go phonics-lesson samples
DESCRIPTION
phonicsTRANSCRIPT
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GoPhonicsGoPhonics
Foundations for Learning, LLCwww.gophonics.com
01/31/2014 UPDATE
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GO PHONICS preview: FREE SAMPLE PHONICSLESSONS, SCOPE, & SEQUENCE Orton-Gillingham Based/Compatible
Effective for beginning & struggling readers
7 Sequenced Go Phonics Readers Over 90 Decodable Stories 93% Decodable/Cumulative 600+ pages
A Systematic, MultisensoryPhonics Reading Programwith K-2 Language Arts
Teachers Guide,Workbooks, Songs,50 Phonics Game Set...
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1400+ sturdy full color cards: word decoding fluency practice (prep for reading), with 63 phoneticcodes, blends, multi-syllable and compound words...
12 game boards 4 spinner cards Game Rules game pieces card trays
Go Phonics Kit: Teachers Guide with strategies, lesson plans
Go Phonics Basic Skills Assessments
1 Set of 5 Workbooks Levels 1-5
1 Set of 7 Storybook Volumes Levels 1-5 now with Scat! - Short a Stories volume
Letter Card Set of 108
Key Word Chart Set: 3 Key Word Charts
(96 key words), 1 Prefix & Suffix Chart
Songbook with audio CD
Word Lists book
EDITION2.1
EDITION2.1
Go Phonics Reading ProgramSystematic, Multisensory Phonics with K-2 Language Arts
INSTANT KEY
Grade Levels: K-2nd grade phonics based literacy foundation for any age (Pre-K to 4th graders and older)
Skills: Alphabet/phonics, reading, spelling, rules, handwriting, vocabulary, comprehension, fluency, K-2 language arts, creative telling and writing...
Suitable for: One-to-one/tutoring, classroom with leveled groups, Special Ed., Title 1, RTI, remediation, differentiated instruction, home school, after school programs, parents to help at home and supplement...
Direct Instruction: Based on/compatible with the Orton-Gillingham Approach (effective for dyslexia/LLD)
Ease of instruction: Teachers Guide with strategies, techniques, procedures, and guided lesson plans
Prep time: Approximately 3.5 hours initial set-up, andminimal to moderate prep time for each lesson
Perspective: Text-to-life, secular, Christian friendly,without fantasy or mysticism Approved by the
Calif. Dept. of Education for legal & social compliance
2
Set of 50 Phonics Games:
Supplement: 96 Key Word Cards 5.5 x 7.5 ideal for groups 7 Storybook Volumes:
L1: Scat! - Short a Stories 8 stories/110 pages L2: The Fat Cat - Short Vowel Stories 22s/86p L2: Jacks Cap - More Short Vowel Stories 21s/96p L3: Sue and Joes Pies - Long Vowel Stories 9s/64p L3: Noses and Roses - More Long Vowel Stories 9s/64p L4: My Turn - Stories w/Vowels Controlled by r & l 10s/88p L5: Cooking on the Front Burner -
Stories with More Vowel Pairs 13 stories/118 pages
CONTENTS
Go Phonics Approach . . . . . . . . . . . . . . . . . 3 Integrated Tools . . . . . . . . . . . . . . . . . . . . . 4, 7 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Sample Lessons . . . . . . . . . . . . . . . . . . . . . . . 25 Order Options/Price List . . . . . . . . . 51, 52
Go Phonics is a
registered trademark of:
Foundations for Learning, LLC
246 W. Manson Hwy., PMB 144 Chelan, WA 98816
[email protected] 800-553-5950 or 509-687-1513
Copyright 2001-2014 Foundations for Learning, LLC
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Go Phonics Reading ProgramOur mission is to empower teachers, tutors, and parent/educa-tors to effectively teach ALL beginning readers, especially thosewho struggle or have dyslexia/language learning difficulties.
Get everyone reading: Sylvia S. Davisons first 7 years as a 2nd grade teacher revealed to her how some students just didnt get it using the core reading curriculum. She wanted to do something about it,so she trained in an Orton-Gillingham approachdeveloped to effectively teachstudents who struggle, have dyslexia/LLD. The next 18 years were spent teachingwhole classes of struggling/dyslexic 2nd graders. Since retirement, she has beentutoring for more than 20 years, averaging 22 students a week.
Why Go Phonics? Early on, Sylvia wrote her own lesson plans, adapted practicematerials, and created what she couldnt find. A vital component was alwaysmissing: decodable stories that support the phonics lessons in a good buildingblock sequence. Without them, students struggle making the connection to read-ing. They have to APPLY phonics and language arts AS THEY ARE TAUGHT, instories they CAN READ. The readers available had too many sight words. Thosewho could memorize all those words werent getting the word decoding fluencypractice (critical at the foundational level). The phonetic readers were either toosimple, introduced too many codes at once, or had a poor sequence. When Sylviaretired, she partnered with daughter Holly L. Davison (graphic designer/illustratorwith marketing and publishing experience). They set out to create Go Phonics.
The cornerstone of Go Phonics: Over 90 text-to-life stories are 93% decodableand cumulative as they align with 79 explicit phonics lessons. The phonicssequence is Orton-Gillingham based and compatible. It minimizes confusion,shows the patterns, and has students decoding/reading more words sooner.
Go Phonics integrated tools: Lesson plans, worksheets, games, songs... providethe preparation and practice for reading success. Worksheets apply phonics andlanguage arts skills that are in the story. The 50 phonics games expose students tomany code based words as they draw cards and sound out words. It builds fluencyprior to reading. Its also an opportunity to teach words and their meanings.
The Go Phonics approach is Orton-Gillingham based: explicit, systematic, mul-tisensory, and for direct instruction one on one and small groups. With phonicssteering the course, lessons include the alphabet, handwriting, reading, spelling,rules, vocabulary, fluency, comprehension, language arts... These skills aretaught in support of each phonics code and in preparation for reading each story.Go Phonics helps you effectively teach the spelling choices and rules so studentscan look up/read words on their own. The Teachers Guide includes strategies tosolve dyslexia issues with reversals, spelling, retention, directionality, and blends.
To achieve common core success from 3rd grade on, all students need a strongfoundation of the primary phonics based language skills. Go Phonics!
Sylvia S. Davison, author of theGo Phonics Reading Program:
As a classroom teacher, using
an Orton-Gillingham method,
I didnt have access to all the
strategies, techniques, and
tools available in Go Phonics.Now theyre in one program,
along with gems I discovered
during 20 years of tutoring.
To effectively promote
independence in reading,
explicit and systematic phonics
instruction must be at the core
of a beginning reading/
language arts program.
3
Holly L. Davison
Go PhonicsINTRODUCTION
Go Phonics Reading Program
First published in 2001
2nd Edition in 2006 Now with
NEW Basic Skills Assessments and
Scat! Short a Stories volume
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The students go through an amazing process with the games.
Rather than use flash cards, or dive right into reading, they
decode words with the new sound/spelling by playing a game.
At first they cant....then they stumble....then they can!
Its fun, builds confidence, and is preparation for reading success!
Go PhonicsINTEGRATED TOOLS
K2 and Remedial K-4+
Go Phonics Integrated Tools Support Instruction User-friendly Teachers Guide is teacher-developed for direct instruction by
parents, teachers, tutors, aides... There are 79 guided lesson plans that steer your
course, taking it one step at a time, using strategies and valuable teaching tips
gained over years. Charts provide procedures in multisensory instruction
for teaching a letter, spelling words, reading words. There are questions for oral
reading. The rules are there where you need them. Handwriting instruction avoids
difficulties with reversals, directionality, blends...
7 Storybook Volumes Levels 1-5 (93% decodable/cumulative) support the phonics sequence and lessons. They build on skills for ongoing practice. There are
over 90 stories and 600+ pages. Scat! Short a Stories are for Level 1 - Alphabet reading early on in. Levels 2-5 stories introduce a new vowel, digraph, trigraph or
phonogram and build on the skills. Text-to-life, they launch creative telling/writing.
4 Chart Set: 3 Key Word Charts have 96 key words for teaching sounds/spellings (in the order they appear in the stories). They come with a Prefix & Suffix Chart.
108 Letter Cards for daily visual review of sounds taught
5 Workbooks (Levels 1-5) include phonemic awareness, handwriting, phonics, grammar, punctuation, comprehension, and language arts skills in the stories.
50 Phonics Games (over 1400 cards, 4 spinners, 12 boards) provide the practice and repetition students need to fluently decode words with the new sound
(including blends)many to appear in the new story and in future stories.
Songs for Learning to Read has phonemic awareness, rhyme, phonetic rules, and helps students grasp/retain language concepts (nouns, verbs, adjectives...)
Assessments to know where to start, find gaps, check progress in phonemic awareness, phonics, reading, nonsense syllables, spelling/choices, comprehension
Word Lists book is the phonics instructors desk companion that can be used dailyto make comparisons to students, spelling lists, games...
7 Storybook Volumes
A big pig sat in
a pit.
The big pig ha
d snacks,
and snacks, an
d snacks.
