Discover Intensive Phonics for Yourself. Open Court Reading Second Grade. and

Transcription

1 Discover Intensive Phonics for Yourself and Open Court Reading 2002 Second Grade

2 TABLE OF CONTENTS TABLE OF CONTENTS Table of Contents...2 INTRODUCTION Explanation of Implementation Guide PHONEMIC/PHONOLOGICAL AWARENESS Implementation of Phonemic/Phonological Awareness Concepts...5 SKILLS Alphabet Skills Covered in Both Programs Skills Covered in Both Programs Skills Not Covered by Open Court Grammar Skills High Frequency Words Reading

3 Discover Intensive Phonics for Yourself: Introduction Discover Intensive Phonics for Yourself is a supplemental, research-based intervention program used to enhance any core reading series. Discover Intensive Phonics provides systematic, direct instruction in letter/sound associations and word formation and then continues with a remarkably effective instruction of word patterns. Instruction encompasses the 42 Sounds of the Alphabet and phonetic skills and culminates with syllabication and word analysis. Direct instruction and multi-sensory interaction enhance learning. A unique marking system employed throughout the course empowers students with the ability to decode quickly, enhancing comprehension. Spelling skills improve simultaneously, and students overall increase in confidence and selfesteem. Using Discover Intensive Phonics: Due to the fluency training accomplished through use of the slide and other unique markings employed during the introduction and review of the alphabet, we recommend reviewing the five Letter Groups and the Blends (lessons 1-30) as they are presented in Discover Intensive Phonics (replacing the reading series introduction and review of the alphabet and blends). This information is normally review material for students in first grade and above and should not require more than two-to-four weeks, depending on the grade level and previous instruction. Practice and enrichment pages found in the Sound Essentials volume of the Discover Intensive Phonics Teacher s Kit should be used to reinforce the direct instruction and board work and provide parent involvement when papers are signed and returned. Additionally, vocabulary controlled, skill-sequenced stories in the Little Books provide an excellent source for early reading material. As long vowel phonic skills are introduced in the reading series, continue using the Discover Intensive Phonics methodology and marking system to teach the Five Phonetic Skills, enabling students to prove words. Once these skills have been taught and the foundation for early literacy is introduced, the remaining Discover Intensive Phonics skills can be introduced along with the reading series phonics lessons and its decodable readers. Students will progress rapidly with the foundation they have received. Phonemic/Phonological Awareness Supplement: Research confirms that phonemic awareness is essential in reading success even at adult levels. Discover Intensive Phonics provides a Phonemic/Phonological Awareness Supplement and Assessment for elementary students that can also be adapted for older students. The supplement is included in the Elementary manual and can be downloaded for use with older students. 3

4 DIP contains a Phonemic/Phonological Awareness (PA) Supplement to be used as a determinant factor of phonemic/phonological awareness in students through teaching lessons and administering assessments. PA lessons can be reviewed throughout the program to enhance phonics skills. Open Court Second Grade teaches/reviews skills previously taught in first grade (days 1-15 are devoted to these skills and will be identified as Getting Started, day-) and introduces new phonics and grammar skills for reading, spelling, and writing strategies. Decodable books are provided in Units 1-5 for reading practice of phonics skills (Unit 6 has no decodable readers). For coding references below, the Teacher Editions (TE) or Units will be referred to as Unit 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; specific lessons will be identified as lsn- (i.e. Unit 2.1, lsn-6). Beginning with Unit , specific phonic skills are referred as Word Knowledge. Phonemic/phonological awareness is not a skill that is covered daily in second grade. Open Court uses Word Knowledge activities to help students learn strategies for decoding words in reading selections. The following implementation guide shows the DIP sequence of phonics instruction, correlating the Open Court phonics lessons to the DIP sequence. We recommend you follow the DIP sequence and use the marking system when teaching the phonic skills in Open Court. Supplement with material from Sound Essentials to reinforce skills. The format will be as follows: Correlation to Open Court -- Discover Intensive Phonics -- Implementation of two programs -- Skill Following the correlation of the Discover Intensive Phonics program and the Open Court program come two separate indexes. The first index gives a review of the Most Common Words, indicates the skill each word list follows, and in which lesson the words are reviewed. The second index lists the stories found in the Little Books and which skills they follow. 4

5 Phonemic/Phonological Awareness Skills Covered in Both Open Court and Discover Intensive Phonics Open Court -- No formal practice in second grade. Phonemic/Phonological Awareness: Words in Sentences Discover Intensive Phonics -- Phonemic/Phonological Awareness: Words in Sentences, p. 35. Implementation -- Count the words in the sentences. Phonemic/Phonological Awareness: Rhyming Words Open Court -- Getting Started Unit 2.1, day-7 (review only). No formal practice in second grade. Discover Intensive Phonics -- Phonemic/Phonological Awareness: Rhyming Words, p. 37. Implementation -- Recognizing rhyme is one of the simplest phonological tasks. Practicing it early can help students recognize similar vowel sounds or word ending sounds (rhyme). Involve students in simple-language games (and stories or poems) that involve rhyme (see Sound Essentials Games and Activities). Phonemic/Phonological Awareness: Syllables in Words Open Court -- Syllables are referred to as open-syllables or closed-syllables in second grade. Discover Intensive Phonics -- Phonemic/Phonological Awareness: Syllables in Words, p. 39. Implementation -- Clapping syllables in names, blending, and segmentation of syllables in words. Phonemic/Phonological Awareness: Phoneme Identification Open Court -- Sound-Spelling cards are used for reference in second grade. Discover Intensive Phonics -- Phonemic/Phonological Awareness: Phoneme Identification, p. 43. Implementation -- Say a word, and identify the specific phoneme. Phonemic/Phonological Awareness: Phoneme Placement and Manipulation Open Court -- No formal practice in second grade. Discover Intensive Phonics -- Phonemic/Phonological Awareness: Phoneme Placement and Manipulation, p. 47. Implementation -- Say a word, omit a phoneme, and replace it with different phoneme. Substitute and manipulate phonemes in a word to create a different word. 5

