Houghton-Mifflin/ Harcourt STORY TOWN (2009) FIRST … · Houghton-Mifflin/ Harcourt STORY TOWN 1st Grade lessons ... (Punctuation, Subject ... lsn/wk-3; Th 3, lsn/wk-11 (capitalization

Discover Intensive Phonics correlations to

Houghton-Mifflin/ Harcourt STORY TOWN (2009)

FIRST GRADE The Discover Intensive Phonics for Yourself (DIP) program can be used as a supplemental phonics program to enhance a basal reading series or as a complete phonics program when one is not present in a reading series. The DIP program is explicit, sequential, and systematic in teaching consonant and vowel sounds, using a unique marking system for decoding and reading purposes. Due to the unique marking system of proving words, it is recommended to teach the 5 Letter Groups and Blends in DIP order before using a specific reading series. The practice and enrichment pages in the Sound Essentials (SE) work as wonderful reinforcement for practicing the skills being taught. The stories in the Little Books, serve as an excellent source to use for reading with the DIP lessons due to the controlled and sequential vocabulary. Once The 5 Phonetic Skills have been introduced, use the DIP methodology and marking system with the reading series to aide in the decoding of words. Continue to use the remaining skills in DIP as you teach the skills in your reading series supplementing with the material from Sound Essentials and stories in The Little Books. DIP contains a Phonemic Awareness (PA) Supplement used as a determinant factor of phonemic awareness in students through teaching the lessons and administering the assessments. The PA lessons can be reviewed throughout the program to enhance phonics skills. Houghton-Mifflin/ Harcourt STORY TOWN 1st Grade lessons are contained in the Teacher Edition. There are six Themes in the Teacher Edition, each Theme has six lessons (one lesson per week, with 5 days of specific skills). The Story Town skills will be labeled or coded as, Theme (Th), Lesson/week (lsn/wk), example: Th 1, lsn/wk 3 (please check the 5-Day Lesson Planner to see which day a skill is taught during the week). Alphabet Sound/Spelling Cards and Letter Cards are used in Story Town by the teacher for letter/sound recognition (Photo Cards are used for ELL purposes). Leveled Readers (decodable books) for independent reading or small groups are labeled as “Below-Level, On-Level, and Advanced”. The consonants and vowels are introduced and taught in Kindergarten, so there is not a formal review of the alphabet in 1st Grade as students begin to “build words” in each lesson. Most vowel sounds are taught as vowel phonograms (example: -at, -am, -op, -in, etc.), and Phonics and Spelling are taught together using Word Builder cards. If students have difficulty hearing the vowel sound, teachers are encouraged to use the Word Sort vowel families to help sound out and spell words. Paying close attention to the 5-Day Lesson Planner at the beginning of each Lesson/Week will let the teacher know when specific phonologic, phonic, spelling, and grammar skills will be taught. The following implementation guide shows the DIP sequence of phonics instruction, correlating the Story Town phonics lessons to the DIP sequence. We recommend you follow the DIP sequence and use the marking system when teaching the phonic skills in Story Town. Supplement with material from the Sound Essentials to reinforce a specific skill.

DISCOVER INTENSIVE

PHONICS STORY TOWN

1st Grade Implementation

PA: Rhyming Words Identifying rhyme: Th 1, lsn/wk-1 (uses Big Book of Rhymes); Th 1, lsn/wk-3

Recognizing rhyme is one of the simplest phonological tasks. Practicing it early can help students recognize similar vowel sounds or word ending sounds (rime). Involve students in simple language games (and stories or poems) that involve rhyme (see Sound Essentials Games & Activities).

PA: Syllables in Words Th 1, lsn/wk-2: syllables taught as “word parts.” Th 4, lsn/wk-17

Clapping syllables in names, blending & segmentation of syllables in words

PA: Phoneme Identification Onset & Rime: Th 1, lsn/wk-1 (vowel /a/); Th 1, lsn/wk 2; Th 2, lsn/wk-4; Th 4, lsn/wk-17

Say a word and identify the specific phoneme

PA: Phoneme Placement and Manipulation

Th 1, lsn/wk-2: Th 3, lsn/wk-7; Th 4, lsn/wk-17

Say a word, omit a phoneme and replace with different phoneme

PA: Words in Sentences Th 1, lsn/wk-1: count how many words in the sentence. Word Order in Sentences: Th 1, lsn/wk-2

Count the words in the sentences.

Lesson 1 – Vowel A, Writing Names

Aa /a/ short a: Th 1, lsn/wk-1, taught in initial and medial position of words. Writing Names: Th 1, lsn/wk 1 (Writing Prompt)

Introduce A/a as a vowel (short vowel sound) & written practice of letter (upper & lowercase). Practice writing first and last name.

Lesson 2 – Consonant B Bb /b/: no formal lesson in 1st Grade.

Teach B/b - /buh/ as a consonant with written practice of letter (upper & lowercase).

Lesson 3 – The Slide Uses Word Builder cards to “slide” letter sounds together starting at the beginning of the word.

Fluency introduction to reading: Slide B - A together to form slide and sound /ba/ (upper & lowercase).

Lesson 4 – Consonant F Ff /f/: no formal lesson in 1st Grade.

Teach F/f - /fuh/ as a consonant. Slide F - A together to form slide and sound /fa/. Review /ba/ slide. Written practice of letters (upper & lowercase).

Lesson 5 – Consonant D Dd /d/: no formal lesson in 1st Grade.

Teach D/d - /duh/ as a consonant. Slide D - A together to form slide and sound /da/. Review /ba/, /fa/ slides. Written practice of letters (upper & lowercase).

Lesson 6 – Consonant G Gg /g/: no formal lesson in 1st Grade.

Teach G/g - /guh/ as a consonant. Slide G - A together to form slide and sound /ga/. Review /ba/, /fa/, /da/ slides. Written practice of letters (upper & lowercase).

Lesson 7 – Let’s Make Words! With each phonic/spelling skill, Word Builder cards are used to make words. Vowels and consonants are substituted and manipulated to create new words. If students struggle remembering a particular vowel sound, they are directed to vowel families/phonograms on the Word Sort chart.

Creating and decoding CVC words using letters a, b, f, d, g. Introduce marking system for decoding and reading purposes (identify vowel and print ‘x’ beneath letter).

Lesson 8 – Nonsense Words Not taught in 1st Grade. Using letters a, b, f, d, g, to create nonsense words to identify if students understand blending to words and know phonemes. Review of the Slide concept is critical for beginning fluency and will help students form words. Using Word Builder will aide in this process.

Lesson 9 – Consonants H, J, L, M

Hh /h/: no formal lesson in 1st Grade. Jj /j/: no formal lesson in 1st Grade. Ll /l/: no formal lesson in 1st Grade. Mm /m/: no formal lesson in 1st Grade.