That pig was a
big FATpig.
A Big Pig
they
thinbig
1
3 Key Word Charts
5 Workbooks
50 Phonics Gamesand more...
4
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Teaching Struggling & Beginning ReadersComprehensive Phonics helps all beginning readers and can be vital forbeginning readers who struggle, or have dyslexia/LLD. Some students, no matterhow bright and motivated, experience reading, spelling, and/or writing difficulties.They exhibit weakness in auditory and/or visual processing of the language. Thesestudents need to be taught the sounds of the language, and the letters which repre-sent them (phonemic awareness/phonics). They need the direct teaching of themajor sound-spelling relationships a step at a time in a clearly defined sequencewith substantial practice. They have to use multiple senses simultaneously to organ-ize and retain their learning.
The Orton-Gillingham Approach was evaluated with others in at least three different studies reviewed by the National Reading Panel. It fulfills the panelsresearch findings that the best approach to reading instruction is one that incor-porates explicit instruction in phonemic awareness and systematic phonics.
Go Phonics maximizes the effectiveness of this approach with instruction thatsexplicit, systematic, sequential, simultaneous multisensory. Handwritinginstruction, a good phonics sequence and phonics/language arts skills appliedin phonetically sequenced stories results that are truly synergistic!
Simultaneous multisensory helps all learning styles. All students learndifferently. Rarely is a student strong in both reading and spelling.
A visual learner may be a good reader but have poor auditory skills for spelling.
An auditory learner may be a good speller but have trouble with reading.
Learners extremely weak in one or both areas struggle to learn and are often
diagnosed as having a language learning difficulty (LLD/dyslexia).
Go Phonics uses simultaneous multisensory techniques hands, eyes, ears, voiceused together. Example: As the student names the letter, she forms it on thedesk. It calls the different senses into action. This sends a stronger message tothe brain for a deeper impression and greater retention. Students who strugglecan learn using the stronger sense, while strengthening the weaker ones.
A good phonics foundation helps ALL students. Far too often, natural readerswho can memorize thousands of words are passed along without being givencomprehensive phonics instruction. At some point, they start to get confused asmore words must be learned by sight (especially multi-syllable words). Withouta good phonics foundation, at some point, ALL students resort to guessing.
A student, glancing at the word hummingbird, proceeded to read aloud: Once a hamburger perched on her red jacket . . . The word hummingbirdcan be read (decoded) by any student with a phonics foundation.
With Go Phonics, students learn their choices for spelling. They know what tolook up in the dictionary. They know the codes and strategies to more correctlypronounce words theyre reading. These skills are all needed from 3rd grade on.
5
Go PhonicsAPPROACH
________________________________
...once a child falls behind,
he must make up thousands
of unread words to catch up
to his peers who are continuing
to move ahead.
From Overcoming Dyslexiaby Sally Shaywitz
________________________________
_________________________________
If help is given in 4th grade,rather
than in late kindergarten, it takes
four times as long to improve the
same skills by the same amount.
From Straight Talk about Reading by Susan Hall and Louisa Moats
_________________________________
See the Go Phonics ProgramOverview page 14 and Sample Lessons: page 25
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6LEVEL 1: Alphabet Scat! Short a Stories
l L lamp /l/t T turtle /t/f F fish /f/h H house /h/b B bat /b/c C cake /k/
a A apple /a/d D duck /d/g G goat /g/r R rug /r/n N nest /n/m M mittens /m/s S sun /s/p P pig /p/
i I igloo / /v V vase /v/j J jam /j/
o O octopus /o/z Z zebra /z/
w W wagon /oo/ u U umbrella /u/ y Y yellow /e/x X box /ks/ e E elephant /e/
k K kite /k/qu QU queen /coo/
LEVEL 2: Short VowelsThe Fat Cat stories Jacks Cap storiesWith gradual introduction of consonant blendsbl, br, gl...
a apple /a/ ck sock /k/ sh ship /sh/
i igloo / / th thimble /th/ th there /th/ ch chair /ch/ tch catch /ch/ ing ring /ing/ ang bang /ang/ ink sink /ink/
ank bank /ank/ o octopus /o/
ong song /ong/ u umbrella /u/
ung lung /ung/ onk honk /onk/ unk junk /unk/
e elephant /e/ wh wheel /wh/
LEVEL 3: Long VowelsSue and Joes Pies stories Noses and Roses stories
a-e rake /a/ i-e pine / /
kn knife /n/c(e,i,y) cent /s/ o-e bone /o/
ph phone /f/ u-e cube /u/ u-e flute /oo_/ e-e Pete /e / ee feet /e / ie tie / / oe hoe /o/ ue barbecue /u/ ue blue /oo_/ ea dream /e / oa boat /o/ ai rain /a/ ay hay /a/ LEVEL 4: Vowels Controlled by r and lMy Turn stories
ar star /ar/ or corn /or/ (w)ar warm /or/ er fern /ur/ ir girl /ur/ ur burn /ur/ ear earth /ur/ (w)or worm /ur/ a(l) walk /o/
g(e, i,y) angel /j/
dle candle /dl/ y fly / / y baby /e/ igh night / / LEVEL 5: More Vowel PairsCooking on the Front Burner stories
oo moon /oo/ ch school /k/dge bridge /j/
oo book /oo/ ow snow /o/ ui fruit /oo/ (w)a watch /o/ ow cow /ou/ ou ouch /ou/
wr wrist /r/ tion lotion /shun/ ew pew /u/ ew screw /oo/ aw saw /o/ u bull /oo/ sion mansion /shun/
also: sion vision /zhun/ au saucer /o/ oi oil /oy/ oy boy /oy/ ture picture /chur/
mb thumb /m/ ea bread /e/ sure treasure /zhur/ ey money /e/ y crystal / / ie shield /e/ ou soup /oo/ ei reindeer /a/ eigh eight /a/
Go Phonics Scope & Sequence
Consonant sound
Vowel sound Go PhonicsGame
Note: These are foundational primary phonics codes.Some codes are not taught in Go Phonics because:theyre not in the programs stories and there are only
a few words with that code. Examples: ch (chef)/sh/, ough (dough) /o/ The Word Lists book, withover 140 phonetically based lists, includes these.
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Go Phonics 50 Game SetThese interactive phonics games are an engaging way to master
word decoding and fluency skills. They also provide an opportunity
to enrich vocabulary and to expand students comprehension of
the meaning of new words. Each game offers a different twist as it
focuses on words with the sound being taught. The game is often the high-
light of the lesson. Do we get to play a game today? they ask. In this way,
theyre eager to participate in the necessary practice in preparation for read-
ing the Go Phonics story for that lesson. Many of the words will appear in the
new story and in future stories. The games can be played one-on-one, in small
groups, on game days, or as an after school activity. There are 12 boards, 3 spin-
ners, and 1400+ cards that when disassembled store in 2 trays. GPGM2100
The students go through an amazing decoding process with the games: At first they cant....then they stumble....then they can!
Its fun, builds confidence, and is valuable
preparation for reading success.
EXAMPLE: Big Foot card game oo = /oo/The cards in this game all have a
foot on the back. They are the feet
of a chicken, dog, duck, person, etc. The object is to get as
many matching pairs as you can. Cards are placed face up on the table
(words showing). A student draws a card, reads it (shook, hook, or crook...),
then places it in front of her so the foot shows. The card with Big Foot
is a wild card. It is saved until the end and used to make a pair with any
unmatched foot but the sneaker. The player adds up the points on the cards she
has matched. The player with the most points is the winner. This decoding prac-
tice is preparation for reading the story Cooking on the Front Burner.
cooking
shook
7
This is a tremendous program. Thelesson guides have been very clear.Its all right there. My daughter hasreally glommed-on to the games.What really makes it for us is the games.
Shirley Heinhome educator, AK
Alphabet, 60 sounds, plus blends! See page 6 forthe Phonics Scope & Sequence
4 Chart Set: 3 Key Word Chartsand 1 Prefixes and Suffixes ChartThese full-color wall charts have key words for letters of the
alphabet (in alphabetical order), and for digraphs, trigraphs,
and phonograms (in the order they are taught and appear in
the Go Phonics stories). The most commonly used prefixes and suffixes, with definitions, are part of this 4 chart set.
(11 x 17.5) GPCH4001
Copyright 2005 Foundations for Learning, LLC all rights reserved www.gophonics.com ISBN 10: 1-933546-09-3 ISBN 13: 978-1-933546-09-4
Prefixesbi (both, double) bicycledis (not, opposite) disablefore (before in time) forecastim (not, opposite) impure
Prefixes in (not, opposite) incorrectmis (incorrect, bad) misprintnon (not, opposite) nonsensere (back, again) returntri (three) triangleun (not) unhappy
Suffixesable (able, can do) enjoyable
Verbs becomes adjectives.
an, ian (native of, relating to)American, CanadianNouns become adjectives.
ary (relating to) honoraryNouns become adjectives.
ed (past tense for verbs)hunted
en (made of) woodenNouns become adjectives.
er, ar, or (one who) teacher, beggar, actorVerbs become nouns.
ess (female) actress
est (the most) tallest
ful (full of ) joyfulNouns become adjectives.
ing (happening now, past, future)is singing, was singing, will be singing
less (without) hopelessNouns become adjectives.
ly (like) nicelyAdjectives become adverbs.
ness (state of ) goodnessAdjectives become nouns.
s,es (more than one)boys, boxesSuffix es is added for the plural for words ending in s, x, z, ch, and sh.
tion (act of ) inspectionVerbs become nouns.
ward (in the direction of ) backward
y (inclined to) dirtyNouns become adjectives.