6 Skills Covered in Both Open Court and Discover Intensive Phonics The Alphabet Open Court -- A /a/: Getting Started Unit 2.1, day-2. Vowel A Discover Intensive Phonics -- Lesson 1 Vowel A, Writing Names (p. 75). Implementation -- Introduce A as a vowel (short vowel sound); written practice of letter (upper- and lowercase). Open Court -- B /b/: Getting Started Unit 2.1, day-2. Consonant B Discover Intensive Phonics -- Lesson 2 Consonant B (p. 83). Implementation -- Teach B /b/ as a consonant, with written practice of letter (upper- and lowercase). Consonant C Open Court -- C /c/ (initial position): Getting Started Unit 2.1, day-2. Discover Intensive Phonics -- Lesson 21 Consonant C (p. 311). Implementation -- Teach C letter sound /k/ and written form. Open Court -- D /d/: Getting Started Unit 2.1, day-2. Consonant D Discover Intensive Phonics -- Lesson 5 Consonant D (p. 103). Implementation -- Teach D /d/ as a consonant. Slide D A together to form slide and sound /da/. Review /ba/, /fa/ slides. Written practice of letters (upper- and lowercase). Open Court -- E (short E): Getting Started Unit 2.1, day-2. Vowel E Discover Intensive Phonics -- Lesson 10 Vowel E, Beginning Sentences (p. 165). Implementation -- Teach vowel E written form and letter sound (short sound). Use Letter Groups 1 and 2 with vowels A and E to make slides. Create real and nonsense CVC words; be sure to check students ability to blend sounds together to create words. Use Word Builder as reinforcement. 6

7 Open Court -- F /f/: Getting Started Unit 2.1, day-2. Consonant F Discover Intensive Phonics -- Lesson 4 Consonant F (p. 95). Implementation -- Teach F /f/ as a consonant. Slide F A together to form slide and sound /fa/. Review /ba/ slide. Written practice of letters (upper- and lowercase). Open Court -- G /g/: Getting Started Unit 2.1, day-2. Consonant G Discover Intensive Phonics -- Lesson 6 Consonant G (p. 111). Implementation -- Teach G /g/ as a consonant. Slide G A together to form slide and sound /ga/. Review /ba/, /fa/, /da/ slides. Written practice of letters (upper- and lowercase). Open Court -- H /h/: Getting Started Unit 2.1, day-2. Consonant H Discover Intensive Phonics -- Lesson 9 Consonant H (p. 151). Implementation -- Teach H letter sound and written form. Use letters B, F, D, G, H to make slides with vowel A. Create real and nonsense CVC words; be sure to check students ability to blend sounds together to create words. Use Word Builder as reinforcement. Vowel I Open Court -- I /i/ (short I): Getting Started Unit 2.1, day-2. Discover Intensive Phonics -- Lesson 20 Vowel I (p. 303). Implementation -- Teach vowel I /i/ with Letter Groups 1-5 as slides and real and nonsense CVC words. Review MCW lists 1-3. Open Court -- J /j/: Getting Started Unit 2.1, day-2. Consonant J Discover Intensive Phonics -- Lesson 9 Consonant J (p. 151). Implementation -- Teach J letter sound and written form. Use letters B, F, D, G, H, J to make slides with vowel A. Create real and nonsense CVC words; be sure to check students ability to blend sounds together to create words. 7

8 Consonant K Open Court -- K /k/ (initial position): Getting Started Unit 2.1, day-2. Discover Intensive Phonics -- Lesson 21 Consonant K (p. 311). Implementation -- Teach K letter sound /k/ and written form. Teach rule for using C with vowels A, O, U, and using K with vowels I, E (consonants in initial position). Open Court -- L /l/: Getting Started Unit 2.1, day-2. Consonant L Discover Intensive Phonics -- Lesson 9 Consonant L (p. 151). Implementation -- Teach L letter sound and written form. Use letters B, F, D, G, H, J, L to make slides with vowel A. Create real and nonsense CVC words; be sure to check students ability to blend sounds together to create words. Use Word Builder as reinforcement. Open Court -- M /m/: Getting Started Unit 2.1, day-2. Consonant M Discover Intensive Phonics -- Lesson 9 Consonant M (p. 151). Implementation -- Teach M letter sound and written form. Use letters B, F, D, G, H, J, L, M to make slides with vowel A. Create real and nonsense CVC words; be sure to check students ability to blend sounds together to create words. Use Word Builder as reinforcement. Open Court -- N /n/: Getting Started Unit 2.1, day-2. Consonant N Discover Intensive Phonics -- Lesson 12 Consonant N (p. 197). Implementation -- Teach N letter sound and written form. Use Letter Groups 1-3 with vowels A and E to make slides. Create real and nonsense CVC words; be sure to check students ability to blend sounds together to create words. Use Word Builder as reinforcement. Vowel O Open Court -- O (short O): /o/: Getting Started Unit 2.1, day-2. Discover Intensive Phonics -- Lesson 13 Vowel O (p. 215). Implementation -- Teach vowel O sound and written form. Use letters B, F, D, G, H, J, L, M, N, P, R, S with vowels A, E, O to make slides. Create real and nonsense CVC words (use Discover Intensive Phonics Word Bank); be sure to check students ability to blend sounds together to create words. Use Word Builder as reinforcement. 8

9 Open Court -- P /p/: Getting Started Unit 2.1, day-2. Consonant P Discover Intensive Phonics -- Lesson 12 Consonant P (p. 197). Implementation -- Teach P letter sound and written form. Use Letter Groups 1-3 with vowels A and E to make slides. Create real and nonsense CVC words; be sure to check students ability to blend sounds together to create words. Use Word Builder as reinforcement. Open Court -- Q /q/: Getting Started Unit 2.1, day-2. Consonant Q Discover Intensive Phonics -- Lesson 19 Consonant Q (p. 291). Implementation -- Teach 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, E, O, and make real and nonsense words. Open Court -- R /r/: Getting Started Unit 2.1, day-2. Consonant R Discover Intensive Phonics -- Lesson 12 Consonant R (p. 197). Implementation -- Teach R letter sound and written form. Use Letter Groups 1-3 with vowels A and E to make slides. Create real and nonsense CVC words; be sure to check students ability to blend sounds together to create words. Use Word Builder as reinforcement. Open Court -- S /s/: Getting Started Unit 2.1, day-2. Consonant S Discover Intensive Phonics -- Lesson 12 Consonant S (p. 197). Implementation -- Teach S letter sound and written form. Use Letter Groups 1-3 with vowels A and E to make slides. Create real and nonsense CVC words; be sure to check students ability to blend sounds together to create words. Use Word Builder as reinforcement. Open Court -- T /t/: Getting Started Unit 2.1, day-2. Consonant T Discover Intensive Phonics -- Lesson 16 Consonant T (p. 249). Implementation -- Teach letter T sound and written form (initial position), and review letters B, F, D, G, H, J, L, M, N, P, R, S, T with vowels A, E, O to make slides. 9

