I remember THE day when Savannah suddenly found that she could read the words quickly enough to make sense out of an entire sentence. She’d been trying for a couple months, after only having learned the alphabet itself in the same 3 month (total) duration, and though she had learned the various things I could teach through phonics, it hadn’t gelled yet. THEN, one day, while reading Seuss I think, it clicked. From then on, she read everything, and her skill multiplied, as did her interest.
I wrote a couple weeks ago that Lily had embarked upon a journey and path which so closely resembled Savannah’s that it struck me and brought back a flood of memories from that time, just a short 8 years ago. I had to stop and wonder if this pattern is typical, or if it has something to do with my input for each of them… I don’t know yet, I have nothing to compare except these two girls and their development.
If Lily’s interest remains, she will be eating up beginning chapter books by the end of the summer. We got her a few of the earliest chapter books that Disney Fairies puts out, and she’s most excitedly reviewed the stories, asked us to read them, and has given her own dialog to the images. She hasn’t actually tried to read a paper book yet, though (I don’t think). All the reading she’s done has been on the computer through the Starfall.com site, and the phonetic and animated short books they have there. So, today I am going to print all the accompanying paper sheets for each of these books, which contain games, some reading, coloring, and a variety of ideas of how to experience the context hands on. I am hopeful it will encourage her, as she sees the stories on paper and online, to connect the idea that she CAN read stuff in books that are actually printed, just like she can read signs we drive by and stuff on her computer.
Below is a sample of the level for assessment and reference purposes. Russ got to hear her for the first time last night, without any solicitation or assistance on my part. She has decided she likes to read these books before bed (her tablet is a most wonderful invention), and she picked the book about the family welcoming a new baby sister. He was in the office, we were on the couch, so I texted him to come observe.. He did, she didn’t notice; she read the entire book in his silent presence. When she concluded she was the recipient of a very proud papa, who stated, “You can read, my baby! You just read that whole book!”
“Yep. And now I want to print the pictures that I told it to take of the story.”
And so we did. They’re hanging on her wall. She says she hopes it will help me decide to give her a new baby too.
________________________________
Now, to the discussion of worksheets…. hum. – That is for another post.
She did 5 today, the short a set.
________________________________________________________________________________________________________
Scope and Sequence
Learn to Read: Zac the Rat and other tales
| Unit 01 Zac the Rat |
Unit Objective: Short-A as in “rat” |
- Zac is a rat.
- Zac sat on a can.
- The ants ran to the jam.
- Zac had a pan.
- Zac had a fan.
- The ants ran and ran.
- Zac had a nap.
| Story Words: |
 |
a
and
ants
can |
fan
had
is
jam |
nap
on
pan
ran |
rat
sat
the
to |
Zac |
|
|
Phonemic Awareness:
Hearing and identifying /a/ CVC words
Phonics:
Identifying, decoding and comprehending /a/ CVC words
Manipulating word families -an and -at |
 |
 |
Make a Word with -an: can, fan, pan, ran |
|
Make a Word with -at: bat, cat, hat, rat |
|
| Additional Concept: |
How the Alphabet Got its Order:
A review of the Alphabet and an introduction to Alphabetical Order. |
| Level I Writing Journal: |
| 1 |
Phonics: Word Family -an |
| 2 |
Phonics: Medial sound /a/
Phonemic Awareness: Brainwork! Rhyming |
| 3 |
High-Frequency Vocabulary: To, the, a, and, is, look |
| 4 |
Phonics: Initial sounds in Short-A words |
| 5 |
Comprehension: Sentence Completion with Short-A words |
| 6 |
Phonemic Awareness: /a/
Writing: With Short-A words |
|
| Unit 02 Peg the Hen |
Unit Objective: Short E as in “hen” |
- Peg is a red hen.
- Peg gets set to go.
- Peg gets in a jet.
- The jet is fast.
- Peg gets wet.
- The jet gets in a web!
- Peg falls and falls!