Suffixes
GoPhonicsGoPhonics Prefixes and SuffixesPrefixes and Suffixes
startle2
star2
HatchHatch
GoPhonics
match1sketch
2
Go Phonics Integrated Tools
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Set of 5 Workbooks* Levels 1-5As sounds are taught, worksheets include Level 1 writing practice for proper
letter formation and picture identification with the letter/sound (phonemic aware-
ness). Worksheets flow in sequence with the Go Phonics stories to provide practice
in the phonics, grammar, punctuation, and language arts that will be in the reading.
Worksheets also include blends, rhyme, words with the same beginning/different
ending (phonemic awareness), and simple sentences. There are exercises in writing
compound words, contractions, abbreviations, suffixes, doing crossword puzzles,
reading phrases for comprehension...
GPWBC105 consumable GPWBB205 blackline master permission
Teachers Guide covers all 5 phonics levels and includes techniques, rules, definitions, reference charts, how to teach spelling, phonics, grammar, punctuation,
comprehension... 79 lesson plans for direct instruction Rules for spelling and read-ing as they can be applied How to hold a pencil Explicit instruction in proper letter formation (U & L case) Reinforcement activities for teaching the letters Spelling lists Quick reference charts for procedures in teaching a letter, reading a word, spelling Questions during reading for comprehension and language skills (in addition to theworksheets) including making predictions and inferences, sequencing events
Suggestions for creative writing activities (working off the story) GPTG5001
108 Letter Cards are for auditory and visual review of letters, capitals, vowels, consonants, digraphs, trigraphs, and phonograms.
They have head, belt, and foot lines. Cherry for vowels
and white for consonants 4.25 x 5.5 GPLC0108
96 Key Word Cards A supplement to the kit, these 5.5 x 7.5 color cards are ideal for group instruction.
GPCD9602
32
Illust
ratio
ns
2000
Go
Phon
ics/ H
olly
Davis
on
_ _ _ _ _ _ _ _ _ _ _eat _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _each _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _eam _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
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olly
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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _b _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
eeaa PPuuzzzzllee
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22..
33..
55..
66..
88..
AAccrroossss44..
55..
77..
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1100..
1111..
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2000 Go Phonics
33..44..
66..
55..
88..
77..
1100..
99..
1111..
22..
11..
1983
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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Mikes_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Jean_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Dad_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Mom_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Reed
Compound Words
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Contractions_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _he is hes_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _she is_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _it is_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _what is_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _where is_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Dad is_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Joe is
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These worksheets, for ea lesson, have language arts skills that will be in the storyThe Beanbag.
Worksheets address skills that will
be coming up in the story like the
use of s for possessive. Lessons also
address these skills with questions
during oral reading.
8
Go PhonicsINTEGRATED TOOLS
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9Songs for Learning to ReadSongbook with audio CD has songs,
poems, and raps that are used in the
lessons. They include phonemic awareness,
rhyming words, letter recognition, punctu-
ation, color recognition, short vowel
sounds recognition, digraphs ck, ch, sh,nouns, adjectives, verbs, ing, syllables... GPSO1001
2A. Sounds of Digraphs and Trigraphs Score
27
___/17_____%
2B. Short Vowel Sounds Score
___/14_____%
2C. Directionality of Words Score
___/16_____%
2D. Nonsense Syllables Score
___/30_____%
2E. Red Flag Words Score
___/45_____%
2F. Choices for Spelling Sounds Score
___/23_____%
2G. Reading Short Vowel Story Score
___/106_____%
2H. Comprehension Score
___ / 9_____%
2I . Spelling Score
___/20_____%
2J. Handwriting Score
___ / 4_____%
TOTAL Score %
Summary FormLevel 2 - Short Vowels
Student:___________________________________
Administrator:___________________Date:_______
100%
90
80
70
60
50
40
30
20
10
0
Bar Graph: Level 2 - Short Vowels Gray area in bar represents % correct for each skill.
2A 2B 2C 2D 2E 2F 2G 2H 2I 2J
GoPhonicsBasic Skills Assessments
1. pan pain 9. roam ram
2. bead bad 10. met meet
3. bead bed 11. seat set
4. wed weed 12. man main
5. road rod 13. feed fed
6. teen ten 14. soap sop
7. beet bet 15. ran rain
8. raid rid 16. grain grin
25Go Phonics Basic Skills Assessments - L3
3B3B
So, where is Spain? Takea peek at a map. Its across the east coast of the U.S.,even with the state of Maine. The Atlantic Ocean is in between. Just a bit of Spainscoast is on the Atlantic Ocean.A bit more is on the Bay ofBiscay. Spains entire eastcoast is on one more veryblue sea. Coast! Coast! Coast!
1
A Trip to Spainocean learn ball call
Go Phonics Basic Skills Assessments - L3 22
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3G
Go Phonics Word Lists 2nd Edition RevisedCategorized by the Phonetic Sounds of the English Language
With useful reading and spelling rules, and over 140 phonetically-based lists, this
handy reference guide is a time saver when developing games, spelling lists, and
text for phonics instructionprimary level and beyond (includes smaller lists
with higher grade level words). Use it to write additional phrases or phonetically
based stories. You can also use it during daily instruction to show the lists to
students to compare the more likely choices for spelling. GPWL2100
Consonants
/z/s rose z zebra
/ch/109. ch chair 110. tch catch111. t(u) nature
/sh/112. sh ship 113. ch chef 114. c(i) special 115. s(i) mission 116. t(i) lotion
/th/voiced
118. th there
/wh/119. wh wheel
/ng/120. ing ring
ang bangong songung lung
/nk/121. ink sink
ank bankonk honkunk junk
/zh/122. z azure 123. s closure, vision 124. g garage
/f/f fish
96. ph phone
/g/g goat
97. gue vogue
/j/j jam
98. g(e) gem 99. g(i) ginger
100. g(y) gym 101. dge bridge
/k/k kite c(a) cat c(o) cot c(u) cut
102. ck sock103. ch school 104. que antique105. qu conquer
/s/s sun
106. c(e) cent 107. c(i) cinder 108. c(y) cycle
Special Lists135. Common Non-phonetic Words136. Words with Silent Consonants
mb, gn, h, kn, alm, alk, mn, pn, st, wr137. Sounds of ough138a. Nonsense Syllables: Short Vowels138b. Nonsense Syllables: Long Vowels and Phonograms139. Vowel-Consonant-Consonant-Vowel Words140. Vowel-Consonant /Vowel Words141. Consonant-Vowel/Vowel-Consonant Words142. Words Not Accented on the First Syllable
125. Silent e Syllable126. ar = /ar/ arrow127. er = /er/ berry128. ir = /r/ spirit129. or = /or/ sorry130. age = / j/ sausage131. ify = / f / purify132. ous = /us/ or / s/ joyous133. Words Ending in ic134. ary = /er-e/
/th/ unvoiced
117. th thimble
e
e
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Go Phonics
The long dash used with the letters dge, tch, ck, means two things:
1.The letters never come at the beginning of a word.2. They are always preceded by one vowel.
/a/1. a apple
/e/2. e elephant 3. ea bread
//4. i igloo 5. y crystal 6. ui build
/o/7. o octopus 8. (w)a wasp 9. (qu)a squash
10. a(lm) palm
/u/11. u umbrella 12. o mother 13. ou touch
/oo/56. oo moon 57. u lunar 58. u-e flute59. ue blue60. ew screw61. ui fruit 62. ou soup 63. eu neutral
/oo/64. oo book 65. u bull
/oi/66. oi oil67. oy boy
/ou/68. ou ouch 69. ow cow
/o/70. aw saw71. au saucer 72. a(l) salt 73. a(ll) ball 74. a(lk) walk
/a/14. a baby15. a-e rake16. ai rain 17. ay hay18. ei vein 19. eigh eight 20. ey obey
/e/21. e fever 22. e-e Pete23. ee feet 24. ea dream 25. ie shield26. y baby27. ey money28. ei ceiling 29. e sesame30. i radio
//31. i tiger 32. i-e pine33. ie tie34. igh night 35. y sky36. y-e type37. y hydrant 38. ei height 39. i(nd) kind 40. i(gn) sign 41. ui guide
/o/42. o pony43. o-e bone44. oe hoe45. oa boat 46. ow snow47. o(ld) cold 48. o(lt) colt 49. o(st) most 50. o(ll) roll
/u/51. u music 52. u-e cube53. ue barbecue54. ew pew55. eu feud
Vowels Controlled by r/ar.. /
75. ar star/or/
76. or corn 77. (w)ar warm 78. (qu)ar quart 79. our pour
/ur/ or / r/80. er fern 81. ir girl82. ur burn 83. (w)or worm 84. ar dollar85. or doctor86. ear earth 87. our journal
*/ar/88. are care 89. air hair90. ear bear91. aer aerial
*/r/92. ere here93. ear hear94. eer cheer95. ier pier
Word Lists Contents:
e
*These lists are added because r changes thelong a and e sounds. It may not be necessaryto use them. Readers will start out by giving the long sound, but quickly make an adjustment.
