Page 30 - Initial Draft SR Booklet 74 pages

Saxon® Saxon® Phonics Phonics and and Spelling Spelling Grades Grades K–3 Saxon® Saxon® Phonics Phonics and and Spelling Spelling Grades Grades K–3 K–3 Print-Based Print-Based Foundational Foundational Reading
Reading
Print-Based Print-Based Foundational Foundational Reading
Reading
Saxon® Saxon® Phonics Phonics and and and and Spelling Spelling is is a a a a a a a a a a a a a a a a a a a a a a a research-based research-based and and and and classroom-tested classroom-tested literacy literacy program program that that enables enables children children working working at at at Saxon® Phonics Phonics Phonics and and and and and Spelling Spelling Spelling is is a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a research-based research-based and and and and and classroom-tested classroom-tested literacy literacy program program that that enables enables children children working working at at at at at different different skill skill levels levels to to to to develop develop develop develop a a a a a a a a a a a a a a a a a a a a a a a a a solid solid reading reading foundation foundation Saxon Saxon Saxon Phonics Phonics Phonics and and and and Spelling Spelling Spelling was was developed developed to to to to provide provide targeted targeted different different skill skill skill levels levels to to to to develop develop develop develop a a a a a a a a a a a a a a a a a a a a solid solid reading reading foundation foundation foundation Saxon Saxon Phonics Phonics and and Spelling Spelling was was developed developed to to to to provide provide targeted targeted instruction instruction in in in in in in in in in the the most most important important foundational foundational skills skills of of literacy: literacy: phonemic phonemic awareness awareness phonics phonics decoding decoding spelling spelling instruction instruction in in in in in in in in in in in the the most most important important foundational foundational skills skills of of literacy: literacy: phonemic phonemic awareness awareness phonics phonics decoding decoding spelling spelling alphabetizing alphabetizing handwriting handwriting fluency fluency checking checking for for for for understanding understanding and and and and and and support support for for for for vocabulary vocabulary development development This This program program alphabetizing alphabetizing handwriting handwriting fluency fluency checking checking for for for for for understanding understanding and and and and and and support support for for for for for vocabulary vocabulary development development This This program program program may may be be be be be used used in in in in in in in in in in in in conjunction conjunction with with with with other other reading reading programs programs providing providing students students with with with with the the the the the the information information they they need need to to become become may be be be used used in in in in in in in in in conjunction conjunction with with with with other other reading reading programs programs providing providing students students with with with with the the the the the the information information they they need need to to become become more more successful successful independent independent readers readers more successful successful independent independent readers readers EVIDENCE EVIDENCE BASE EVIDENCE EVIDENCE BASE BASE A A A A study study conducted conducted by by PRES PRES Associates Associates Inc Inc with with nearly nearly 700 700 students students students students using using Saxon Saxon Phonics Phonics and and Spelling Spelling showed showed that that students students students students A A A study conducted conducted by by PRES PRES Associates Associates Inc Inc with with nearly nearly 700 700 students students students students using using Saxon Saxon Phonics Phonics and and and Spelling Spelling showed showed that that students students students students using using using the the the the the the the the program program significantly significantly improved improved over over the the the the the the the the course course of of of of the the the the the the the the school school year year in in in in in in in in in the the the the the the the the areas areas of of of of spelling spelling phonics phonics and and and reading using the the the the the the the the program program program significantly significantly improved improved over over the the the the the the the the course course of of of of the the the the the the the the school school year year in in in in in in in in in the the the the the the the the areas areas of of of of spelling spelling phonics phonics and and and and reading reading words words words words including including high-frequency high-frequency and and and and sight sight words words words words The The program program program worked worked with with female female and and and and male male male male students students who who spoke spoke a a a a a a a a a a a a a a a a words words words including including including high-frequency high-frequency and and and and and sight sight words words words The The program program program worked worked with with female female and and and and and male male male male students students students who who spoke spoke a a a a a a a a a a a a a a a a a a a language language other other than than English English at at at at home home including including including special special special special and and and and non-special non-special education education students students students Using Using the the the the program program program improved improved language language other other than than English English at at at at at home home including including special special special special and and and and non-special non-special education education students students Using Using the the the the program program program improved improved teachers’ teachers’ levels levels of of preparation preparation and and and and and knowledge knowledge to to teach teach teach teach reading reading spelling spelling and