, "f," reinforcing the F consonant sound. The Beginning Letter Sounds activity presents a set of letters (including f) and images (including flag) for students to match, prompting them to connect initial sounds to letters.
Unit 7: E - But No Elephants
Lesson 4
Day 4
Students complete a "Letter Sounds: E" activity in which they circle the correct beginning letter for pictures, practice writing the letter, and cut and glue pictures under the correct letter. Another activity page asks students to match five images (ear, hand, egg, lamp, ant) to the corresponding lowercase letters (e, h, e, l, a), so students sort pictures by beginning letter sound and place them in boxes.
Unit 8: C - Millions of Cats
Lesson 2
Day 2
Students are directed to find the uppercase letter C on the book cover and are told that the letter C often makes the "k" sound in words like "cat" and "cake." Students practice forming the capital C in the air while making the "k" sound. Students trace and write uppercase C on the handwriting sheet or color/trace a die-cut C while the sound of the letter is reviewed.
Lesson 3
Day 3
The lesson explicitly directs students to review letter cards and to "focus on the sound of the letter C," and it instructs "Don't forget to practice the sounds of the letter C." Students are asked to repeat the phrase containing the word "cats" each time it appears in the text, and to read the sight word "pretty" when pointed out. The Lowercase c handwriting activity asks students to trace and write the letter c while practicing its sound, and an alternate activity has students form a lowercase c shape with coins while noting shape differences between uppercase and lowercase C.
Lesson 4
Day 4
The lesson explicitly directs review focusing especially on the sound of the letter C and includes an Activity titled "Letter Sounds — C". Students are asked to circle the correct beginning letter for each picture, practice writing or watch the teacher form the letter, and cut/paste picture boxes beneath the correct beginning letter. The "Beginning Letter Sounds" page has labeled boxes (c, f, e, l, a) with pictures (cat, fan, elephant, lion, ant) for students to match initial letters to pictures.
Unit 9: G - The Real Mother Goose
Lesson 2
Day 2
The lesson directs the child to practice the letter G and its sound, explicitly stating that G often makes the "g" sound as in "goose" and sometimes a different sound as in "giraffe." Students practice forming and writing the uppercase G with guided air writing and handwriting sheets while the teacher prompts them to make the "g" sound. The activity includes showing a Gg card, adding it to a review file, and using words like glue and green (with a glue-and-glitter activity) to reinforce the initial /g/ sound.
Lesson 3
Day 3
The lesson instructs caregivers to "Review the letter sounds and word cards from previous weeks," which asks students to identify and produce letter sounds. The lowercase g handwriting activity explicitly tells students to "practice the sounds of the letter g" while tracing and writing, and the alternative tracing-in-a-bag activity repeats "Be sure to practice the sounds of the letter g as she traces."
Lesson 4
Day 4
Students practice the G consonant by circling the correct beginning letter for pictures on the "Letter Sounds: G" page and by cutting and gluing boxes under the correct letter. Students practice forming or writing the letter G (or watch it being formed) and work with activity pages that prompt them to identify whether words contain the G sound. Students complete a Beginning Letter Sounds activity by matching pictures to initial letters (f, e, c, g, a), reinforcing identification of consonant-initial sounds.
Unit 10: O - Owl Babies
Lesson 4
Day 4
Students review letter sounds and sight word cards and recite a poem together, providing oral practice with sounds. In Activity 3, students circle the correct beginning letter for pictures, practice writing the letter, and cut and paste letters under the correct picture, matching letters to initial sounds. The "Beginning Letter Sounds" page asks students to match letters (a, f, e, o, g) to pictures (apple, tree, egg, orange, grapes), requiring students to identify beginning sounds for those letters.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 2
Day 2
Students are instructed to find the uppercase letter S, told that S usually makes the "s" sound like "snake," and to practice forming the capital S while making the "s" sound. Students complete handwriting/tracing pages with repeated uppercase S characters and are asked to review the sound of the letter S as they work. Students who are not ready for writing shape green playdough into an S (a snake) and trace it while the teacher reviews the S sound.
Lesson 3
Day 3
The lesson instructs to "review letter sounds and sight cards from previous units," which asks students to produce letter sounds. Activity 1 explicitly directs students to "practice the sound of the letter S" while tracing and writing lowercase s, and Option 2 again tells students to "be sure to practice the sound of the letter s as she makes the s." Students also read and identify the sight word "some," which includes the s sound in context.
Lesson 4
Day 4
Students complete a "Letter Sounds — S" page where they circle the correct beginning letter for each picture and practice writing the letter or watch an adult form it. Students cut out letters and paste them under the correct letter, reinforcing the match between initial sounds and letters. A separate "Beginning Letter Sounds" page asks students to match pictures to the letters l, f, s, t, and g.
Unit 12: D - Dinosaurs Big and Small
Lesson 2
Day 2
The lesson directs the child to find the uppercase D and explicitly states that the letter D makes the "d" sound ("dinosaur"). Students practice forming the capital D while simultaneously producing the "d" sound and are prompted to "review the sound of the letter D as she works" on the handwriting sheet. An alternate activity uses the word "drumstick" to reinforce the /d/ sound while tracing or gesturing the letter shape.
Lesson 3
Day 3
The opening review directs students to review letter sounds and sight word cards from previous weeks, prompting them to produce letter sounds. The lowercase writing activity explicitly tells students to practice the sounds of the letter d while forming and tracing the letter, and the alternate dot-marking option also instructs students to practice the sounds of d as they work. During reading, students are asked to read the repeated word "big," which has the consonant /b/ at the beginning and requires sounding it out in context.
Lesson 4
Day 4
Activity 3 is titled "Letter Sounds — D" and directs students to circle the correct beginning letter for each picture and to cut and paste letters under the correct picture, which targets identification of the /d/ initial sound. A Student Activity Page is explicitly described as "focused on identifying the letter 'D' sound" and the "Beginning Letter Sounds" page requires matching images (e.g., duck) to letters including 'd'. The Getting Started section also instructs review of letter sounds and sight word cards, providing additional practice with consonant sounds.