4
Vowels
GoPhonicsGoPhonics
Note: A hyphen between letters (a-e) signifies a consonant.
A long dash after a vowel (a = /a/) signifies that it has tobe followed by a consonant in order to have that sound.
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ir = /ur/
admiral
affirm
birch
bird
birth
chirp
circle
circuit
circus
confirm
dirge
dirt
firfirm
first
flirt
gird
girdle
girl
girth
irk
mirth
quirk
shirk
shirr
shirt
sirskirmish
skirt
squirm
squirrel
squirt
stir
stirrup
swirl
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third
thirst
thirty
virgin
virtue
whir
whirl
ur = /ur/
one-syllable word
s
blurblurb
blurt
burn
burp
burr
burst
church
churl
churn
curbcurdcurlcurse
curtcurve
furfurlhurl
hurt
lurch
nurse
purge
purl
purse
spur
spurn
spurt
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surfsurge
turfturnurge
urn
multi-syllable wo
rds
absurd
burble
burden
burglar
burlap
burrow
bursar
concur
curdle
curfew
currant
current
curry
cursor
curtail
curtain
curtsy
disturb
flurry
furbish
furlong
furnish
furrow
further
furtive
hurdle
hurry
hurtle
liturgy
murmur
nurture
perturb
purchase
purple
purpose
pursue
pursuit
Saturday
Saturn
scurry
scurvy
splurge
sturdy
suburb
sulfur
surface
surfeit
surgeon
surgery
surly
surmise
surmount
surplus
surrey
surround
survey
survive
Thursday
turban
turbine
tureen
turkey
turnip
turquoise
turret
turtle
urban
urbane
urchin
urgent
Go Phonics
ir = /ur/
circuit
circus
confirm
dirge
dirt
firfirm
first
flirt
gird
girdle
girl
girth
irk
mirth
quirk
shirk
shirr
shirt
sirskirmish
skirt
squirm
squirrel
squirt
stir
stirrup
swirl
tht
ur = /ur/
llable words
burr
curbcurd
l
furfurlhurl
purge
purl
purse
spur
ds furtherfurtivehurdlehurryhurtlelit
actual size
See Price List. To Order: 1-800-553-5950 or www.gophonics.com
School Purchase Orders Accepted
Go PhonicsINTEGRATED TOOLS
Go Phonics Basic Skills Assessments are to help determine a studentsknowledge of phonics and the ability to apply the skills to read, comprehend, and spell.
Strategies help to check for dyslexic tendencies, determine what a student is struggling
with, pinpoint gaps, and know where to start instruction. Upon completing each level of
Go Phonics instruction, they can be used to monitor progress. Included are: Phonemic
Awareness and Phonics, Nonsense Syllables, Choices for Spelling Sounds, Red Flag
Words, Reading a Story, Comprehension, and Phonetic Spelling. Printable Users Manual
and Student Book GPBSA200
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L2: The Fat CatShort Vowel StoriesShort vowels a, i, o, u, and e and gradual introductionof consonant blends, digraphs, trigraphs
86 pages, 22 stories GPSBL201
L3: Sue and Joes PiesLong Vowel StoriesLong vowels include vowel-consonant-e (a-e, i-e, o-e, u-e, e-e)and vowel pairs (ee, ie, oe, ue, ea,oa, ai, ay) 64 pages, 9 stories GPSBL301
Sam has black jam,and black jam, and black jam.
7
Pam has a glass.The glass has black jam in it.Sam pats the glass.The glass has a crack.
Pams Black Jam
6
in
When Jean tossed the frog up,it seemed as if the frogwas leaping.
Jean was six years old. Her mother baked a cake.Six of her friends came to her home for games, and cake and ice cream. It was a lot of fun.
Each of Jeans friends had a gift for her. She likedher gifts. There was oneshe liked best. It was a greenbeanbag shaped like a frog.
The Beanbagold other mother brother another all
44
Now Heather is twenty-two yearsold. She has finished her schooling. She has a job at the TV station in her town. What kind of job do you think she has? Youre right! Shes Heather the Weather Girlon the morning news.
Now, if youre interestedin the weather, and study as hardas Heather, perhaps you too can bea Heather the Weather Girl. And if youre a boy, perhaps youll beDan the Weatherman.
into six colors. The same thinghappens when sunlight shinesthrough raindrops. That prism became one of Heathers dearest treasures.
In school, whenever the teacherasked a question about weather,Heathers hand was the first one up.The children began teasing her. They called her Heather, the weatherShe didnt mind the teasing at all.
88
There was so much more to learnabout weather. Heather kept asking and learning. She visited weatherstations and studied the weather mapsspread on the wall. She listened to weather forecasts on the news daily.
It was that same year that Heatherstarted asking about rainbows. Her grandma gave her a prism. She explained that sunlight was madeof six colors. Sunlight shining throughthe prism was broken up
rain
trees
landriver, lake, or sea
cloudscold air
warm air withwater vapor
When Martin wiped dishes,if she yelled, My turn, he let her wipe the silver.
Three-year-old Beth had a sixteen-year-old brother, Martin.Beth wanted to be just like Martin.Martin was a big help at home.Whatever he did, Beth wanted to do it too. She would yell, My turn!
There were many things Beth could help with. When Martin ran the sweeper, if Beth yelled, My turn, he let her run the sweeper for a bit.
36
My Turntaste tasty iron now funny
mind sure always whatever two
My turn.Beth had been told that
she should always take her turnwith Mom, Dad, or Martin nearby.They did not want her to get hurt.Sometimes Beth forgot that advice.
One Saturday, Beth saw Momputting curls in her hair with a curling iron. Mom was set to go to her job. She grabbed her purseand left.
Beth thought, Now its my turn.She plugged the curling iron in and started to curl her hair.
38
L4: My TurnStories with Vowels Controlled by r and lSequence: ar, or, er, ir, ur, ear, (w)or, a(l), y=// and /e/, igh=// 86 pages, 10 stories GPSBL401
Teach non-decodable words, shownat the beginning of each story.
45
90
L5: Cooking on the Front BurnerStories with More Vowel PairsSequence: oo, ow, ou, ew, aw, au, oi,oy, ea=/e/, ey, ie=/e/, ei, and eigh...118 pages, 13 stories GPSBL501
Copyright 2001, 2013 Foundations for Learning, LLC All rights reserved. 10
Plastic coversare on the books,
for durability.
Now with 8 Stories in a spiral bound book
Go PhonicsINTEGRATED TOOLSSeven Decodable
Storybook Volumesby Sylvia S. Davison
Go Phonics stories support the phonics based lessons as they build on
the skills. Seven volumes (over 90 stories/600+ pages) are 93% decod-
able and cumulative. With this component, students can apply what
theyve learned in a meaningful story they can really read. Any non-
decodable words in the story are listed at the beginning of the story
and are taught in advance. Everything else can be decoded based on
skills learned thus far in this phonics sequence. Text-to-life, stories
include people of all ages and nationalities, making them acceptable
to older beginning readers as well.
Level 1: Scat! Shorta Stories
These short a stories are for teachingLevel 1 Letters of the Alphabet. As soon as asequence of 15 letters has been taught, readingdecodable stories begins. With each new story, students apply consonants just learned to mean-inful reading. 110 pages, 8 stories GPSBL101
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Mrs. Heaths friends say, Jean and Jane are like peas in a pod.
Jean and Jane ask each other,What does that mean?
You see, Jean and Jane livein the city in a block home.There is no land for planting.Jean and Jane have never seenpea plants. They have seen peas in cans, and frozen peas in boxes.They have NEVER seen peas in pods.
45
Jean and Jane Heath are twins.They are very much alike. They like to eat the same things.They like to play the same games.Their mother, Mrs. Heath, dresses them alike.
44
mother friends city otherfarm opened outfit
Like Peas in aPod
L3: Noses and RosesMore Long Vowel StoriesThese stories, written in the same sequence as
Sue and Joes Pies, extend the long vowel reading
practice for each lesson. 64 pages, 9 stories GPSBS301
They jog on the grass. Max runs fast. Bud can tossthe sack up. It will land back in his hand.
55
Bud and Max are going to the pond. They have a sack. They have hot dogsand buns in the sack.
A Ducks Luckthere get
54
L2: Jacks CapMore Short Vowel StoriesThese stories, written in the same sequence as
The Fat Cat, extend the short vowel reading practice
for each lesson. 96 pages, 21 stories GPSBS201
Your books are....funny, theyre text-to-world... You introduce the mechanics of our language at avery early level. You have prepositional phrases...The stories get longer as you get more advanced (to)do book reports. I truly have not seen anything thatmatches your books for teaching beginning readingon a phonics level.