- Peg falls into bed.
| Story Words: |
|
a
and
bed
blue
falls |
fast
gets
go
green
hen |
in
into
is
jet
Peg |
pink
purple
red
set
the |
to
web
wet |
|
| |
Phonemic Awareness:
Hearing and identifying /e/ CVC words
Phonics:
Identifying, decoding and comprehending /e/ CVC words
Manipulating word families -en and -et and -all |
|
|
Make a Word with -en: hen, men, pen, ten |
|
|
Make a Word with -et: jet, net, pet, wet |
|
|
| Additional Concept: |
| How We Read and Write: directionality in reading and writing. |
| Level I Writing Journal: |
| 7 |
Phonics: Word Family -en |
| 8 |
Phonics: Word Family -all
Phonemic Awareness: Brainwork! Rhyming |
| 9 |
High-Frequency Vocabulary: Here, go, in, of, into, away |
| 10 |
Phonics: Medial sound /e/
Phonemic Awareness: Brainwork! Rhyming |
| 11 |
Comprehension: Sentence Completion with Short-E words |
| 12 |
Phonemic Awareness: /e/
Writing: With Short-E words |
|
| Unit 03 The Big Hit |
Unit Objective: Short I as in “big” |
- The tin man has a bat.
- Jill has a mitt.
- Zac has a big ball.
- Will he hit the ball?
- The ball hits the mitt.
- The tin man will not give up!
- The tin man hits the ball!
| Story Words: |
|
a
ball
bat
big |
give
has
he
hit |
hits
Jill
man
mitt |
not
the
tin
up |
will
Zac |
|
| |
Phonemic Awareness:
Hearing and identifying /i/ CVC words
Phonics:
Identifying, decoding and comprehending /i/ CVC words
Manipulating word families -in and -ip |
|
|
Make a Word with -ig: dig, pig, wig, big |
|
|
Make a Word with -ip: dip, rip, sip, zip |
|
|
| Additional Concept: |
| Vowels Save the Day: Introduction to vowels a, e, i, o, u and a demonstration of how they help us make words in pat, met, fun |
| Level I Writing Journal: |
| 13 |
Phonics: Word Family -ig |
| 14 |
Phonics: Word Families -ick and -ing |
| 15 |
High Frequency Vocabulary: Up, has, give, no, he, not |
| 16 |
Phonics: Medial sound /i/
Phonemic Awareness: Brainwork! Rhyming |
| 17 |
Comprehension: Sentence Completion with Short-I words |
| 18 |
Punctuation: All sentences begin with capital letters; Telling sentences end with a period. |
|
| Unit 04 Mox’s Shop |
Unit Objective: Short O as in “fox” |
- Mox is a fox.
- Mox has a shop.
- Bob is a hog.
- Bob helps Mox.
- They mix eggs in a pot.
- Bob drops the eggs.
What a mess!
- Bob mops and mops.
- “Good job!” says Mox.
| Story Words: |
|
a
and
Bob
drops
eggs |
fox
good
has
helps
hog |
in
is
job
mess
mix |
mops
Mox
pot
says
shop |
the
they
what |
|
| |
Phonemic Awareness:
Hearing and identifying /o/ CVC words and words containing Digraph sh
Phonics:
Identifying, decoding and comprehending /o/ CVC words
Manipulating word families -ot , -og, -op and -ox |
|
|
Make a Word with -ot: cot, dot, hot, pot |
|
|
Make a Word with -og: dog, fog, hog, log
And words containing the Digraph sh (see interactive lesson) |
|
|
| Interactive Phonic Lesson: |
| Digraph sh : Click on the letters to recognize and hear /sh/ in words like: sheep, she, wish, fish, shop |
| Level I Writing Journal: |
| 19 |
Phonics: Word Family -og |
| 20 |
Phonics: Word Families -ot and -op |
| 21 |
High-Frequency Vocabulary: say, they, good, we, too, do |
| 22 |
Phonics: Medial sound /o/
Phonemic Awareness: Brainwork! Rhyming |
| 23 |
Comprehension: Sentence Completion with Short-O words |
| 24 |
Alphabetical Order
Phonemic Awareness: Brainwork! Rhyming |
|
| Unit 05 Gus the Duck |
Unit Objective: Short U as in “duck” |
- Gus runs in the mud.
- Gus gets in the tub.
- The tub has suds.
- Gus rubs and rubs.
- Gus has a sub.
- A bug is in the sub!
- It is fun in the tub.
