Phonics, Reading and Me

Page 1

PHONICS Reading Reading, PHONICS, Me and Me™ and PHONICS

PROGRAM OVERVIEW

Table of Contents

ESSA Level III

Phonics, Reading, and Me (PRM) demonstrated statistically significant impact on high-utility phonics skill growth among K-3rd grade students in an efficacy study conducted by LearnPlatform, resulting in Promising Evidence ESSA Level III. Students’ literacy skill proficiency grew significantly over the course of PRM’s lesson sequence. Those students who started with below-level literacy skills increased at a faster rate compared to other students over the course of PRM’s lesson sequence.

For students overall, their skills grew by 17.5% over the course of four lessons (slope = 0.175, p <.001); for students who started below level, their skills grew by 32.7% (slope = 0.327, p <.001), and for students who started on level, their skills grew by 8.8% overall (slope = 0.088, p <.001).

LWTears.com/PRM | 888.952.4968
Me and and ™ Flexible Solution 2–3 Set A–D 4–11 Teacher Lesson Card 12–13 Reading Response Journal 14–15 Student Digital Practice 16–17 Assessment 18–19 Decodable Books 20–21
PHONICS, Reading, Me PHONICS, Reading,

Research-Backed Phonics Instruction Tailored to Meet Individual Student Needs

Grounded in the Science of Reading

• Systematic scope and sequence

• Explicit instruction and practice in every lesson

• Connects skills practice: phonemic awareness, phonics, spelling, morphology, and fluency

Decodable Text

• Connected texts closely align to the lesson skills

• Rich, relatable text topics, with habits and knowledge building

• 80% decodable; extensive exposure to primary skill + recursive review

• Personalized supports so all students access grade-level text

Print and Digital Mediums

• Intentionally crafted books to apply skills and build knowledge

• Digital texts and digital phonics activities connected to classroom instruction

• Speech-enabled oral reading help drive personalized pathways

Differentiated Instruction

• Scripted instruction and activities for below level, on level, and above level

• Multilingual learner supports demanding aspects of language

• Decoding and articulation support for students who need them

• Supports and scaffolds offered as needed in digital practice

1 INTRODUCTION

A Flexible, Supplemental Learning Solution

Phonics, Reading, and Me adapts to your classroom and student needs.

Phonics, Reading, and Me is designed to be truly supplemental, adapting to meet the unique needs and learning styles of each student. With a personalized approach to phonics instruction, our program ensures that each student receives the right support at the right time.

Our Program Features:

• 350 rich decodable texts that connect easily with explicit lesson cards

• Oral reading screener accurately gauges reading skills, maximizing teachers’ time

• Research-backed approach to phonics instruction ensures student achievement

• Personalized and differentiated supports accelerate learning while meeting students at their level

• Reporting yields actionable insights to drive instructional decisions

Pacing Guides

Need a quick and effective solution for summer programs, remediation, enrichment, tutoring, or after care?

We offer 4- and 6-week pacing guides to support your instruction.

PHONICS, Reading, Me PHONICS, Reading, Me and and ™ PACING OPTIONS

FLEXIBLE TO FIT INTO YOUR PLANS

Phonics, Reading, and Me offers full foundational skills instruction and practice that helps students become proficient readers.

The program is designed to provide flexible options. You can:

• Fit it in alongside your core program.

• Pair it with other supplemental resources.

• Teach a lesson in one session or across two or three sessions.

SKILLS-BASED READING FOR K–3

Lessons show how to teach each skill explicitly, guide a skills-focused reading of the Student Book, and choose from kinds of differentiated practice that suit students’ needs. You may use the program extensively over a short period or throughout the year. Most important, you make instructional decisions in response to your students.

How to Incorporate Phonics, Reading, and Me into Instructional Plans

instruction: 15 minutes Student practice: 15–45 minutes

*Set A has 10 lessons, following instruction with A–Z for Mat Man® and Me.

Ways to Manage Phonics, Reading, and Me in the Classroom

LEARNING CENTERS

CO-TEACHING

The teacher leads one small group while practice takes place in centers where students rotate. If there are multiple adults in the room, the teacher leads one small group and a student teacher, paraprofessional, or parent volunteer facilitates the other groups.

TEACHER GROUP AND CLASS

While the teacher leads one group, the rest of the class works at their seats. If the class has access to 1:1 devices, all students can go online for practice in Student Digital Learning.

LWTears.com/PRM | 888.952.4968
FULL PROGRAM LENGTH UNIT LENGTH LESSON LENGTH
LESSON 5 units, 20 lessons*, 10–30 weeks 2–4 weeks Total:
minutes
SESSIONS PER
30–60
1–3 sessions, 2–4 times per week Teacher-led

Targeted Small Group

Engaging decodable texts are the centerpiece, and the program focuses on the highutility skills students need most, so small group time is efficient and effective.

W.I.N.

Customized learning paths adapt to the individual needs of each student. Voice-enabled digital assessment of oral reading levels identifies specific areas for improvement and delivers a personalized learning path scaffolding instruction for every student. Perfect for WIN (What I Need) time!

After School Summer School

Easy-to-use lesson cards for every decodable text support instruction in multiple settings. The online student experience allows for independent practice providing just-right content and supports.

Phonics, Reading, and Me is a flexible program that can be adjusted based on students’ needs. 4- or 6-week summer pacing guides allow you to move through units or sets of skills quickly based on the previous instructional year.

FLEXIBLE SOLUTION

LWTears.com/PRM | 888.952.4968 3

Each set is thoughtfully designed to keep your materials organized.

In Set A, students learn short vowels and practice reading CVC words. They are also introduced to consonant digraphs and inflectional endings.

This set includes:

• Set A Program Guide

• 10 Lesson Cards – 1 for each primary phonics or word study skill

• Set A Formative Assessment Cards

• Sound-Spelling Cards – 1 set of 46 cards

Letter Tiles – 100 each set

5 Read-Aloud Books

10 Decodable Student Books

(80% Decodable - 5 Fiction/5 Nonfiction) – 6 copies of each

10 Mini Student Books – 25 shrink-wrapped each

Reading Response Journal Box Set A – 25 copies

Teacher Digital Tool License for teaching, planning,

Student Digital Learning – 25 licenses for connected skills practice and personalized supports

Digital Family Center for practice and engagement at home

Inflectional

Digraphs

Digraphs

Target Skill

LWTears.com/PRM
SET A
The Cat Van i Ri s Tip Top overs What s His ob? Pug the Pup Can a Hen Be a Pet? Dev and the Sun Hats We Can R n!From Ship to Shop D ck on Deck
The Cat Van
Vowel a Big Rigs
Vowel i Tip Top Movers
Vowel o What Is His Job?
Review:
o Pug the
u Can a Hen Be a Pet?
and
Short
Short
Short
Short Vowel
a, i,
Pup Short Vowel
Short Vowel e Dev
the Sun Hats
We Can Run!
Ship
Shop
Ending -s
Long Vowels in Consonant-Vowel Words From
to
sh, th Duck on Deck
ch, ck

Our program engages students through a multisensory approach, combining auditory, visual, and kinesthetic techniques. By stimulating multiple senses, Phonics, Reading, and Me enhances memory retention and accelerates learning.

Letter Tiles

Cards are used for word building and letter recognition activities at grades K–1. (Included in Sets A, B).

Sound-Spelling Cards

These 46 Sound-Spelling Cards provide an easy reference of spellings for a particular sound. There are also chants and activities on the back to support learning. (Included in Sets A–D).

A-Z for Mat Man® and Me Books

A-Z for Mat Man and Me letter books for alphabet knowledge and letter-sound learning.

Skill Category

Short Vowels a, i

Short Vowels a, i, o

Short Vowels u, e

Short Vowel Words with -s and Long Vowels in Consonant-Vowel Words

Consonant Digraphs

Letter Sound Lessons

Letter-sound lessons for explicit instruction, practice, and review of consonant and vowel letter sounds, as well as Phonemic Awareness. Printable practice pages and minibooks for take-home practice and formative assessment options.