and and and and writing writing The The program program program was was highly highly regarded regarded by teachers’ teachers’ levels levels of of of preparation preparation and and and and knowledge knowledge to to teach teach teach teach reading reading spelling spelling and and and and writing writing The The The program program program was was highly highly regarded regarded by by 94 94 percent percent of of of teachers teachers teachers The The The report report concluded concluded that that “students “students who who who who used used this this program program program outperformed outperformed students students students students who who who who did did not in in in in 94 percent percent of of of teachers teachers The The report report concluded concluded that that “students “students who who who who used used this this program program outperformed outperformed students students students students who who who who did did not not in in in in in the the the the areas areas of of of spelling spelling phonics phonics and and and and reading reading words words ” ” Research Research studies studies for for for Saxon Saxon Phonics Phonics and and and and Spelling Spelling meet meet the the the the strong
the the the the areas areas of of spelling spelling phonics phonics and and and and reading reading words words ” ” Research Research studies studies for for Saxon Saxon Phonics Phonics and and and and Spelling Spelling meet meet the the the the strong
strong
evidence evidence level level as as as defined defined by by the the the Every Every Student Student Succeeds Succeeds Act Act (ESSA) evidence evidence level level as as defined defined by by the the Every Every Student Student Succeeds Succeeds Act Act (ESSA) (ESSA) INSTRUCTIONAL INSTRUCTIONAL FOCUS
INSTRUCTIONAL INSTRUCTIONAL FOCUS
FOCUS
Saxon Saxon Phonics Phonics and and and and Spelling Spelling is is is is a a a a a a a a a a a a a a a a a literacy literacy program program developed developed to to provide provide targeted targeted instruction instruction for for at-risk at-risk and and and and struggling struggling readers readers Saxon Phonics Phonics and and and and Spelling Spelling is is is is a a a a a a a a a a a a a a a a a a a a a a literacy literacy program program developed developed to to provide provide targeted targeted instruction instruction instruction for for at-risk at-risk and and and and struggling struggling readers readers providing providing instruction instruction instruction in in in in in in in in in in in the the most most important important foundational foundational skills skills of of phonemic phonemic awareness awareness phonics phonics decoding decoding spelling spelling providing providing instruction instruction in in in in in in in in in in in in in in the the most most important important foundational foundational skills skills of of phonemic phonemic awareness awareness phonics phonics decoding decoding spelling spelling alphabetizing alphabetizing handwriting handwriting fluency fluency checking checking for for for for understanding understanding and and and and and and support support for for for for vocabulary vocabulary development development The The program program alphabetizing alphabetizing handwriting handwriting fluency fluency checking checking for for for for understanding understanding and and and and and and support support for for for for vocabulary vocabulary development development The The program program enables enables children children working working at at at different different skill skill levels levels to to develop develop a a a a a a a a a a a a a a solid solid reading reading foundation foundation enables enables children children working working at at at at different different skill skill levels levels to to develop develop a a a a a a a a a solid solid reading reading foundation foundation PHONEMIC PHONEMIC AWARENESS
AWARENESS
PHONEMIC PHONEMIC AWARENESS
AWARENESS
Saxon Saxon Phonics Phonics and and and and Spelling Spelling ensures ensures children children develop develop the the understanding understanding of of phonemic phonemic awareness awareness that that is is critical critical to Saxon Phonics Phonics and and and and Spelling Spelling ensures ensures children children develop develop the the understanding understanding of of phonemic phonemic awareness awareness that that is is is is is critical critical critical to to reading reading acquisition acquisition The The program’s program’s instruction instruction places places special special emphasis emphasis on on on on on on on on on this this critical critical skill skill particularly particularly for reading acquisition acquisition The The program’s program’s instruction instruction instruction places places special special emphasis emphasis on on on on on on on on this this critical critical skill skill particularly particularly for for kindergarten kindergarten and and and and students students in in in in in in in in first first grade grade Phonemic Phonemic awareness awareness is is is is is taught taught through through explicit explicit and and and and systematic systematic instruction instruction instruction kindergarten kindergarten kindergarten and and and and and students students in in in in in in in first first first first grade grade grade Phonemic Phonemic awareness awareness is is taught taught through through explicit explicit and and and and and systematic systematic instruction instruction in in in in in in in in in all all 140 140 lessons lessons lessons lessons at at at at at the the the the the the kindergarten kindergarten kindergarten level level level level and and and and in in in in in in in in in the the the the the the first first first first first seventy seventy lessons lessons lessons lessons at at at at at the the the the the the first first first first first grade grade grade level level level level Early Early phonemic phonemic in in in in in in in in all 140 140 lessons lessons lessons lessons at at at at at the the the the the the the the the kindergarten kindergarten level level level level and