- Gus hugs the bug.
| Story Words: |
|
a
and
bug
fun |
gets
Gus
has
hugs |
in
is
it
mud |
rubs
runs
sub
suds |
the
tub |
|
|
Phonemic Awareness:
Hearing and identifying /u/ CVC words
Phonics:
Identifying, decoding and comprehending /u/ CVC words
Manipulating the word family -u |
|
|
Make a Word with -ug
bug, hug, mug, rug
Review Short-Vowel Words:
Make a Match Short vowel review:
Level I: CVC words
Level II: CCVC and CVCC words
Level III: CCVC, CVCC, and CCVCC words |
|
|
| Additional Concept: |
| The Amazing Silent E: demonstrates how the silent e at the end of the word helps the vowel say its name, and can change words: at–>ate, tap–>tape, bit–>bite |
| Level I Writing Journal: |
| 25 |
Phonics: Word Family -ub |
| 26 |
Phonics: Initial sounds /b/ and /d/ |
| 27 |
High-Frequency Vocabulary: This, yes, play, she, my, have |
| 28 |
Phonics: Medial sound /u/
Phonemic Awareness: Brainwork! Rhyming |
| 29 |
Comprehension: Sentence Completion with Short-U words |
| 30 |
Writing: What is Fun to Do?
Phonemic Awareness: Brainwork! Rhyming |
|
| Unit 06 Jake’s Tale |
Unit Objective: Long A and the Silent-E |
- This is Jake.
- Jake makes waves.
- A whale is in the waves.
- Is Jake safe?
- Yes, the whale came to play.
- Whales make big waves.
- They like the same game.
| Story Words: |
|
a
big
came
game |
in
is
Jake
like |
make(s) makes
play
same |
the
they
this
to |
waves
whale
whales
yes |
|
| |
Phonemic Awareness:
Hearing and identifying Long-A CVCE words and words containing the Digraphwh
Phonics:
Identifying, decoding and comprehending Silent-E Long-A words |
|
|
Make a Word Add the Silent-E: can/e, man/e, plan/e, van/e |
|
|
Picture Hunt: cane, lake, snake, plane, gate, cave, skate, rake
And words containing the Digraph wh (see interactive lesson) |
|
|
| Interactive Phonic Lesson: |
| Digraph wh : Click on the letters to recognize and hear /hw/ in words like: whale, what, when, where, why |
| Level I Writing Journal: |
| 31 |
Phonics: -a-e words
Comprehension: Match the words to pictures |
| 32 |
Comprehension: Sentence Completion with Long-A words |
| 33 |
Phonics: Initial sound /hw/ (digraph wh)
Writing: Sentence with wh words |
| 34 |
Comprehension: Match Long-A words to pictures |
| 35 |
Comprehension: Silly sentences with Long-A words
Comprehension: Brainwork! Illustrate a sentence |
| 36 |
Concept Development: Asking Words |
|
| Unit 07 Pete’s Sheep |
Unit Objective: Long E as in Double-E |
- Pete can not sleep.
- Pete needs help.
- “Think of sheep,” says Mom.
- “One, two, three sheep,”
says Pete.
- Then Pete sees sheep!
- The sheep run past the tree!
- At last, Pete can sleep.
| Story Words: |
|
at
can
help
last
Mom |
needs
not
of
one
past |
Pete
run
says
sees
sheep |
sleep
the
then
think
three |
tree
two |
|
|
Phonemic Awareness:
Hearing and identifying Long-E CVVC words and words containing the Digraphth
Phonics:
Identifying, decoding and comprehending Long-E Double-E words |
|
|
Make Double-E Words: heel, deer, peel, seed
Manipulating the word family -ink |
|
|
Make a Word with -ink: pink, sink, drink, wink
And words containing the Digraph th (see interactive lesson) |
|
|
| Interactive Phonic Lesson: |
| Digraph th : Click on the letters to recognize and hear /th/ in words like: earth, thing, teeth, think, with |
| Level I Writing Journal: |
| 37 |
Phonics: -ee- words
Comprehension: Match the words to pictures |
| 38 |
Comprehension: Sentence Completion with Double-E words |
| 39 |
Phonics: Initial sound /sh/ (digraph sh)
Writing: Sentence with sh words |
| 40 |
Phonics: Word family -ink
Phonemic Awareness: Brainwork! Rhyming |
| 41 |
Phonics: Review initial wh and sh
Comprehension: Brainwork! Categorization |
| 42 |
Punctuation: Quotation Marks |
|
| Unit 08 Sky Ride |
Unit Objective: Long I and the Silent-E |
- Spot is black and white.
- He rides bikes with
Mike and Spike.
- Mike has a kite.
- “Let’s chase Mike,”
says Spike.
- They play hide and seek.
- “Let’s go down,” says Mike.