Getting Around My Community gas big, rig, gas, wheel

Big Jobs mover cook, food, job

Animal Friends nip, pen, pug hen, pen, vet

Clothing Around The World hat

boots, shoes

Fishing Fun fishing, net, sale, steer deck, dock, net, shore, steer

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Theme Knowledge Building Words
©2022LearningWithoutTears bee Long e e e–e ee ea -ey -y ie © 2023 Learning Without Tears apple Short a a PH22_SSC_short-a_PP.indd 10:50 2023 Learning Without Tears Credit: Illustration Courtesy of flowerstock/Shutterstock.com bone Lon o o oa ow o–e -oe o PH22_SSC_long-o_PP.indd
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© 2023 Learning Without LWTears.com PHONICS Reading Reading Me M Skills-Building Sequence Set A Scope and Sequence Unit Skill Category Lesson Primary Phonics Skill Secondary Skills and Spiral Review Phonological and Phonemic Awareness Letter-Sound Correspondence Mm /m/, Tt /t/, Aa /ă/ Alphabet Review Segment and Blend Syllables 2 Nn /n/, Ss /s/, Rr /r/ Tt /t/, Aa /ă /, Nn /n/, Ss /s/, Rr /r/ Segment and Blend Onset-Rime Pp /p/, /ĭ/ Ss /s/ Rr /r/, Pp /p/, Ii / ĭ/ Recognize Rhyming Words Dd /d/, Hh /h/, Gg /g/ Pp /p/, ĭ/, Dd /d/, Hh /h/, Gg /g/ Isolate Initial Sounds /l/, Oo /ŏ/ Hh /h/, Gg /g/ /l/, Oo /ŏ/ Isolate Sounds in Words Ff /f/, Bb /b/ /l/, Oo /ŏ/, Ff /f/, Bb /b/ Segment Sounds in Consonant Blend Cc /k/, Zz /z/ Ff /f/, Bb /b/ Cc /k/, Zz /z/ Isolate Short Vowel Sounds 8 Vv /v/, Uu /ŭ/, Kk /k/ Cc /k/, Zz /z/, Vv /v/, Uu /ŭ/, Kk /k/ Isolate Medial Short Vowel Jj /j/, Ww /w/, Ee // Uu /u/, Kk /k/, /j/, Ww /w/, Ee / Isolate Medial Long Vowel Sounds Yy /y/, Xx /ks/, Qq /kw/ Ww /w/, Ee / /, Yy /y/, Xx /ks/, Qq /kw/ Blend Sounds 1 Short Vowels a, Short Vowel Apply to Words Alphabet Review Initial and Final Consonant 2 Vowel Apply to Words Review Short Vowel Isolate Medial Sounds 2 Short Vowels a, i, Short Vowel Apply to Words Review Short Blend sounds in CVC Words 4 Review: a, i, o Word Patterns with Short Count and Segment sounds in CVC words Short Vowels u, e Short Vowel Apply to Words Review Short Blend and Segment in CVC words Short Apply to Words Review Short Vowel Substitute Initial Ending and Long Vowels Inflectional Ending Learn and Apply Review Short Vowel Delete the Final Sounds Long Vowels in Consonant-Vowel Words: Learn and Apply Word with Short Vowels u, e Blend Words with Short and Long Vowels Consonant Digraphs Digraphs sh, th Learn and Apply Digraph Isolate Initial Consonant Digraph Sounds 10 Digraphs ch, ck Learn and Apply Double Final Consonants Isolate Final Consonant Digraph Sounds Letter-Sounds © 2023 Without Tears m Tt Aa Phonics, Reading, Me: Letter-Sounds 1 Letter-Sound Lesson m Introduce the Sound Say the sound: /m/ Ask children to say it with you. Do a quick activity to have children listen for beginning sounds. Say: you hear the /m/ sound at the beginning of the word, put your thumb up: mud, face, money, sand, map. Introduce the Letter Name and Form the Letter Use the Sound-Spelling Card to introduce the letter name and its sound by modeling the chant and having children repeat. Say: letter stands for the sound /m/, as in mask Say it with me: /m/, mask Show the book cover. Point to the capital and lowercase letter in the circle. Say: The letter is m Have children find each capital Read the title, Mac and the Magnificent Masks Read aloud the introduction. Trace capital lowercase using formation language as you model. Children can air trace trace in their own books. Talk about names that start with  like ac arcos and acey Phonological Awareness Segment by Syllable Tell word can be split into called syllables. Model with magnet. Say: Listen to how break word, mag-net. Say with me: mag-net. Let’s clap for each syllable. Magnet has two syllables. Now, you try. Clap for each syllable you hear in these Mac mask make mop magnificent Heart Introduce routine for recognizing high-frequency words. Say the word. Have children repeat. Write the word. 3. children say the letter-sounds they know. Say the sound irregular or unfamiliar spellings and draw a heart. 5. Segment and then blend the word together. Materials Letter and the agnificent asks Practice Page: Sound-Spelling Card m Words to Learn by Heart poster BACKGROUND Objective Identify the name, sound, and form of capital and lowercase m Exemplar Word mask Letter Chant capital  lowercase /m/, mask About This Book This story is about Mac, who makes an amazing mask. Mac notices that Marcos is frustrated making his mask and helps out. Many words that begin with emerge in Mac’s world. About This Letter The sound /m/ is continuous sound, which means it can be held continuously for several seconds. Continuous sounds are usually the easiest to learn. As children say the sound, encourage them to hold the same sound, rather than adding an “uh” to end (e.g., /mmm/ vs. /muh/). WORDS TO WATCH Target Mm Words in the Text ac makes mask mad markers mess make mouse magnificent Target Mm Words in Pictures mask mirror magnet muffins monkey man mouth Words to Sound Out ac it is but tosses get mop sits Sight Words to Learn by Heart the with and Story Words amazing spills paint BEFORE READING (3–5 minutes) m © 2023 Learning Without Tears Mm Read and Write ac and the agnificent asks Phonics, Reading, and Me: Letter-Sounds Say the Words a and the with Say the Letters m C A  B m m  Write the Letters mask Mac m MM
AllyandtheApple Aa en and the iaels b Cora and the Cocont Cc
SET A

SET B

In Set B, students move from securing fundamental phonics skills to intertwining morphological awareness and reading longer, more complex words. This set includes:

• Set B Program Guide

• 20 Lesson Cards – 1 for each primary phonics or word study skill

• Set B Formative Assessment Cards

• Sound-Spelling Cards – 1 set of 46 cards

• Letter Tiles – 100 each set

• 5 Read-Aloud Cards

• 20 Decodable Student Books

(80% Decodable – 10 Fiction/10 Nonfiction) – 6 copies of each

• 20 Mini Student Books – 25 shrink-wrapped each

• Reading Response Journal Box Set B – 25 copies

• Teacher Digital Tool License for teaching, planning, and reporting

• Student Digital Learning – 25 licenses for connected skills practice and personalized supports

• Digital Family Center for practice and engagement at home

Title Target Skill

Club Day

Brad and the Drum

All Kinds of Sleds

All Kinds of Tents

Kate Is Late to the Game

Ride a Bike

Hoping to Find Dinosaur Bones

Two Mules and a Tube

We Fix Crushed Cars!

Making Wedding Cakes

A Windmill Worker’s Day

Rabbit’s Nursery

Snail Trails

Sheep Do Not Go to the Beach!

Goat Goes Home

A Fox that Can Fly?

Pepper’s Yellow Bird

It’s a Fork!