10 Vowel U Open Court -- U (short U): /u/: Getting Started Unit 2.1, day-2. Discover Intensive Phonics -- Lesson 17 Vowel U (p. 263). Implementation -- Teach vowel U /u/ sound and written form with Letter Groups 1-4 as slides and real and nonsense CVC words. Review MCW lists 1 and 2. Open Court -- V /v/: Getting Started Unit 2.1, day-2. Consonant V Discover Intensive Phonics -- Lesson 16 Consonant V (p. 249). Implementation -- Teach letter V sound and written form (initial position), and review letters B, F, D, G, H, J, L, M, N, P, R, S, T, V with vowels A, E, O to make slides. Open Court -- W /w/: Getting Started Unit 2.1, day-2. Consonant W Discover Intensive Phonics -- Lesson 16 Consonant W (p. 249). Implementation -- Teach letter W sound and written form (initial position), and review letters B, F, D, G, H, J, L, M, N, P, R, S, T, V, W with vowels A, E, O to make slides. Consonant X Open Court -- X /x/ (final position): Getting Started Unit 2.1, day-2. Recommended not to teach /z/ sound for X, as in xylophone (initial part of word), Alphabet card. X/x needs to be taught in final position /ks/ sound. Use a picture of a box, and place on Alphabet card over the picture of xylophone, then write the word box over xylophone. Discover Intensive Phonics -- Lesson 16 Consonant X (p. 249). Implementation -- Introduce 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 to blend sounds together to create words. Use Word Builder as reinforcement. Open Court -- Y /y/: Getting Started Unit 2.1, day-2. Consonant Y Discover Intensive Phonics -- Lesson 16 Consonant Y (p. 249). Implementation -- Teach letter Y sound and written form (initial position), and review letters B, F, D, G, H, J, L, M, N, P, R, S, T, V, W, Y with vowels A, E, O to make slides. 10

11 Open Court -- Z /z/: Getting Started Unit 2.1, day-2. Consonant Z Discover Intensive Phonics -- Lesson 19 Consonant Z (p. 291). Implementation -- Teach Z letter sound and written form in initial placement with vowels A, E, O, U, and make slides and real and nonsense CVC words. 11

12 Skills Covered in Both Open Court and Discover Intensive Phonics Alphabetizing Open Court -- Capitalization is practiced in each lesson with letter formation and grammar. Discover Intensive Phonics -- Lesson 21 Alphabetzing (p. 324). Implementation -- Review written upper- and lowercase letters, alphabet order of letters, writing names using capital letter at beginning. Beginning Sentences Open Court -- Capital letters for Names and Beginning Sentences: Getting Started Unit 2.1, day-2; Unit 2.2, lsn-1. Discover Intensive Phonics -- Lesson 10 Vowel E, Beginning Sentences (p. 174). Implementation -- Teach sentence structure with capitals, and introduce punctuation (.!?). Building/Making Words Open Court -- Word Knowledge uses activities to teach strategies helping students decode words. Discover Intensive Phonics -- Lesson 7 Let s Make Words (p. 133). Implementation -- Creating and decoding CVC words using letters A, B, F, D, and G. Introduce marking system for decoding and reading purposes (identify vowel, and print x beneath letter). Short Vowels and Long Vowels: Open Court -- Short vowel sounds are taught with Sound-Spelling card pictures. Diacritical markings to prove vowel sounds are not used. Discover Intensive Phonics -- Lesson 31 Short Vowels and Long Vowels (p. 419). Implementation -- Teach short and long sounds of vowels with diacritical markings. 12

13 Phonetic Skill #1: Open Court -- (CVC, CCVC): Unit 2.1, day-1; Unit 2.1, day-2. Short vowel sounds are taught with Sound-Spelling card pictures. Diacritical markings are not used to prove vowel sounds. Discover Intensive Phonics -- Lesson 32 Phonetic Skill #1 (p. 429). Implementation -- Teach phonetic spelling skill where the vowel sound is short because it is followed by a consonant (CVC, CCVC, and VC) in a word. Specific markings are introduced to aid students in decoding vowel sounds in words. Use marking system to prove words. Phonetic Skill #2: Open Court -- (CVCC, CCVCC): Unit 2.1, day-1. Not taught as decoding rule other than introduced with Sound- Spelling card. Diacritical markings are not used to prove vowel sounds. Discover Intensive Phonics -- Lesson 33 Phonetic Skill #2 (p. 437). Implementation -- Teach phonetic spelling skill where the vowel sound is short because it is followed by two consonants (CVCC, CCVCC, and VCC) in a word. Specific markings are introduced to aid students in decoding vowel sounds in words. Use marking system to prove words. Phonetic Skill #3: Open Court -- Long A: this is not taught as a specific skill in Open Court, only as an open syllable in multi-syllabic words; Unit 2.1, day-3; Unit 2.5, day-2. Long I: Getting Started Unit 2.1, day-9, this is not taught as a specific skill in Open Court, only as an open syllable in multi-syllabic words; Unit 2.1, day-5; Unit 2.5, day-6. Long O: Getting Started Unit 2.1, day-9, this is not taught as a specific skill in Open Court, only as an open syllable in multi-syllabic words or long O Vowel Family; Unit 2.2, day-2. Long U: Getting Started Unit 2.1, day-9, this is not taught as a specific skill in Open Court, only as an open syllable in multi-syllabic words; Unit 2.2, day-1. Long E: Getting Started Unit 2.1, day-9; Unit 2.1, day-1; Unit 2.1, day-4; Unit 2.2, day-4. Adding -ing: Unit 2.1, day-3; Unit 2.1, day-4. Discover Intensive Phonics -- Lesson 36 Phonetic Skill #3 (p. 463). Implementation -- 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. 13