Teach H/h, J/j, L/l, M/m letter sound and written form. Use letters b, f, d, g, h, j, l, m, to make Slides with vowel A/a. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement.

Lesson 10 – Vowel E, Beginning Sentences (Punctuation, Subject & Predicate)

Ee /e/ short e: Th 3, lsn/wk-7 taught in initial and medial position of words. Capital letters: Th 1, lsn/wk-3; Th 3, lsn/wk-11 (capitalization of names & titles for people) Punctuation: Th 1, lsn/wk-1; Th 1, lsn/wk-3 Period: Th 1, lsn/wk-1

Teach vowel E/e written form and letter sound (short sound). Use Letter Set 1 and Letter Set 2 with vowels A/a and E/e to make Slides. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement. Teach sentence structure with capitals and introduce punctuation (. ! ?). Only teach one punctuation skill at a time and reinforce skill with sentence examples in stories and creative writing sentences.

What Is a Sentence?: Th 1, lsn/wk 1 (Grammar); Th 1, lsn/wk-2 Subject: Th 1, lsn/wk-3 (continued review in subsequent lessons). Predicate: Th 1, lsn/wk-3 (continued review in subsequent lessons).

Lesson 11 – Most Common Word List #1

Vocabulary Words /Word Wall: specific high frequency words are introduced prior to the reading selection. They are practiced, the placed on the Word Wall. Teachers are to note any phonemic element (in the word) that was taught during the week.

Using MCW list #1 with Discover Intensive Phonics word bank, create sentences for students to read. Introduce Red Little Books story, My Bed. Administer Section 2 Assessment, also Mastery Check as needed.

Lesson 12 – Consonants N, P, R, S; Exclamation Marks, Question Marks, Commas

Nn /n/: no formal lesson in 1st Grade. Pp /p/: no formal lesson in 1st Grade. Rr /r/: no formal lesson in 1st Grade. Ss /s/: no formal lesson in 1st Grade. Punctuation: Th 1, lsn/wk 3; Th 2, lsn/wk-6 Period: Th 2, lsn/wk-5 Exclamation: Th 3, lsn/wk-7 Question mark: Th 2, lsn/wk-6 Commas: not taught as a skill in 1st Grade.

Teach N/n, P/p, R/r, S/s letter sound and written form. Use Letter Sets 1-3 with vowels A/a and E/e to make Slides. Create real and nonsense CVC words, be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement. Review sentence structure with capitals and practice writing sentences using correct punctuation (. ! ?). Review MCW list 1

Lesson 13 – Vowel O; Nouns, Adjectives, and singular and possessive plurals

Oo /o/ short o: Th 2, lsn/wk-5 (taught in initial and medial position of words).

Teach vowel O/o sound and written form. Use letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o to make Slides. Create real and nonsense CVC words (use Discover Intensive Phonics

Nouns (names for person, place or thing): Th 3, lsn/wk-8 (people or places); Th 3, lsn/wk-9 (animals or things) Plurals with -s: Th 1, lsn/wk-1 (introduces /z/ sound for –s). Plurals with –es: Th 4, lsn/wk-13 Possessive pronouns: Th 4, lsn/wk-17 Adjectives: Th 5, lsn/wk-19; Th 5, lsn/wk-20; Th 5, lsn/wk-21

word bank), be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement. Review sentence structure with capitals and practice writing sentences using correct punctuation (. ! ?). Identify nouns, singular and plural possessives in sentences.

Lesson 14 – Most Common Word List #2; Direct and Indirect Quotations

Vocabulary Words /Word Wall: specific high frequency words are introduced prior to the reading selection. They are practiced, the placed on the Word Wall. Teachers are to note any phonemic element (in the word) that was taught during the week. Direct & Indirect Quotations: not taught as a skill in 1st Grade.

Introduce MCW list 2 and review MCW list 1. Review with CVC words from Letter Sets 1-3. Read story, Lad, from Red Little Book. Introduce quotation marks and practice for reading and writing purposes. Administer Section 3 Assessment, also Mastery Check as needed.

Lesson 15 – Oral Test Skill assessments are administered at the end of each Theme or week.

Oral assessment of initial and final sound in word; identification of vowels /a/, /e/, /o/, and associated key words; reading nonsense words; identification of uppercase and lowercase letters taught to this point.

Lesson 16 – Consonants T, V, W, X, Y; Possessives, Contractions

Tt /t/: no formal lesson in 1st Grade. Vv /v/: no formal lesson in 1st Grade. Ww /w/: no formal lesson in 1st Grade. Xx /ks/: no formal lesson in 1st Grade. Yy /y/: no formal lesson in 1st Grade.

Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o to make Slides. Intro X/x (sound /ks/) in final position with CVC words. Create real and nonsense CVC words (use Discover Intensive Phonics word bank), be sure to check students ability of blending sounds together to create words. Use Word Builder as reinforcement.

Possessives with ‘s: Th 4, lsn/wk-17 Contractions: -‘s: Th 1, lsn/wk-3 -‘nt: Th 2, lsn/wk-6 ‘ll: Th 3, lsn/wk-10

Lesson 17 – Vowel U Uu /u/ short u: Th 3, lsn/wk-9 taught in initial and medial position of words.

Teach vowel u /u/ sound and written form with Letter Sets 1-4 as Slides, real and nonsense CVC words. Review MCW lists 1 & 2. Write creative sentences using phonic, grammar, and spelling skills taught to this point.



Intro MCW List #3, review lists 1-2. Read story, The Red Fox, from Red Little Book. Review punctuation and grammar skills previously taught. Administer Section 4 Assessment, also Mastery Check as needed.

Lesson 19 – Consonants Q and Z Qq /kw/: no formal lesson in 1st Grade. Th 4, lsn/wk-15 (taught as digraph: ‘qu’) Zz /z/: no formal lesson in 1st Grade.

Teach Q/q with u to give it a sound (u is not a working vowel). Practice writing letters together to make the /kw/ sound. Make Slides with vowels a, o, e, and make real and nonsense words. Teach Z/z letter sound and written form in initial placement with vowels a, o, e, u, and make Slides, real and nonsense CVC words

Lesson 20 – Vowel I Ii/i/ short i: Th 1, lsn/wk-3: Th 2, lsn/wk-4 (-it)

Teach vowel i /i/ with Letter Sets 1-5 as Slides, real and nonsense CVC words. Review MCW lists 1 - 3. Write creative sentences and or stories using phonic, grammar, and spelling skills taught to this point.

Lesson 21 – Consonants C and K; Alphabetizing, Writing Names

Cc /k/: no formal lesson in 1st Grade. Kk /k/: no formal lesson in 1st Grade.

Teach C/c letter sound /kuh/ and written form. Teach K/k letter sound /kuh/ and written form.

