Research-Based Instruction Scaffolds Learning Our Stories Decodables’ scope and sequence scaffolds phonics instruction, starting with foundational concepts like decoding consonant blends and short vowel sounds and moving to more complex lessons on long vowel sounds and multisyllabic words with morphemes.
The first book in the series guides students through the practice of decoding CVC and VC words, and basic high- frequency words like a , and , and my .
Book 1
Book 1: Big Box Party By Joseph De Guzman Dad brings a big box to a party. Let’s find out what’s inside! Genre: Realistic Fiction This text presents a story about how opening a box at a party sparks a joyful celebration. Whole- and Small-Group Instruction Options The following steps offer instruction for guiding students through this text in whole or small groups, in conjunction with direct instruction in the targeted skills. Get Ready to Read Phonemic Awareness Let students know that as they read this book, they will use what they’ve learned about consonants and short vowels a, i, o . Play “What’s the Sound?” Play a game in which students identify short-vowel sounds in words with a consonant-vowel-consonant (CVC) pattern. • Model: Say: Listen. When I say a word, please repeat it and then say its vowel sound, /a/, /i/, or /o/. For example, if I said cat, you would say cat, /a/. • Play: Use these words, segmenting sounds as needed, and write or have students write the words after each turn: big, cap, box, tan, rock, rip, lot, jam . Check Readiness of Target Skills You may use the Readiness Check to identify students’ readiness for the targeted elements in this text. Remind students to pay attention to each letter in a word. CVC and VC Words With a, i, o fit dad top pick has in nod fan hot mix Liz hat on Use observations to determine needs for additional support and inform grouping. Introduce/Review High-Frequency Words Use these steps to teach or review the words. • Display the word. Say it aloud and have students repeat. • Use the word in a sentence. Discuss the word and its meaning or usage with students. • Identify known and unknown parts of the word. (See specifics below.) • Have students spell and/or write the word. isplay the word. Say it aloud and have students repeat. se the word in a sentence. Discuss the word and its meaning or usage with students. dentify known and unknown parts of the word. (See specifics below.) ave students spell and/or write the word.
by Joseph De Guzman illustrated by Emily Paik
Phonics Focus and Other Targets • CVC and VC Words With
Short Vowels a, i, o : big, bop, box, can, cap,
Dad, Dan, dig, fan, fit, has, hat, his, hit, hop, hot, in, is, it, Jack, jam, Jon, K-pop, Liz, mix, Nat, Nick, nod, on, Pam, pick, rap, rip, Rob, rock, Sis, tan, top, Vic • Inflectional Ending -s : hats, lots, pals, pops, rocks, socks, taps, tips High-Frequency Words a, and, my Story Word party Build Background Explain that in this book, people hear different types of music at a party, including K-pop, which is a type of popular music that comes from the country of South Korea. The K stands for Korean, and pop is short for popular. Discuss what music students might be familiar with, such as pop, hip-hop, country, rock, and other types.
Use it in a sentence.
Identify known and unknown parts.
a Here is a blue crayon.
• When you see the word a by itself, you can read it by saying the letter’s name, a. • This word is often pronounced as /u/. • Find the 3 sounds in and : /a/ /n/ /d/. • Identify the sound-spellings students have learned: /a/ a , /n/ n , /d/ d . • Model blending the word for students. • Find the 2 sounds in my : /m/ /ī/. • Identify the beginning sound-spelling students have learned: /m/ m . • Identify the other regular spelling they likely have not yet learned: Letter y says /ī/ in this word.
and I have a
sandwich and an apple for lunch.
my That is my
hat, not your hat.
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Our Stories Decodables Teacher’s Guide
OSD_TeachingGuide_012-013_BigBoxParty.indd 12
6/6/24 11:37 AM
As students move through the scope and sequence, lessons tackle more complex phonics skills like vowel teams in single-syllable and multisyllabic words.
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