14 Phonetic Skill #4: Open Court -- Long A spelled ae: Getting Started Unit 2.1, day-9; Unit 2.1, day-3; Unit 2.5, day-2. Long E spelled ee: Unit 2.2, day-4. Long O spelled oe: Getting Started Unit 2.1, day-11; Unit 2.2, day-2; Unit 2.5, day-1. Long U spelled ue: Getting Started Unit 2.1, day-9; /oo/ Getting Started Unit 2.1, day-13; Unit 2.2, day-1. Long I spelled ie: Getting Started Unit 2.1, day-11; Unit 2.1, day-5; Unit 2.5, day-6. Discover Intensive Phonics -- Lesson 37 Phonetic Skill #4 (p. 469). Implementation -- 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. Phonetic Skill #5: Open Court -- Long A spelled ai and ay: Getting Started Unit 2.1, day-10; Unit 2.1, day-3; Unit 2.5, day-2. Long E spelled ea and ee: Getting Started Unit 2.1, day-10; Unit 2.1, day-1; Unit 2.1, day-4; Unit 2.2, day-4. Long O spelled oe: Getting Started Unit 2.1, day-11; Unit 2.2, day-2; Unit 2.5, day-1. Long O spelled oa: Getting Started Unit 2.1, day-11, Unit 2.2, day-2; Unit 2.5, day-1. Long U spelled ue: Getting Started Unit 2.1, day-9; /oo/ Getting Started Unit 2.1, day-13; Unit 2.2, day-1. Long U spelled ui: not taught in second grade. Long I spelled ie: Getting Started Unit 2.1, day-11; Unit 2.1, day-5; Unit 2.2, day-4; Unit 2.5, day- 6. Add Endings to Phonetic Skill #5: Unit 2.1, day-3; Unit 2.1, day-5; Unit 2.5, day-2. Discover Intensive Phonics -- Lesson 40 Phonetic Skill #5 (p. 501). Implementation -- Teach students Phonetic Skill #5 and 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 nine adjacent vowels within words. Use marking system to prove words. 14

15 Decoding Skill #1: Open Court -- Unit 2.1, day-2, taught as open-syllable ; Unit 2.2, day-3. Discover Intensive Phonics -- Lesson 61 Decoding Skill #1 and the Last Rule for Y (p. 685). Implementation -- 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 sounds one syllable at a time and box each syllable. Decoding Skill #2: Open Court -- Getting Started Unit 2.1, day-4. Taught as closed syllable. Unit 2.1, day-2; Unit 2.2, day-5; Unit 2.6, days Syllabication: Teaching to syllabicate/decode words with a marking system is not taught in a formal lesson; it is introduced as a phonemic awareness skill, listening for the vowel sound (termed Word Part ) and clapping the syllable. Discover Intensive Phonics -- Lesson 63 Decoding Skill #2 (p. 699). Implementation -- Review syllabication in words. Teach the second skill for dividing words into syllables. If two consonants follow the vowel, the consonants split, one stays with the first vowel, and the consonant goes on to the next vowel. Remember to have students decode vowel sounds one syllable at a time and box each syllable. Further Decoding Skills/Practice: Open Court -- Getting Started Unit 2.1, day-12; Unit 2.1; Unit 2.2, day-5; Unit 2.6, days Discover Intensive Phonics -- Lesson 65 Decoding Any Length Word! (p. 713). Implementation -- Using the knowledge of marking and decoding multi-syllabic words, the students will practice the skills with the 42 Sounds to decode words of any length. Two-Syllable Words with Silent E and Adjacent Vowels: Open Court -- Getting Started Unit 2.1, day-9; Unit 2.1, day-2; Unit 2.2, day-5; Unit 2.6, days Discover Intensive Phonics -- Lesson 64 Two-Syllable Words with Silent E and Adjacent Vowels (p. 705). Implementation -- 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. Last Rule for Y: Open Court -- Getting Started Unit 2.1, day-11; Unit 2.1, lsn-5; Unit 2.5, lsn-6. Long E spelled Y: Getting Started Unit 2.1, day-12; Unit 2.1, day-4; Unit 2.2, day-4. Discover Intensive Phonics -- Lesson 61 Decoding Skill #1 and the Last Rule for Y (p. 692). Implementation -- 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. Teach exception of verbs ending with -ny, -fy, -ly, and Y is long I. 15