Alphabetizing: only taught as alphabetizing words or word order. Capitalizing names: Th 1, lsn/wk-1

Teach rule for using C/c with vowels a, o, u, and K/k with vowels i, e (consonants in initial position). Make Slides with vowels, real and nonsense CVC words. Review written uppercase and lowercase letters, alphabet order of letters, writing names using capital letter at beginning.



Intro MCW List #4, review lists 1-3. Read story, Friends, from Red Little Books. Review punctuation and grammar skills previously taught. Write creative sentences and or stories using phonic, grammar, and spelling skills taught to this point. Administer Section 5 Assessment, also Mastery Check as needed.

Lesson 23 – Review MCWs High Frequency Words are assessed in each at the end of each Theme, generally for spelling purposes.

Review MCW lists 1-5 using Discover Intensive Phonics Activity pages.

Lesson 24 – L-Blends: bl, cl, fl, gl, pl, sl,

Blends with L: Th 3, lsn/wk-7 (initial blends with L); Th 3, lsn/wk-12 (review)

Teach 6 L-Blends, then with vowels as Slides, and make real and nonsense words (use provided word bank) Read story, It’s Here!, from Little Red Book. When teaching the Blends, do not introduce and teach Digraphs simultaneously. Students may be confused with definitions between the two phonic skills: Blends are two or 3 consonant standing together in a word, each retaining its own sound. Digraphs are two consonants standing together creating one consonant sound.

Lesson 25 – Small Words Ending in Double S, F, and Z; Plurals by adding -S or -ES

Double Final Consonants LL, FF, SS: -ill: Th 2, lsn/wk-4 (taught as a word family). -all: Th 2, lsn/wk-6 (termed Variant Vowel)

Teach spelling rule for single-syllable words ending is /s/, /f/, /z/. Use word bank from lesson and reinforce spelling skill with practice and enrichment pages from Sound Essentials.

Plurals with ‘-s: Th 1, lsn/wk-1 (introduces /z/ sound for –s); Th 3, lsn/wk-10 Plurals with –es: Th 4, lsn/wk-13

Teach spelling rule for plurals of adding ‘s’ or ‘es’ to the end of words. Write creative sentences and or stories using phonic, grammar, and spelling skills taught to this point.

Lesson 26 – R-Blends: br, cr, dr, fr, gr, pr, tr

Blends with R: Th 3, lsn/wk-9 (initial blends with R); Th 3, lsn/wk-12 (review)

Teach 7 R-Blends, then with vowels as Slides, and make real and nonsense words (use provided word bank). Read story, Frogs, from Little Red Book.

Lesson 27 – Special Vowel Combinations (Double L, NG, and NK)

Final –NG, -NK: -ink: Th 2, lsn/wk-4 (taught as a word family). -ng: Th 3, lsn/wk-10

Teach Special Vowel Combination words ending in LL, NG, NK. Some of the vowels change in sound when followed by LL, NG, NK. Teach special marking for decoding and follow-up with Sound Essentials pages. Write creative sentences and or stories using phonic, grammar, and spelling skills taught to this point.

Lesson 28 – S-Blends sc, sk, sl, sm, sn, sp, st, sw; dw and tw Blends 3-Letter S-Blends: scr, str, spr, spl, squ.

Blends with S: Th 3, lsn/wk-8 (initial blends with S); Th 3, lsn/wk-12 (review) DW & TW not taught as a Blend in the program. (3-letter S-Blends): not taught as a specific skill in 1st grade.

Teach 8 S-Blends, then with vowels as Slides, and make real and nonsense words (use provided word bank). Teach 5/3-Letter S-Blends, then with vowels as Slides (remember squ, the ‘u’ is not a working vowel). Teach tw & dw as extra blends. Read story, Scott’s Dog, from Little Red Book.

Lesson 29 – Action Verbs, Review Blends; Verb Agreement

Verbs (action words): Th 6, lsn/wk-25; Th 6, lsn/wk-26, Th 6, lsn/wk-28 Verb agreement: Th 6, lsn/wk-25; Th 6, lsn/wk-28

Teach action verbs (recognize in sentence), verb agreement (spelling purposes). Review Blends (Slides and words). Introduce contractions for MCWs couldn’t, shouldn’t, wouldn’t, didn’t, haven’t, don’t, and won’t.

Read story, What Would I Do?, from Little Red Book. Oral & Written Assessment of skills taught.



Intro MCW List #5, review lists 1-4. Read story, My Brother Matt, from Little Red Book. Write creative sentences and or stories using phonic, grammar, and spelling skills taught to this point. Review punctuation and grammar skills previously taught. Administer Section 6 Assessment, also Mastery Check as needed.

Lesson 31 – Short Vowels and Long Vowels

Not taught or identified with diacritical markings. Identified for spelling/sound with vowel families on Word Wall.

Teach short and long sounds of vowels with diacritical markings (remember, do not use Slide marking, only diacritical marks).

Lesson 32 – Phonetic Skill #1 Short vowels: Teaching the principle, the vowel says short /a/, /i/, /o/, /e/, or /u/, when followed by a consonant: vowel-consonant pattern (refer to vowel families/phonograms on Word Sort). /a/: taught as a phonogram with short /a/. /i/: taught as a phonogram with short /i/. /o/: taught as a phonogram with short /o/. /e/: taught as a phonogram with short /e/. /u/: taught as a phonogram with short /u/.

Teach phonetic spelling and decoding skill where the vowel sound is short because it is followed by a consonant (CVC, CCVC, & VC) in a word. Specific markings are introduced to aide students in decoding vowel sound in a word. Use marking system to ‘prove’ words. This skill can be applied to practice pages and spelling exercises.

Lesson 33 – Phonetic Skill #2 Short vowels: Teaching the principle, the vowel says short /a/, /i/, /o/, /e/, or /u/, when followed by a consonant: vowel-consonant pattern (refer to vowel families/phonograms on

Teach phonetic spelling and decoding skill where the vowel sound is short because it is followed by two consonants (CVCC, CCVCC & VCC) in a word.

Word Sort). Specific markings are introduced to aide students in decoding vowel sound in a word. Use marking system to ‘prove’ words. Apply this skill to practice pages and spelling exercises. Review Special Vowel Combinations (LL, NG, NK)

Lesson 34 – Adding Suffixes -ed, -er, -est, -ing to Phonetic Skills #1, #2, and Special Vowel Combinations; The Three Sounds of -ED

Verb endings –s, -ed, -ing: -ed: Th 2, lsn/wk-5 (no spelling change to base word); Th 4, lsn/wk-15 (doubling the final consonant). -ing: Th 2, lsn/wk-5 (no spelling change to base word); Th 4, lsn/wk-15 (doubling the final consonant). -‘s: Th 3, lsn/wk-10 Base words with –ing: Th 2, lsn/wk-5 (no spelling change to base word); Th 4, lsn/wk-14; Th 4, lsn/wk-15 (doubling the final consonant) Base words ending with -s, -ed, –ing: Th 4, lsn/wk-14 -ed: Th 2, lsn/wk-5 (no spelling change to base word); Th 4, lsn/wk-15 (doubling the final consonant). -ing: Th 2, lsn/wk-5 (no spelling change to base word); Th 4, lsn/wk-15 (doubling the final consonant). -‘s: Th 3, lsn/wk-10 Base words ending with -er, -est: Th 4, lsn/wk-16; Th 5, lsn/wk-23

Teach spelling rules for adding suffixes (-er, -ed, -est, -ing) to words following Phonetic Skills 1 & 2. Introduce the 3 sounds for the suffix -ed (/ed/, /d/, /t/). Read story, The Box, from Little Blue Book.