- Yikes! They land in slime!
| Story Words: |
|
a
and
bikes
black
chase
down |
go
has
he
hide
in
is |
kite
land
let’s
Mike
play
rides |
says
seek
slime
Spike
Spot
they |
white
with
yikes |
|
|
Phonemic Awareness:
Hearing and identifying Long-I CVCE words and words containing the Digraphch
Phonics:
Identifying, decoding and comprehending Silent-E Long-I words |
|
|
Make Long-I Words: bike, kite, hide, five
Review High-Frequency Vocabulary
Make a Match High-Frequency Word Review: the, go, we, you, do, of, says, very, give, what, they, some, could, away, there, about, look, when
And words containing the Digraph ch (see interactive lesson) |
|
|
| Interactive Phonic Lesson: |
| Digraph ch : Click on the letters to recognize and hear /ch/ in words like: each, chase, cheese, much, such |
| Level I Writing Journal: |
| 43 |
Phonics: -i-e words
Comprehension: Match the words to pictures |
| 44 |
Comprehension: Sentence Completion with Long-I words |
| 45 |
Phonics: Initial sound /ch/ (digraph ch)
Writing: Sentence with ch words |
| 46 |
High Frequency Vocabulary: What, down, are, I, guess, where |
| 47 |
Punctuation: Contractions with “not” |
| 48 |
Phonics: Initial blend “sl”
Phonemic Awareness: Brainwork! medial sound |
|
| Unit 09 Robot and Mr. Mole |
Unit Objective: Long O and the Silent-E |
- This is a robot.
- His nose is a cone.
- His legs are made of hose.
- He falls into a hole.
- Mr. Mole is in the hole.
- “I can help,” says Mr. Mole.
- “Go up this rope,”
says Mr. Mole.
- “Thanks Mr. Mole!”
says the robot.
| Story Words: |
|
a
are
can
cone
falls
go |
he
help
his
hole
hose
I |
in
into
is
legs
made
Mr. Mole |
nose
of
robot
rope
says
thanks |
the
this
up |
|
|
Phonemic Awareness:
Hearing and identifying Long-O CVCE words
Phonics:
Identifying, decoding and comprehending Silent-E Long-O words |
|
|
Make Long-O Words: mole, poke, rope, cone |
|
|
Picture Hunt: bone, pole, mole, rose, hose, cone, robe, rope |
|
|
| Additional Decoding Concept: |
| Chunk That Word!: Demonstrates how breaking up words into smaller “chunks” can help you decode. Interactive chunking movie at the end of the song includes: animal, beside, butterfly, caterpillar, computer, daddy, family, mommy, normal, number |
| Level I Writing Journal: |
| 49 |
Phonics: -o-e words
Comprehension: Match the words to pictures |
| 50 |
Comprehension: Sentence Completion with Long-O words |
| 51 |
Phonics: Initial sound voiced /th/ (digraph th)
Writing: Sentence with th words |
| 52 |
Comprehension: Match Long-O words to pictures |
| 53 |
Comprehension: Silly sentences with Long-O words
Comprehension: Brainwork! Illustrate a sentence |
| 54 |
Punctuation: ?, ! and . |
|
| Unit 10 Dune Buggy |
Unit Objective: Long U and the Silent-E |
- Luke’s best buddy is
Dune Buggy
- They play in the
sand dunes.
- They turn left (right).
- Dune Buggy rides on
his back wheels.
- They drive under the dunes.
- Luke and Dune Buggy spin.
- Luke and Dune Buggy
rule the dunes!
| Story Words: |
|
and
back
best
buddy
Buggy |
drive
Dune
dunes
his
in |
is
left
Luke’s
on
play |
rides
right
rule
spin
the |
they
turn
under
wheels |
|
|
Phonemic Awareness:
Hearing and identifying Long-U CVCE words
Phonics:
Identifying, decoding and comprehending Silent-E Long-U words |
|
|
Make Long-U Words: cube, flute, mule, tune
Review Long-Vowel Words:
Make a Match Long Vowel Review:
Level I: CVCE, and CEE, words
Level II: CVCE, CCVCE, CCEE, and CCEEC words
Level III: CVCE, CCVCE, CEEC, and CCCEE words |
|
|
| Additional Decoding Concept: |
| Lonely Vowel: Learn to recognize lonely vowels at the end of words. Vocabulary includes, so, go, no, ago, he, she, me, be, we. |
| Level I Writing Journal: |
| 55 |
Phonics: -u-e words
Comprehension: Match the words to pictures |
| 56 |
Comprehension: Sentence Completion with Long-U words |
| 57 |
Punctuation: Contractions with “will” |
| 58 |
Phonics: Word Family -ing
Phonemic Awareness: Brainwork! Rhyming |
| 59 |
Phonics: Review initial ch and th
Phonemic Awareness: Brainwork! medial sound |
| 60 |
High-Frequency Vocabulary: Me, find, you, live, little, be |
|
| Unit 11 The Soap Boat |
Unit Objective: Long Vowel Letter Pairs ea, oa, ai |
- “My soap boat is sailing
away!” cries Joe (Joan).