16 Compound Words Open Court -- Unit 2.1, day-1; Unit 2.1, day-2; Unit 2.2, day-5; Unit 2.5, day-3; Unit 2.5, day-6. Discover Intensive Phonics -- Lesson 60 Y as Long I; Y Can Be Silent; Compound Words (p. 675). Implementation -- Teach term compound word: Two words are combined to make a larger word, and it has a new meaning. Contractions Open Court -- Unit 2.1, day-2; Unit 2.3, day-3; Unit 2.5, day-5. Discover Intensive Phonics -- Lesson 16 Contractions (p. 262); Lesson 42 Contractions (p. 519). Implementation -- Teach contractions. The students will learn and understand that when two words are combined, some letters are omitted and replaced by an apostrophe ( ). Use practice pages and Reverse Listening Cards (RLCs) for reinforcement of skill. Digraphs Open Court -- /ch/ spelled ch: Getting Started Unit 2.1, day-6; Unit 2.4, day-2. /ch/ spelled tch: Getting Started Unit 2.1, day-6; Unit 2.4, day-2. /sh/ spelled sh: Getting Started Unit 2.1, day-6; Unit 2.1, day-3; Unit 2.4, day-2. /wh/ spelled wh: Getting Started Unit 2.1, day-6; Unit 2.4, day-1. /th/ spelled th: Getting Started Unit 2.1, day-6; Unit 2.4, day-2. /f/ spelled ph: Getting Started Unit 2.1, day-6; Unit 2.4, day-6. /n/ spelled gn: Getting Started Unit 2.1, day-6; Unit 2.2, day-7. /n/ spelled kn: Getting Started Unit 2.1, day-6; Unit 2.2, day-7. /r/ spelled wr: Getting Started Unit 2.1, day-6; Unit 2.2, day-7; Unit 2.6, day-3. /k/ spelled ck (taught as double final consonants): Getting Started Unit 2.1, day-4; Unit 2.2, day-7. Discover Intensive Phonics -- Lesson 49 Digraphs (p. 573); Lesson 50 Discover More Digraphs (p. 585). Implementation -- Introduce and teach the first five Digraphs included in the 42 Sounds. Discuss voiced and voiceless /th/. When teaching blends, do not introduce and teach Digraphs simultaneously. Students will learn to recognize them as new spellings for previously learned sounds (ph = /f/, gn = /n/, kn = /n/, wr = /r/, ck = /k/). Students may be confused with definitions between the two phonic skills: Blends are two or three consonants standing together in a word, each retaining its own sound. Digraphs are two consonants standing together, creating one consonant sound. Double S, F, and Z Words Open Court -- ff special spelling (taught as double final consonants): Getting Started Unit 2.1, day-4. zz special spelling (taught as double final consonants): Getting Started Unit 2.1, day-4. ss special spelling (taught as double final consonants): Getting Started Unit 2.1, day-4. Discover Intensive Phonics -- Lesson 25 Double S, F, and Z Words (p. 355). Implementation -- Teach spelling rule for single-syllable words ending in -ss, -ff, and -zz. Use Word Bank from lesson, and reinforce spelling skill with practice and enrichment pages from Sound Essentials. 16

17 L-Blends Open Court -- (Taught as initial consonant blends) Getting Started Unit 2.1, day-3; Unit 2.5, day-6. Discover Intensive Phonics -- Lesson 24 L-Blends (p. 343). Implementation -- Teach the six L-Blends, then with vowels as slides, and make real and nonsense words (use provided Word Bank). Plurals Open Court -- Unit 2.1, day-5; Unit 2.2, days- 2-4; Unit 2.4, days- 3-4; Unit 2.5, day-4. Discover Intensive Phonics -- Lesson 25 Plurals by adding -s and -es (p. 359); Lesson 52 -s/-es, Plurals, and Review -dge (p. 599) Implementation -- Teach spelling rule for plurals of adding -s or -es to the ends of words. Teach spelling skill of how to add plurals (-s, -es) to words ending in Digraphs. Prefixes Open Court -- Unit 2.3, day-3; Unit 2.3, day-6 (as syllables). re-: Unit 2.3, day-3; Unit 2.5, day-4. pre-: Unit 2.3, day-6; Unit 2.5, day-4. mis-: Unit 2.3, day-6; Unit 2.5, day-4. un-: Unit 2.4, day-4. dis-: Unit 2.4, day-4; Unit 2.5, day-4. Discover Intensive Phonics -- Lesson 81 Prefixes (p. 805). Implementation -- Teach students to identify and understand the use of prefixes. The 20 most common are identified. R-Controlled Vowels (Murmur Diphthongs) Murmur Diphthong AR Open Court -- /ar/ spelled ar: Getting Started Unit 2.1, day-7; Unit 2.1, day-5; Unit 2.3, day-1; Unit 2.5, day-4. Adding endings to ar: Unit 2.1, day-3; Unit 2.1, day-5; Unit 2.5, day-4. Discover Intensive Phonics -- Lesson 44 Murmur Diphthong AR (p. 535). Implementation -- Teach ar /ar/ Murmur Diphthong. Students will recognize and read words containing the ar Murmur Diphthong (R-controlled vowel). Students will learn spelling rule for adding suffix -ing to words ending in -ar. Underline the suffix. Use marking system to prove words. 17

18 Murmur Diphthong OR Open Court -- /or/ spelled or: Getting Started Unit 2.1, day-7; Unit 2.3, day-1. Discover Intensive Phonics -- Lesson 45 Murmur Diphthong OR (p. 543). Implementation -- Teach or /or/ Murmur Diphthong. Students will recognize and read words containing the or Murmur Diphthong (R-controlled vowel). Use marking system to prove words. Murmur Diphthongs ER, UR, and IR Open Court -- /er/ spelled er: Getting Started Unit 2.1, day-7; Unit 2.1, day-5; Unit 2.2, day-5; Unit 2.3, day-1; Unit 2.5, day-4. /er/ spelled ir: Getting Started Unit 2.1, day-7; Unit 2.1, day-5; Unit 2.3, day-1; Unit 2.5, day-4. /er/ spelled ur: Getting Started Unit 2.1, day-7; Unit 2.1, day-5; Unit 2.3, day-1; Unit 2.5, day-4. /er/ spelled ear: not taught in second grade. Discover Intensive Phonics -- Lesson 46 Murmur Diphthongs ER, UR, and IR (p. 549). Implementation -- Teach Murmur Diphthong /er/ sound, spelled er, ur, ir. Students will recognize and read words containing the er, ur, ir Murmur Diphthongs (R-controlled vowels). Use marking system to prove words. Exceptions to Murmur Diphthongs Open Court -- /er/ spelled or: Getting Started Unit 2.1, day-7. /wah/ spelled wa: Getting Started Unit 2.1, day-7. /wor/ spelled war: not taught in second grade. Discover Intensive Phonics -- Lesson 47 Exceptions to Murmur Diphthongs (p. 555). Implementation -- 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 that when a Murmur Diphthong and an adjacent vowel are together, the adjacent vowel sound rules. Students will learn that when a consonant comes between the Murmur Diphthong and final E, the Murmur Diphthong sound rules. This particular skill is not thoroughly taught in Open Court. Make sure this skill is taught after students master all of the Murmur Diphthongs. Students will learn sound and spelling for words with: /wah/ wa; /wor/ war; /wer/ wor. Use marking system to prove words. 18