The Joy of Metal Arts

An Artist in the City

Initial Consonant Blends with l

Initial Consonant Blends with r

Consonant Blends with s

Final Consonant Blends with n, m

Long a Spelled a_e

Long i Spelled i_e

Long o Spelled o_e

Long u Spelled u_e

Inflectional Endings: -ed, -ing

Inflectional Endings: Spelling Changes

Compound Words

Two-Syllable Words with Double Consonants

Long a Spelled ai, ay

Long e Spelled ee, ea

Long o Spelled oa, ow

Long i Spelled y, ie

r -Controlled Vowels: ir, er, ur

r -Controlled Vowels: or, ar

Diphthong /oi/ Spelled oi, oy

Long e Spelled y

LWTears.com/PRM
Snail Trails Pepper’s ellow ird
Sheep Do Not o to the each! Club Day rad and the Dr m All Kinds of Sleds All Kinds of Tents Kate s Late to the ame Ride a Bike Hopin to Find Dinosa r ones Two Mules and a Tube We Fix Crushed Cars! Making Wedding Cakes A Windmill Worker’s Day Rabbit's N rsery Goat Goes Home A Fox that Can Fly? The oy of etal Arts An Artist in the City

Reading Response Journals

Reading Response Journals provide valuable practice that reinforces learning, re-reading, spelling, writing, and word work. For every skill, students encode skill words as they learn to decode them. (Included in Sets A–D)

Skill Category

Consonant Blends

Long Vowels Spelled with VowelConsonant-e

Introduction to Two-Syllable Words

Vowel Teams for Long Vowel Sounds

Complex Vowel Sounds and Spellings

Knowledge Building Words

Around the World: Kids at Play club beat, drum, show race, sled camp, tent, vent

My Community: Fun Things to Do game, goal brake, nature, pedal dinosaur, paleontologist tube

Jobs: Inside and Outside shop judge electricity, power, worker bakery, blossom, nursery

Animals in Groups snail bleat, group, sheep goat, herd flying fox

Art and Music paint, portrait musician, sound artist, metal artist, draw, picture

SET B

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In Set C, students move from securing fundamental phonics skills to intertwining morphological awareness and reading longer, more complex words. This set includes:

• Set C Program Guide

• 20 Lesson Cards – 1 for each primary phonics or word study skill

• Set C Formative Assessment Cards

• Sound-Spelling Cards – 1 set of 46 cards

• Word Cards – 3 sets of 320 cards

• Reading Strategies Poster and Bookmarks

• 5 Read-Aloud Cards

• 20 Decodable Student Books

(80% Decodable – 10 Fiction/10 Nonfiction) – 6 copies of each

Title

Blind Animals

Most of the Way Home

Beware of the Bear

Long i in ind, ild

Long o in old, olt, ost

• 20 Mini Student Books – 25 shrink-wrapped each

• Reading Response Journal Box Set C – 25 copies

• Teacher Digital Tool License for teaching, planning, and reporting

• Student Digital Learning – 25 licenses for connected skills practice and personalized supports

• Digital Family Center for practice and engagement at home

Target Skill

r -Controlled Vowels: air, are, ear

Waterfalls All Around Vowel "aw" spelled aw, au, all

Jasmin's Sore Throat

Pilots at Work

My Rocket Cape

How Are Marbles Made?

The Knight and the Gnome

Scrolls, Screws, and Books

Three Thrones

Learning by Sea and Land

Hottest, Coldest, Deepest

Unseen but Not Unheard

Animals for You to Discover

Two-Syllable Words with Closed Syllables

Two-Syllable Words with Open and Closed Syllables

Two-Syllable Words with Blends and Digraphs

Two-Syllable Words with Consonant + le

Silent Letters wr, kn, gn, mb

Three-letter Consonant Blends

Consonant Blends with Digraphs

r -Controlled Vowels: ear, wor-

Inflectional Endings -er, -est

Prefixes un-, re-

Prefixes mis-, dis-

Mystery at Blue Creek Camp Homophones

Misty’s Escape

Helpful on the Farm

All About Elections

A Kid in Government

Suffixes -y, -ly

Suffixes -ful, -less

Suffixes -sion, -tion

Suffixes -ment, -ness

LWTears.com/PRM SET C
Blind Animals eware of the ear Waterfalls All Around Jasmin's Sore Throat Pilots at Work My Rocket Cape How Are arbles ade? The Knight and the Gnome
t
Unheard Animals for Yo
Discover Scrolls,
T hree T hrones Learning
Mystery
Camp All Abo t Elections A Kid in Government
Misty’s Escape Hot Coldest, Deepest Unseen
b
Not
to
Screws, and Books
by Sea and Land
at Blue Creek

Word Cards

Students apply reading and sorting/chaining strategies for practice with morphology and word study skills at grades 2–3. (Included in Sets C, D).

Word-Reading Strategies Poster

Teaches

Bookmark

Pairs with the strategy poster for easy student reference. (Included in Sets C,

Hard Words

Skill Category Theme Knowledge Building Words

Vowel Patterns Wild Places Around the World creature, predator, wildlife adventure, arctic creature, predator cliff, waterfall, wildlife

Two-Syllable Word Patterns

Complex Consonants

Jobs: Super Skills admire, imagine, rescue pilot, protect, rescue sewing machine, worker

The Medieval World knight, thicket screw, scribe network, trader govern, knowledge, network, trader

Multisyllabic

Words with Variations Animals: Weird and Wonderful prey camouflage, retreat disappear, discover, rare discover, guide, rare

Multisyllabic

Words with Suffixes

Teacher Lesson Cards

Lessons for every skill help teachers deploy the right techniques for each student. A Lesson Card has the plan for each skill and text set. The lessons in each unit are connected by a knowledge-building theme and a broad skills category. (Included in Sets A-D).

Read-Aloud Cards

Cards support the unit theme and vocabulary to build knowledge through a read-aloud story and discussion.

(Included in Sets B, C, D).

Mini Student Books

My Community: For One and All citizen, equipment, public efficient, equipment citizen, community, national budget, department, mayor, tax

These print books may be reread in the classroom with partners or sent home to share with family members. (Included in Sets A–D).

888.952.4968 9
2023LearningWithoutTears Unit 3 Read Aloud: Technology and My Community 9:59 ©2023LearningWithoutTears Unit 1 Read Aloud: Wild Places Around the World 06-01-2022 11:00:27 ©2023LearningWithout Unit 4 Read Aloud: Animals in Groups
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SET C

SET

In Set D, students continue to move from securing fundamental phonics skills to intertwining morphological awareness and reading longer, more complex words. This set includes:

• Set D Program Guide

• 20 Lesson Cards – 1 for each primary phonics or word study skill

• Set D Formative Assessment Cards

• Sound-Spelling Cards – 1 set of 46 cards

• Word Cards – 3 sets of 320 cards

• Reading Strategies Poster and Bookmarks

• 5 Read-Aloud Cards

• 20 Decodable Student Books (80% Decodable – 10 Fiction/10 Nonfiction) – 6 copies of each

Title

A Surprise at Daylight

Students Combat Hunger

The Monster Pumpkin Plant

Creating with Science

Tess Fought the Drought

Photos from the Attic

Making Cool Stone Rubbings

Pompeii: City of Legend

Unbelievable Changes

My Perfectly Imperfect Life

Putting Microbes to Work

Jayda’s Special Library

Prepare to Meet the Artist

The Invisible Painting Mystery

A Companion for a Day

Art Museums on the Internet

Predators: Amazing Hunters

Incredible Emperor Penguins

The Vanity of the Crow

The Kraken’s Glorious Party

• 20 Mini Student Books – 25 shrink-wrapped each

• Reading Response Journal Box Set D – 25 copies

• Teacher Digital Tool License for teaching, planning, and reporting

• Student Digital Learning – 25 licenses for connected skills practice and personalized supports

• Digital Family Center for practice and engagement at home

Target Skill

Compound Words with Complex Vowels

Multisyllable Words with Open and Closed Syllables

Multisyllable Words with Blends and Digraphs

Multisyllable Words that Divide Between Vowels

Different Sounds for ough

Digraphs ph, gh

Different Sounds for oo

Syllables with Soft c, g

Related Words: Same Base Word

Related Words: Opposite Meanings

Words with Greek Roots

Words with Latin Roots

Prefix pre-

Prefixes in-, non-

Prefixes co-, con-, com-

Prefixes inter-, in-

Suffixes -er, -or

Suffixes -ible, -able

Suffixes -ity, -ty

Suffixes -ous, -ious

LWTears.com/PRM
D
Prepare to Meet the Artist The nvisible Paintin ystery Predators: Amazing Hunters Incredible Emperor Penguins The Vanity of the Crow A Surprise at Daylight Students Combat Hunger The Monster Pumpkin Plant Creating with Science Tess Fought the Drought Photos from the Attic Making Cool Stone Rubbings Pompeii: City of Legend Unbelievable Chan es y Perfectly mperfect Life Jayda's Special Library A Companion for a Day Art Museums on the Internet The Kraken’s Glorious Party

Program Guide

Detailed instructional guidance for each gradelevel. (Included in Sets A–D).

