Ready4Reading gives you everything you need to deliver explicit, high-quality phonics instruction in one powerful system.
System Components: • Implementation guide
• Grouping and assignment tools • Letters2Meaning assessment to track student progress • SoapBox speech recognition technology • Actionable reports
TM
Implementation Guide
T E A C H
P R A C T I C E
A P P L Y
P R O V E
TEACH
Print Materials: • 68 alphabet, phonics, and word study lessons • Phonics from A to Z professional book Manipulatives: • Elkonin sound boxes • Magnetic letter tiles • Connecting sound cubes • 2-color counters • Letter sounds flash cards • Alphabet cards • Articulation cards • Mirrors • Metal trays • Gameboards
Online Teacher Resources: • Program Guide • 312 teaching activities • Games, centers, and extension activities • Articulation videos • Alphabet chants • Phonics, alphabet, and articulation cards • Student activity pages • Printable assessments
WILEY BLEVINS
Updated with new research 4 th Edition
STEP 1
STEP 2
STEP 3
A Practical Guide Phonics | Long Vowels | Final e
Phonics | Long Vowels | Final e
Phonics | Long Vowels | Final e
Develop Phonemic Awareness Have children say /ā/ every time they hear a word with the /ā/ sound. (Note: The word list that follows includes distractors.) Say: mat, mate, fad, fade, same, Sam, plate . Then guide children to orally blend and segment words with /ā/ and other long-vowel sounds. These two skills are directly related to
Model Blending Write the words mad, made, bit, bite, not, note, cut, cute, and Steve on the board. Model blending the words sound by sound. Underline the final- e spelling ( a_e, e_e, i_e, o_e, u_e ) in each word containing the long-vowel sound. Point to the spelling and say the sound. Have children repeat.
Teach High-Frequency Words Introduce the following high-frequency words using the Read/Spell/Write/Extend routine: says, done, come, you .
1. Rea d: Write the word in a context sentence, underline it, and read it aloud (e.g., Come here now. ). Have children repeat. Then ask children to orally segment the word. Say: Tell me the sounds you hear in come (/k/ /u/ /m/). Then highlight the irregular spelling that children need to remember. Say: The word come ends in e, so you may think the o stands for the long- o sound. But the middle sound in come is /u/. This is the same in words like some and done . This is the part of the word we need to remember. Underline, highlight, or draw this part of the word that has to be remembered “by heart.” 2. Spell: Have children chorally spell the word. If needed, do an echo spell for children still learning their letter names. Build Words Have children use the Magnetic Letter Tiles and trays to build the following words in sequence: bit, bite, kite, kit, fit, fin, fine, mine, pine, pin, spin, spine . Then have them work on the digital or print "Build Words: Final e" activity.
3. Write: Have children write the word as they say aloud each letter name. 4. Extend: Have children write and complete this sentence: Do you want to come to ______ ?
early reading and spelling development. Oral Blending: Say the following sounds:
Cumulative Review: Add a_e, e_e, i_e, o_e, and u_e to your spelling card set to review previously taught sound-spellings. This will aid in mastery. Have children chorally say the sound for each
letter or spelling as you display the card. Note sound-spellings children struggle with and provide additional small-group instruction and practice.
Oral Segmentation: Say the following words: man, mane, fin, fine, hop, hope . Guide children to orally segment the words by sound. For support, use Sound Boxes and counters. Have children stretch the sounds in the word and then move one counter into a box for each sound. Children can also tap the sounds as they say them.
• /k/ /ā/ /n/ cane • /b/ /ī/ /k/ bike • /n/ /ō/ /s/ nose • /m/ /yoo/ /l/ mule
DIFFERENTIATION Extra Support: For children who need more support, have them write the word on one side of an index card. On the other side, co-construct a simple sentence or phrase. Children will use these flashcards to practice reading the words in both isolation and in context.
Blend Words Use the digital or print “Blend Words: Final e ” activity to have children chorally blend the words on each line. Model the first two words: hop and hope . Then point to each word, say “whisper read” as children quietly blend the sounds, and then say “all together” as children chorally read the word. Corrective Feedback: Provide corrective feedback as needed. Point to the missed sound- mastery and serve as a good check for fluency and transfer abilities.
• /t/ /ā/ /k/ t ake • /p/ /ā/ /j/ page Guide children to orally blend the sounds to form each word.
spelling and state the spelling and sound, blending the word again. Then have children blend the word. Cumulative Review: Add words with previously taught skills to the Blend Words activity to extend the learning, practice, and application. Use words with skills children have not fully mastered from the previous four to six weeks. This extra repetition will help children gain
Build Word Fluency: Children can use the lists for further independent practice. Assign partners to read the word lists during independent work time while you meet with small groups. Have children complete the Do More! activities, one per day.
Final e
Spell Words
Introduce the Sound-Spelling Write the word tap on the board and have children sound it out. Then add an e to the end of tap to form the word tape . Underline the a_e spelling, say the sound, then model blending the word. Write to Transfer Sound to Spelling: Tell
Name Say each picture name. Listen for all of the sounds in the word. Write the spelling for each sound in a separate box. The gray box stands for the final, silent e .
DIFFERENTIATION Extra Support: Repeat the Build Words activity during small-group time for children who need more support. Fold in words with previously taught skills to extend the learning. Allow children to use their letter cards or Magnetic Letter Tiles during independent work time to build and record on paper as many words as they can form.
Articulation Support: Introduce the Articulation Cards for /ā/, /ē/, /ī/, /ō/, and /y oo/, and watch the articulation videos. Model how to make each sound. Have children practice using handheld mirrors or working with a partner. Provide corrective feedback.
children that the letters a_e work together, like a team, to make a new sound—the long-vowel sound /ā/. The vowel says its name, and the final e is silent. Guide children to sound out the new word formed. MULTILINGUAL LEARNERS Language Transfer: For children whose home language lacks the a_e sound-spelling pattern (see Language Chart, pp. 343–346 of Phonics from A to Z ), provide extra articulation practice and some words and phrases to copy.
DIFFERENTIATION Decodable High-Frequency Words: To support children with additional words to practice reading and writing, share the following decodable high-frequency words, as these will have the most immediate impact on student reading and spelling growth: make, use, white, take, made.
MULTILINGUAL LEARNERS Vocabulary Support: During small- group time, introduce and/or reinforce the meanings of a few words from the Blend Words activity, such as cube, eve, huge, scrape, stripe, whole . Use actions, pantomime, drawings, pictures, and simple definitions in both English and the child’s home language (using a translation app, if needed). /d/
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dog
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Wiley Blevins TEACHING PHONICS | Phonics 197
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