19 Rules for Y Y Can Say Long I Open Court -- Long I spelled Y: Getting Started Unit 2.1, day-11; Unit 2.1, day-5; Unit 2.5, day-6. Long A spelled ay: Getting Started Unit 2.1, day-10; Unit 2.1, day-3. Long E spelled ey: not taught in second grade. Discover Intensive Phonics -- Lesson 60 Y as Long I; Y Can Be Silent; Compound Words (p. 671). Implementation -- Introduce and teach rules of Y: Phonetic Skill #3 (Y has long sound of I). Introduce and teach rules of Y: Phonetic Skill #4 (Y has long sound of I with silent E). The Last Job of Y Open Court -- Adding -ied as a suffix: Unit 2.1, day-5; Unit 2.5, day-2. -iest: Unit 2.5, day-5. -ier: Unit 2.5, day-5. Discover Intensive Phonics -- Lesson 76 The Last Job of Y (p. 779). Implementation -- Teach students to properly add suffixes and plurals to words ending in -y. There are five spelling rules to aid 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. If a multi-syllabic word ends in -ny, -ly, or fy, Y will have the sound of long I. If -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. Y Can Be Silent Open Court -- Getting Started Unit 2.1, day-10; Unit 2.1, lsn-3. Discover Intensive Phonics -- Lesson 60 Y as Long I; Y Can Be Silent; Compound Words (p. 672). Implementation -- Introduce and teach rules of Y: Phonetic Skill #5 (Y is an adjacent vowel and is silent: -ay, -ey; exceptions are they and grey ). S-Blends Open Court -- (Taught as initial consonant blends) Getting Started Unit 2.1, day-3; Unit 2.5, day-6. Three-letter S-Blends: Getting Started Unit 2.1, day-3; Unit 2.5, day-6. Discover Intensive Phonics -- Lesson 28 S-Blends (p. 393). Implementation -- Teach the eight S-Blends, then with vowels as slides, and make real and nonsense words (use provided Word Bank). Teach the five three-letter S-Blends, then with vowels as slides (remember squ; the U is not a working vowel). 19

20 Special Vowel Combinations Double L Open Court -- -ell, -ill: (taught as double final consonants) Getting Started Unit 2.1, day-4. -all, -al: Getting Started Unit 2.1, day-5. Discover Intensive Phonics -- Lesson 27 Special Vowel Combination, Double L (p. 377). Implementation -- Teach Special Vowel Combination words ending in -ll. Some of the vowels change in sound when followed by -ll. Teach special marking for decoding, and follow up with Sound Essentials pages. Open Court -- Getting Started Unit 2.1, day-8. NG and NK Discover Intensive Phonics -- Lesson 27 Special Vowel Combinations NG and NK (p. 379). Implementation -- Teach Special Vowel Combination words ending in -ng and -nk. Some of the vowels change in sound when followed by -ng and -nk. Teach special marking for decoding, and follow up with Sound Essentials pages. Special Vowel Sounds Special Vowel Sound (Pigpen) #1 The spelling for this sound is referenced as a vowel Digraph or diphthong. Use DIP terminology to differentiate between Special Vowel Sounds (diphthongs) and adjacent vowels. Open Court -- /aw/ spelled au: Getting Started Unit 2.1, day-15; Unit 2.3, days- 2-3; Unit 2.4, day-6. /aw/ spelled aw: Getting Started Unit 2.1, day-15; Unit 2.3, days- 2-3; Unit 2.4, day-6. /aw/ spelled ough: Getting Started Unit 2.1, day-15. /aw/ spelled augh: Getting Started Unit 2.1, day-15. Discover Intensive Phonics -- Lesson 54 Special Vowel Sound (Pigpen) #1 (p. 617). Implementation -- au/aw Introduce and teach the special sound of au/aw. Teach the spelling skill of au (not at the end of a word). Special Vowel Sound (Pigpen) #2 Open Court -- /ow/ spelled ou: Getting Started Unit 2.1, day-14; Unit 2.1, day-2; Unit 2.3, days /ow/ spelled ow: Getting Started Unit 2.1, day-14; Unit 2.1, day-2; Unit 2.3, days Long O spelled ow: Getting Started Unit 2.1, day-11; reviewed Getting Started Unit 2.1, day-14; Unit 2.2, day-2; Unit 2.5, day-1. Discover Intensive Phonics -- Lesson 55 Special Vowel Sound (Pigpen) #2 (p. 625). Implementation -- 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 two sounds of /ow/. 20

21 Special Vowel Sound (Pigpen) #3 Open Court -- /oi/ spelled oi: Getting Started Unit 2.1, day-15; Unit 2.3, day-4; Unit 2.5, day-5. /oi/ spelled oy: Getting Started Unit 2.1, day-15; Unit 2.3, day-5; Unit 2.5, day-5. Discover Intensive Phonics -- Lesson 56 Special Vowel Sound (Pigpen) #3 (p. 633). Implementation -- oi/oy Introduce and teach the special sounds of oi/oy. Teach the spelling skill of oi (not at the end of a word). Special Vowel Sounds (Pigpens) #4 and #5 Open Court -- /oo/, as in book, spelled oo: Getting Started Unit 2.1, day-13; Unit 2.1, day-1; Unit 2.5, day-1. /oo/, as in zoo, spelled oo: Getting Started Unit 2.1, day-13; Unit 2.5, day-1; Unit 2.5, day-5. Discover Intensive Phonics -- Lesson 57 Special Vowel Sounds (Pigpens) #4 and #5 (p. 639). Implementation -- Introduce and teach students the two sounds for oo: /oo/, as in look and good ; /oo/, as in zoo and fool. Suffixes Open Court -- Unit 2.3, day-3; Unit 2.3, day-6 (as syllables). -ly: Unit 2.2, day-1; Unit 2.4, day-5. -ing: Unit 2.3, day-6. -ed: Unit 2.2, day-1. -er: Unit 2.2, day-1 (comparative ending). -ful: Unit 2.3, day-3. Discover Intensive Phonics -- Lesson 82 Suffixes (p. 809). Implementation -- Teach the students the meaning, usage, and marking of suffixes to base words. Synonyms, Antonyms, Homonyms, Homophones, Heteronyms, and Palindromes Open Court -- Synonyms: Unit 2.4, day-2; Unit 2.5, day-1. Antonyms: Unit 2.4, day-4; Unit 2.5, day-2. Homonyms: termed as Homophones or Homographs. Homophones: Unit 2.2, day-2; Unit 2.5, day-3. Discover Intensive Phonics -- Lesson 80 Synonyms, Antonyms, Homonyms, Homophones, Heteronyms, and Palindromes (p. 799). Implementation -- Teach the meanings of the terms: synonyms, homonyms, homophones, heteronyms, and palindromes. Teach how they are used in sentences for grammatical purposes. 21