Unit 13: P - Harold and the Purple Crayon
Lesson 2
Day 2
The activities direct the child to find the uppercase letter P and tell him that the letter P makes the "p" sound like "purple." The child is instructed to practice forming the capital P in the air and to practice while making the "p" sound. The child is given a Pp letter card to add to a review file and either a handwriting sheet or a die-cut P to practice drawing the letter while the teacher reviews the sound.
Lesson 3
Day 3
The lesson tells students to "review letter sounds" at the start and to review sight card words, which prompts production of letter sounds. The lowercase letter-writing activity directs students to "practice the sound of the letter p" while tracing and writing the letter. The alternate activity has students trace a letter p and explicitly instructs them to "be sure to practice the sound of the letter p as she traces."
Lesson 4
Day 4
Students practice the letter-sound correspondence for P in Activity 3 by circling the correct beginning letter for pictures on the "Letter Sounds: P" page and by cutting and pasting picture boxes under the correct letter. Students also practice identifying beginning consonant sounds on a "Beginning Letter Sounds" page where they match images (soup, piano, drum, tree, lemon) to the letters s, p, d, t, and l. The lesson instructs students to practice writing the letter P or to watch the formation of the letter, reinforcing the visual-symbol connection to the sound.
Unit 14: B - Blueberries for Sal
Lesson 2
Day 2
Activity 2 directs students to identify the uppercase B and states that the letter B makes the "b" sound like "blueberry." Students practice forming the capital B with their finger while simultaneously making the "b" sound. The activity includes review of the sound as students work on the handwriting sheet and placing a Bb card in a file for later review.
Lesson 3
Day 3
The lesson explicitly directs practice of letter sounds during review and in the handwriting activities: it tells the child to "practice the sounds of the letter b" while tracing and forming lowercase b. The student activity page provides guided tracing and independent writing of lowercase b, paired with a picture and word "bat," which prompts the b sound. The die-cut/marker option also instructs the child to practice the sound of the letter b as they form the letter.
Lesson 4
Day 4
Students are asked to "review letter sounds" at the start of the lesson. In Activity 3, students circle the correct beginning letter for each picture on the "Letter Sounds: B" page, practice writing or watching the formation of the letter B, and cut out letters to paste under the correct letter. The "Beginning Letter Sounds" activity has students match five pictures (astronaut, tree, elephant, bat, guitar) to boxes labeled with beginning letters (a, c, e, b, g), requiring identification of initial sounds.
Unit 15: R - Rain
Lesson 2
Day 2
Students are asked to find the uppercase letter R and told that the letter R makes the "r" sound as in "rain." Students practice forming the capital R in the air and on a handwriting sheet while vocalizing the "r" sound. Students also trace dotted R letters, write R independently, and use a die-cut R activity while the teacher prompts review of the "r" sound.
Lesson 3
Day 3
Students are asked to review letter sounds and the letter R and to read words such as "rain" and the sight word "on," pointing to each word as they read. In the handwriting activity, students trace and write the lowercase r while the teacher prompts them to "practice the sound of the letter r." Optionally, students label a rabbit illustration and are prompted to note that "red" and "ribbon" start with r, reinforcing the r consonant sound in initial position.
Lesson 4
Day 4
Students engage in explicit letter-sound work by reviewing letter sounds and receiving 'Letter Sounds: R' pages where they circle the correct beginning letter for pictures and practice writing the letter or watch letter formation. Students cut out letters and paste them under the matching pictures, and they complete a 'Beginning Letter Sounds' grid where they match letters (l, e, f, t, s) to images (ladder, elephant, football, tennis ball, star). These activities require students to identify beginning letters for pictured words, linking letters to initial sounds.
Unit 16: N - Night in the Country
Lesson 2
Day 2
The lesson explicitly directs students to find the uppercase letter N and tells them that the letter N makes the "n" sound like "night." Students practice forming the capital letter N in the air while making the "n" sound and review the sound as they complete tracing or handwriting pages. The lesson also has students add an Nn card to a file box for later review and offers an alternative activity that reinforces the "n" sound while constructing the letter.
Lesson 3
Day 3
The lesson repeatedly instructs the child to "practice the sound of the letter n" during the lowercase n handwriting activity and to "practice the sounds of the letter n as he works" with the die-cut and noodles. The student activity page provides tracing and independent writing of the letter n and the word "nest," giving opportunities to produce the consonant sound in isolation and in a word. The reading sections prompt the child to read and identify the sight word "there," supporting letter-sound recognition in text (though not focused on consonant sounds generally).
Lesson 4
Day 4
Students are asked to "Review letter sounds" during the getting started phase, indicating oral or mental recall of letter-sound correspondences. In Activity 3 students use the "Letter Sounds: N" pages where they circle the correct beginning letter for each picture, practice writing the letter, and cut-and-paste letters under the correct heading. The Beginning Letter Sounds page requires students to match objects to initial letter boxes labeled n, o, p, r, which practices identifying beginning consonant sounds and linking them to letters.
Unit 17: M - Marshmallow
Lesson 2
Day 2
Activity 2 directs the child to find the uppercase letter M on the book cover and is told that the letter M makes the /m/ sound (example: "marshmallow"). The child is asked to practice forming the capital M in the air and on paper, trace dashed Ms on a handwriting sheet, and add an Mm card to a review file. Option 2 has the child build an M shape with coins and trace it while the /m/ sound is reviewed. The instructions explicitly tell the caregiver to "Review the sound of the letter M as he works."
Lesson 3
Day 3
Students are instructed to "review letter sounds" and practice sight words during the Getting Started review. Students read the word "out" in the book and then read it again in context, applying letter-sound knowledge while reading. Students practice and produce the sound of the consonant m explicitly while tracing, writing (Lowercase m handwriting sheet), or forming the letter with mini marshmallows.