The Three Sounds of –ED: Th 2, lsn/wk-5 (Inflections - no spelling change to base word).

Lesson 35 – Indefinite and Definite Articles (A, AN, THE)

Not taught as a skill in 1st Grade.

Teach how to properly use and identify indefinite and definite articles.

Lesson 36 – Phonetic Skill #3; Adding -ing to PS #3

Taught as CV Long ‘e’: not taught as a skill in 1st Grade. Long ‘o’: not taught as a skill in 1st Grade. Long ‘u’: not taught as a skill in 1st Grade. Adding –ing: not taught as a skill in 1st Grade.

Teach using diacritical marking - when the vowel stands alone in a word (VC), the vowel sound is long. Use marking system to ‘prove’ words. Teach suffix -ing to VC words. Underline the suffix. This skill can be applied to practice pages and spelling exercises. Read poem, Me, from Little Blue Book. Read story, The Raft, from Little Blue Book.

Lesson 37 – Phonetic Skill #4, The Silent E Skill

Taught as vowel - e: Long ‘a’ a_e: Th 5, lsn/wk-21 (phonograms: -ate, -ake, -ane, -ade). Long ‘e’ e_e: not taught as a skill in 1st Grade. Long ‘o’ o_e: Th 5, lsn/wk-23 (phonograms: -ose, -ole, -oke, -one) Long ‘u’ u_e: Th 6, lsn/wk-25 (phonograms: -use, -ule, -ube, Long ‘i’ i_e: Th 5, lsn/wk-22 (phonograms: -ine, -ike, -ile)

Teach students to prove and read single-syllable words ending with ‘e’; the ‘e’ is silent making the first vowel long (CVCV, VCV). Demonstrate skill by going from CVC to CVCV word (cap – cape). Use marking system to ‘prove’ words. Use word bank at the end of the lesson for dictation practice. Apply these skills one at a time with practice pages, spelling exercises, and creative writing. Read story, Silent E!, from Little Blue Book.

Lesson 38 – Another Sound for C and G; -ange and -aste, -igh, -ight, -dge

Soft c & g: Th 5, lsn/wk-24 (also –dge). igh: Th 6, lsn/wk-26

Teach the second sound and spelling for C - /s/ (Rainbow S) and G - /j/ (Rainbow J) in words.

-ange: not taught in program. -aste: not taught in program.

Use marking system to ‘prove’ words. Teach words ending in -nge spelling, the vowel sound will be short, however, -ange is exception to Silent E rule where the vowel ‘a’ will remain the same as /ang/ in a word. Teach words ending in -ge spelling, the vowel sound will be long; words ending in -dge spelling, the vowel sound will be short. Teach words ending in -aste the vowel ‘a’ will be long (exception to Silent E) Teach words spelled with -igh/-ight the vowel ‘i’ is long and ‘gh’ is silent. Apply these skills one at a time with practice pages, spelling exercises, and creative writing.

Lesson 39 – Adding -ing to Phonetic Skill #4, Adding -ing in Words Ending in CE and GE

Base words ending with: -ed, –ing: Th 6, lsn/wk-25.

Teach students spelling skills for adding suffixes -ing, -er, -ed, -est to words ending in Silent E and Rainbows S (ce/ci) & J (ge/gi). Underline the suffix. Read story, The Prince and the Mule (a chapter story), from Little Blue Book.

Lesson 40 – Phonetic Skill #5 – Adjacent Vowels; Memorizing Adjacent Vowels; Adding -ing to PS #5

Taught as Long Vowels: Long ‘e’ spelled ee/ea: Th 5, lsn/wk-19 Long ‘a’ spelled ay: Th 5, lsn/wk-20 Long ‘a’ spelled ai: Th 5, lsn/wk-20 (-ain, -ail, -aid). Long ‘o’ spelled oa: Th 4, lsn/wk-18 (taught with long ‘o’ spelled ‘ow’): presented as phonograms –oat & -oast.

Teach students Phonetic Skill #5, Adjacent Vowels, using diacritical markings. When two vowels are adjacent (together) in a word, the second vowel is silent making the first vowel long (CVVC). Teach the patterns to memorizing the 9 Adjacent Vowels within words Use marking system to ‘prove’ words. Apply these skills one at a time with practice pages, spelling exercises, and creative writing. Teach only one spelling for the long vowel sound at a time to decrease confusion during spelling and creative writing practice.

/oo/ as in blue/glue spelled ue: not taught as a skill in 1st Grade. Long ‘i’ spelled ie & igh: Th 6, lsn/wk-26 Base words ending with -ed, –ing: not taught as a skill in 1st Grade.

Use word bank at the end of the lesson for dictation practice. Teach the spelling skill of adding the suffix -ing to words with Adjacent Vowels. Underline the suffix. Read story, The Trail of Slime, from Little Blue Book.

Lesson 41 – K and KE Not taught as a formal spelling skill. Only taught as ending sound with a word family.

Teach the spelling rule for words ending with the sound of /kuh/. Students will learn when to spell with k-e or k at the end of a one syllable word. Use marking system to ‘prove’ words. Apply this skill to practice pages and spelling exercises for reinforcement.

Lesson 42 – Contractions Contractions with ‘s: Th 1, lsn/wk-3 Other contractions: -‘nt: Th 2, lsn/wk-6 ‘ll: Th 3, lsn/wk-10 ‘ve: Th 5, lsn/wk-19 ‘re: Th 5, lsn/wk-19 ‘d: Th 6, lsn/wk-26

Teach contractions. The students will learn and understand that when two words are combined some letters are omitted, and replace by an apostrophe (‘). Use practice pages and RLC for reinforcement of skill. Read story, I Shouldn’t, from Little Blue Book.



Introduce and teach MCW List #6, review lists 1-5. Read story, Hot Dog, from Little Blue Book. Review punctuation and grammar skills previously taught. Reinforce previously learned skills in creative writing. Administer Section 7 Assessment, also Mastery Check as needed.

Lesson 44 – Murmur Diphthong /ar/ spelled ar: Th 4, lsn/wk-14 Teach a-r /ar/ Murmur Diphthong. Students will recognize and

AR; Adding endings to AR Adding endings to /ar/ words: Th 4, lsn/wk-14

read words containing the a-r Murmur Diphthong (R-controlled vowel). Students will learn spelling rule for adding suffix -ing to words ending in a-r. Underline the suffix. Apply this skill to practice pages and spelling exercises for reinforcement. Use marking system to ‘prove’ words.