22 Tests Open Court -- Assessments are administered at the end of each unit. Discover Intensive Phonics -- Lesson 15 Oral Test (p. 235). Implementation -- Oral assessment of initial and final sound in word; identification of vowels /a/, /e/, /o/, and associated key words; reading nonsense words; identification of upper- and lowercase letters taught to this point. Open Court -- Unit 2.2, day-6; Unit 2.3, day-1. The Schwa Discover Intensive Phonics -- Lesson 77 The Schwa and Vowel Families (p. 781). Implementation -- 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. Vowel Families Open Court -- Long O Vowel Families in single-syllable words (-old, -olt, -oll): Getting Started Unit 2.1, day-9; Unit 2.5, day-1. Discover Intensive Phonics -- Lesson 77 The Schwa and Vowel Families (p. 781). Implementation -- Teach long O Vowel Families in single-syllable words (-old, -olt, -oll, -ost). Teach long I Vowel Families in single-syllable words (-ind, -ild). Discuss O and I Vowel Families that follow Phonetic Skill #2. Another Sound for C and G: Word-Building Skills Open Court -- /s/ spelled ce/ci: Getting Started Unit 2.1, day-8; Unit 2.2, day-7. /j/ spelled ge/gi: Getting Started Unit 2.1, day-8; Unit 2.5, day-6. Discover Intensive Phonics -- Lesson 38 Another Sound for C and G (p. 481). Implementation -- Teach the second sound and spelling for C /s/ (Rainbow S) and G /j/ (Rainbow J) in words. Use marking system to prove words. Teach words ending in -ge spelling (the vowel sound will be long) and words ending in -dge spelling (the vowel sound will be short). Teach students spelling skills for adding suffixes -ing, -er, -ed, -est to Rainbows S (ce/ci) and J (ge/gi) words. Underline the suffix. 22

23 -dge: Open Court -- /j/ spelled dge: Getting Started Unit 2.1, day-8; Unit 2.1, day-1; Unit 2.5, day-6. Discover Intensive Phonics -- Lesson 38 -dge (p. 490); Lesson 52 -s/-es, Plurals, and Review -dge (p. 604). Implementation -- Teach spelling skill with words ending in -dge. EA: Open Court -- Long E spelled ea: Getting Started Unit 2.1, day-10; Unit 2.1, day-4. Short /e/ spelled ea: Getting Started Unit 2.1, day-5; Unit 2.1, day-2. Long A spelled ea: not taught in second grade. Discover Intensive Phonics -- Lesson 72 Versatile EA (p. 761). Implementation -- Teach the three sounds produced by the ea vowel combination. Learn specific decoding marks to prove vowel sounds when reading words. EU and EW: Open Court -- Long U spelled ew: Unit 2.2, day-1. /oo/ spelled ew: Unit 2.5, day-5. Discover Intensive Phonics -- Lesson 75 EU and EW (p. 777). Implementation -- 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/, as in zoo. IE and EI: Open Court -- Long I spelled ie: Getting Started Unit 2.1, day-11; Unit 2.1, day-5; Unit 2.5, day-6. Long E spelled ie: not taught in second grade. Long E spelled cei: not taught in second grade. Long A spelled ei or eigh: not taught in second grade. I and E together in a word, yet vowels are individual sounds in syllables: not taught in second grade. Discover Intensive Phonics -- Lesson 73 IE and EI (p. 765). Implementation -- Teach the multiple sounds produced by the ie/ei vowel combinations in words. There are five important spelling skills taught with this vowel combination. -igh, -ight: Open Court -- Getting Started Unit 2.1, day-11; Unit 2.1, day-5; Unit 2.2, day-5; Unit 2.5, day-6. Discover Intensive Phonics -- Lesson 38 -igh, -ight (p. 489). Implementation -- Teach words spelled with -igh/-ight (the vowel I is long, and gh is silent). 23

24 GN, GH, CH, and X: Open Court -- /n/ spelled gn: Getting Started Unit 2.1, day-6; Unit 2.2, day-7. /ks/ spelled X (final position): Getting Started Unit 2.1, day-2. Discover Intensive Phonics -- Lesson 74 GN, GH, CH and X (p. 771). Implementation -- Teach three jobs for gn (beginning of a word, end of a word, and middle of a word). Teach three jobs for gh: /g/ spelled gh, as in ghost ; /f/ spelled gh, as in cough and rough ; gh is silent, as in though and 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. -le at the End of a Word: Open Court -- /l/ taught as -le: Getting Started Unit 2.1, day-12; Unit 2.1, day-2. Teaching to syllabicate/decode words with a marking system is not taught in a formal lesson. It is introduced as a phonemic awareness skill, listening for the vowel sound and clapping the syllable. Discover Intensive Phonics -- Lesson 67 -le at the End of a Word (p. 733). Implementation -- 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. tion, -sion, and -ous: Open Court -- /shun/ spelled -tion: Unit 2.4, day-4. /shun/ spelled -sion: Unit 2.4, day-4. /us/ spelled -ous: Unit 2.4, day-4. Discover Intensive Phonics -- Lesson 66 -tion, -sion, and -ous (p. 719). Implementation -- Students will learn and identify the -tion, -sion, and -ous (/shun/, /zhun/, and /us/) syllables in words. Teach the spelling, pronunciation, and decoding strategies for decoding multi-syllabic words containing - tion, -sion, and -ous. Pronunciation of short I preceding the -tion/-sion is taught. Spelling tips for -tion/-sion are taught. -tch: Open Court -- Getting Started Unit 2.1, day-6; Unit 2.4, day-2. Discover Intensive Phonics -- Lesson 49 -tch (p. 581). Implementation -- Teach spelling skill for -tch. 24