Teacher Digital Tool

Supports instruction through scaffolds that differentiate the reading modes and activities. Includes resources for planning, teaching, reporting, and responding to student needs. (Included in Sets A–D)

Embedded Professional Learning

PHONICS Reading Reading , PHONICS , Me and Me

PHONICS Reading Reading

Reading PHONICS

PHONICS Reading Reading, PHONICS, Me and Me and Reading PHONICS

Me

PHONICS Reading Reading PHONICS , Reading PHONICS

, ,

e

Skill Category

Multisyllabic Words

Theme

• Opportunities to learn from others, including videos and Q&As featuring teachers and literacy expert

• Micro professional learning videos for teachers and families

Knowledge Building Words

Jobs: Scientists at Work forecast, surface discover, nutrient, method, observe nutrient, object, observe chemical, experiment

Complex Vowel Sound-Spellings Lost Worlds drought, forgotten, sought familiar, forgotten, journey ancient, artifact, century, familiar, forgotten century, forgotten, generation, gesture

Base Words and Roots

Technology and My Community data, impact, Internet, online engineer, technology biotechnology, future, microbe impact, online, technology

Common Prefixes

Art Around the World canvas, illustrator, visual canvas, introduce, museum artistic, canvas, visual artistic, author, culture, illustrator, museum

Common Suffixes

Animal Adaptations adaptation, defend, fierce, remarkable adaptation, indestructible, pattern ability, behavior, delicate, display delicate, fierce, pattern

888.952.4968 11
Introduction to the Curriculum
Introduction to the Curriculum
Program GuideIntroduction to the Curriculum
™ and
ProgramGuide Introduction to the Curriculum
SET D

Teacher Lesson Card

The Lesson Card provides teaching points for each phonics skill and every book in the text set

Lessons in each unit are connected by a knowledge-building theme and broad skills category

The first page of the Lesson Card provides everything a teacher needs to get started

Long e Spelled

ABOUT

THIS LESSON

Primary Phonics Skill Objectives

• Decode and encode long e words spelled with ee and ea

• Read long e vowel team words in connected text.

Secondary Phonics Skill: long e words spelled ey Phonemic Awareness Skill: blend and segment spoken words with medial long vowel sounds

Comprehension Focus: describe characters in a story

UNIT 4

Use the Read Aloud Card to review the unit theme, vocabulary, and phonics skill category. Use the Formative Assessment Card for more responsive support.

Theme: Animals in Groups Skills Category: Vowel Teams for Long Vowel Sounds

ABOUT THIS TEXT SET

Knowledge Building: In the nonfiction texts, children continue learning about animals that live in groups. They learn about the traits of sheep. They learn vocabulary such as bleat, group, flock, and sheep

Figuring Out Feelings: In the fiction texts, children explore habits of Belonging and Kindness.

BEFORE READING

Warm Up with Phonemic Awareness

Phoneme Segmenting and Blending: Say the word. Guide children to segment the word into its sounds, and then blend those sounds together to say the whole word.

seat /s/ /ē/ /t/ week /w/

cheek /ch/ /ē/ /k/ please /p/

Introduce Phonics Skill: Long ee, ea

• Introduce the skill with the Long e SoundSpelling card for the sound /e/ and spellings.

• Say: The letters ee together and ea together both stand for the long e sound.

• Write the vowel teams ea and ee on a whiteboard, as well as sheep and beach Say the words aloud together as you underline ee and ea.

Prepare to Read

IF NEEDED

Review words, concepts, and other text complexities of the book to anticipate children’s challenges. Consider the oral language

WORDS TO WATCH IN THE STUDENT BOOK

Primary Skill Words ee: whee, need, green, see, sheep, feet, meet, beep ea: neat, beach, please, sea, bleat

Secondary Skill Words ey: key

High-Frequency Words Regular: this, is, I, it, that, a, can, see, will, use, at, not, with, no, on, get, in, with, we Irregular: what, for, the, do, to, have, you, my, of

Story Words (not decodable) group, belong

Knowledge Building Words bleat: a sound that sheep and goats make group: a number of things, people, or animals that are together sheep: animals that have a lot of wool (a kind of hair) on their bodies

WHAT MAKES THE STUDENT BOOK RICH

Get to know the book so you’re ready to support children when they need it. BACKGROUND KNOWLEDGE LANGUAGE PRINT AND TEXT STRUCTURE

• Sheep often need to have their wool sheared. Having their hair taken off means they don’t get too hot in the summer.

• Inflatable inner tubes are water toys. Chidren know other meanings for tube

• Sand can be very hot at a beach in summer or at a tropical location.

• Sheep is a word that is both singular (one sheep) and plural (three sheep).

• The word whee can be said when someone sees or does something fun.

• In this story, belong means something is in the right place, like children belong at school.

• “This is neat!” means that someone really likes something. Neat also means clean.

• This story is fantasy with talking animals as the characters in the story. Speech bubbles are used to show when each character is talking.

• Words for sounds (beep and bleat) appear on the page, outside of the body text.

LWTears.com/PRM
Text Set STUDENT BOOK (print and digital) SCREENER DIGITAL TEXT SHORT DIGITAL TEXT MEDIUM DIGITAL TEXT LONG DIGITAL TEXT Title Sheep Do Not Go to the Beach! Hide and Sheep at the Sea In a Sheep Flock Sheep! Your Teeth Are Green! Text Type fiction; animal fantasy fiction; animal fantasy nonfiction; narrative nonfiction nonfiction; science informational fiction; animal fantasy Preview A sheep goes to the beach. What happens when the sheep gets too hot? Sheep is woken from a dream on the beach. Will he play hide and seek with his friends? What happens when one sheep cannot find his flock? Sheep have needs. They live in a group, eat grass, and bleat to communicate. Bree and Finley are good friends who check each other’s teeth. ------------------------Learner multilingual learners English language the same work Reading pages. If not children with readers to collaboration in e words and to respond. beach scene long e words then write imagined day at double-lined paper, as writing. the excerpt Then have spelled with children use long e sentences about sh f oi
Sheep Do Not Go to
Unit 4 Read Aloud: Animals in Groups Additional Materials • Sound-Spelling Card for Long e • Letter Tiles: a, b, d, e, ea, ee, g, h, l, m, n, p, s, t , w -------------------------------------------
the Beach!
ea 14 UNIT 4 LESSON 14: Long e Spelled ee , ea Set B © 2023 Learning Without Tears PREVIOUS SKILL 13 long a spelled ai, ay NEXT SKILL 15 long o spelled oa, ow LWTears.com | 888.983.8409 LCARDB-14 12/2/22 2:18 PM
ee,
ē
beach /b/ /ē/ /ch/
ē
sweet /s/ /w/ /ē/ /t/
/
/ /k/
/l/ /
/ /z/
Read Sheep reading monitoring go to the
proficiency, background knowledge, and decoding skills of each small group.
whiteboard: bet, beat
feed
fed, leaf, heat
words, model stretching out any sounds that are continuous (e.g., m, f, sh) to model how to smoothly blend the sounds together (e.g., /lll/ /ēēē/ /f). IF NEEDED Articulation Support Support phoneme articulation by modeling how your lips and tongue are used to produce the sound. With the long e sound, your mouth forms the widest smile compared to all other vowel sounds. Show children. IF NEEDED Decoding If a child • Say Examples: • Reinforce in the end • Model • Model sheep beach bee Long e e e–e ee ea -ey -y ie Mode Set the Purpose Skills Prompts Mode Set the Purpose Skills Prompts Check for Check for Before Reading (3–5 minutes) During © 2023 Learning Without Tears First Read Second PH22_G1U4L14_LC_Long-e_Pr-revoked.indd 4-6 Decoding and articulation
are offered as needed
Blending Support For groups who need extra practice, select and write these words on a
,
,
. If children are having difficulty reading the
supports
skill
ALSO INCLUDED! • Vocabulary Words for each lesson • Spelling Activities to cement learning • Students Reflect on the Book
Language for explicitly teaching the
in every lesson

DURING READING

Varied modes of reading and skillsbased prompts for the Student Book

During Reading (8–10 minutes)

Read Sheep Do Not Go to the Beach! twice during a teacher-led group. Vary the amount of support you give, including the reading mode and guiding prompts. Pause on occasion to think aloud or ask questions focused first on the skill and then on monitoring comprehension. Use prompts as a model. Introduce the text: We’ll read a story about a sheep who is ready to go to the beach! Will the sheep have a good time?