Kathy Jensen, Reading SpecialistNY
Jan, Mom, and Dad were back. Jan ran to Gransto get Muffin.
Grans big dog was in.Muffin, Muffin, yelled Gran.But Muffin hid.
69
Muffin
A student in a reading group
follows along as they all take turns
reading sentences from the story.
Muffin from Jacks Cap Storybook:
This is a story about a cat named
Muffin who is left with Gran while the
family goes on vacation. Gran has a
big dog, which Muffin doesnt like.
When the family returns, and Jan
and Gran hunt for Muffin, its fun to
discover how Muffin has resolved
her issue with the big dog.
11
So Muffin was at Grans.
But Muffin did NOT think
it was o.k. If the big dog
was in, Muffin ran and hid
.
She had just the spot.
68
Go PhonicsINTEGRATED TOOLS
Two Supplement Volumes Stories extend reading practice for each
short and long vowel lesson
-
Go PhonicsLESSON SEQUENCE
Over 90 decodable stories
are at the core of this
explicit, systematic phonics
instruction with language
arts. As each lesson is taught
students apply the learning
in meaningful stories (93%
decodable) that build on
skills for reinforcement.
12
Jacks Capextended reading:
1. The Rat2. Jacks Cap
3. Pats Van4. The Big Pit5. Milk and Chips6. The Bat7. A Big Bash8. Mitchs Hat9. The Back Pack10. At Camp11. A Big Hit12. The Fog13. The Frog14. Mixed Up!15. A Ducks Luck16. Lumps! Mumps!17. Stuck in the Muck18. Muffin19. Red is Best20. The Trunk in the Attic21. Hot Pads
Lessons/Stories Sequence
Level 1: Letters of the AlphabetScat! book . . . . . . . . . . . . . . . . . . Page 27
Lessons Story Letters/Skills Lesson PagesQuick Reference Chart: Procedure for Teaching a Letter 33
1 - 7 l, t, f, h, b, c, a, student reads 5 at words 40-51Quick Reference Charts: Procedure for Reading and Spelling Words 52-53
8 -15 Scat! d, g, r, n, m, s, p, i, !, schwa sound for word a 54-6816 A Tan Van v 69-70117-18 A Map j, o 71-74119 Zap z 75-7620 A Fan w, ? 77-7821-22 Ham and Yams u, y 81-8223-24 The Tan Cab x, e 83-86225-26 A Fat Rat k, qu 87-90
Level 2: Short VowelsThe Fat Cat book . . . . . . . . . . . . . . . . . . . . . . . Page 91Lesson/Story New Phonetic Elements and Grammar Lesson Page1. The Fat Cat /a/, suffix s, quotations, ! 962. Pams Black Jam ck = /k/, possessives, compound word, ss 99
Dans Cab3. Brads Rash sh 1014. A Big Pig / /, th, ll 1035. Masks and Shin Pads ch = /ch/ 1056. Tab and Jip tch = /ch/ 1077. Jills String ing, ang 1098. Hank ink, ank 2-syllable word (closed syllable) 1119. The Snack suffix ing 11310. A Hot Pot /o/, suffix es, contractions with is (s) 11511. Moms Tom-tom hyphenated word, c(e) = /s/ 11712. The Picnic 1-1-1 rule 11913. Dot Jogs abbreviations 12114. The Clock 12315. The Bug Jug /u/, ong, ung 12516. The Dump Truck onk (Level 2 Workbook), unk 12717. The Fish Pond suffix ed, contractions with not (nt) 12918. The Skunk 13119. A Wet Pet /e/ 13320. Teds Trunk 13521. The Camp Robber suffix er, wh 137
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Level 3: Long VowelsSue and Joe's Pies book . . . . . . . . . . . . . . . Page 141Lesson/Story New Phonetic Elements and Grammar Lesson Page1. At the Lake a-consonant-e = /a/, contractions with are (re) 144
silent e rule, 2-syllable word (open syllable)2. Mikes Kite i-consonant-e = / /, c before e, i, y = /s/ 1483. Spots Bones o-consonant-e = /o/ 1514. Isnt That Cute u-consonant-e = /u/ and /oo/, e-consonant-e = /e/, ph 1535. Youll See ee = /e/, contractions with will (ll) 1556. Sue and Joes Pies ie = / /, oe = /o/, ue = /u/ and /oo/ 1577. The Beanbag ea = /e/ 1598. The Goat oa = /o/ 1619. Kays Braids ai = /a/, ay = /a/ 163
Level 4: Vowels Controlled by r and l My Turn book . . . . . . . Page 167Lesson/Story New Phonetic Elements and Grammar Lesson Page1. Fun on the Farm ar = /ar/, shwa, suffix ful 1682. The Big Storm or, (w)ar, = /or/, (qu)ar = /or/ (Level 4 Workbook) 1723. A Gift for Mom er = /ur/ 1744. Cupcakes and Birds ir = /ur/ 1765. My Turn ur = /ur/ 1786. Earthworms ear, (w)or, ar and or (not accented) = /ur/ 1807. Not Bad at All a(l) = /o/, g before e, i, y = /j/, possessive with s, suffix est 1828. A Harvest Party silent e syllable, change f to v rule, suffix ly 1849. Why? y = / /, y = /e/, y as a suffix 18610. Night Light igh = / /, suffix en, prefix un 188
Level 5: More Vowel Pairs Cooking on the Front Burner . . . . . . . Page 191Lesson/Story New Phonetic Elements and Grammar Lesson Page1. Raccoons oo = /oo/, ch = /k/, dge = /j/, suffix or 1942. Cooking on the Front Burner oo = /oo/, ind words 1963. Snowflakes ow = /o/, homographs, antonyms, (w)a, (qu)a = /o/, ui = /oo/ 1984. The Shoemaker ow = /ou/ 2005. A Mouse in Our House ou = /ou/, wr = /r/, tion = /shun/, suffix tion, prefix non 2026. Everything Old is New ew = /oo/ and /u/, suffix est 2047. Awful or Awesome? aw = /o/, u = /oo/, sion = /shun/ or /zhun/ 206
suffixes al, ful, some, contractions with would ( d )8. The Haunted House au = /o/, suffix age 2089. Noisy Boys oi = /oi/, oy = /oi/, mb= /m/, suffixes ness and ward, ture=/chur/ 21010. Weather Reporter ea = /e/, prefixes fore, dis 21211. Funny Money ey = /e/, y = / / 21412. A Piece of Cake ie = /e/ 216
13. Soups On ou =/oo/, ei =/a/, eigh =/a/ 218
Go PhonicsLesson Sequence
continued
Noses and Rosesextended reading:
1. Moms Scare
2. A Gift for Dad kn3. Noses and Roses
4. Pete and His Flute
5. Hide and Seek
6. Sues Blue Vase7. Like Peas in a Pod
8. Frog or Toad?9. Rain, Rain Go Away!
13
*In this story, an inspectorsolves the mysteries to provethe house is not haunted.
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Go Phonics Program OverviewPhonics-based lesson plans guide you each step of the way through acarefully prescribed series of 79 strategized lessons for direct instruction. The lessonsare divided into 5 phonics levels. Explicit and systematic directions help both begin-ning and experienced teachers maximize instruction. Rather than trying to absorb itALL before starting, you can study the introduction with strategies and techniques.Each level begins with the guidance youll be needing to teach that level. The firstlesson is done in greater detail for reference. Go over the quick reference charts forthe procedures youll be using. Then, follow each lesson and teach it using the Go Phonics integrated tools to carry out the practice and apply the skills.
In lessons, students review, learn, practice, then apply skills in reading:
1. Daily review with letter cards of phonics skills already taught
2. Daily auditory review, spelling/segmenting/writing words with phonics skills learned
3. Teaching a new phonics skill with reading and spelling rules
4. Worksheets: phonics, rhyme, same beginning sounds, sentence structure, punctuation,
vocabulary, phonetic crossword puzzles, language arts, phrases from the story...
5. Playing a phonics game: fluency practice blending/reading words with the new skill
6. Teaching the non-decodable words that will be in the story
7. Oral reading of a meaningful text-to-life decodable story with new and previous skills.
8. Oral reading questions (provided) include vocabulary, comprehension, language arts
9. Creative telling/writing suggestions to connect the story to their world
The Phonics Sequence Provides Big Benefits:From start to finish, Go Phonics covers the major sound-spellings of vowels and con-sonants (including digraphs, trigraphs, and phonograms) that make up the 42 basicsounds of the English language. Each lesson explicitly teaches a letter-sound relation.The phonics sequence is Orton-Gillingham based and compatible to minimize confu-
sion for all beginning readers and especially those with dyslexia/LLD. Itshows the patterns and relationshipsideal for those with good logicalthinking, math skills. It helps students better understand the rules for
reading, and provides good strategies for spelling. It supportshighly decodable stories with more words students can decodesooner, as they gradually build their knowledge of the codes.