Lesson 4
Day 4
Students engage in explicit letter-sound practice for the consonant M in Activity 3: they are instructed to circle the correct beginning letter for each picture on the "Letter Sounds: M" page and then practice writing the letter. Students cut out letters and paste them under the correct letter on the second page, reinforcing mapping between beginning sound /m/ and the letter M. A separate beginning-sounds activity asks students to match images (alligator, mushroom, house, leaf, drum) to their initial letters, providing additional practice identifying initial consonant sounds.
Unit 18: U - Umbrella
Lesson 4
Day 4
Students match pictures of animals (unicorn, monkey, panda, rabbit, goat) to the letters u, g, p, r, and m, practicing initial letter-sound correspondences. Students circle the correct beginning letter for pictured items on the "Beginning Sounds: U" page, practice writing the letter, and cut and paste letters under matching pictures, giving repeated practice with beginning sounds.
Unit 19: J - Jump Frog Jump
Lesson 2
Day 2
Students locate the uppercase letter J on the book cover and are told that J makes the "j" sound as in "jump." Students practice forming the capital J in the air and on paper while the teacher reviews the sound of the letter J as they work. Students trace a die-cut J or a jewel-decorated J with their finger and add a Jj card to a review file, providing repeated practice producing the J consonant sound.
Lesson 3
Day 3
Students are prompted to review and produce the J letter sound explicitly (e.g., "Review the J letter sounds" and multiple reminders to "practice the sound of the letter j"). Students produce the j sound in reading contexts by reading words with j such as "Jump" and by naming the pictured "jellyfish." Students practice producing the j sound while forming and writing the lowercase j (handwriting sheet, tracing, and the jellybean formation activity).
Lesson 4
Day 4
Students practice beginning-consonant sounds in Activity 3 by circling the correct initial letter for pictures on the 'Beginning Sounds: J' page and by cutting and pasting letters under the correct letter choices. A separate Student Activity Page has students match five pictures (pig, duck, octopus, goose, jet) to the letters p, d, o, g, and j, and prompts writing the correct letter beneath each image. The Getting Started section also asks students to review letter sounds and sight words.
Unit 20: K - Kindness
Lesson 2
Day 2
Students are guided to find the uppercase K and told that the letter K makes the "k" sound, as in "kindness." Students practice forming the capital letter K in the air and on paper while making the "k" sound. Students review the sound of K while completing the handwriting sheet and practice the sound again when forming K with pipe cleaners.
Lesson 3
Day 3
Students are asked to "Review letter sounds" at the start, and the activities explicitly direct students to find examples of the lowercase letter k and "practice the sound of the letter k." Students complete a "Lowercase k" handwriting sheet with tracing and independent writing, and an alternative sensory activity has students trace a lowercase k in ketchup while practicing its sound.
Lesson 4
Day 4
Students are asked to review letter sounds and complete a focused "Letter Sounds: K" activity where they circle the correct beginning letter for each picture and practice writing the letter. Students cut out letters and paste them under the correct picture and use provided letters to spell words that match images. Another student page asks students to draw lines from letters (k, d, b, r, m) to pictures that begin with those sounds, which requires identifying beginning consonant sounds.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 2
Day 2
The Getting Started section directs students to "Review letter sounds and sight word cards," prompting recall of letter sounds. Activity 2 explicitly introduces the uppercase V, tells students that V makes the "v" sound in the word "violin," and has students practice forming the capital V while reviewing its sound. Both the handwriting sheet option and the tape/vehicle multisensory option have students trace/write the letter V and repeatedly review the /v/ sound as they work.
Lesson 3
Day 3
Students are asked to review letter sounds at the start of the lesson and to practice the sound of the letter v during handwriting activities. Students trace and write lowercase v on a handwriting sheet and form the letter v with a crayon, with explicit prompts to "practice the sound of the letter v." Students also trace the letter with their finger while saying the sound, linking letter shape production with its sound.
Lesson 4
Day 4
Activity 3 directs students to circle the correct beginning letter for each picture on the "Letter Sounds: V" page and to practice writing the letter or watch it formed. A second page asks students to cut out letters and paste them under the correct letter, requiring them to match letter shapes to picture labels. A separate Beginning Letter Sounds page has five letter boxes (f, c, g, v, p) and images (fork, tree, guitar, van, pumpkin) for students to match to the correct initial letter.
Unit 22: Y - Little Blue and Little Yellow
Lesson 2
Day 2
Students practice forming the capital letter Y by tracing with a finger in the air and on handwriting lines, tracing dashed Ys and writing Ys independently on the activity page. Students practice producing the 'y' sound orally while forming the letter, with explicit prompts to make the sound as in "yellow" and to review the sound as they work. Students add a Yy card to a review file and may form and trace a Y made from yarn while practicing the sound.
Lesson 3
Day 3
Students are asked to "Review letter sounds and sight words learned up to this point," which prompts them to produce letter sounds aloud. In Reading and Questions, students read the sight word "they" in sentences and in the story, providing practice decoding and saying the word in context. In Activity 1, students trace, write, and are explicitly told to "practice the sound of the letter y," and Option 2 again directs students to practice the sound of y while forming the letter on a die-cut.
Lesson 4
Day 4
Students complete Activity 3: they circle the correct beginning letter for each picture on a 'Letter Sounds: Y' page, practice writing the letter, and cut and paste letters under the correct pictures. A separate 'Beginning Letter Sounds' page asks students to match five images (vacuum, pencil, hammer, cat, rainbow) to the corresponding beginning letters (v, p, h, c, r). The review instructions also prompt students to review letter sounds and sight words they have learned so far.
Unit 23: W - George Washington's Birthday
Lesson 2
Day 2
Students are prompted to review letter sounds from previous units, and the lesson explicitly tells students that the letter W makes the "w" sound that begins the word "Washington." Students practice forming a capital W in the air and on handwriting sheets while the teacher/parent reviews the W sound as they work. Students also use a tactile option (arranging twigs that represent a word starting with w) and trace the W while the W sound is reviewed.
Lesson 3
Day 3
The lesson asks the child to practice the sound of the letter w explicitly in both the handwriting activity ("Don't forget to practice the sound of the letter w") and the chalk/tracing option ("be sure to practice the sound of the letter w as she works and traces"). The student practices writing and tracing lowercase w on the activity page and is prompted to say the sound. The child is also asked to read the sight word "went" aloud, producing the initial consonant sound /w/ in a word context.
