RISE AR Foundational Reading Supplements

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STRENGTHEN STUDENTS’ FOUNDATIONAL SKILLS
TEACHER’S GUIDE • System 2
• Systematic, explicit instruction in print concepts, letter knowledge, phonological awareness, phonemic awareness, phonics, word recognition, and fluency (levels pre-K–2)
• Ongoing cumulative review
• Language transfer support for
English learners
• Formative assessment and
corrective feedback
• Hands-on activities
For entrance, progress monitoring, and exit recommendations, use Intervention Assessments.
Phonics: Longer Words with Long Vowels a and i
Phonemic Awareness Warm-up
• Stwaoy:sIy’llasabyleasiwnotardb.lYeo.Tuhcelafpirsatnsdylclaobulnethiatsstyhlelalbolnegs.vI’ollwdeolistofuirnstd.L/iās/t.eNn:otwabyloeu.(dtwooitcwlaitphsm)Iec.oLuent’ts
csolaupnadnind tchoeufnirtstthseysllyalblaleb?le(s/:āt/a) ble. How many syllables do you count? (two) What is the vowel
• Ssyalyla:bNleosw, /yī/o)u; cdroaditl.eC(otwunotstyhlelasbylelasb, /leās/)a; nshdisnayy(thweovsoywllaelbsloeus,n/dī/)inatnhderfaircsetcsayrll(atbwleo: stiygllearb(ltewso, /ā/).
Teach/Model
DstiusdpelanytsthrepSeoautntdh/eSwpeolrldinagftCearrydofuo.rSaacyo:rnL.isNteanm: aectohren,p/iāc/t.uNreowanydosuasyatyhiet. target sound. Have
• Say the sound and give the spelling. Say: Acorn begins with the sound /ā/. Point out
the spellings for /ā/. The letter a can stand for the long a sound, /ā/, either alone or in the
a-consonant-esyllablepattern.Thelettersaiandaycanalsostandforthelongasound/ā/. ItFhiassmtuodenl:tmakesanerror,THENfollow
• WSaryit:eTahnisdisrethaedwgoartdewgayte. Dwiavyid. Ientthewfirosrtdsyilnlatoblsey,ltlhaebletstaernad,pfollionwt oeudtbtyhtehsepceolnlisnognsafnotrt/āa/n.d stoilegnethe,ehr.aRsetahde wlointhg ma seo: gunatde/wāa/.yT. he letters ay stand for /ā/ in the second syllable. Read the word
• Wfirrsitesyallnadblre.aSdarya:isTihnis.wDoivridies rtahiesiwnso.rTdhienlteottseyrlslabi sletasnadndfopr tohinetlonugtathseou/ān/ds/pāe/lilnintgh,eafii,risnt styhlelable
ofraisins. Rskeililndfouricneg:Mthaeksetuadneontet’stonerexvtisewsstiohne. • RfoerpiebaetfowriethmthoedeSloinugnhdo/SwpetollirnegadCakridndfolyr. Cicoenctrienaume.wPoitihntspoeultlitnhgepsaotutenrdnasnigdhs(pheigllhinegr)pattern
and y (flying).
Advance the goals of R.I.S.E. Arkansas by giving all students access to decodable texts that help them master foundational reading skills on the path to grade-level reading!
Session 2.34B
Objectives
• Iwdoerndtsif.y and count syllables in spoken
• Bmuuildti,sbylleanbdle, dweocroddsew, aitnhdlownrgitevowels aandi.
• Racecaudraocny-.level text with fluency and
Materials
• Sound/Spelling Cards
• IBnlestnrduicntgional Routine: Continuous
• Phonics/Decoding Strategy
• Letter Cards
• Practice Page 2.34B
Standards RF.2.3b, RF.2.3c, RF.2.4a
1 Session 2.34B
Apply
• Dstiusdtreibnutstethcaotpmieasnoyf wProarcdtiscienPtahgises2to.3r4yBh, awvheictheclontgaivnoswtheelsdaeacnodai.bPleoisnttooryutShthaaytasntuddMeanyt.sTell have learned the following high-frequency words, which they will also read in the story: once, upon, woman.