Lesson 45 – Murmur Diphthong OR

/or/ spelled or & ore: Th 3, lsn/wk-11; Th 4, lsn/wk-14 (review) Adding endings to /or/ words: Th 4, lsn/wk-14

Teach o-r /or/ Murmur Diphthong. Students will recognize and read words containing the o-r Murmur Diphthong (R-controlled vowel). Use marking system to ‘prove’ words. Apply this skill to practice pages and spelling exercises for reinforcement.

Lesson 46 – Murmur Diphthongs ER, UR, and IR

/er/ spelled er, ir, & ur: Th 4, lsn/wk-16 Adding endings to /er/ words: Th 4, lsn/wk-16

Teach Murmur Diphthongs /er/ sound, spelled er, ur, ir. Students will recognize and read words containing the e-r, u-r, i-r Murmur Diphthongs (R-controlled vowels). Using sign-language for vowels ‘e’, ‘u’, and ‘i’ will help students practice correct spelling during dictation. Use marking system to ‘prove’ words. Apply this skill to practice pages and spelling exercises for reinforcement.

Lesson 47 – Exceptions to Murmur Diphthongs; Crazy W

Exceptions to Murmur Diphthongs: not taught as a skill in 1st Grade. Crazy W: not taught as a skill in 1st Grade.

Students will learn when a Murmur Diphthong is followed by a Silent E, the first vowel will be long (Silent E rules!). Students will learn when a Murmur Diphthong and Adjacent vowel are together, the Adjacent Vowel sound rules. Students will learn with a consonant comes between the Murmur Diphthong and final E, the Murmur Diphthong sound rules. Crazy W: This particular skill is not taught in Harcourt – Story

Town Kindergarten. Students will learn sound and spelling for words with: /wah/ w-a; /wor/ w-a-r; /wer/ w-o-r. Use marking system to ‘prove’ words. Reinforce concept with dictation, spelling, and creative writing skills. Read story, Fern’s Farm, from Little Green Book.



Introduce and teach MCW List #7, review lists 1-6. Read story, Dee the Great, from Little Green Book. Review punctuation grammar, and spelling skills previously taught. Administer Section 8 Assessment, also Mastery Check as needed.

Lesson 49 – Digraphs ch, sh, wh, th (voiced and voiceless); -tch

/sh/ spelled sh initial & final position: Th 3, lsn/wk-12 /hw/ spelled wh: Th 4, lsn/wk-15 /th/ voiceless spelled th: Th 3, lsn/wk-8; Th 3, lsn/wk-12 /th/ voiced spelled th:Th 3, lsn/wk-8; Th 3, lsn/wk-12 /ch/ spelled ch initial position: Th 4, lsn/wk-13 /ch/ spelled tch final position: Th 4, lsn/wk-13

Introduce and teach the 1st 5 digraphs included in the 42 sounds. Teach spelling skill for ‘ch’ and -tch. Discuss voiced and voiceless /th/. Use marking system to ‘prove’ words. Use word bank at the end of the lesson for dictation, spelling, and creative writing practice. Read stories, Star Light and The Wishing Whale, from Little Green Book. When teaching the Blends, do not introduce and teach Digraphs simultaneously. Students may be confused with definitions between the two phonic skills: Blends are two or 3 consonant standing together in a word, each

Add endings –ing: Th 4, lsn/wk-13

retaining its own sound. Digraphs are two consonants standing together creating one consonant sound.

Lesson 50 – More Digraphs ph, gn, kn, wr, ck

/k/ spelled ck: Th 2, lsn/wk 4 Silent Letters (not taught as digraphs): /n/ spelled kn: not taught as a skill in 1st Grade. /r/ spelled wr: not taught as a skill in 1st Grade. /n/ spelled gn: not taught as a skill in 1st Grade. /f/ spelled ph: not taught as a skill in 1st Grade.

Introduce and teach the remaining 5 digraphs. Students will learn to recognize them as new spellings for previous learned sounds (ph=f, gn=n, kn=n, wr=r, ck=k). The specific marking system will help students in decoding words. Use word bank at the end of the lesson for dictation, spelling, and creative writing practice. Teach spelling tips for /k/ at the end of a word (-ck, -lk, -nk). Read story, Jack the Gnome, from Little Green Book. When teaching the Blends, do not introduce and teach Digraphs simultaneously. Students may be confused with definitions between the two phonic skills: Blends are two or 3 consonant standing together in a word, each retaining its own sound. Digraphs are two consonants standing together creating one consonant sound.

Lesson 51 – Digraph Blends Digraph Blends: not taught as a skill in 1st Grade.

Introduce and teach the spelling skills and unique sounds for Digraph Blends. Use specific marking system to aid students in decoding words. Use word bank at the end of the lesson for dictation, spelling, and creative writing practice. Read story, Mom Are You Coming?, from Little Green Book.

Lesson 52 – S-ES, Plurals and Review -tch and -dge

-dge: Th 5, lsn/wk-24 Plurals with -s: Th 4, lsn/wk-13

Review term, plural. Teach spelling skill of how to add plurals (-s, -es) to words ending in digraphs. Underline the plural spelling (-s, -es).

Plurals with –es: Th 4, lsn/wk-13

Review spelling skill with words ending in -tch and -dge. Review adding suffixes. Use word banks at the end of lesson. Underline the suffix in the word.



Introduce and teach MCW List #8, review lists 1-7. Read story, Be Friends With All, from Little Green Book. Review punctuation grammar, and spelling skills previously taught. Administer Section 9 Assessment, also Mastery Check as needed.

Lesson 54 – SVS #1 au/aw /aw/ spelled au & aw: not taught as a skill in 1st Grade.

au/aw – Introduce and teach the special sound of au/aw. Teach the spelling skill of: au_ not at the end of a word. Introduce the special marking system for Special Vowel sounds to aid in decoding of words. Use word banks within the lesson for dictation, spelling, and creative writing practice.

Lesson 55 – SVS #2 ou/ow Long vowel sound ‘o’ spelled ow: Th 4, lsn/wk-18 (taught with long ‘o’ spelled ‘oa’): presented as phonograms –ow & -own Diphthong /ou/ as in house, spelled ou: Th 6, lsn/wk-27 (phonograms: -out, -ound) Diphthong /ou/ as in brown, spelled ow: Th 6, lsn/wk-27 (phonograms –ow, -own)

ou/ow – Introduce and teach the special sounds of ou/ow. Teach the spelling skill of: ou_ not at the end of a word (except ‘you’, ‘thou’). Teach students to recognize and use the 2 sounds of /ow/. Introduce the special marking system for Special Vowel sounds to aide in decoding of words. Use word banks within the lesson for dictation, spelling, and creative writing practice. Teach adding suffixes to SVS and underline the suffix.