First Read

Read Sheep Do Not Go to the Beach! twice during a teacher-led group. Vary the amount of support you give, including the reading mode and guiding prompts. Pause on occasion to think aloud or ask questions focused first on the skill and then on monitoring comprehension. Use prompts as a model. Introduce the text: We’ll read a story about a sheep who is ready to to the beach! Will the sheep have a good time?

Below Level On Level Above Level

Set the Purpose Listen to me read. Then, echo

Let’s watch for and say all the

e words. As we read together, we’re going to say /ē/ each time we see ee or ea in a word.

Mode Echo Read Choral Read Whisper Read

Skills

p. 1 Shout with me: Whee! Neat!

AFTER READING

Ample options to reflect and build knowledge after reading

After Reading (4–6 minutes)

Review the Phonics Focus: Long ee, ea Say: Remember, we can read long e words that are spelled with ee or ea

Review the Phonics Focus: Long ee, ea

• Go back to a few pages of the book to find ee and ea words. Point to individual words, and have children read them.

Say: Remember, we can read long e words that are spelled with ee or ea

• Lead cloze reading where you begin a sentence and have children say the word with the target skill.

• Go back to a few pages of the book to find ee and ea words. Point to individual words, and have children read them.

Example: On p. 2, say: It is a ___ tube. (green)

Reflect on the Book

• Lead cloze reading where you begin a sentence and have children say the word with the target skill.

Example: On p. 2, say: It is a ___ tube. (green)

As you read quietly, say /ē/ when you read words with ee or ea

Reflect on the Book

Talk about the meaning of the story. Discuss the questions in the back of the Student Book. Continue the conversation. Ask:

• In the beginning, how does the sheep feel about going to the beach? How can you tell? (He’s excited. There are exclamation points. He says what he will do when he gets to the beach.)

Talk about the meaning of the story. Discuss the questions in the back of the Student Book. Continue the conversation. Ask:

Prompts

pp. 4–5 Which word do you see two times? (beach)

Skills Prompts p. 1 Shout with me: Whee! Neat! pp. 4–5 Which word do you see two times? (beach) pp. 8–9 I see beep. This word has ee How do you say it? p. 16 will be the first sheep: Bleat! Now you’re the other sheep. (Bleat!)

pp. 8–9 I see beep. This word has ee How do you say it?

p. 16 will be the first sheep: Bleat! Now you’re the other sheep. (Bleat!)

IF NEEDED

Decoding Support

p. 1 There are two long e words on this page. Which has an ee? (whee) Which has an ea? (neat)

Set the Purpose Listen to me read. Then, echo me. Let’s watch for and say all the long e words. As we read together, we’re going to say /ē/ each time we see ee or ea in a word. As you read quietly, say /ē/ when you read words with ee or ea

p. 1 There are two long e words on this page. Which has an ee? (whee) Which has an ea? (neat) p. 7 What ee and ea words are there? (green, sheep; please, neat, beach) p. 11 Make sheep sounds with me: Bleat! Bleat!

p. 7 What ee and ea words are there? (green, sheep; please, neat, beach) p. 11 Make sheep sounds with me: Bleat! Bleat!

p. 1 Find two words that have long e sounds and show the sheep is excited. (whee, neat) pp. 4–5 Find which character says, “Sheep do not go to the beach!” pp. 8–9 After your read, count how many ee and ea words you see.

• In the beginning, how does the sheep feel about going to the beach? How can you tell? (He’s excited. There are exclamation points. He says what he will do when he gets to the beach.)

• What happens that shows the beach is different than the sheep expected? (He says, “My feet!” and “I am hot!”)

• What makes the sheep happy at the end? (swimming with his tube)

• What happens that shows the beach is different than the sheep expected? (He says, “My feet!” and “I am hot!”)

Prepare for Practice

• What makes the sheep happy at the end? (swimming with his tube)

Check for Comprehension: What does one character want to do and the other doesn’t want to? (go to the beach)

Second Read

p. 1 Find two words that have long e sounds and show the sheep is excited. (whee, neat) pp. 4–5 Find which character says, “Sheep do not go to the beach!” pp. 8–9 After your read, count how many ee and ea words you see.

Prepare for Practice

• Prepare the small group to work on the digital app, reread, or practice.

• See p. 20 of the Program Guide for implementation options and classroom management ideas.

• Prepare the small group to work on the digital app, reread, or practice.

• See p. 20 of the Program Guide for implementation options and classroom management ideas.

FIGURING OUT FEELINGS

• Review the habit of Belonging with children. See p. 36 of the Program Guide for a definition.

FIGURING OUT FEELINGS

• Review the habit of Belonging with children. See p. 36 of the Program Guide for a definition.

• Discuss the Figuring Out Feelings questions in the back of the Student Book. Then, continue the conversation.

Listen and prompt children as you observe their reading of long e words. Divide the group. Half reads as the first sheep; the other half reads as the second sheep.

p. 1 Do a pretend shout

p. 1 Do a pretend shout for exclamations like Whee! pp. 8–9 Notice ey in the word key What sound do you hear? (long e) p. 16 Find three words that rhyme. (feet, neat, meet)

Set the Purpose Guide children to read in pairs, helping each other read long e words. Listen and prompt children as you observe their reading of long e words. Divide the group. Half reads as the first sheep; the other half reads as the second sheep. Skills Prompts p. 2 What is a color word with ee in it? (green) pp. 4–5 Which ee word tells what kind of animal we see? (sheep) p. 15 I see an ea word that means the sheep is being polite. What is it? (please)

• Discuss the Figuring Out Feelings questions in the back of the Student Book. Then, continue the conversation.

p. 7 First sheep, give your best Please! Second sheep, stomp your feet as you read your line. p. 13 Shout the car horn’s sound. (Beep! Beep!) pp. 8–9 Try to sound like a sheep when you say the lines. (Bleat! Bleat!)

Check for Comprehension: What is an event at the end that changes one of the sheep? (He gets his wool cut.)

IF NEEDED

Decoding Support

If a child is not yet able to decode a word with ee or ea:

IF NEEDED

• Say words together to point out the difference between short e and long e Examples: met/meet net/neat, bet/bleat, fed/feed

a child is not yet able to decode a word with ee or ea:

Say words together to point out the difference between short e and long e

Examples: met/meet, net/neat, bet/bleat, fed/feed

• Explain that at first the sheep in the story thinks he belongs at the beach. Then he feels like he doesn’t belong at the beach because his hair makes him too hot. The sheep feels better when he gets help from a group of other sheep who are used to being there. Ask: Have you ever felt like you didn’t belong somewhere? What helped you feel better?

• Explain that at first the sheep in the story thinks he belongs at the beach. Then he feels like he doesn’t belong at the beach because his hair makes him too hot. The sheep feels better when he gets help from a group of other sheep who are used to being there. Ask: Have you ever felt like you didn’t belong somewhere? What helped you feel better?

IF NEEDED

Multilingual Learner Support

IF NEEDED

IF NEEDED

Multilingual Learner Support

Multilingual Learner Support

Multilingual Learner Support

• Reinforce that the long e sound can be spelled different ways. Find words in the book to show that ee and ea come in the middle (sheep, please) or end of words (see sea).

Reinforce that the long e sound can be spelled different ways. Find words in the book to show that ee and ea come in the middle (sheep, please) or end of words (see, sea).

• Model sound-by-sound blending, such as /sh/ /ē/ /p/, sheep

• Model onset-rime blending, such as /b/-each, beach

Model sound-by-sound blending, such as /sh/ /ē/ /p/, sheep

Model onset-rime blending, such as /b/-each, beach

TEACHER LESSON CARD

Invite children to discuss responses with a partner before sharing with the small group. Encourage speaking in complete sentences and provide oral sentence frames, as needed. Examples: I felt like I did not belong when ___. I was upset because ___.

Invite children to discuss responses with a partner before sharing with the small group. Encourage speaking in complete sentences and provide oral sentence frames, as needed. Examples: I felt like I did not belong when ___. I was upset because ___.

Point out when future tense appears in the text, starting with p. 4: “I will use it at the beach.” Have children practice building off the “I will” repetition in the book, and challenge them to use long e words, such as: I will eat. I will meet a friend. I will need new socks.

Point out when future tense appears in the text, starting with p. 4: “I will use it at the beach.” Have children practice building off the “I will” repetition in the book, and challenge them to use long e words, such as: I will eat. I will meet a friend. I will need new socks.