• Rneoatdmaisloreuaddt,haeddfi,rsotrpsakripagwraoprdhso. Lfethaedstthoermy ains srteuadeingtstfhoellosawmaelopnagra. Pgorainpthowuitththfaluteynocuydaond
• aHcacvuerastcuyd. ents read the passage silently, and then aloud. Remind students to track the words from left to right. When they come to the end of a line, they should sweep their hand down to the beginning of the next line and continue reading.
• Wtohfoencusstuodnesnetnstheanvcesfitnhisaht eindcrleuaddeinwgotrhdes cteoxnt,acihnoinogsethaefteawrgsetnptehnocneicsstoskriellv. iHeawv.eYostumdeanytswant read each sentence and explain in their own words what it means.
Session 2.34B
English Language Support
LINGUISTIC TRANSFER Some English lseoaurnderssdmiffaeyrepnrotlnyoinunthcei“rlohnogm”evowel
lEangluisahg, eth. Eex/pāl/asinoutondstiusduesnutaslltyhsapteinlled with the letter a plus another letter, as in play, paint, and way. Guide students to usesneteanche otof trheeinffolrlocewminegawnionrgd:srianilraobardie, f station, pay.
Guided Practice
BLENDING Display the words in Row 1 and Row 2 below. Using Instructional Routine: CocnlitminautoeusBlending,bwaosrekbwalilthstudentsptolabylerndeachword.lightest safely
painless brightness spying radio spaceship DStEraCtOegDyINtoGblDenisdploanyethoer mtworesewnoterdnsceasndbetlowre.aCdatllhoenseindteivnidceusa.ls to use the Phonics/Decoding
• The racecar driver sped down the winding highway.
•BUJaILnDe IlNikGesAflNyiDngWaRkIiTteINinGtWheOdRaDylSighUts. e Letter Cards to model how to spell daytime. Say: The l/eāt/t.eIrkdnostwanthdes fleotrttehret fsitrastnsdosufonrdt.hTehe/tn/ esoxut nsodu. nThdeI hneaxtr sisotuhnedloI nhgearsios uthnedlo/ān/g. Tihsoeulentdte, r/sī/.aTyhsetalentdtefroir sI’tllarnedresafodrt/oī/c. hTehcek:ledtateyrtimest.ands for /m/. I know that the word time has the VCe pattern, so I add an e. • Greupildy,egsrtautedfeunl.ts to identify sounds and build them with Letter Cards: exclaim, brighter, racetrack, • Then have students write each word and read it aloud.
DECODABLE TEXTS & INSTRUCTION, K–6
HMH Decoding Power provides targeted intervention for students who need reteaching and practice in key foundational reading skills. Decoding Power provides explicit, sequential, and systematic instruction as well as practice and review in the critical areas of print concepts, letter knowledge, phonological awareness, phonemic awareness, phonics, word recognition, and uency.
• Reproducible practice pages with connected text
• Word games and activities for additional hands-on practice
• Point-of-use language-transfer support for English learners
• Cumulative reviews, formative assessments, and intervention
assessments to track progress
DECODABLE READERS, K–2
Saxon® Decodable Readers provide children with a wealth of opportunities to read for meaning through the use of decodable texts that have been carefully written to support phonics instruction. These ction and non ction decodable readers are available for Grades K–2 as follows:
• Kindergarten includes 16 readers
• Grade 1 includes 52 readers
• Grade 2 includes 26 readers
CONTROLLED & DECODABLE TEXTS, K–2
iRead Books! strengthens foundational reading through guided close reading. Titles represent diverse content areas and introduce children to unique characters, engaging visuals, and important ideas. Instructional cards help children build vocabulary, language, and knowledge through text-based questions.
Collections feature titles at the following guided reading levels:
• Kindergarten: Levels A–D • Grade 1: Levels C–M
• Grade 2: Levels I–O
Each level includes 180 books (30 titles, 6 copies each), teaching resources book, instructional cards, poster, and storage bins.
Fhaunnds-wonitphraWcticoeradresprOovpitdioendailnatchteivRiteiessofuorrcesngseacgtinogn,.