Lesson 4
Day 4
The lesson includes a Review instruction to "review letter sounds" and Activity 3 "Letter Sounds: W," where the child circles the correct beginning letter for each picture, practices writing the letter, and cuts/pastes letters under the correct picture. A separate "Beginning Letter Sounds" activity asks the child to match images (key, globe, horse, hot dog, grapes) to boxes labeled with beginning consonants k, w, d, h, g.
Unit 24: Q - The Quilt Story
Lesson 2
Day 2
The lesson directs students to review letter sounds and sight word cards, prompting general practice with letter-sound correspondences. Activity 2 explicitly has students practice the letter Q: students form the capital Q in the air or on paper/sand while repeatedly producing the "kw" sound in words like "quilt." The handwriting sheet and sand-tracing option require students to produce the Q sound as they write and trace the letter.
Lesson 3
Day 3
Students are prompted to review letter sounds and sight word cards learned up to this point, which engages them in producing letter sounds. Students complete a lowercase q handwriting sheet where they trace and write q and are explicitly told to "practice the sound of the letter q." Students may also paint the lowercase q with a q-tip while practicing the q sound and are reminded that q is always followed by u.
Lesson 4
Day 4
Students complete a "Letter Sounds: Q" page where they circle the correct beginning letter for pictured items, practice writing the letter, and cut and paste letters under the correct pictures. Students use a "Beginning Letter Sounds" page to match five images (key, coin, nose, corn, spoon) with the letters k, q, n, c, and s. The lesson also instructs a review of letter sounds learned to this point.
Unit 25: X - An Extraordinary Egg
Lesson 2
Day 2
Students are prompted to identify the letter x in words (e.g., extraordinary, box) and to hear and practice the "/ks/" sound that is described as the most common sound of x. Students practice producing the sound as they work on forming the capital X using air writing, tracing dotted X letters, and writing X independently on the handwriting sheet. Students may also form an X with two pencils or other objects and trace it with a finger while the sound of the letter is reviewed.
Lesson 3
Day 3
Students are explicitly prompted to "practice the sound of the letter x" during handwriting and kinesthetic activities. Students read and repeat words containing x on the "Words with X" page and are asked to find and circle the letter x in each word. Students are also asked to find the letter x in the sight word "next" and to review letter sounds learned so far.
Lesson 4
Day 4
Students are asked to "Review letter sounds" and to complete Activity 3, where they circle the correct beginning letter for each picture on a "Letter Sounds: X" page and then practice writing the letter or watch an adult form the letters. The activity also asks students to cut out letters and paste them under the correct picture, and a separate "Beginning Letter Sounds" page has labeled squares under letters (j, u, r, b, p) for matching five images to initial letters.
Unit 26: Z - Greedy Zebra
Lesson 2
Day 2
The lesson explicitly tells the child that the letter Z makes the "z" sound (as in "zebra") and instructs the child to practice making that sound while forming the capital Z in the air. It directs students to review the Zz card and add it to a file box for later review and to say the sound while tracing or writing Z on the handwriting sheet. Option 2 also has the child trace a taped Z on the floor while practicing the "z" sound.
Lesson 3
Day 3
Students are prompted to "Review sight words and letter sounds learned to this point," which asks them to recall previously taught letter sounds. The handwriting activities focus on the lowercase letter z with guided tracing and practice. Option 2 explicitly directs students to "Practice the sound of the letter z as he works," linking letter formation with its sound.
Lesson 4
Day 4
Students complete a "Letter Sounds: Z" page where they circle the correct beginning letter for pictures, practice writing the letter, and cut and paste letters under the correct heading. Students complete a "Beginning Letter Sounds" activity that places five letters (z, r, x, h, d) above boxes and requires matching those letters to images (zipper, rainbow, x-ray, heart, dolphin). The review prompt to use sound cards also asks students to recall sounds and sight words, reinforcing letter-sound correspondences.
2: Holidays
Unit 28: Thanksgiving
Lesson 2
Day 2
The Getting Started section instructs to "Review letter sounds and sight words learned so far," which prompts students to revisit previously taught phonics. This directs students to engage with letter-sound knowledge as part of the opening activity. No other activity explicitly targets consonant sounds or systematic letter-sound practice.
1: Environment
Unit 1: Habitats and Homes
Lesson 1
My Environment
Students are asked to sound out labels and add missing first letters on the "Exploring My Home" sheet (Activity 2, Option 1), with instructions to use a finger to follow the sounds as the adult pronounces each word. The skills list explicitly states students should "show an understanding that the letters in a written word represent the sequence of sounds in a spoken word." Activity 4 provides focused practice on the letter Bb with tracing and writing the words "bed" and "bath."
Lesson 2
What Is a Map?
The lesson lists the skill "Write and sound out letters" and instructs caregivers to walk a child through letters, sounding them out as he writes (Activity 2, Option 1). Activity 2, Option 2 asks children to sound out each word and spell it as it sounds. Activity 4 provides focused handwriting and tracing practice for the consonants Mm and Hh and includes word practice (map, mom, home, house) to reinforce letter–sound connections.
Lesson 5
Discovering Animal Habitats
The lesson's Skills list explicitly includes "Identify beginning letters and sounds in words (LA)." Option 1 asks students to add the first and last letter for each habitat and to "attempt to read/sound out the word," which prompts students to produce beginning consonant sounds. Activity 4 provides handwriting and practice for the letter Jj with the words "jungle" and "Jeep," including tracing and writing the target letter.
Lesson 6
Exploring Animal Habitats
The handwriting activity (Activity 3) has students trace and write uppercase and lowercase Z and practice the words "zebra" and "zoo," linking letters to words that begin with Z. The habitat story activity (Activity 2) asks students to "sound out the words in the story or to read it back to you," which prompts students to attempt letter-sound decoding while reading their dictated sentences.
