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DESIGNED TO BRING YOUR STUDENTS UP TO GRADE LEVEL

PHONICS, Reading, Me and

™

Your supplemental solution that provides targeted, systematic, and explicit instruction in the context of carefully crafted decodable texts.

This research-based program offers extra support in phonics and phonological awareness through scaffolded practice—in small group instruction—to ensure students can read connected text independently.

Structured to Drive Student Outcomes

1 Target

Tools to Model Instruction

Phonics, Reading, and Me zeroes in on the most critical phonics and word study skills, backed by research, to ensure reading success. With step-by-step guidance, it equips both new and seasoned teachers to confidently model and teach foundational literacy skills.

2 Apply

Texts to Practice Skills

Phonics, Reading, and Me introduces skills and then immediately moves students to practice reading in five decodable texts, reinforcing decoding while building knowledge. These engaging fiction and nonfiction texts ensure students practice skills in context, deepening their skills proficiency and fluency.

3 Adapt

Personalized Supports

Phonics, Reading, and Me supports and scaffolds are offered in the digital practice for those students who need more reinforcement based on their reading proficiency. Leveled lesson card scripting allows teachers to support students according to their needs. This approach ensures all students get the right application to build grade-level proficiency.

Phonics, Reading, and Me

Based In Research

Looking to the science of reading, we understand that reading is not a natural process and does not come easily for many children. It is essential that instruction in your materials is guided by research, beginning with the foundations, so that all students can successfully attain reading proficiency.

You will find that Phonics, Reading, and Me is structured to teach systematic phonics skills and incorporates the evidence-based best practices of:

Direct instruction

Small group instruction

Modeling

Scaffolded application

Responsive feedback

Multimodal practice opportunities

Reading connected text with high decodability and knowledge-building themes

Proof That It Works

Backed by research and real classroom results, Phonics, Reading, and Me helps students make measurable gains, closing learning gaps with scaffolded support and engaging, skill-building practice.

Our analysis shows:

The majority of students starting below grade level demonstrate grade-level proficiency after using Phonics, Reading, and Me.

“On average, students’ literacy skill proficiency significantly grew over the course of the Phonics, Reading, and Me lesson sequence.”

Independent ESSA Studies:

Read the Full Study

“K–3 students who participated in a higher number of Phonics, Reading, and Me lessons during the 2023–24 school year demonstrated significantly higher scores in reading comprehension.”

Intentional Progression to Build Knowledge

Phonics, Reading, and Me is thoughtfully sequenced and built on common themes to support students’ knowledge building. Whether you’re enhancing your core program or offering targeted support to accelerate reading outcomes, this program will work to support you and your students.

Phonemic Awareness, Alphabet Knowledge, and Early Phonics

Set A, Grade K

TOPIC SKILL

New Friends and New Places

Getting Around My Community

Big Jobs

Animal Friends

Clothing Around the World

Fishing Fun

Letter-Sound Correspondence

Phonics and Word Study

Set B, Grade 1

TOPIC SKILL

Around the World: Kids at Play

My Community: Fun Things to Do

Jobs: Inside and Outside

Consonant Blends Long Vowels Spelled with Vowel-Consonant-e

Introduction to Two-Syllable Words

Animals in Groups Art and Music

Each topic contains multiple decodables for knowledge building and skills practice.

Vowel Teams for Long Vowel Sounds

Complex Vowel Sounds and Spellings

Built to Grow Readers

At the heart of Phonics, Reading, and Me are 20 thoughtfully designed Student Decodable Books in each set, plus 4 digital decodables. Each lesson strategically connects the decodable texts around an engaging theme to build knowledge and vocabulary while building skills.

The Student Digital includes adaptive pathing to ensure instruction meets students where they are— offering support when needed and opportunities to stretch when ready.

Mini Books give students opportunities for partner and independent reading, providing engaging skills practice, and extending learning at home.

DECODABLE BOOKS

AND MINI BOOKS

Apply new letter-sounds in early decodable texts

At the Market

STUDENT DIGITAL

Students read out loud additional texts to personalize practice

READING RESPONSE JOURNALS

Practice that reinforces learning, rereading, spelling, writing, and word work.

Designed to Support Teachers

Instructional support is at the core of the teacher materials, offering ready-to-use Lesson Cards for every skill and text set, organized by knowledge-building themes and skill categories. The digital offers planning tools, resources for instruction, assessment, and embedded professional learning. To ensure ongoing growth and confidence in meeting classroom needs, the Program Guide provides a clear overview of how all components work together.