Lesson 56 – SVS #3 oi/oy Diphthong /oi/ spelled oi & oy: not taught as a skill in 1st Grade.

oi/oy – Introduce and teach the special sounds of oi/oy. Teach the spelling skill of: oi_ not at the end of a word. Introduce the special marking system for Special Vowel sounds to

aide in decoding of words. Use word banks within the lesson for dictation, spelling, and creative writing practice. Teach adding suffixes to SVS and underline the suffix.

Lesson 57 – SVSs #4 and #5 oo/oo

/oo/ as in book/look spelled oo: not taught as a skill in 1st Grade. /oo/ as in zoo/pool spelled oo: Th 6, lsn/wk-29 (taught with –ew)

Introduce and teach students the two sounds for ‘oo’. /oo/ as in ‘look’ and ‘good’. /oo/ as in ‘zoo’ and ‘fool’. Introduce the special marking system for Special Vowel sounds to aide in decoding of words. Use word banks within the lesson for dictation, spelling, and creative writing practice. Teach adding suffixes to SVS and underline the suffix. Read story, Lake Maude, from Little Green Book.



Introduce and teach MCW List #9, review lists 1-8. Read story, The Beauty of Friends, from Little Green Book. Administer complete test over all material: Lesson 1-58. Review punctuation grammar, and spelling skills previously taught. Administer Section 10 Assessment, also Mastery Check as needed.

Lesson 59 – Y Can Be a Short Vowel

Y Can Be Short Vowel ‘i’: not taught as a skill in 1st Grade.

Introduce the Many Jobs of Y. Teach when Y is at the beginning of a word, it is a consonant. Teach students how Y follows the 5 Phonetic Skills. Teach when Y is the only working vowel in a single-syllable word, it takes the sound of ‘i’. Phonetic Skill #1 & #2 teaches the sound will be short ‘i’.

Use special marking system to aid in decoding of words. Teach spelling and pronunciation skill of c-y, and g-y (Rainbow S & Rainbow J). Use word banks within the lesson for dictation, spelling, and creative writing practice.

Lesson 60 – Y and Long I; Y Can Be Silent; Compound Words

Y says long ‘i’ as in fly/by: Th 6, lsn/wk-26 Compound Words: Th 3, lsn/wk-11 Y with Silent E: not taught as a skill in 1st Grade.

Introduce and teach rules of Y: PS #3, Y has long sound of ‘i’. Introduce and teach rules of Y: PS #4, Y has long sound of ‘i’ with Silent E. Introduce and teach rules of Y: PS #5 Y is an Adjacent Vowel, and is silent (-ay, -ey). Exceptions are ‘they’ & ‘grey’. Use special marking system to aide in decoding of words. Use word banks within the lesson for dictation, spelling, and creative writing practice. Teach term, compound word. Two words are combined to make a larger word and has a new meaning. Practice skill in sentences and as phonemic awareness skill. Review adding suffixes and contractions. Read story, The Ant and the Dove, from Little Green Book. Administer Section 11 Assessment, also Mastery Check as needed.

Lesson 61 – Decoding Skill #1 and The Last Rule for Y

Decoding Skill #1: U1.6, wk-1 Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill. It is introduced as a phonemic awareness skill, listening for the vowel sound and syllable pattern.

Introduce syllabication in words. Teach the first skill for dividing words into syllables. If one consonant follows the vowel, the consonant goes on to the next vowel. Remember to have students decode vowel sound one syllable at a time, and “box” each syllable.

The Last Rule for Y, Y says long ‘e’: Th 6, lsn/wk-28 Determining sounds for each syllable is not taught).

Teach Last Rule for Y (long e): when there is more than one working vowel in a word and ‘y’ is at the end of the word. Use word banks within the lesson for dictation, spelling, and creative writing practice. Teach exception of verbs ending with -ny, -fy, -ly and Y is long ‘i’.

Lesson 62 – Using Decoding Skill #1

Using Decoding Skill #1 (V/C or VC/C Pattern): Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill. It is introduced as a phonemic awareness skill, listening for the vowel sound and syllable pattern. If there are 2 consonants together, break between the 2 consonants for syllables.

Practice Decoding Skill #1 with words containing the 42 Sounds (long & short vowels, Murmur Diphthongs, Rainbows S & J, Digraphs). Use special marking system to aide in decoding of words. Remember to have students decode vowel sound one syllable at a time, and “box” each syllable. Administer individual Mastery Check #15 as needed.

Lesson 63 – Using Decoding Skill #2

Using Decoding Skill #2 (VC/CV Pattern): Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill. It is introduced as a phonemic awareness skill, listening for the vowel sound and syllable pattern. If there are 2 consonants together, break between the 2 consonants for syllables.

Review syllabication in words. Teach the second skill for dividing words into syllables. If two consonants follow the vowel, the consonants split and one stays with the 1st vowel and the consonant goes on to the next vowel. Remember to have students decode vowel sound one syllable at a time, and “box” each syllable. Teach skill with 42 Sounds.

Lesson 64 – Two-Syllable Words with Silent E and Adjacent Vowels

Two-Syllable Words with Silent E and Adjacent Vowels (VC/CV Pattern): Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill. It is introduced as a phonemic awareness skill, listening for the vowel sound and syllable pattern. If there are 2 consonants together, break between the 2 consonants for syllables.

Teach students to internalize both decoding skills by understanding how they work with Silent E and Adjacent Vowels. Continue to mark the vowels and box each syllable while practicing the skill. Read story, Case of the Missing Parcel, from Little Orange Book.

Lesson 65 – Decode Any Length Word

Decode Any Length Word (VCCV Pattern): Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill. It is introduced as a phonemic awareness skill, listening for the vowel sound and syllable pattern. If there are 2 consonants together, break between the 2 consonants for syllables.

Using the knowledge of marking and decoding multi-syllable words, the students will practice the skills with the 42 sounds to decode any length word.

Lesson 66 - -tion, -sion, and -ous

-tion: not taught as a skill in 1st Grade. -sion: not taught as a skill in 1st Grade. -ous: not taught as a skill in 1st Grade.

Students will learn and identify the tion/sion/ous /shun/, /zhun/, and /us/ syllable in words. Teach the spelling, pronunciation, and decoding strategies for decoding multi-syllable words containing -tion, -sion, and -ous. Pronunciation of short ‘i’ preceding the tion/sion is taught. Spelling tips for tion/sion are taught. Use word banks at the end of the lesson for decoding practice. Be sure to note, before decoding words containing Special Vowel Combinations and S-Blends, review and teach Lesson 78.

Lesson 67 – -le at the End of a Word

-le: Th 4, lsn/wk-17 (taught as a ‘syllable or word part’ with the sound of /ul/. No reference to the schwa sound.)