Lesson 7
Tools in My Environment
The lesson asks the child to "sound out the words and identify letter sounds" while recording tool names and to read the names with a finger pointing at letters as an adult sounds them out. The handwriting activity has explicit practice for the letter I and the words "it" and "inch," giving opportunities to connect letters and sounds. The measuring activity asks the child to attempt to record beginning letters, prompting production of initial letter sounds for tool names.
Lesson 9
Animal Designs
The lesson's Skills list explicitly includes "Write beginning consonants of words (LA)," indicating students will identify and write initial consonants. Option 2 asks students to "write the name of each habitat," which requires letter writing that may involve consonants. Activity 3 prompts students to verbally produce sentences naming animals (e.g., "A zebra can't live in the ocean."), so students speak words that begin with consonants.
Unit 2: Weather
Lesson 1
Reading the Skies
The Skills list explicitly includes "Identify beginning letters and sounds in words (LA)." In Activity 2 students match weather words to pictures (Option 1) or choose and write the correct word beneath each picture (Option 2), which requires connecting written letters/words to their spoken forms. Students are asked to dictate sentences using the vocabulary and to review vocabulary daily, providing repeated practice with those word-level sounds.
Lesson 2
Types of Precipitation
Students are asked to read the word for each type of precipitation on the activity pages (Options 1 and 2) and to label pictures with the correct word (rain, snow, hail). Activity 6 has students practice writing the letter R and the words rain and round, with tracing lines and word examples on the Student Activity Page. Reading the weather picture pages and answering questions about vocabulary requires students to decode and say consonant-initial words aloud.
Lesson 5
Fall
Students are asked to circle the beginning letter of each of three words they write from the fall picture and to use each word in a sentence, which targets identification of initial letters. Activity 4 provides explicit handwriting practice for the letter F (uppercase and lowercase) and the words "fall" and "fun," including tracing and freehand writing. Several activities require students to write or copy words that begin with F, reinforcing recognition of the letter form and its use in words.
Lesson 6
Winter
Students are prompted to ‘‘sound out words as needed'' when they attempt to read the sentence they dictated or copied (Activity 1). Students are asked to ‘‘circle the beginning letter of each word'' to help them sound out number words in Snowflake Math (Activity 2). Students practice the letter W and copy or write sentences containing the words wind and winter, providing focused practice on one consonant (Activity 4).
Lesson 8
Summer
Students are asked in Activity 2 (both options) to write the beginning letter of a word in the blank or to copy the whole word, and to read the completed story aloud. The student pages provide picture-word prompts (beach, hot, trip, swim, pool) so students match initial letters to corresponding words and pictures. Activity 3 also asks students to write the season's name or beginning letter beneath the temperature, providing additional practice with initial letters.
Unit 3: Community
Lesson 1
On the Town
Students practice writing the letter P (capital and lowercase) with tracing lines and practice words 'People' and 'Park', which connects the letter form to words that begin with the /p/ consonant. The lesson's skills list explicitly includes 'Recognize letters and their sounds.' Option 2 and the vocabulary activities ask students to read and fill in community words (e.g., Park, Post Office, School), engaging them with initial consonant sounds in context.
Lesson 3
Jobs in the Community
The lesson explicitly lists "Recognize beginning consonant sounds" as a skill and instructs students to "circle the first and last letters of each label and to name and sound out each letter" (Activity 1). Activities ask students to "attempt to sound out the word," to "attempt to read the names of the workers," and to write words they can sound out (Activities 1, 2, 5).
Lesson 7
A Citizen with Character
Activity 7 asks students to practice the letter Kk and the words "kid" and "kind," with tracing guidelines and dotted lines for uppercase and lowercase K. Students are instructed to write or copy sentences that contain K words, and the pages include visual letter formation supports.
Lesson 9
Caring for Our Communities
Students practice handwriting for the letter Cc, including tracing dotted uppercase and lowercase C and writing practice lines. Students trace and write the words "citizen" and "care" and are asked to write or copy sentences that contain those c words. The activity page focuses on letter formation and vocabulary tied to the theme.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 1
Describe It
Students are instructed to "circle the first letter in each word and sound out the word" on the Option 1 worksheet, requiring them to identify initial letters and attempt to produce associated sounds. The lesson asks students to write or copy beginning letters of words as an extension and to practice letters in Activity 4 when unable to write a full sentence, giving opportunities to practice letter recognition and letter-sound connections.
Lesson 4
How Does It Feel?
The skills list includes "Recognize and name letters," and Option 1 directs an adult to help the child read each texture word and to "circle the beginning letter of each word." Activity 3 asks the child to write or copy a sentence ("______ feels _________"), which involves letter identification and writing. The student activity pages provide word lists and pictured objects for matching words to items, requiring the child to read or identify initial letters of words.
Unit 2: Senses
Lesson 1
My Five Senses
The lesson explicitly lists the skill "Recognize beginning consonant sounds of words (LA)" and asks students to identify the beginning letters of words (for example, asking what letter the author's name starts with and to identify beginning letters in the text). Students are asked to copy words from the "Senses Word List" three times and to refer to that list when encountering words in the book, which provides practice connecting letters and words. Activities also prompt students to attempt to read the book and to identify beginning letters of important words on each page.
Lesson 2
Senses and Body Parts
Students practice the letter S in Activity 4 by tracing uppercase and lowercase S and the words "sense" and "see." They are asked to use each word in a sentence on the handwriting page, and the page highlights images (ear, mouth, eye, hand) that connect the words to meaning. The activities provide explicit practice with the letter S in writing and vocabulary contexts.
Lesson 5
Touch
The handwriting activity asks students to practice the letter T and to write the words "touch" and "taste," with tracing lines for uppercase and lowercase T. The practice sheet emphasizes the letter T visually (bold T in the words) and pairs the words with images (mouth and hands) that cue the word meanings. Students are asked to write the letter and words in sentences, linking the letter shape to vocabulary that begins with T.