and in in in in in in in in the the the the the the the the the first first first first seventy seventy lessons lessons lessons lessons at at at at at the the the the the the the the the first first first first grade grade level level level level Early Early phonemic phonemic awareness awareness instruction instruction provides provides children children with with the the the the the the the the essential essential foundation foundation in in in in in in in in in the the the the the the the the alphabetic alphabetic principle principle which which is then awareness awareness instruction instruction provides provides children children with with the the the the the the the the essential essential foundation foundation in in in in in in in in the the the the the the the the alphabetic alphabetic principle principle which which is is then then reinforced reinforced throughout throughout the the the the the the remainder remainder of of of of Saxon Saxon Phonics Phonics and and Spelling Spelling as as part part of of of of the the the the the the daily daily lessons lessons Through Through regular reinforced reinforced throughout throughout the the the the remainder remainder of of of of Saxon Saxon Phonics Phonics and and and and Spelling Spelling as as as part part of of of of the the the the daily daily lessons lessons Through Through regular regular play play and and and and and engaging engaging oral oral activities activities that that involve involve skills skills such such as as as identifying identifying sounds sounds and and and and and syllables syllables rhyming rhyming blending blending play and and and and and engaging engaging oral oral activities activities that that involve involve skills skills such such as as identifying identifying sounds sounds and and and and and syllables syllables rhyming rhyming blending blending phoneme phoneme phoneme phoneme segmentation segmentation and and and and phoneme phoneme phoneme phoneme deletion deletion children children gradually gradually develop develop phonemic phonemic phonemic phonemic awareness awareness Daily Daily phonemic phonemic phonemic phonemic phoneme phoneme phoneme phoneme segmentation segmentation and and and and phoneme phoneme phoneme phoneme deletion deletion children children gradually gradually develop develop phonemic phonemic phonemic phonemic awareness awareness awareness Daily Daily phonemic phonemic phonemic phonemic awareness awareness awareness instruction instruction instruction instruction may may be be found found in in in in in in lesson lesson plans plans with with clear clear and and and and and direct direct instructional instructional paths paths and and and and and skill skill objectives objectives at at at at awareness awareness instruction instruction instruction instruction instruction may may be be found found in in in in in in in in lesson lesson lesson plans plans with with clear clear and and and and direct direct instructional instructional paths paths and and and and skill skill skill objectives objectives at at at at the the the the kindergarten kindergarten level level These These skill-building skill-building activities activities are are are part part of of the the the the daily daily lesson lesson lesson warm-up warm-up instruction instruction instruction instruction the the the kindergarten kindergarten level level These These skill-building skill-building activities activities are are part part of of the the the daily daily lesson lesson warm-up warm-up instruction instruction The The phonemic phonemic awareness awareness preassessment preassessment is is provided provided in in in in in in kindergarten kindergarten to to gauge gauge children’s children’s readiness readiness Phonemic Phonemic The phonemic phonemic awareness awareness preassessment preassessment is is provided provided in in in in in in kindergarten kindergarten to to gauge gauge children’s children’s readiness readiness Phonemic Phonemic Awareness Awareness Practice Practice Activities Activities for for Teachers Teachers provides provides additional additional activities activities that that can can be be implemented implemented on on on on on on on on on on a a a a a a a a a a a a a a a a a a a a a a a a one-on-one
one-on-one
Awareness Awareness Awareness Practice Practice Activities Activities for for Teachers Teachers provides provides additional additional activities activities that that can can be be implemented implemented on on on on on on on on on on on on a a a a a a a a a a a a a a a a a a a a a a one-on-one
one-on-one
basis basis or or or in in small small groups groups to to help help children children raise raise their their levels levels of of phonemic phonemic awareness awareness The The Phonemic Phonemic Awareness Awareness Awareness basis or or or or in in in small small groups groups to to to help help children children children raise raise their their their levels levels of of phonemic phonemic awareness awareness The The Phonemic Phonemic Awareness Awareness Practice Practice Activities Activities for for for for Parents Parents suggests suggests exercises exercises parents parents can can conduct conduct with with their their their children children children to to to reinforce reinforce classroom classroom Practice Practice Activities Activities for for for for Parents Parents suggests suggests exercises exercises parents parents can can conduct conduct with with their their children children to to reinforce reinforce classroom classroom instruction instruction All All of of these these items items are are are are contained contained in in in in in in in in in in in the the the the the Kindergarten Kindergarten Teacher’s Teacher’s Resource Resource Binder Binder An An additional additional instruction instruction All All of of these these items items are are contained contained in in in in in in in in in the the the the Kindergarten Kindergarten Teacher’s Teacher’s Resource Resource Binder Binder An An additional additional 30 Programs and Services for Striving Readers
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