- The soap boat is lost
in the sea.
- “What is this?”
says a fish.
- A whale is under
the water.
- The soap boat floats
on top.
- A bird grabs the
soap boat.
- The bird drops the
soap boat.
- “It’s my soap boat!”
says Joe (Joan).
| Story Words: |
|
a
away
bird
boat
cries
drops |
fish
floats
grabs
in
is
it’s |
Joan
Joe
lost
my
on
sailing |
sea
says
soap
the
this
top |
under
water
whale
what |
|
|
| Reinforce Decoding Concept: |
| Two Vowels: Learn to recognize Long-Vowel letter pairs in words like coat, goat, leaf, maid, read, road, tail, team,and wait. |
| Level I Writing Journal: |
| 61 |
Phonics: Long-O words as in “coat”
Phonemic Awareness: Brainwork! Rhyming |
| 62 |
Comprehension: Sentence Completion with Long-A words as in “mail” |
| 63 |
Phonics: Medial sound Long-E as in “leaf”
Comprehension: Brainwork! Categorization |
| 64 |
Comprehension: Match Long-Vowel Letter-Pair words to pictures |
| 65 |
Comprehension: Silly sentences with Long-Vowel Letter-Pair words
Comprehension: Brainwork! Illustrate a sentence |
| 66 |
Phonics: Inflected ending “ing” |
|
| Unit 12 Car Race |
Unit Objective:R-Controlled A as in “car” |
- Carla and Mark have go carts.
- Carla is number five.
Mark is number seven.
- “Let’s race,” says Mark.
- Get ready, get set, go!
- Carla can’t pass Mark.
- Mark hits a bump.
- Carla is in the lead.
- Carla wins! She is the star.
| Story Words: |
|
a
and
bump
can’t
Carla
carts
eight |
five
four
get
go
have
he
hits |
in
is
lead
let’s
Mark
nine
number |
one
pass
race
ready
says
set
seven |
she
six
star
the
three
two
wins |
|
|
Phonemic Awareness:
Hearing and identifying R-Controlled A Words
Phonics:
Identifying, decoding and comprehending R-Controlled A Words
Make R-Controlled A Words: farm, harp, park, card |
|
|
| Level I Writing Journal: |
| 67 |
Phonics: R-Controlled A words as in “car”
Phonemic Awareness: Brainwork! Rhyming |
| 68 |
Writing: A Garden |
| 69 |
Phonics: C as /k/ and C as /s/ |
| 70 |
Phonics: Final Sound /ch/ (digraph ch)
Writing: Sentence with ch words |
| 71 |
Phonics: Initial and final blend “st”
Phonemic Awareness: Brainwork! medial sound |
| 72 |
Comprehension: Opposites |
|
| Unit 13 My Horse Glory |
Unit Objective: R-Controlled Vowel O as in “Horse” |
- My name is Tory. I live on a farm.
- I have a horse.
Her name is Glory.
- Glory plays in her corral.
- I forgot to close the gate and Glory got out.
- I had to find her!
- I found her with a thorn in her foot.
- I called the animal doctor for help.
- Now Glory is back to normal.
| Story Words: |
|
a
and
animal
back
called
close
corral
doctor |
farm
find
foot
for
forgot
found
gate
Glory |
got
had
have
help
her
horse
I
in |
is
live
my
name
normal
now
on
out |
plays
the
thorn
to
Tory
with |
|
|
Phonemic Awareness:
Hearing and identifying R-Controlled O Words
Phonics:
Identifying, decoding and comprehending R-Controlled O Words
Make R-Controlled O words: corn, fork, fort, horn |
|
|
Picture Hunt: horse, fork, unicorn, horn, storm, score |
|
|
| Level I Writing Journal: |
| 73 |
Phonics: R-Controlled O words as in “corn”
Phonemic Awareness: Brainwork! Rhyming |
| 74 |
Writing: The Sports I Like |
| 75 |
Phonics: Final Sound /th/ (digraph th)
Writing: Sentence with th words |
| 76 |
Comprehension: Match R-Controlled O words to pictures |
| 77 |
Comprehension: Silly sentences with R-Controlled O words
Comprehension: Brainwork! Illustrate a sentence |
| 78 |
Compound Words |
|
| Unit 14 Surfer Girl |
Unit Objective: R-Controlled Vowel E, I, U as in “surfer” and “girl” |
- Fern likes to surf at Bird Rock.