Lesson 6
Experimenting With Our Senses
The skills list explicitly asks students to "Recognize beginning consonant sounds of words (LA)" and to "Recognize and write letters (LA)." In Activity 2, students attempt to read spice names, copy the name or at least write the first letter, and the teacher ensures spices start with different initial letters so students focus on initial-letter distinctions. Activity 4 has students write or dictate a sentence, giving practice with letter formation and using letters in words.
Unit 3: We're the Same, We're Different
Lesson 1
You're Special
Students are asked to "attempt to read each question aloud" and to "sound out the words for his answers" and to "write the letters he hears," which requires mapping sounds to letters. The lesson lists "Represent spoken language with phonetic spelling (LA)" as a skill and includes phonetic-writing tasks (fill-in responses based on what students hear). The handwriting activity has students practice the letter Uu and trace the word "unique," providing letter formation and word-level practice.
Lesson 3
Different Personalities
Activity 1 asks students to attempt to sound out vocabulary words and, if unable to read a word, to circle the first and last letters and tell the sounds those letters make. Activity 4 provides repeated tracing and writing of the letter Q and the word "quiet," reinforcing letter recognition and practice with that consonant in a word context. The activities prompt students to produce letter sounds during sounding-out and when identifying first/last-letter sounds.
Lesson 4
Interests and Hobbies
Activity 4 has students practice the letter Y (uppercase and lowercase) and the words "you" and "yes," with tracing lines and spaces for writing and using each word in a sentence. The handwriting sheet explicitly focuses on recognition and practice of the letter Y and simple Y-initial words.
Lesson 5
Shapesville
The lesson asks the child to point to the title of the story and to sound out the letters in the word, which prompts producing letter sounds. The skills list includes "Read or attempt to read own story or simple text," and activities invite the child to attempt to read his description or read the book aloud, giving opportunities to produce consonant sounds in context.
Lesson 9
Different Modes of Transportation
The activity (Option 1) asks students to fill in the first letter for each transportation label and the Student Activity Page shows words with initial-blanks such as "__ar," "__lane," "__rain," "__icycle," "__oat," "__orse," and "__axi." Option 2 and the handwriting activity ask students to write whole labels or sentences that require using consonant letters in words (e.g., car, plane, train, bicycle, boat, horse, taxi). These tasks require students to map sounds in initial positions to corresponding letters when completing or writing the words.
Lesson 10
Wants and Needs
Activity 6 directs students to practice the letter Nn and the word "need," with lined spaces for tracing and writing uppercase and lowercase N. The materials also instruct that a child can use the letter "N" to label the word "need" if she cannot write the whole word, showing students use a letter symbol to represent a word.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Lesson 6
Shapes and Patterns
In Activity 2 (Option 1) students are asked to circle the beginning letter of each word in the pattern and then "sound out each word," which requires attention to initial letters and their sounds. The lesson also has a "Words to Practice" handwriting task where students write words (shape, color, size), linking letters to words and potentially to sounds.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 2
Making Word Patterns
Students are asked to read and sort word lists into word families (Activity 2 Option 1 and Option 2), which requires them to attend to initial letters and sounds in words. Option 2 explicitly prompts students to try different beginning letters from an alphabet sheet to complete patterns and make new words, prompting them to produce beginning consonant sounds in order to form words. Skills listed include recognizing that the sequence of letters represents the sequence of sounds and understanding that letter combinations make words, which frames student practice linking letters to sounds in context.
Unit 3: Patterns in Your World
Lesson 2
Patterns of Growth
Activity 2 asks 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 shows a word box (root, stem, leaf, petal) with first letters highlighted, prompting students to attend to initial consonant letters. Activity 6 has students copy and write specific words (plant, grow, part) several times, providing additional opportunities to connect letters with spoken words.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
Students are prompted to produce the sounds for the consonants s, m, f (Activity 1.2) and for t, p, c (Activity 2.1), including practice saying each sound without adding a vowel. Students flip letter cards, point to letters while saying their sounds, and identify beginning sounds in spoken words (Activity 2.3). Students also blend and segment sounds to build and read CVC words (Activities 3.2, 4.2, 5.1) and are encouraged to say the sound of each letter while writing (Activity 4.1).
Lesson 2
Letter Sounds Review II
Students are asked to produce the sounds for the target consonants r, b, l, g, n, and d in multiple activities: Activity 1.2 and 2.1 require flipping letter cards and saying each consonant sound without adding a vowel (explicitly noting not to say 'ruh' for r). Activity 2.3 has students identify ending consonant sounds in words, and Activities 3.2, 4.1, and 5.2 have students say letter sounds while building, writing, and spelling words (including prompting to say each letter sound as they spell or blend).
Lesson 3
Letter Sounds Review III
Students are asked to produce the sounds for the consonants h, j, k, w, and v (Activity 1.2) by flipping lowercase letter cards and saying each sound and by pointing to letters when given words that begin with those sounds. Instructions explicitly tell students not to add a vowel (for example, not to say "juh") and to produce the quick consonant sound /j/. Students also practice saying the sound of each letter while writing it (Activities 3.1 and 4.1) and while building and reading three-letter words (Activities 3.2, 4.2, 5.1).
Lesson 4
Letter Sounds Review IV
The Skills list explicitly states students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Activity 1.2 asks students to flip letter cards for z, y, x, and q (qu) and say each letter's sound, and to point to letters as the teacher says words that begin or end with those sounds. Activity 4.1 instructs students to say the sound of each letter as they trace and write z, y, x, and q, and Activity 3.2 and other word-building activities require students to say sounds as they form and read words.
Lesson 5
Adding s, More Word Families, Ending with ck
The Skills list explicitly states students will "demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Activity 5.1 instructs students to spell words using letter cards and to "say each letter sound as he spells the word." Activity 4.1 asks students to identify which letters make the /k/ sound and to say the short vowel sounds, and several activities (word building, word families, sounding out words) require students to sound out and pronounce initial, medial, and final sounds.