Level 1 - Alphabet focuses on explicit and systematicinstruction in each letter its name, proper formation, keyword, and sound all taught in the same lesson. In this way,phonemic awareness, phonics, and handwriting are integratedfrom the start. Students practice the new letter-sound inspelling, worksheets (including letter writing practice), phonicsgames, activities, suggested read-alouds, and songs.
Go PhonicsOVERVIEW
14
For a child going into kindergarten showing signsof having difficulties withreading, early interventioncan get the child on trackrather than a wait and seeapproach. "
Sylvia Davison, authorGo Phonics Program
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blue
ee, ie, oe, ue?
2000 Foundations for Learning, LLC Go Phonics 30
Compound Words
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2000 Foundations for Learning, LLC Go Phonics
34
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12 1
l lamp/l/
l L
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2000 Foundations f
or Learning, LLC Go
Phonics
yam2
nap1
Five pair of eyes got as big as saucers as they watched
this huge creature. It was fun to watch, but then they were afraid
the bear might not go away.It was then that Mr. Joyner yelled
in a loud voice, Forget what we said
about not making noise, boys. Start banging on something,
but be careful not to break anything.
From Start
Alphabet Short Vowels Long Vowels Vowels with r & l Vowel Pairs
To Finish
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Children who learn to readstrictly through word memo-rization often get confused asmore words are taught. Ratherthan looking at the letters and phonetically decoding the word,they look at the whole wordthus confusing words likehouse and horse.
Go PhonicsOVERVIEW
The letter sequence starts with the simplest one to forml, then related lettersbased on stroke. Lower case letters are stressed (because they dominate in text).
Handwriting instruction, spelling, and reading stories happens at this level. Once 7 letters have been taught, students can read 5 rhyming words: at, fat, hat, bat, cat.As soon as short a has been taught, spelling and reading words is a part of everylesson. Lessons progress to words with the same beginning and different ending:cat, can, cap... Reading stories happens early on. As soon as 15 letters have beentaught in the Go Phonics sequence, students begin reading the 8 short a stories. By the end of Level 1, students are able to name each letter as they form it, thengive the sound. Theyre able to read, write, and spell 3-letter words with short a.
In Level 2 - Short Vowels the first few short stories have short a and wordswith consonant blends (like flat and grab). The games give word decoding practiceprior to reading. There are several stories for each vowel. The order is: a, i, o, uand e. The sound of short e is often confused with short a and short i, and so it istaught last because it is the most difficult. The digraphs and trigraphs (two or threeconsonants that make their own sound like sh in ship and tch in catch) aretaught one at a time, and sprinkled into the reading throughout the instruction. By the time Level 2 work is completed, students will know the name, formation,and sound of each short vowel, digraph, and trigraph. They will be reading stories,and writing and spelling words with these sounds.
Level 3 - Long Vowels starts with the vowel-consonant-e pattern, with ee last,to move smoothly into the next pattern of sounds: take the consonant out of eeand you have ee. This makes the same sound. This is done to the other vowelsie, oe, ue all have the long sound. This pattern is also taught: that ee willoften end a word, but more often will be followed by a consonant. The othersalways come at the end of words. This provides a good strategy for spelling.
Students learn that ai and ay function in the same way. The i and y can becalled twins. When students see that ai is always followed by a consonant, anday is at the end of a word or syllable, they gain additional spelling strategies.
Level 4 - Vowels Controlled by r and l, starts with the phonogram ar. Thisis one of the few sounds in English for which there is only one spelling. There aretwo ways to spell the or sound. Then come the other vowels and combinationsto make the common sound er. An important concept taught here is that of allof these, er is the most important. True, the list of one-syllable words is short, but er comes at the end of hundreds of multi-syllable words. More importantly, it is used as a suffix to turn a verb into a noun, and make adjectives comparative.
Level 5 - More Vowel Pairs has a pattern worth noting. These pairs of phono-grams are taught: ow ou, ew eu, aw au. These pairs make the samesounds, but the ones with u never occur at the end of wordsanother strategyfor spelling. With oi and oy, the i and y are acting like twins again. The oi isalways followed by a consonant, and oy comes at the end of a word or syllable.
15
Levels 3 5 Teach the
Phonograms
-
16
Go PhonicsOVERVIEW
The Components of Effective Reading InstructionNational Reading Panel research reveals the 5 key components needed for effectivereading instruction: phonemic awareness, phonics, fluency, vocabulary, and compre-hension. Go Phonics integrates these skills to help students make the connection.
Phonemic awareness, phonics, and handwriting are integrated from the verybeginning as a letters name, formation, key word, and sound are taught together.They are then used together throughout the program to maximize learning and reten-tionapplied in review, spelling, worksheets, games, activities... Examples:
Matching the letter to words that begin with the same sound Identifying beginning sounds of objects and giving the beginning letter Activities and read alouds for practicing hearing and identifying a sound Daily auditory review hearing a sound and identifying its letter Phonetically based spelling includes a procedure for segmenting the sounds
Students phonetically spell and read words, then stories starts early on. Worksheetsinclude words that rhyme, have same beginning/different ending, and phoneticcrossword puzzles. Students also learn how to divide between syllables.
Spelling is part of each lesson after short a is taught (Level 1 - Lesson 8). Lessonsinclude lists of spelling words presented in sequential order to strengthen sound-spelling word analysis (sack, snack, cap, camp, sad, sand...).
In building block fashion, students are taught the major sound-spelling relationships,gradually learning the choices for spelling a sound. Multiple spellings of the samesound are taught by creating a yellow card. Lessons have you gradually add thechoices as you go. Example: long a can be spelled a-consonant-e (rake), ai (rain),ay (hay), ei (vein), eigh (eight).
The rules for spelling and reading are in each lesson. This helps students towhittle down the choices for spelling a word. It gives them good strategies forknowing the most likely choice is and to be able to look a word up in the diction-ary. They can also look at many words and know how they can be pronounced.Without the codes, it becomes a guessing game, jeopardizing learning.
Wesley, a 3rd grade student shared with his tutor that he was writing a paper in class
and wanted to use the word weigh. He asked the teacher how to spell it, and she told
him to go look it up in the dictionary. I had no idea what to look up! he exclaimed.
Daily spelling review of skills learned is done using each lessons spelling list. It consists of phonetically based words and nonsense syllables, plus red flag words.Theres a procedure for spelling that includes identifying the vowel sound, namingthe letter while forming it, then segmenting and writing the spelling word.
Handwriting instruction includes the stick and clock approach. This approachhelps with directionality (writing from left to right), and prevents inverting andreversing letters that often get confused (like b/d, u/n, and p/b). The manu-script style used in Go Phonics transitions well into cursive writing.
aeaiayei
eigh
Reading First - National Reading Panel Report:
The best approach to readinginstruction is one that incor-porates explicit instructionin phonemic awareness, systematic phonics instruc-tion, methods to improve fluency, and ways to enhancecomprehension.
RESEARCH BASED:
Go Phonics is Orton-Gillingham
based and compatible, and is
supported by National Reading
Panel research findings.
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Handwriting adds the kinesthetic-tactile sense to visual and auditory. In this program, as letters are formed with fingers on a rough surface and with full armmotion, they are spoken, seen, (and heard) for a simultaneous multisensoryeffect. This creates a multisensory triangle for a gateway to learning.
Handwriting can trigger the correct spelling response: Some students will forget the name of a letter and the sound it makes.
When Carson forgot the letter j, he was asked to form the letter with his fingers. This triggered his memory. He named the letter, gave the sound, and exclaimed,
When I wrote the letter, it came to my head!
Handwriting can help trigger the correct reading response:
Cassidy read pant for paint. When asked to write the phonogram ai on the tablereciting ai, /a/, paint, she instantly corrected herself.
Fluency is practiced with 50 phonics games. The Go Phonics games supporteach lesson, providing students with fun practice decoding many words with thenew phonics skill. This helps train the brain to more quickly process the codes ina word. The games also include practice with consonant blends (scrub, lunch,hunt, stump...). Its preparation for reading the decodable story at the end of thelesson, and builds fluency in reading the text so it flows with greater meaning.
Using the games for spelling: The game playing process can be enriched byhaving the student spell the words as cards are drawn.
Vocabulary and comprehension skills are experienced in the workbooks whichinclude phrases from the story; in the games while discussing meanings of words; in questions during oral reading; in creative telling and writing discussion; and bydiscussing the meaning of words in the program and doing suggested word play.The games also provide opportunities for vocabulary enrichment. Cards withunknown words provide opportunities to look up, explain, demonstrate a wordsmeaning(s). The text-to-life decodable stories are about meaningful experiences,many with problems and solutions which stimulate students to share their ownexperiences. This launches students into creative telling and writing.
Grammar, punctuation, and language arts skills flow from the worksheets intothe stories. Students learn to write simple sentences. They learn to use compoundwords, contractions, abbreviations, suffixes, punctuation marks, proper nouns...These components are also in the oral reading questions which can be done interac-tively with a group using a white/black board. The skills are taught in preparationfor what will be in the story for that lesson.