Formative Assessment and Corrective Feedback
Correct the error. Gcourirdeecttlyhebystmudoednetlitnogp. erform the task Csthuedcekntforrepuneadtetrhsteatnadsikn.g by having the
Session 2.34B 2
Decodable Readers
Decodable Readers
Decodable Readers
Decodable Readers
Decodable Readers
Decodable Readers
• Dan and Nan • Nat Cat
• Nan and Dan • Fan, Fan, Fan • Can It Fit?
• I Ran
• Sid Pig
• Pam
• Lil and Max
• DIti?d Dix Dog Do
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•ATensnsaPnacdkJsack • A Duck in Mud • Ducks Quack
• Brad and Cris • What Did Dad Get?
• Crabs
• The Big Job
• Our Flag
• The Plan
• Our Sled Club
• TShtepPUetp!Club • Splat! Splat! • Nuts for Ben and Jen
• Miss Tess Was Still
•WJuhmopL?ikesto
• The Lost Cat
• Flint and Scamp • The List
•SZetbhYankdBeth • The Duck Nest
• Animal Moms
• Scratch, Chomp • Rich Gets a Dog • Champs
• Kits, Chicks, and Pups
• Phil’s New Bat
• In a Rush
• RCalmpph Goes to • Trish’s Gift
• Tate’s Cakes •DWahvaeleasndthe • A Safe Lodge • The Race
• Mike’s Bike • The Nest
• The Nice Vet • Kite Time
Decodable Readers
Decodable Readers
Decodable Readers
Decodable Readers
Decodable Readers
Decodable Readers
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1503756-LV 1
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1503757-LV 1 12/29/16 4:24 PM
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Unit 1
•LMoanxOFxoxand • Is It Funny? • Pals
• Ned
• Ken and Vic
• My Pets
• Fun in the Sun • Yams! Yum!
• Fun, Fun, Fun! • Bud
Unit 2
Unit 3
• Go, Jones!
• So Much Fun
• JMuyneM’suPleic,tDuurekse
• At the Beach
• Who Will Teach Us? • Plunk, Plunk
• The King’s Song
• Ray Trains Dex
• Sweet Treats
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• Mark Shark
• Clark’s Part
• AMtotrheeFSuhnofroer
• JSaekeetheBirds
• A Bath for Mert • Fox and Crow
• Meet Gert
• Look at This!
• Two Good Cooks • Good Homes
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Unit 6
Unit 1
Uni1t5043753 Unit15053754
Unit 2
Unit 3
15037•5W3-hLVat1Will We Do? • Let’s Eat
• IBtoWatasRiSdneosw Fun • Fun with Gram
• Rex Knows
• Bedtime for Ray
• Pancake Ran
• A Springtime Rain • Rosebud
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15037•54B-iLgV P1roblems • Moose’s Tooth •12MB/29o/o1o6ot4n’:1s7NPCMeluwes
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• Bears • Ty and Big Gilly • HiednirnygaannddDSaedekGinog • BierndcWheastching
•CSpameepdiyngandChase12/29/16•4:Q13uPMizGame
Time
Unit
Unit 5
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• •
• • •
BRleudeZSetduand Down on the
Farm
Scout and Count Dawn’s Voice Shawn’s Toys
4
• The Three Races
• Seed Sisters
• The Fox and the Grapes
• Jinggle, Jangle, and
• Sally Jane and Beth Ann
• JRauctkh’asnDdatyhe Beans • Stew for Peg
• Amy Ant
• Julie and Jason • Home at Last
• Soccer
DECODABLE READERS, Grades 1–2
Journeys Decodable Readers are a collection of high-quality decodable texts that enable students to apply sound-spelling correspondence in multiple contexts.
• Grade 1: Six Readers with120 decodable selections
• Grade 2: Six Readers with 60 decodable selections
Each selection focuses on a targeted skill as well as high-frequency words.
Houghton Mi in HarcourtTM, HMH®, Saxon®, and iRead® are a trademarks or registered trademarks of Houghton Mi in Harcourt. © Houghton Mi in Harcourt. All rights reserved. Printed in the U.S.A. GSSM-B 05/17
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