Lesson 6
Open Syllables and Digraph th
The Skills section explicitly states students will "demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students use lowercase letter cards to build and read words (Activity 2.2, 3.2, 4.2) and to remove or add consonants to hear changes (e.g., hen → he; wet → we). Activities require students to isolate and pronounce beginning, middle, and ending consonant sounds (t/h/th sorting in Activity 4.1, spelling th words in Activity 4.2, and dictation in Activity 4.3).
Lesson 7
Consonant Digraphs ch, sh, wh, ph
Students are asked to produce and distinguish the beginning sounds of digraphs in multiple activities (e.g., Activity 1.2 asks students to listen for and contrast /ch/ and /sh/ and stand/sit accordingly). Students repeat and say the sounds for wh and ph when the teacher models that wh makes the /w/ sound and ph makes the /f/ sound (Activity 2.1), and they say the sound of each digraph during the picture-sorting and word-building activities (Activity 2.2, Activity 3.2). The skills list explicitly includes having students "demonstrate basic knowledge...by producing the primary sound or many of the most frequent sounds for each consonant," and students practice isolating initial/medial/final sounds in CVC words elsewhere in the lesson.
Lesson 8
Blends with s
The lesson's skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Activity 1.2 asks the child to say each letter sound on its own (s and t) and then blend them, and Activities 2.2 and 4.2 prompt the child to say each letter sound as she spells words using letter cards. Activity 5.1 and other tasks prompt the child to say the sound of each blend as she fills blanks or sorts pictures.
Lesson 9
Blends with l
Students are asked to say each letter sound as they spell words during Word Building and Word Chains (e.g., "encourage him to say each letter sound as he spells the word"). Activities prompt students to say the sound of each blend and to say words carefully to hear beginning sounds (e.g., "ask him to say the sound of each blend," and "say each word very carefully to hear the beginning sound"). The skills list explicitly includes demonstrating one-to-one letter-sound correspondences and isolating/ pronouncing initial, medial, and final sounds in CVC words.
Lesson 10
Blends with r
The Skills list explicitly states students will "demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities ask students to name pictures and "say the words in each column," to "say each word slowly so that she can hear all the sounds," and to isolate and pronounce initial, medial, and final sounds in words. Word-building activities require students to use lowercase letter cards to create and spell words (e.g., crab, drip, frog), and Alphabet Soup asks students to build and read words aloud from letter and blend pieces.
Lesson 11
Ending Blends
The skills list explicitly states students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Activities ask students to produce individual letter sounds for specific letters (Activity 3.1: write l and f separately and have the child make each letter sound; similarly for n and t) and to say sounds /n/ and /d/ separately and then together for nd (Activity 2.1). Multiple activities require students to say each letter sound as they spell words (Day 5 word chains and other word-building tasks) and to read words aloud as they form them.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
The Skills list explicitly states students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities require students to read words aloud, point to letter/ending sound cards (Activity 1.2), and emphasize distinguishing /s/ and /z/ sounds. The lesson also asks students to isolate and pronounce initial, medial, and final sounds in CVC words, to segment and blend single-syllable words, and to spell words using letter cards during word-building and dictation tasks.
Lesson 13
Glued Sounds ng and nk
The Skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students are asked to segment and pronounce initial and final sounds (e.g., break "hang" into /h/ and /ang/), to say and produce the glued digraph sounds /ng/ and /nk/, and to sound out and blend words during word building (e.g., hang, king, tank, rink). Activities require students to say the sound of each digraph, complete words by writing missing digraphs, and point to endings they hear during word-sorting tasks.
Lesson 14
Three-Letter Beginning Blends
The skills list explicitly states students will "demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Activities ask students to say the sound for blends and model individual consonant sounds (e.g., teacher models /s/ as ssssss, then /k/, then /r/ when introducing scr and str). Students are prompted to "sound out the letter sounds" as they read words, to point to beginning-sound cards, and to spell and read many words that emphasize consonant sounds (scrap, scrub, strip, quilt, shrimp, thrill, etc.).
Lesson 15
More Ending Blends
The skills list explicitly states students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities require students to say the sounds of ending blends (Activity 1.2, Day 2 Activity 2.1) and to point to the ending sound card when a word is spoken. Activities ask students to emphasize and underline ending consonant sounds (Activity 3.1), to spell words with letter cards and read them aloud (Activity 2.2 and Day 4 Alphabet Soup), and to isolate and pronounce final sounds when sorting words by ending blends (Activity 3.2, Activity 4.2).
Lesson 16
R-Controlled Vowels (ar)
The lesson's Skills list explicitly states that students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities require students to say letter sounds as they spell words (e.g., "encourage her to say each letter sound as she spells the word" and "ask her to say the sound of each blend as needed"). Students use lowercase letter cards to spell and read words, point to ending-sound cards (rm, rn, rp, etc.), and isolate initial, medial, and final sounds in CVC words.
Lesson 17
Semester Review
The lesson's Skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities require sounding out and producing consonant sounds: Activity 1.1 asks students to sound out unknown words; Activity 1.2 and Day 3 word-building activities have students spell with lowercase letter cards and read the spelled words aloud; Activity 2.2 prompts students to say each word aloud to hear beginning sounds. Activity 3.2 directs students to write dictated sentences while the teacher "emphasize[s] the sounds in the words."
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
The lesson's Skills list explicitly states that students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students also practice phonemic skills that involve consonants: they segment spoken single-syllable words into individual sounds, orally blend sounds (including consonant blends), and complete word-building activities using consonant letters (e.g., spelling lake, game, bake, kite). A writing activity draws attention to the beginning /k/ sound and contrasts spelling choices (c vs. k), requiring students to notice and use consonant letters.
Lesson 2
Long Vowels o, u, and e with Silent e
The lesson's Skills list explicitly states that students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities ask students to use lowercase letter cards to spell words (e.g., spell rob/robe, hop/hope, cube/cute, home, rule, poles, doze, tube, etc.), to sound out words, and to segment and blend single-syllable words. The lesson also directs students to note consonant letter patterns (for example, reminding them that the digraph "ph" makes the /f/ sound).