Progress Monitoring

Progress Monitoring

Give children time to practice (per the next pages). Then, see how well they learned long e spelled ee ea

Give children time to practice (per the next pages). Then, see how well they learned long e spelled ee, ea

Spelling Quick Skills Check: Dictate words with short and long e. Have children write them on double-lined paper: leg, feed, bed, heat. If children have difficulty, segment the sounds, model stretching continuous sounds (e.g., /sss/, / mmm/,/lll/, /rrr/) or bouncing stop sounds (e.g., /t/, /p/, /g/), inserting pauses between the sounds for further support. For challenge, use sentences: We need a meal. He sets up a feast. See p. 56 of the Program Guide for more spelling dictation as students use p. 57 of the Reading Response Journal.

Spelling Quick Skills Check: Dictate words with short and long e. Have children write them on double-lined paper: leg feed bed heat. If children have difficulty, segment the sounds, model stretching continuous sounds (e.g., /sss/, / mmm/,/lll/, /rrr/) or bouncing stop sounds (e.g., /t/, /p/, /g/), inserting pauses between the sounds for further support. For challenge, use sentences: We need a meal. He sets up a feast. See p. 56 of the Program Guide for more spelling dictation as students use p. 57 of the Reading Response Journal.

Each lesson shows how to DIFFERENTIATE for three groups of reading proficiencies so all students gain access to the same grade-level texts

888.952.4968 13 then blend STRUCTURE animals Speech each bleat) the body oral
select whiteboard: children words, are how together articulation used to With mouth vowel
Below Level On Level Above Level Mode Echo Read Choral Read Whisper Read
me.
long
Below Level On Level Above Level Mode Partner Read Whisper Read Group Read
UNIT 4 LESSON 14: Long e Spelled ee , ea 12/2/22 2:18 PM
Below Level
Level Above Level Mode
Set the Purpose Guide children to read in pairs, helping each other read long e words.
Skills Prompts p. 2 What is a color word with ee in it? (green) pp. 4–5 Which ee word tells what kind of animal we see? (sheep) p. 15 I see an ea word that means the sheep is being polite. What is it? (please)
for exclamations like Whee! pp. 8–9 Notice ey in the word key What sound do you hear? (long e) p. 16 Find three words that rhyme. (feet, neat, meet) p. 7 First sheep, give your best Please! Second sheep, stomp your feet as you read your line. p. 13 Shout the car horn’s sound. (Beep! Beep!) pp. 8–9 Try to sound like a sheep when you say the lines. (Bleat! Bleat!) Check for Comprehension: What does one character want to do and the other doesn’t want to? (go to the beach) Check for Comprehension: What is an event at the end that changes one of the sheep? (He gets his wool cut.)
Reading (8–10 minutes) After Reading (4–6 minutes) First Read Second Read UNIT 4 LESSON 14: Long e Spelled ee , ea 12/2/22 2:18 PM inside outside
On
Partner Read Whisper Read Group Read
During

Reading Response Journal

MAKE MEANINGFUL CONNECTIONS

Reading Response Journals give students the opportunity to apply new phonics skills to meaningful writing about the text through prompted writing exercises As students learn to decode words with each skill, they also write them This reading-writing connection strengthens key literacy skills

• A Reading Response Journal is provided for each set: A, B, C, and D The two pages per lesson practice the targeted skill while engaging students with the connected text

• Tips for differentiating the response pages are provided in the Teacher Lesson Card, providing more support or challenge to students based on their level of proficiency

SET B

The interactive pages encourage students to practice the targeted skill words and connect to the unit themes by responding to text

SET A

At the earliest level, students are asked to draw then encode/ spell words with the target skill from the connected text sets

“Your teeth are green!” said

“Green?” asked Finley.

“Still green?” asked Finley.

“No, Finley,” said Bree.

“Bleat! Bleat” yelled Finley.

Finley drank a tall glass of sweet peach tea.

Finley drank a big jug of sweet cream.

“Are my teeth clean yet?” Finley asked.

Write about Bree and Finley.

LWTears.com/PRM | 888.952.4968
6 © 2023 Learning Without Tears Phonics, Reading, and Me Set A: Lesson 1 Draw pictres of thins that have short a in their names. Use the word bank. Draw and Write Words with Short a mat fan map hat ba van Write the short a words from yor drawin. RRJA_TEXT.indd 6 Read the text. Underline words with short a Draw hats for Fat Cat and Rat. Write abot the pictre. Read and Find A Hat for Rat and Fat Cat at! Rat is mad. Fat Cat is sad. t is bad, bad, bad! Rat needs a hat. Fat Cat needs a hat. 36 © 2023 Learning Without Tears Draw what you may see at the beach. Use the word bank. Draw and Write Words with ee and ea Write abot your pictre. Use the words above. Phonics, Reading, and Me Set B: Lesson 14 seal beach see fish clam feet sea meet sand kite RRJB_TEXT.indd 36 2/13/23 4:15 PM Read about Bree and Finley. Circle words with long e
Bree.
Read and Find Your Teeth are Green! They are They have They drink © 2023 Learning Without Tears Phonics, Reading, and Me Set B: Lesson 14 37 RRJB_TEXT.indd 37 2/13/23 4:15 PM

C

Students are asked to read and identify targeted skill words in both isolation and connected text Students then demonstrate understanding of the words and text by writing sentences and responding to the text

The frit bowl shinin like old on the table. Old Akna, at her post.

hold on,  told myself. Hold on. At last: a lint of old. The lamppost!  bolted inside.

Roots

ake words with the reek roots. Write the missin parts and the complete words.

+ + + = = logy logist phone scope Write one or more sentences sin the words yo made. micro

Some microbes

Students decode and encode words with complex spelling patterns, watching for parts such as Greek and Latin roots to broaden their vocabulary as they apply to reading text

HANDWRITING CONNECTIONS

NEW! LETTERS TO WORDS BLACKBOARD SET

Use the Letters to Words Blackboard Set for fun, hands-on literacy learning that builds alphabet knowledge, phonological awareness, phonics, and handwriting skills Includes: Magnetic Blackboard, 52 magnetic lowercase letters, 22 magnetic hands, 7 magnetic sound tokens, and 5 magnetic hearts

D

In the later sets, the Reading Response Journal pages move from phonics to morphology Students apply the multi-syllable strategies taught in the lesson to read and spell words

LWTears.com/PRM | 888.952.4968 15
JOURNAL 6 © 2023 Learning Without Tears Phonics, Reading, and Me Set C: Lesson 2 Find Words Words with old, olt, ost Circle all the words with lon o bold hold oldfish mind hop post ob cold nfold popped popcorn most old find scold moldy Write one or more sentences sin words with lon o © 2023 Learning Without Tears 7 Phonics, Reading, and Me Set C: Lesson 2 Reread a part of the story. Then write a different endin for the story. Write
ost
the Way Home
READING RESPONSE
a Different Endin
of
 pictred my home. The old, olden lamppost in front.
SET
SET
28 © 2023 Learning Without Tears ake Words Words with reek
st
Phonics, Reading, and Me Set D: Lesson 11 Read and Find Pttin icrobes to Work Reread a part of the book. Circle the words that have the reek root bio or micro How
+
bio
are microbes helpfl?
eat plastic! ioloists
lookin for a way to se them in the ocean. These plastic-eatin microbes miht one day help s clean p the mess we made. ioloists
workin on a way to trn microbes into biofel. We cold se this biofel instead of brnin oil to power cars and factories. iofels
Write responses to the estion below that ses at least two words with bio or micro © 2023 Learning Without Tears Phonics, Reading, and Me Set D: Lesson 11 29
are
are also
ive s cleaner air and a healthier planet.

Student Digital Practice

Technology cannot replace the teacher—but it can complement teachers and help bridge the gap for students who need additional help

With Phonics, Reading, and Me, print resources link seamlessly with technology to personalize supports and yield actionable insight for educators—reporting on individual student-level growth through district-level growth

Before: Teacher-Led Instruction

The teacher leads one group and prepares the rest of the class for purposeful practice You have the control to start the lesson-specific content so the whole class can move along the scope and sequence together

Digital Lesson Start

Screener Activities

Based on performance, the system will place each student on a path with just-right content and supports.