Decodable reading begins in Level 1. After 15 letters have been taught studentsbegin reading the 8 short a stories. From Level 2 on, students read one or more stories in every lesson. In building block fashion, over 90 phonetically sequencedstories (93% decodable/cumulative) apply the phonics and language arts taught ina lesson. Students get the necessary preparation and practice, then apply theskills to successfully read the story. Confidence soars!
Games provide word decoding practice prior to reading the story
Non-decodable (sight) words foreach story are shown in a box.They are taught and practicedahead of time.
Go PhonicsOVERVIEW
17
AUDI
TORY VISUAL
KINESTHETIC
M U L T I S E N S O R Y
Auditory: spelling
Visual: reading
Kinesthetic: handwriting
If kinesthetic is not used, auditoryand visual are greatly diminished.
One of my friends is having a wedding, said Dad.Were going to go.
Mom, Dad, and Janedressed in their best things.Then they got in the vanto make the trip.
4
At the Lakemy friend oclock out too began your dont
A Gateway
to Learning
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Level 1: Alphabetname, formation, and sound of all lowercase
and capital letters (identify and match
phonemes)
read, write, and spell 2 and 3 letter words with
short a (ending in a consonant) identify and read (decode) rhyming words
with short a identify rhyming sounds in print
reading 8 short a stories (from 15th letter on) make predictions
distinguish the difference between phrases
and sentences
know use of capital letters for proper nouns,
beginning of sentence, titles of books
become acquainted with nouns and verbs
give sequence of events in a story
identify the main characters in a story
Level 2: Short Vowelsapply word attack skills:
match short vowel soundsread and spell short vowel words
with short a, i, o, u, and eknow the name, formation, and sound
of each vowel, digraph, trigraphck=/k/, sh, th, ch=/ch/, tch=/ch/ink, ank, ong, kn, ung, onk, unk, whconsonant blends, quotations, exclamation mark, possessive (s), compound word, ss, ll,statement and questionsuffixes s, ing, ang, ed, er,two syllable word (closed syllable)contractions with ishyphenated word, double ff, (s) possessive, 1-1-1 rule, abbreviations, contractions (nt)
Level 3: Long Vowelsread and spell long vowel wordswith vowel-consonant-e:
a-e, i-e, o-e, u-e, e-e read and spell words with vowel pairs:
ee, ie, oe, ue, ea, oa, ai, ayable to distinguish short vowel words
from long vowel wordsapply word attack skills match long vowel soundssilent e rule, contractions with are (re)2-syllable word (open syllable) c (e, i, y) = /s/ph=/f/, g(e ) =/j/
use commas correctlyuse commas to punctuate close of a letterapply rules for use of personal pronouns:
match pronoun to its antecedent in numbermatch pronoun to its antecedent in gender
differentiate types of literature:identify the conventions of storybooks
read stories of 3 paragraphs in lengthdemonstrate grade level vocabulary comprehension: apply synonyms, antonymsuse context clues to discern word meaningdeconstruct the literal meaning of metaphors, idiomsapply common adjectivesanalyze reading selections:
Draw unstated conclusionGeneralize details to draw conclusionsSynthesize details, and draw inferencesInfer abstract meaning from concrete statements
recall stated information in grade level story:Tell what happened, and Identify eventsTell who the characters are in the storyIdentify facts
evaluate reading selections:predict actions of charactersevaluate characters moral orientation apply information about story to hypothetical event
analyze words:identify compound words, root words of verbsidentify root words of adjectives/adverbsidentify descriptive and action wordsdeconstruct contractions into original word group
Level 5: More Vowel Pairsread and spell words with the two sounds of oo, two sounds of outhe sounds of the vowels with w and u
ow, ou, ew, aw, authe vowel pairs oi, oy, ey, eithe letter combination eigh, the short sound of each=/k/, dge=/j/, ind words, wr, mbsuffixes ion, or, est, al, ful, some,
age, ness, wardprefixes non, fore, disu=/oo/, sion=/shun/ (w)a=/o/, ey=/e/, y=/ /, ie=/e/homographs, antonymnscontractions with would (d)more reinforcement of skills already taught
Go Phonics Scope: comprehensive, applied, primary level, with K-2 common core language skills
GoPhonicsGoPhonics
contractions with will ( ll)write basic sentences correctly:identify, correct sentence fragments
with missing subjects use present tense to indicate current actionwrite declarative sentences use period to end declarative sentencecapitalize proper nouns: name of people,
the pronoun I, geographic namesuse commas with salutations of letteruse plural and singular forms of pronouns match personal pronouns to person
(he/she, it, they, etc.)summarize stories:
identify main idea of story (uncued)make inferences about level 2 stories:
infer (unstated) character emotions from story elements
describe character attributedraw conclusions from reading:
comprehends action not directly describedanalyze character motivationuse context clues to comprehend new wordscomprehend literal meaning of level 2 stories:
comprehend sequence of eventsidentify events in a storyidentify characters in story and story detail
evaluate story elements:predict what character may say or do next
write a very short story:sentences follow in sequencestory sticks to subject
Level 4: Vowels Controlled by r and lthe phonograms ar, or, er, ir, ur, ear, (w)or, a(l), g(e, i, y), dley (as in my), y (as in baby), silent e syllable (as in candle)letter combination ighsuffixes ful, y, en, prefix unpossessive with ssilent e syllable, f to v rule, schwa punctuate the ends of sentences:
declarative sentences with periodend of interrogative sentences with
a question markdifferentiate statements from questions
apply rules of capitalization:first person singular, the first word of a sentence, proper nouns, the greeting of a friendly letter
18
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Go Phonics Basic Skills AssessmentsThe Go Phonics Basic Skills Assessments help determine a students knowl-edge of phonics and document the results. With the Applied Phonics portionyou can check for the ability to APPLY the phonics skills to read, comprehend,and spell. Assessment track:
Part 1. Knowledge of Phonics level by level: Phonemic Awareness and Phonics sound/letter recognition Nonsense Syllables using parts of words to check decoding skills Choices for Spelling Sounds listing the ways a given sound can be spelled Red Flag Words reading non-decodable words
Part 2. Applied Phonics level by level: Reading the decodable story applying that levels phonics skills Comprehension answering questions about the story Phonetic spelling words written with students handwriting observed
Featuring Five Decodable Stories: Authored by Sylvia S. Davison, there arefive meaningful, text-to-life stories that are highly decodable using controlledtext. They are similar in style to the Go Phonics decodable readers. Level 1 is ashort a story. Levels 2 - 5 stories utilize a high percentage of the phonics skillsfor that level. Students read the story aloud. Hesitations and errors are markedand tabulated by the administrator to arrive at a percentage score.
Know where to start students with prior knowledge to determine the phonicslevel, as well as pinpoint difficulties and gaps. Strategies have been implanted thatwill help reveal what a student struggles with, and dyslexic tendencies: flippingor inverting letters, reading words in the wrong direction, getting letters confused...
Assess When to Start: Many children can start instruction as early as 4 to 4.5years, and some even sooner. Starting early helps address and minimize inherentweaknesses. When to start depends on the students eye to hand coordination,attention span, and maturity (the ability to get it and retain it).
Assess K Students: All kindergarten students should be assessed at the begin-ning of the K year to reveal a knowledge of letter names, letter sounds, proper formation of letters, and ability to decode short vowel a words.
Assess the Natural Reader: Some students are natural readers, almost havingbeen born with the ability to read. These students often memorize whole words.They dont always know individual letter sounds or the spelling choices and rules.They havent had practice sounding words out. This can create future problemswith reading or spelling new/larger/multi-syllable words. The Nonsense Syllablesand Choices for Spelling Sounds assessments help reveal gaps.
Document Student Progress: You can use the assessments as each level iscompleted, to document student progress.
Go PhonicsAssessing
19
So, where is Spain? Takea peek at a map. Its across the east coast of the U.S.,even with the state of Maine. The Atlantic Ocean is in between. Just a bit of Spainscoast is on the Atlantic Ocean.A bit more is on the Bay ofBiscay. Spains entire eastcoast is on one more veryblue sea. Coast! Coast! Coast!
1
A Trip to Spainocean learn ball call
Go Phonics Basic Skills Assessments - L3 2
3
3
Level 3 - Long Vowels storyto assess reading skills
Contents: Administrators
directions, forms, student
pages, and stories.
1. pan pain 9. roam ram
2. bead bad 10. met meet
3. bead bed 11. seat set
4. wed weed 12. man main
5. road rod 13. feed fed
6. teen ten 14. soap sop
7. beet bet 15. ran rain
8. raid rid 16. grain grin
25Go Phonics Basic Skills Assessments - L3
3B3B
Student Page
-
Getting StartedFor Pre-K (4 to 4-1/2) and Kindergarten start at the beginning. Some willmove quickly, learning a sound during each session. Others may require several sessions for one sound with the lesson spread over an entire week. If a lesson isdone over a period of days, make sure you do the auditory and visual reviewof the letter cards EVERY DAY.