Lesson 3
Hard and Soft c and g
Activities explicitly ask students to attend to and produce the sounds of c and g: students point to c and g in words, are asked to "make the sound of each" (Activity 2.2, 3.1), and to highlight the letter following c/g to determine whether the sound is hard or soft. Students sound out and read words containing c and g (word building, spelling, and sorting activities) and practice blending/segmenting in those words. The Skills list also states that students will "demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant," indicating an expectation to produce consonant sounds.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
The Skills section explicitly states students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities require students to use lowercase letter cards to spell words, sound out unknown words, and read words aloud (Activities 1.2, 2.2, 4.1). The lesson asks students to attend to consonant behaviors (hard/soft c and g), practice consonant blends and digraphs (cr, st, ch, sh, th), and to segment and blend sounds when reading single-syllable words.
Lesson 5
Long a Spellings ai, ay
The Skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Activity 1.2 asks the child to "point to and say the sounds shown in the boxes" and to identify hard vs. soft sounds for c and g. Multiple activities require the child to sound out, spell, and read words (word building, sight-word practice, word chains, and spelling test), which requires producing consonant sounds while decoding and blending.
Lesson 6
Long e Spellings ee, ey, ea
The lesson's Skills list explicitly includes "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students also orally produce and blend sounds (including consonant blends) in activities such as sounding out words, segmenting single-syllable words, and Alphabet Soup where they build words from letter and blend pieces. Word-building activities ask students to spell words as the teacher calls them and to use lowercase letter cards (including consonants) to form spoken and written words.
Lesson 7
Long i Spellings y, igh, ie
The Skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students are asked to sound out and segment words (e.g., Activity 3.2: have students sound /f/ /ī/ /t/ for fight and identify silent letters) and to spell/read words aloud using consonant letter cards (Activity 2.2 and 3.2: spell cry, fry, sly, shy, dry, fly; spell fight, night, etc.). Several activities require students to blend and segment consonant sounds when reading and writing long-i words and during the spelling test (Day 4) where they read and write words containing many consonants.
Lesson 8
Long o Spellings ow, oa, oe
The lesson's Skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students are asked to use lowercase letter cards and spell words aloud in Activity 2.2 (e.g., spell row, bow, throw, coach) and to read each word after they spell it. In Activity 3.2 and other tasks students unscramble letters, write words, and read dictated sentences, which requires producing consonant sounds while blending and segmenting.
Lesson 9
Long u Spellings ue, ew, ou
The lesson's Skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students are asked throughout to "sound out" words, "spell" words using lowercase letter cards, and "segment" and "blend" sounds in single-syllable words (Activities 1.2, 2.1, 3.1, 4.2). Multiple activities require students to read aloud words (e.g., tube, chew, soup, glue) and to spell them letter-by-letter using letter cards, which requires producing consonant sounds as part of blending and decoding.
Lesson 10
Other Long Vowel Patterns
The Skills list explicitly states that students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students are asked to "sound out" unknown words, read words aloud, and spell words using lowercase letter cards and word-building cards (for example placing m before ild to read "mild," using k + ind to read "kind"). Activities require blending and segmenting (oral blending, spelling aloud), completing a spelling test, and dictation, all of which require producing consonant sounds in context.
Lesson 11
Long Vowel Sounds Review
The lesson's Skills list explicitly states that students will "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities ask students to "sound out words" (Activity 1.1, Activity 1.3), to "blend sounds" and "segment spoken single-syllable words" (Skills list), and to "write and say each word" from clues (Activity 4.3), which require producing consonant sounds during reading and word-building.
Lesson 12
Other Vowel Sounds oi, oy
The Skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Activities ask students to "sound out" unknown words (Activity 1.1) and to spell words using lowercase letter cards and word-building cards (Activity 3.2 and 1.2), which requires producing sounds while blending and segmenting. Multiple activities require students to segment spoken single-syllable words into individual sounds and to orally produce single-syllable words by blending sounds.
Lesson 13
Other Vowel Sounds ou, ow
The Skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Activities ask students to "sound out words" (Activity 1.1), to use lowercase letter cards and word-building cards to spell words as they are called out (Activities 3.1, 4.1), and to read words aloud after unscrambling letters (Activity 3.2). Several tasks require students to identify and attend to ending consonants (e.g., noticing that ou words often end in t or d and ow words often end in l or n).
Lesson 14
Other Vowel Sounds aw, au
The lesson's Skills section explicitly lists: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students are asked to read words aloud and to "sound out" unknown words in Weekly Message and Rhyming Words activities. Multiple activities require students to use lowercase letter cards to spell words (Days 3 and 4) and to create words from letters (Alphabet Soup), which requires producing consonant sounds while reading and spelling.
Lesson 15
These Make More Than One Sound: oo and ea
The Skills list explicitly states students should "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Students are asked to sound out words (Activity 1.1) and to read and repeat words aloud during sorting activities (Activities 2.1, 3.2). Word-building activities (Activities 2.2 and 4.1) require students to use consonant letter cards (z, m, d, b, l, t, h, f, w, s, etc.) to spell and read words aloud, and sentence dictation (Activity 5.2) asks students to write sentences they hear and then read them back.
Lesson 16
Silent Starts: kn, wr, gn
The lesson's Skills list explicitly includes: "Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities ask students to "sound out" words, read aloud, segment and blend single-syllable words, and use lowercase letter cards to build and spell words (Activities 1.2, 2.1–2.3, 3.1–3.2, 5.1). Students are prompted to read words with initial consonants (gn, kn, wr), read sight words, and read/spell lists and reader texts aloud, which requires producing letter and sound correspondences in context.
Lesson 17
Year-End Review
The lesson's Skills list explicitly states students will "demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant." Multiple activities ask students to sound out words (Activity 1.1), identify consonant patterns (Activity 1.2 asks about soft c/g, FLOSS, digraphs, blends, silent starts, ck for /k/), and build words from letters/letter pairs in Alphabet Soup (Days 3 and 5). Sight word and word-building tasks prompt students to say and read words aloud, encouraging them to produce consonant sounds within words.