Words ending in -le have an understood vowel sound, thus making it a syllable. Students will learn how to decode and pronounce words ending with -le spelling. Use word banks within the lesson for dictation, spelling, and creative writing practice. Review punctuation grammar, and spelling skills previously taught. Administer Section 12 Assessment, also Mastery Check as needed.

Lesson 68 – Exceptions VC/C Syllable Pattern: not taught as a skill in 1st Grade.

Teach the students the exception to decoding skill. When decoding words that are the exception to the decoding skill, students will continue to use the regular 2 Decoding Skills for syllabication, but make the long vowel short when necessary.

Read stories, The Honest Woodcutter, Kate’s Celebration, Alfie and the Computer, and Fun In the Tub, in the Little Orange Book.

Lesson 69 – Double C, KE, CK, K, and C

Not taught to be recognized as a regular spelling skill, only taught as a phonics/reading skill.

The /k/ sound has various spellings depending on the vowel sound and where it falls in a syllable in a word. Teach the spelling rules associated with /k/ as an ending sound (C, KE, CK, K) and words using double C. Use practice pages and sample words in lesson for decoding/spelling practice, and creative writing.

Lesson 70 – Double S, SE, or CE at the End of a Word

Not taught to be recognized as a regular spelling skill, only taught as a phonics/reading skill.

Teach students to know the particular spelling clues for single syllable words ending with the sound of /s/ using SS, SE, or CE.

Lesson 71 - -ist/-est and -us/-ous -ist/-est: not taught as a skill in 1st Grade. -us/-ous: not taught as a skill in 1st Grade.

Teach spelling hints for when to use -ist, -est, -us, and -ous. Students will also learn the proper grammar term for words using those endings

Lesson 72 – Versatile EA 3 sounds for EA: Long ‘e’ spelled ea: Th 5, lsn/wk-19 Short /e/ spelled ea: not taught as a skill in 1st Grade. Long ‘a’ spelled ea: not taught as a skill in 1st Grade. E and A together in a word, yet vowels are individual sounds in syllables: not taught as a skill in 1st Grade.

Teach the 3 sounds produced by the EA vowel combination. Learn specific decoding marks to prove vowel sound when reading the word.

Lesson 73 – IE and EI Long ‘i’ spelled ie: Th 6, lsn/wk-26 Long ‘e’ spelled ie: Th 6, lsn/wk-28

Teach the multiple sounds produced by the IE/EI vowel combinations in words. There are 5 important spelling skills taught with this vowel combination.

Long ‘e’ spelled cei: not taught as a skill in 1st Grade. Long ‘a’ spelled ei or eigh: not taught as a skill in 1st Grade. I and E together in a word, yet vowels are individual sounds in syllables: not taught as a skill in 1st Grade.

This skill can be difficult, be sure to teach one concept at a time, not all at once. Use practice pages and sample words in lesson for decoding/spelling practice, and creative writing.

Lesson 74 – GN, GH, CH, and X /n/ spelled gn: not taught as a skill in 1st Grade. /g/ spelled gh: not taught as a skill in 1st Grade. /f/ spelled gh: not taught as a skill in 1st Grade. /sh/ spelled ch: not taught as a skill in 1st Grade. /ks/ spelled x (final position): not taught as a skill in 1st Grade. /gz/ spelled x: /z/ spelled x (initial position): not taught as a skill in 1st Grade. Words containing these phonic skills/spellings may be found in High Frequency Words (Word Wall).

Teach 3 Jobs for GN (beginning of a word, end of a word, and middle of a word). Teach 3 Jobs for GH – /g/ spelled gh as in ‘ghost’; /f/ spelled gh as in ‘cough’, rough ; gh is silent as in ‘taught’ or ‘sigh’ (igh) Teach additional sound of CH- /sh/ spelled ch as in ‘chute’ Teach additional sounds of X- /ks/ spelled x at end of a word like ‘box’; /z/ spelled x at beginning of a word like ‘xerox’; /gz/ spelled x in the middle of a word like ‘exact’. These skills can be difficult, be sure to teach one concept at a time, not all at once. Use practice pages and sample words in lesson for decoding/spelling practice, and creative writing.

Lesson 75 – EU and EW /oo/ as in new/chew spelled ew: Th 6, lsn/wk-29 (taught with –oo).

Teach the sounds and spellings of EU and EW. Both spellings have the same sound, but when EW is preceded by r, j, ch, or l, its sound will be /oo/, ‘zoo’.

/oo/ as in neutron/Zeus spelled eu: not taught as a skill in 1st Grade.

These sounds can be taught as Special Vowel Sounds. These skills can be difficult, be sure to teach one concept at a time, not all at once. Use practice pages and sample words in lesson for decoding/spelling practice, and creative writing.

Lesson 76 – The Last Job of Y The Last Job For Y (-y): Y added to end of noun to create adjective (rain/rainy, snow/snowy): not taught as a skill in 1st Grade. -ied added to base words: Th 6, lsn/wk-28 -ier added to base words: Th 6, lsn/wk-28 -ies added to base words: Th 6, lsn/wk-28 -ly added to the base word: not taught as a skill in 1st Grade.

Teach students to properly add suffixes and plurals to words ending in Y. There are 5 spelling rules to aide students in correct spelling. When Y follows a consonant, Y changes to ‘i’ then add -es, -er, -ed, or -est. When Y follows a vowel, just add ‘s’. It a multi-syllable word ends in -ny, -ly, or -fy, Y will have the sound of long I. -LY can be added as a suffix to a base word, Y will sound long ‘e’. When Y is added as a suffix to a noun, the word becomes an adjective.

Lesson 77 – The Schwa; Vowel Families O & I

Schwa: not taught as a skill in 1st Grade. Vowel Families: -old, -olt: Th 6, lsn/wk-30 -ind, -ild: Th 6, lsn/wk-30

Teach the importance of the schwa sound. The schwa says /u/ and is represented in the dictionary as an upside-down e. The schwa can take any vowel sound. Teach long vowel o families in single syllable words (-old, -olt, -oll, -ost). Teach long vowel i families in single syllable words (-ind, -ild). Discuss O and I vowel families that do follow Phonetic Skill #2.

Lesson 78 – Blends and Special Vowel Combinations that Split

Blends & SVC That Split: not taught as a skill in 1st Grade.

Teach some Blends will ‘split’ for decoding purposes in multi-syllable words (sc, sk, sp, st).

Teach Special Vowel Combinations (LL, NG, NK) can be ‘split’ for decoding purposes in multi-syllable words.

Lesson 79 – Reversed Vowels Reversed Vowels: not taught as a skill in 1st Grade.

Teach certain vowel combinations can reverse in spelling in multi-syllable words and each vowel will retain a new sound in the syllable: ai/ia; oe/eo; oa/ao; au/ua; oi/io. Teach special markings to use for decoding purposes. Not recommended for teaching in 1st Grade.