Give the Go Phonics Assessments to determine placement for those whoarent beginners. They also serve as a baseline to measure progress. Start at thebeginning. Here are some examples of placement in Go Phonics:
Example 1: A K student failed the Letter Name Recognition assessment. His parents insisted he knew the alphabet. It turned out that he knew only capitalletters. Knowing lower case letters is most essential, since those are the predomi-nant letters appearing in the reading. The student started at the beginning, learn-ing name, formation, and sound of the letters (emphasis on lower case).
Example 2: A 1st grade boy, a non-reader, knew all the letters and their names,but knew none of the sounds. He began instruction with Level 1: Letters of theAlphabet, but moved more quickly than the K student mentioned above.
Example 3: A 1st grade student knew letter names and sounds, but was not reading. He could, however, spell any 3-letter word. His auditory skills wereexceptionally strong, and visual skills very poor. If given a list of words to spell,he did it correctly, but could not read the words back. The solution here was tohave him spell one or two words at a time, read them back, then find them onthe workbook page. Gradually, he was able to read back more words at a time,and with daily visual and auditory review (using the letter cards), was able toimprove reading.
Example 4: A 2nd grader did well until Vowel-Consonant & Vowel-Consonant-ediscrimination (Assessment 6). She began instruction at the end of Level 2:Short Vowels, to instill confidence, then on to Level 3: Long Vowels.
Example 5: A 3rd grader made errors on Assessments 6, 7, and 8 (long vowels),but when asked to read a story, did well. Further observations, showed that herhandwriting and spelling were very poor. She had learned the whole languageapproach and had memorized words. She had no phonics skills. She began atLevel 3: Long Vowels, with and emphasis on phonics, handwriting, and spelling.
Example 6: A sixth grader had memorized many words she needed to read butdid not have the phonics skills to decode a multi-syllable word she had neverseen. The Nonsense Syllables Assessments (for decoding/reading) and AuditoryAssessments (for encoding/spelling) helped reveal this. Once assessed, it wasessential to teach and review the phonics skills DAILY, to use the letter cards, andcreate the cards for building the multiple spellings for each sound.
Go PhonicsASSESSMENTS
20
The Pace:The teaching pace will vary with
the age, maturity, ability, and attitude
of the student. It can range from
taking several sessions to teach one
letter and sound, to teaching several
letters and sounds in one session.
The time spent teaching a lesson
can be for 20 minutes (4 to 5 yr. old),
30 minutes (for a 6 or 7 year old),
and possibly 45 minutes for an
older student. Work with the stu-
dent to determine the best pace.
The time to complete the course
can take from 1-1/2 to 3 years,
depending on the age, ability,
and maturity of the student.
-
Q: What about working with older students using Go Phonics?Author, Sylvia Davison often tutors 3rd and 4th grade age students and has had stu-
dents 15 years of age and some adults. Go Phonics was designed not to talk down
to older students, she comments. If they don't have this foundation, then they need
to be taught it.
Example: Long a can be spelled a-consonant-e (rake), ai (rain), ay (hay), ei (vein),eigh (eight), ey (obey). If a student knows the choices for spelling a word, he can lookit up in the dictionary and identify the correct spelling. He can look at most words and
know how they can be pronounced.
Q: Will he find the story content interesting enough?The stories are meaningful and text-to-life with people of all ages. Each story intro-
duces the new phongram(s) for that lesson which also appear in future stories for
more decoding practice. Even if the student finds some of the stories a bit easy,
Sylvia adds, he is becoming acquainted with decoding words with that phonogram
in the context of a meaningful storywhich prepares him for future reading situa-
tions. Teaching in this way solves the problem of coming across an unknown word
with that phonogram and guessing rather than decoding.
Q: What if a student has a high sight word memory? Sylvia: "He still won't be able to read well and will struggle. He needs a good phonics
foundation so he can decode a large percentage of the words he comes across. What I
do is first give the Go Phonics Assessments to determine where to start instruction.
The first set of assessments goes level by level and is for Letter and Sound Recognition.
It's designed for placement and to help determine dyslexic tendencies (directionality--
seeing letters flipped or reversed). For those who can read common words they've
memorized, there is a Nonsense Syllables assessment. These "non-words" have to be
decoded (read aloud) based on a knowledge of phonics. They are parts of real words,
but are not words by themselves.
Q: Will it be challenging enough for an older student?For some older students, two or three lessons can be done in a setting. For the stu-
dent who needs the instruction to be a bit more challenging, the lessons can be done
as they are presented, with a few minor modifications: When conducting spelling, add
some harder words to the spelling list, using words from the Word Lists book that are
for the phonogram(s) being reviewed. When playing the games with a student who
has a high sight word memory (is strong visually), or finds the words used in the
games or spelling lists too easy, select unfamiliar words from the word list for that
phonogram. These words can be written on card stock that is cut to the same size as
the game cards (with a number added for points.) Mix these in with the main deck.
The Game Rules Guide has additional ideas.
__________________________________
I teach children and 30- to 40-year old
adults as well. Your books are precious
to them. Theyre funny, theyre text-to-
world... You introduce the mechanics
of our language at a very early level.
You have prepositional phrases...
The stories get longer as you get more
advanced (to) do book reports. I truly
have not seen anything that matches
your books for teaching beginning
reading on a phonics level.
Kathy Jensen, Reading SpecialistNY
___________________________________
"This is a wonderful program. It has
helped both my children tremendously.
The oldest is 9 and has severe ADHD in
addition to dyslexia. The program really
holds his interest as well as my 7 year
old's. They love the games and also
enjoy the workbooks and stories. We've
done other programs, but Go Phonics
made it all click. It has made a world of
difference and has really built his confi-
dence level. The first grader, who doesn't
have problems, is moving through the
program smoothly and quickly."
Franca Landreth home educator, NC
Go PhonicsQUESTIONS
21
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Reviews & Testimonials by Go Phonics UsersMy oldest daughter has dyslexia and I struggled through many different programs. Go Phonics turned her failures into triumphs: shes reading atgrade level and her confidence has soared! I started my younger one at age 5. Shes almost done and has loved the program, especially the stories(good characters and plots). Now she reads all the time. I would heartilyrecommend Go Phonics. The success it has achieved with two very differentlearning styles attests to its effectiveness. Kim King, 17-year home educator/advisor
This is a fabulous program! It has helped my son tremendously. With thisprogram, in 6 weeks, I was able to correct his directionality using the stickand clock approach to teaching the letters. I am home schooling my son andtake him to the nearby school for educational therapy 2 times a week. Thisprogram mirrors the method they are teaching. Michelle H., home educatorNJ
I used the Go Phonics Kit during a long-term substitute position for 7 months of the school year, teaching 2nd grade struggling readers. I wasintroduced to Go Phonics at a workshop by the Anchorage School DistrictSlingerland Program and was given a kit to use in the classroom. I foundthe games to be a great benefit. The students loved them. It improved theirvocabulary, reading skills and thinking skills. The books are wonderful. The words in the games are tied to the books. I loved what I experienced inworking with this program. All of my students were reading at grade level by the end of the year. I attribute this to this wonderful program.
Mary Duer, reading specialistAK
The games and songs are such a blessing! The games really work asengaging games. He was playing! As long as he could beat mom in agame it was not work. The books are fun, funny, and delightfully illustrated.It is so obvious that this was a well thought out program. Janet Zugar, parent
My 5-year old daughter was really struggling. I even have a Slingerlandteaching background. But without the materials to go with my training, it was difficult to make progress. Then I started teaching her with Go Phonics. It compliments my Slingerland training. She is learning her letters and beginning to read. This program really works!
Nancy Winniford, home educator and teacherAK
I homeschooled my daughter using your program. She entered public schoolthis year as a 3rd grader. As I knew, she was put in special ed. The amaz-ing part is the teachers and the principal noticed what a good reader shewas. They all said she would not be at grade level if it was not for home-schooling. This is my daughter who could not read 3 letter words at thebeginning of 1st grade. They are keeping her in special ed so she does notfall behind. Her main teacher commented on what a good reader she wasand how she could tell I worked with her. This is only possible because ofyour amazing program!!! Thank you again from the bottom of my heart.
Christina B., home educator - AK
Go Phonics is wonderful! My children
love everything about the program.
I am home schooling my 3 children
(2nd, 1st and K) and I am able to teach
them all together. Thank you so much.
Dawn Smoke, home educatorAL
_________________________________
"I like the way you teach one sound at
a time and that each game focuses on
just one sound. Thanks to this program,
my son is no longer in remedial reading
and is making great progress."
Debbie V., parent WA
_________________________________
Regarding natural readers:
Paulina began learning toread using Go Phonics at age4-1/2. A natural reader, shecompleted Level 5 by age 6-1/2and was able to go into a 3rdgrade basal text.
Go PhonicsPROGRAM RESULTS
Foundations for Learning, LLC246 W. Manson Hwy., PMB144
Chelan, WA 98816
1-800-553-5950
www.gophonics.com
22
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District Level: Over $50,000 was received in Learning Opportunity Grant funds this year(2003). The biggest expenditure was for Go Phonics Kits to support Slingerland teacherswith additional decodable texts, black line masters, les