LESSON CARDS

Simplifying Instruction and Improving Student Outcomes

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/

cheek /ch/ /ē/ /k/ please /p/ /l/ /

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

Blending Support

For groups who need extra practice, select and write these words on a whiteboard: bet, beat, feed,

, leaf,

. If children are having

Review words, concepts, and other text complexities of the book to anticipate children’s challenges. Consider the oral language proficiency, background knowledge, and decoding skills of each small group.

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.

DURING READING

Varied modes of reading and skillsbased prompts for the Student Book

AFTER READING

Ample options to reflect and build knowledge after reading

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

Below Level On Level Above Level

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.

Mode Echo Read Choral Read Whisper Read

Skills

p. 1 Shout with me: Whee! Neat!

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

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

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)

• 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

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)

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)

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

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

• 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

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

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.

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 ___.

Progress Monitoring

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

Progress Monitoring

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.

During Reading (8–10 minutes) After Reading (4–6 minutes)

The Power of Themed, Skills-Based Reading

With Phonics, Reading, and Me, students get a cohesive experience. From the books they read in a group and the digital texts they read on their own, to discussions they have with classmates and the responses they write, they’re able to tie concepts together—all because of unit organization, which builds their content knowledge and vocabulary while cementing their literacy skills.

280 DIGITAL STUDENT TEXTS across Sets A–D that focus on the same skills from the Decodable Student Books

Can a Hen Be a Pet?

Mystery at Blue Creek Camp Animals for Yo to Discover Unseen

MINI BOOKS small black-and-white versions of the Student Books, that are perfect for take-home pieces for family engagement

Artist in the City

80 PRINT DECODABLE STUDENT BOOKS across Sets A–D, intentionally-crafted with at least 80% decodability, word frequency, and meaning in mind

Incredible Emperor Penguins

The Vanity of the Crow Predators: Amazing Hunters

NONFICTION TEXTS with compelling topics, valuable vocabulary, varied text features, and lively photos

FICTION TEXTS with diverse characters who solve problems in authentic situations, enhanced with striking illustrations

Purposeful Practice to Strengthen Student Literacy

Hands-on practice gives 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.

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

Structured practice that helps children connect letters to sounds in reading, writing, and spelling.

“Your teeth are green!” said Bree.

“Green?” asked Finley.

“Still green?” asked Finley.

“No, Finley,” said Bree.

Finley drank a tall glass of sweet peach tea.

“Bleat! Bleat” yelled Finley. Finley drank a

“Are my teeth clean yet?” Finley asked.

Write about Bree and Finley.

jug of sweet cream.

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

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

are also

Students 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 Phonics Expansion gives you more tools to teach phonics and phonemic awareness.

New! Letters to Words Blackboard Set: Phonics Expansion

The Letters to Words Blackboard Set supports hands-on learning to build alphabet knowledge, phonological awareness, phonics skills, and handwriting.

Includes:

1 Magnetic Blackboard

52 magnetic lowercase letters

22 magnetic hands (to support letter learning)

7 magnetic sound tokens (to support segmenting and blending)

5 magnetic hearts (for irregular high-frequency word activities)

ive s cleaner air and a healthier planet.

How are microbes helpfl?

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

Includes: 4 Elkonin box magnets 2 Double Line Connectors 33 Spelling Pattern magnets (Digraphs, Trigraphs, Vowel Pairs, and r-Controlled Vowels)

Stretch, Support, Succeed: Personalized Learning for Every Student

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 success

• 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 rereads 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.

Scaffolded Support

On Level

Stretch 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 4 decodable texts in addition to their book—on the same skill and same topic— students build toward reading fluency throughout each round of digital learning. Digital texts are offered with supports according to each student’s needs.

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.

Assessing Your Students to Optimize Instruction

Phonics, Reading, and Me offers a variety of assessment tools throughout the year, designed to support teachers in monitoring student progress, making data-informed instructional decisions, and tailoring reading instruction to individual needs.

TEACHER LESSON CARDS

Lesson Cards provide guidance on observing students reading during teacher-led groups and applying skills during studentdirected classroom practice.

UNIT FORMATIVE ASSESSMENT CARDS

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

STUDENT PRACTICE

Letters and Sounds for Me in Set A and Reading Response Journals in Sets B–D include lesson-level and unit-level skills checks as well as a beginning-of-the-program screener and cumulative check at the end.

Beginning