Lesson 80 – Synonyms, Antonyms, Homonyms, Homophones, Heteronyms, and Palindromes

Synonyms: not taught as a skill in 1st Grade. Antonyms: not taught as a skill in 1st Grade. Homonyms (multiple-meaning words): Th 5, lsn/wk-24 Homophones: Th 4, lsn/wk-18; Heteronyms: not taught as a skill in 1st Grade. Palindromes: not taught as a skill in 1st Grade.

Teach the meanings of the terms: Synonyms, Homonyms, Homophones, Heteronyms, and Palindromes. Teach how they are used in sentences for grammar purposes.

Lesson 81 – Prefixes Prefixes: not taught as a skill in 1st Grade. Teach students to identify and understand the use of prefixes. The 20 most common are identified.

Lesson 82 – Suffixes Suffixes: not taught as a skill in 1st Grade.

Teach the students the meaning, usage, and marking of suffixes to base words. When marking or proving a word with a suffix, remember to write the base word first and prove it using the marking system, then write the word with the suffix and underline only the suffix.

Lesson 83 – Dictionary and Vocabulary Skills

Dictionary Skills: Alphabetize words: Th 6, lsn/wk-30

Teach students the use of the dictionary and specific decoding markings to aid with pronunciation, spelling and vocabulary development. Diacritical markings for 3 commonly used

Vocabulary skills are word specific to the leveled book in each lesson.

dictionaries are listed.

Most Common Words

In Story Town material, high frequency words are introduced with lessons for the purpose of reading decodable books. In the Discover Intensive Phonics program, high frequency words are called Most Common Words. These words have been divided into nine lists, with 13 to 18 words in each list. The Most Common Words are taught a few at a time throughout the course. Following is a list of what words are taught after specific skills. The Most Common Words are also used in the stories in the Little Books. After the alphabet has been taught and reviewed, students will have learned the following Most Common Words: List #1: a, am, and, as, at, go, have, has, his, I, in, is, it, my, no, put, see, the

List #2: are, ask, asked, come, do, doing, father, from, he, me, mother, to, said, some, what, where, you, your List #3: been, does, done, give, here, off, on, one, once, she, that, this, too, was, we, were, word, work

List #4: both, build, could, eye, friend, of, should, their, there, they, want, who, would After the L-, R-, and S-Blends are taught, students will have learned the following Most Common Words:

List #5: answer, before, blood, blue, brother, color, don’t, flood, four, full, height, nothing, pull, won, won’t

After the Skills for Making Words (Phonetic Skills) are taught, students will have learned the following Most Common Words:

List #6: any, buy, bury, busy, carry, door, eight, enough, floor, goes, guess, many, marry, weigh, weight, woman, women

After the R-Controlled Vowels (Murmur Diphthongs) are taught, students will have learned the following Most Common Words:

List #7: by, early, earn, genius, gone, great, heard, island, laugh, learn, light, long, lose, love, money

After the Digraphs are taught, students will have learned the following Most Common Words:

List #8: ever, every, iron, move, never, onion, only, pretty, push, says, seven, shoe, through, very, view, wrong

After the Vowel Combinations (Special Vowel Sounds) are taught, students will have learned the following Most Common Words (this is the final list):

List #9: again, beauty, junior, sugar, sure, talk, though, thought, together, ton, toward, truth, two, walk, wash, young, youth

Most Common Words are introduced in the following Discover Intensive Phonics lessons:

List #1: Lesson 11, p. 181 List #2: Lesson 14, p. 227 List #3: Lesson 18, p. 273 List #4: Lesson 22, p. 325 List #5: Lesson 30, p. 401 List #6: Lesson 43, p. 527 List #7: Lesson 48, p. 565 List #8: Lesson 53, p. 609

List #9: Lesson 58, p. 647

Little Book Stories

The Discover Intensive Phonics program is augmented with 32 vocabulary-controlled stories reinforcing specific skills. The stories, contained in the Four Little Books, are grouped according to skill type (i.e. alphabet/blends). The following list of Little Books shows the order of their use with the Discover Intensive Phonics program. They are listed by book, individual story, specific skill, and Discover Intensive Phonics lesson number. Little Red Book

Making words; Consonants B, F, D, G, H, J, L, and M; Vowels A and E; Most Common Word List #1

My Bed - Leson 11, p. 181 Consonants N, P, R, and S; Vowel O; Most Common Word List #2 Lad - Lesson 14, p. 227 Consonants T, V, W, X, and Y; Vowel U; Most Common Word List #3 The Red Fox - Lesson 18, p. 273 Consonants Q, Z, C, and K; Vowel I; Most Common Word List #4 Friends - Lesson 22, p. 325

L-, R-, and S-Blends; Double S, F, and Z words; Special Vowel Combinations; Most Common Word List #5

It’s Here - Lesson 24, p. 343 Frogs - Lesson 26, p. 365 Scott’s Dog - Lesson 28, p. 383 What Would I Do? - Lesson 29, p. 393 My Brother Matt - Lesson 30, p. 401 Little Blue Book

Phonetic Skills; Other Sounds for C and G; Spelling with -k and -ke; Contractions; Most Common Word List #6

The Box - Lesson 34, p. 447 Me - Lesson 36, p. 463 The Raft - Lesson 36, p. 463 Silent E - Lesson 37, p. 469 The Prince and the Mule - Lesson 39, p. 496 The Trail of Slime - Lesson 40, p. 501 I Shouldn’t - Lesson 42, p. 519

Hot Dog - Lesson 43, p. 527

Little Green Book Murmur Diphthongs (R-controlled vowels); Digraphs; Special Vowel Sounds; some Rules for Y; Most Common Word Lists #7, #8, and #9

Fern’s Farm - Lesson 47, p. 555 Dee the Great - Lesson 48, p. 565 Star Light - Lesson 49, p. 573 The Wishing Whale - Lesson 49, p. 573 Jack the Gnome - Lesson 50, p. 585 Mom, Are You Coming? - Lesson 51, p. 593 Be Friends with All - Lesson 53, p. 609 Lake Maude - Lesson 57, p. 639 The Beauty of Friends - Lesson 58, p. 647 The Ant and the Dove - Lesson 60, p. 667 Little Orange Book

Decoding Skills (long vowel in first syllable; short vowel in first syllable; -tion, -sion, -ous; -le and the end of words; decoding exceptions)

Case of the Missing Parcel - Lesson 64, p. 705 The Honest Woodcutter - Lesson 68, p. 739 Kate’s Celebration - Lesson 68, p. 739 Alfie and the Computer - Lesson 68, p. 739 Fun in the Tub - Lesson 68, p. 739

Houghton-Mifflin/ Harcourt STORY TOWN (2009) FIRST … · Houghton-Mifflin/ Harcourt STORY TOWN 1st Grade lessons ... (Punctuation, Subject ... lsn/wk-3; Th 3, lsn/wk-11 (capitalization

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