• Voice-enabled oral reading

• Quick Check on text comprehension

• Quick Check on skills

• Skills activity

Accelerated learning may include longer texts or activities with more complex words

All students practice the lesson skill in word reading games and a choice of decodable texts Round 1

As-needed supports may include strategic re-reads or activities that break down a skill

Data from speech-enabled oral readings helps drive personalized pathing—using technology specifically built to be accurate for children’s voices and to account for different accents and articulations

LWTears.com/PRM
Launch Practice
On Level Stretch
Scaffolded Support
Content

The Phonics, Reading, and Me digital pathing follows a “scaffolding up” approach to help students acquire skills and become independent with grade-level skills—rather than holding students back

Intentional, efficient, and effective practice supports teacher-led instruction with equity and access for all students

Experience the Digital: LWTears.com/PRMdigital

With four more Digital Texts to read—on the same skill and same topic—students build toward reading fluency throughout each round of digital learning

Lesson Complete! Now What? If a student receives a check mark for a given lesson, instructional goals have been met and no further action is required If a child did not yet demonstrate success on the skill, find insights into where the child struggled

STUDENT DIGITAL PRACTICE

888.952.4968 17 Lesson Complete
Student Library
Round 2 Round 3

Assessing Your Students to Optimize Instruction

The program provides six ways to assess your students and monitor their individual progress.

1

TEACHER LESSON CARDS

Lesson Cards provide guidance on observing students read during tracherled groups and applying skills during student-directed classroom practice

2

UNIT FORMATIVE ASSESSMENT CARDS

Assessment Cards provide a handy, easy-to-use approach to monitor knowledge of the unit’s high-utility skills focus (i e , long vowel sounds, short vowel sounds, vowel teams) Teachers are encouraged to reference the FAQs to regroup, reteach, or accelerate based on a child’s performance

3

READING RESPONSE JOURNAL

Journals include lesson-level and unit-level skills checks as well as a beginning-of-the-program screener and cumulative check at the end

LWTears.com/PRM
Text Set STUDENT BOOK (print and digital) SCREENER DIGITAL TEXT SHORT DIGITAL TEXT MEDIUM DIGITAL TEXT LONG DIGITAL TEXT Title Sheep Do Not Go to the Beach! Hide and Sheep at the Sea In a Sheep Flock Sheep! Your Teeth Are Green! Text Type fiction; animal fantasy fiction; animal fantasy nonfiction; narrative nonfiction nonfiction; science informational fiction; animal fantasy Preview A sheep goes to the beach. What happens when the sheep gets too hot? Sheep is woken from a dream on the beach. Will he play hide and seek with his friends? What happens when one sheep cannot find his flock? Sheep have needs. They live in a group, eat grass, and bleat to communicate. Bree and Finley are good friends who check each other’s teeth. IF NEEDED ------------------------Multilingual Learner Support Partner multilingual learners with different English language proficiencies but the same home language to work together on the Reading Response Journal pages. If not possible, pair children with more fluent readers to encourage collaboration in generating long e words and thinking of how to respond. Above Level scene with words drawings, too, describing from the Children should finish the beach scene with drawings and labels of long words spelled ee, ea, and ey, and then write a story about a real or imagined day at the beach. Provide double-lined paper, as needed, for extended writing. excerpt adapted partner. Then, words spelled use long sentences about Have children whisper read the excerpt adapted from a digital text. Then have them circle the long words spelled with ee, ea, and ey Have children use long words to complete the sentences about Bree and Finley. them to build words, whiteboard or sheet of Above Level children build word chains by changing one or letters with the pattern: seen, teen, green, queen beak, leak, sneak, speak deal, meal, seal, steal eam: seam, team, beam, cream, dream peach tea teeth. ai sh ee f oi ABOUT THIS TEXT SET Knowledge Building: In the nonfiction texts, children continue learning about animals that live in groups. They learn about the traits of sheep. They learn vocabulary such as bleat, group, flock, and sheep Figuring Out Feelings: In the fiction texts, children explore habits of Belonging and Kindness. UNIT 4 Use the Read Aloud Card to review the unit theme, vocabulary, and phonics skill category. Use the Formative Assessment Card for more responsive support. Theme: Animals in Groups Skills Category: Vowel Teams for Long Vowel Sounds Sheep Do Not Go to the Beach! Additional Materials Sound-Spelling Card for Long e Letter Tiles: a, b, d, e, ea, ee, g, h, l, m, n, p, s, t , w ------------------------------------------- ABOUT THIS LESSON Primary Phonics Skill Objectives • Decode and encode long e words spelled with ee and ea • Read long e vowel team words in connected text. Secondary Phonics Skill: long e words spelled ey Phonemic Awareness Skill: blend and segment spoken words with medial long vowel sounds Comprehension Focus: describe characters in a story Long e Spelled ee, ea 14 UNIT 4 LESSON 14: Long e Spelled ee ea Set B © 2023 Learning Without Tears PREVIOUS SKILL 13 long spelled ai ay NEXT SKILL 15 long spelled oa ow with children. LWTears.com | 888.983.8409 LCARDB-14 2:18 © 2023 Learning Without Tears Formative Assessment Before Reading Phonics in Context ------------------------------------------------------------------------------------------------------------------------------- Lesson If... Then... Lesson 5 Pug the Pup children are unable to recognize and read high- frequency words in text display the poster Words to Learn by Before reading a page, point to and read the heart word(s) on the poster. Reinforce any known grapheme- phoneme correspondences within a word. Lesson 6 Can a Hen Be a Pet? a child is unable to decode the short words in the text ask the first and second read prompts that support short words. Next, have children reread a few pages of the text with accuracy. During Reading Phonics Focus ---------------------------------------------------------------------------------------------------------------------------------------------------- Lesson If... Then... Lesson 5 Short Vowel children are struggling to decode CVC words with /ŭ/ and other medial short vowel sounds provide each child or pair with Letter Tiles u, i, and a Write a word without the medial vowel. Say the word. Have children choose the correct Letter Tile. Then, blend and read the word together. Example: Which vowel sound do you hear in hum (ŭ) Show me the letter. /h/ /ŭ/ /m/, hum Lesson 6 Short Vowel a child is not yet able to decode CVC words with /ĕ/ use Elkonin boxes (see example on the back page) to write the graphemes from left to right as the child says each sound. Then, blend the sounds to read the word. Examples: /p//e//t/, pet /r//e//d/, red Repeat with other words. Phonemic Awareness ------------------------------------------------------------------------------------------------------------------------------- Unit 3 If... Then... Blend and Segment Phonemes in CVC Words children do not understand how to blend and segment CVC words practice with CV/VC words with continuous sounds so, me, in, am). Say the word. Guide children to segment the word, and then blend the sounds back together. Progress to two-sound words with stop sounds up, at and then CVC words with continuous sounds fan). Substitute Initial Consonant Phonemes in CVC Words children are unable to substitute initial phonemes in CVC words repeat the Warm Up activity from Lesson 6 using Letter Tiles. Children benefit from being able to see the printed letters attached to the sounds when doing any phoneme manipulation exercise. UNIT PREVIEW Keep this card handy to provide immediate feedback as you teach the lesson. Adjust instruction and small groups as needed. Use the one- to two-minute scaffolded instruction for children who need a quick reteach. Observe children as they engage in the multimodal activities such as the Reading Response Journals and spelling. Check the Digital Teaching Tools to determine a child’s online progress and confirm during small-group instruction. PHONICS, Reading, and Me Set A UNIT 3: Short Vowels u, e UNIT 3: Short Vowels u, e PH22_GKU3_FAC_Pr_PP.indd 10:24 PM 1. 5. 2. 6. 3. 7. 4. 8. mops tops taps pis pits ps bns rs rns hams hats hits s n r g n t l g c p t n b s b d Unit 3 Check Short Vowels , e  e Write the correct letter for the short vowel sond in each word. 10 Phonics, Reading, and Me Set A: Unit 3 74 © 2023 Learning Without Tears u u e u u e e e PH22_GK_RRJ_UnitCheck_PP.indd 3:46 PM • Reading Response Journal: Screener • Reading Response Journal: Lesson Pages • Teacher-led Instruction • Voice-enabled Oral Reading • Skills Activities • Digital Text Quick Checks • Formative Assessment Card Within Each Lesson At the Beginning of the Year At the Beginning of Each Unit

5

DIGITAL SCREENER AND SKILLS ACTIVITIES

Activities inform data-driven pathing based on student interactions

At the End of Each Unit

• Reading Response Journal: Unit Check

• Formative Assessment Card

4

DIGITAL TEXT QUICK-CHECKS

Assess for understanding and drive personalized supports

6

TEACHER AND ADMIN REPORTS

Reports offered at the district, school, class, and individual students level to show usage and student achievement

At the End of the Year

• Reading Response Journal: Cumulative Check

888.952.4968 19
Bat! Rat mad. sad.
ASSESSMENT

Phonics, Reading, and Me

Decodable Books

Decodable texts play a crucial role in building reading independence by providing learners with the opportunity to apply their understanding of letter-sound relationships and phonetic patterns to decode unfamiliar words.