- Bird Rock has the best waves.
- Here is a big wave.
Fern has to turn fast.
- Here is a bigger wave.
Fern swims to meet it.
- Here comes the biggest wave.
- The wave curls over and makes a tube.
- Surfing in the tube is fun!
- Fern wants to surf all day.
Her dad says, “No way.”
| Story Words: |
|
a
all
and
at
best
big
bigger
biggest
Bird |
Rock
comes
curls
dad
day
fast
Fern
fun
has |
her
here
in
is
it
likes
makes
meet
no |
over
says
surf
surfing
swims
the
to
tube
turn |
wants
wave
waves
way |
|
|
Phonemic Awareness:
Hearing and identifying Long-Vowel Words
Phonics:
Identifying, decoding and comprehending R-Controlled E, I, U words
Make R-Controlled I, E, and U words: herd, fern, bird, girl, dirt, curl, hurt, turn, burn
Word Sorting with R-Controlled Vowels |
|
|
| Level I Writing Journal: |
| 79 |
Phonics: R-Controlled I words as in “bird”
Phonemic Awareness: Brainwork! Rhyming |
| 80 |
Writing: With R-Controlled E, I, U words |
| 81 |
High Frequency Words: Want, way, come, by, love, ready |
| 82 |
Phonics: Final Sound /sh/ (digraph sh)
Writing: Sentence with sh words |
| 83 |
Phonics: Final sound /er/
Comprehension: Brainwork! Categorization |
| 84 |
Comprehension: Superlatives |
|
| Unit 15 My Family |
Unit Objective: Y as a Vowel as in “my” and “family” |
- This is my family.
Mommy, Daddy and me.
- Mommy is going to
have a baby.
- She brings home a new baby sister.
- “This is Tiny,” says Daddy.
- “Does she like big trucks?” I ask.
- “Tiny likes you,” says Mommy.
- I act silly for Tiny.
- Tiny smiles. I love Tiny.
| Story Words: |
|
a
act
and
ask
baby
big
brings |
Daddy
does
family
for
going
have
home |
I
is
like
likes
love
me
Mommy |
my
new
says
she
silly
sister
smiles |
this
Tiny
to
trucks
you |
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Phonemic Awareness:
Hearing and identifying Y as /ee/ and Y as /igh/
Phonics:
Identifying, decoding and comprehending Y as /ee/ and Y as /igh/ words. |
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Picture Hunt: daisy, candy, baby, berry, lady, pony
Make a Match R-Controlled and other vocabulary review:
Level I: CVRC and CVVC words
Level II: CVRCE, CCVRC and CCVVC words
Level III: CVRCVR, CVRCVC, VCCVR, and words ending in Y |
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| Reinforce Decoding Concept: |
| Y TV!: Demonstrates how “y” can sometimes be a vowel, as in long i or e. |
| Level I Writing Journal: |
| 85 |
Phonics: y as /ee/ and y as /igh/ |
| 86 |
Writing: Review vocabulary |
| 87 |
Compound Words |
| 88 |
Comprehension: Match R-Controlled O words to pictures |
| 89 |
Comprehension: Silly sentences with R-Controlled O words
Comprehension: Brainwork! Illustrate a sentence |
| 90 |
Writing: My Family |
| 91 |
Phonics: Word Family -own
Phonemic Awareness: Brainwork! Rhyming |
| 92 |
Comprehension: Opposites |
| 93 |
Comprehension: Number Words |
| 94 |
Compound Words |
| 95 |
Writing: This Year at School |
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© 2002–2012 Starfall Education
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” I am hopeful it will encourage her, as she sees the stories on paper and online, to connect the idea that she CAN read stuff in books that are actually printed, just like she can read signs we drive by and stuff on her computer.”
Do not forget scrolls, payprus and clay tablets :))
Ooooo, good idea!!