• The perfect blend of phonics skill and content knowledge building in every title.

• Carefully constructed in themes, focused on a specific, high-utility phonics skill.

• Supported by beautiful photos and illustrations.

• Filled with engaging fictional stories and engrossing nonfiction text stories that motivate and entertain young readers.

• Including culturally authentic characters and communities.

• Includes sturdy storage bin.

A balance of 50% fiction and 50% nonfiction

LongVowelsSpelledwithVowel-Consonant-e

Decodable Books, Set A

10 titles

6 copies of each 60 books total

ConsonantBlends

Decodable Books, Set B 20 titles

6 copies of each 120 books total

MultisyllabicWords

ComplexVowelSound-Spellings

Decodable Books, Set C 20 titles

6 copies of each 120 books total

Decodable Books, Set D 20 titles

6 copies of each 120 books total

888.952.4968 21 SetA ShortVowels a i TargetSkill Title Knowledge BuildingWords Theme ShortVowel TheCatVan GETTINGAROUNDMY
SetB TargetSkill Title Knowledge BuildingWords Theme InitialConsonant Blendswithl ClubDay club KIDSATPLAY InitialConsonant BradandtheDrum beat,drum,show AllKindsofSleds VowelPatterns SetC TargetSkill Knowledge BuildingWords Theme creature,predator,
SetD TargetSkill Title Knowledge BuildingWords Theme CompoundWords withComplex Vowels ASurpriseat Daylight forecast,surface JOBS:SCIENTISTS ATWORK MultisyllableWords withOpenand StudentsCombat Hunger discover,nutrient, method,observe TheMonster PumpkinPlant nutrient,object, Set A Short Vowels a i o TargetSkill Title Knowledge BuildingWords Theme ShortVowel TipTopMovers mover BIG JOBS cook,food,job
Set B TargetSkill Title Knowledge BuildingWords Theme Long Spelled a_e Kate Is Late to the Game game,goal MYCOMMUNITY: FUNTHINGS TO DO Long Spelledi_e Ride a Bike brake,nature, pedal Long Spelled o_e HopingtoFind Dinosaur Bones dinosaur, paleontologist Long TwoMulesanda tube
Set C TargetSkill Title Knowledge BuildingWords Theme Two-SyllableWords withClosed Syllables Jasmin’s Sore Throat admire,imagine, rescue JOBS: SUPER SKILLS Two-SyllableWords withOpenand ClosedSyllables PilotsatWork pilot,protect, rescue Two-SyllableWords with Blends and Digraphs MyRocketCape sewing Two-SyllableWords machine,worker
Two-SyllableWordPatterns
Set D TargetSkill Title Knowledge BuildingWords Theme Different Sounds for ough TessFoughtthe Drought drought,forgotten, sought LOSTWORLDS Digraphsph,gh Photos from the Attic familiar,forgotten, journey Different Sounds for oo MakingCoolStone Rubbings ancient,artifact, century,familiar, forgotten SyllableswithSoft c, g Pompeii:Cityof century,forgotten, generation,gesture Set A Short Vowels Target Skill Title Knowledge Building Words Theme Short Vowel Pug the Pup nip, pen, pug ANIMAL FRIENDS Short Vowel Can a Hen Be a Pet? hen, pen, vet Introduction to Two-Syllable Words Set B Target Skill Title Knowledge Building Words Theme Inflectional Endings: -ed, -ing We Fix Crushed Cars! shop JOBS: INSIDE AND OUTSIDE Inflectional Endings: Spelling Changes Making Wedding Cakes judge Compound Words A Windmill Worker’s Day electricity, power, worker Two-Syllable Words with Double Consonants Rabbit’s Nursery bakery, blossom, Complex Consonants Set C Target Skill Title Knowledge Building Words Theme Silent Letters wr, kn, gn, mb The Knight and the Gnome knight, thicket THE MEDIEVAL WORLD Three-letter Consonant Blends Scrolls, Screws, and Books screw, scribe Consonant Blends with Digraphs Three Thrones network, trader r-Controlled Vowels: worLearning by Sea and Land govern, knowledge, network, trader Base Words and Roots Set D Target Skill Title Knowledge Building Words Theme Related Words: Same Base Word Unbelievable Changes data, impact, Internet, online TECHNOLOGY AND MY COMMUNITY Related Words: Opposite Meanings My Perfectly Imperfect Life engineer, technology Words with Greek Roots Putting Microbes to Work biotechnology, future, microbe Words with Latin Roots Jayda’s Special Library impact, online, technology Set A Short Vowel Words with -s and Long Vowels Target Skill Title Knowledge Building Words Theme Inflectional Ending -s Dev and the Sun Hats hat CLOTHING AROUND THE WORLD Long Vowels in Consonant-Vowel Words We Can Run! boots, shoes Vowel Teams for Long Vowel Sounds Set B Target Skill Title Knowledge Building Words Theme Long Spelled ai, ay Snail Trails snail ANIMALS IN GROUPS Long Spelled ea Sheep Do Not Go to the Beach! bleat, group, sheep Long o Spelled oa, ow Goat Goes Home goat, herd Long Spelled y, ie A Fox that Can Fly? flying fox Multisyllabic Words with Variations Set C Target Skill Title Knowledge Building Words Theme Inflectional Endings -er, -est Hottest, Coldest, Deepest prey ANIMALS: WEIRD AND WONDERFUL Prefixes un-, Unseen but Not Unheard camouflage, retreat Prefixes mis-, dis- Animals for You to Discover disappear, discover, rare Homophones Short Spelled y Mystery at Blue Creek Camp discover, guide, rare Common Prefixes Set D Target Skill Title Knowledge Building Words Theme Prefix pre- Prepare to Meet the Artist canvas, illustrator, visual ART AROUND THE WORLD Prefixes in-, non- The Invisible Painting Mystery canvas, introduce, museum Prefixes con-, A Companion for a Day artistic, canvas, visual Prefixes inter-, in- Art Museums on the Internet artistic, author, SetA ConsonantDigraphs TargetSkill Title BuildingKnowledgeWords Theme Digraphssh,th FromShiptoShop steerfishing,net,sale, FISHINGFUN Digraphsch,ck DuckonDeck ComplexVowelSoundsandSpellings SetB TargetSkill Title BuildingKnowledgeWords Theme Vowels:r-Controlledir,er,ur BirdPepper’sYellow paint,portrait MUSICARTAND Vowels:r-Controlledor,ar It’saFork! musician,sound SpelledDiphthong/oi/ oi,oy ArtsTheJoyofMetal artist,metal LongeSpelledy CityAnArtistinthe pictureartist,draw, MultisyllabicWordswithSuffixes SetC TargetSkill Title BuildingKnowledgeWords Theme Suffixes-y,-ly Misty’sEscape publiccitizen,equipment, MY FORCOMMUNITY: ONEANDALL Suffixes-ful,-less FarmHelpfulonthe efficient, equipment Suffixes-sion,-tion AllAboutElections citizen,community, national Suffixes-ment, -ness AKidin Government budget, CommonSuffixes SetD TargetSkill Title BuildingKnowledgeWords Theme Suffixes-er,-or AmazingPredators:Hunters defend,adaptation,fierce, remarkable ANIMAL ADAPTATIONS Suffixes-ible,-able PenguinsIncredibleEmperor adaptation, patternindestructible, Suffixes-ity,-ty CrowTheVanityofthe delicate,ability,behavior, display Suffixes-ous,-ious GloriousTheKraken’sParty delicate,fierce,
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