25 Word Endings Adding Suffixes -ed, -er, -est, and -ing to Phonetic Skills #1, #2, and Special Vowel Combinations: Open Court -- Adding -ed, -er, -est, and -ing to a base word: Getting Started Unit 2.1, day-8; Unit 2.1, day-3; Unit 2.4, day-3; Unit 2.5, day-1. Comparative endings -er and -est: Getting Started Unit 2.1, day-12; Unit 2.4, day-3; Unit 2.5, day- 5. Comparative Endings: -er, -est: Unit 1.6, lsn-10. Discover Intensive Phonics -- Lesson 34 Adding Suffixes -ed, -er, -est, and -ing to Phonetic Skills #1, #2, and Special Vowel Combinations (p. 447). Implementation -- Teach spelling rules for adding suffixes (-ed, -er, -est, -ing) to words following Phonetic Skills #1 and #2. Adding -ing to Phonetic Skill #4, Adding -ing to Words Ending in -ce and -ge: Open Court -- Adding -ing to a base word: Unit 2.1, day-3; Unit 2.5, day-2. Adding -ed to a base word (past-tense verb): Getting Started Unit 2.1, day-9; Unit 2.1, day-3; Unit 2.5, day-1. Discover Intensive Phonics -- Lesson 39 Adding -ing to Phonetic Skill #4 (p. 493). Implementation -- Teach students spelling skills for adding suffixes -ing, -er, -ed, -est to words ending in silent E. Underline the suffix. Writing Names Open Court -- No formal lesson; this is practiced as names are printed on work pages. Discover Intensive Phonics -- Lesson 1 Vowel A, Writing Names (p. 81); Lesson 21 - Writing Names (p. 324). Implementation -- Practice writing first and last names. 25

26 Skills Covered in Discover Intensive Phonics but Not in Open Court Blends and Special Vowel Combinations That Split Open Court -- Not taught as a specific skill in Open Court program. Unit 2.2, day-7 (in the word, listen). Discover Intensive Phonics -- Lesson 78 Blends and Special Vowel Combinations That Split (p. 785). Implementation -- Teach that some blends will split for decoding purposes in multi-syllabic words (sc, sk, sp, st). Teach that Special Vowel Combinations (ll, ng, nk) can be split for decoding purposes in multi-syllabic words. Dictionary and Vocabulary Skills Open Court -- Dictionary and Vocabulary skills are taught throughout the lessons in reference to the phonic skills in the stories. Discover Intensive Phonics -- Lesson 83 Dictionary and Vocabulary Skills (p. 815). Implementation -- Teach students the use of the dictionary for aiding in pronunciation, spelling, and vocabulary development. Diacritical markings for three commonly used dictionaries are listed. Digraph Blends Open Court -- Not taught as Digraph blends in the program. The Digraph is sounded, then blended with the additional phoneme. Discover Intensive Phonics -- Lesson 51 Digraph Blends (p. 593). Implementation -- Introduce and teach the spelling skills and unique sounds for Digraph blends. Exceptions to Words Open Court -- Decoding skill for exceptions to syllabication is not taught in the program; it is reviewed as closed syllable (Getting Started Unit 2.1, day-4.); Unit 2.6, days Discover Intensive Phonics -- Lesson 68 Exceptions (p. 739). Implementation -- Teach the students the exceptions to decoding skills. When decoding words that are the exception to the decoding skill, students will continue to use the regular two decoding sills for syllabication but make the long vowel short when necessary. Extra Blends: DW and TW Open Court -- Not taught in program as blends. Individual phonemes are blended together in the word. Discover Intensive Phonics -- Lesson 28 Extra Blends: DW and TW (p. 391). Implementation -- Teach tw and dw as extra blends. 26

27 Indefinite and Definite Articles Open Court -- Not taught in second grade. Discover Intensive Phonics -- Lesson 35 Indefinite and Definite Articles (p. 457). Implementation -- Teach how to properly use and identify indefinite and definite articles. -k and -ke Open Court -- Not taught as a specific spelling skill, only as the ending sound to the word. Discover Intensive Phonics -- Lesson 41 -k and -ke (p. 513). Implementation -- Teach the spelling rule for words ending with the sound of /k/. Students will learn when to spell with -ke or -k at the end of a one-syllable word. Use marking system to prove words. Open Court -- Not taught in the program. Nonsense Words Discover Intensive Phonics -- Lesson 8 Nonsense Words (p. 145). Implementation -- Using letters A, B, F, D, and G to create nonsense words to identify if students understand blending to words and know phonemes. R-Blends Open Court -- Not taught in program as blends. Individual phonemes are blended together in the word. Discover Intensive Phonics -- Lesson 26 R-Blends (p. 365). Implementation -- Teach the seven R-Blends, then with vowels as slides, and make real and nonsense words (use provided Word Bank). Rules for Y Y Can Be a Short Vowel Open Court -- Not taught as a specific decoding/spelling skill in second grade. Discover Intensive Phonics -- Lesson 59 Y Can Be a Short Vowel (p. 659). Implementation -- Introduce the Many Jobs of Y. Teach that when Y is at the beginning of a word, it is a consonant. Teach students how Y follows the Five Phonetic Skills. Teach that when Y is the only working vowel in a singlesyllable word, it takes the sound of I. Phonetic Skills #1 and #2 teach the sound will be short I. Use special marking system to aid in decoding of words. Teach spelling and pronunciation skill of cy and gy (Rainbow S and Rainbow J). 27

28 The Slide Open Court -- Not taught. Discover Intensive Phonics -- Lesson 3 The Slide (p. 89). Implementation -- Fluency introduction to reading: Slide B A together to form slide and sound /ba/ (upper- and lowercase). -ange and -aste: Word-Building Skills Open Court -- -aste: not taught in the program as a specific skill. -ange: not taught in the program as a specific skill. Discover Intensive Phonics -- Lesson 38 -ange and -aste (p. 488). Implementation -- 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 -aste (the vowel A will be long; exception to silent E). Double C, -ke, -ck, -k, and -c: Open Court -- Double C, -ke, -ck, -k, and -c: not taught to be recognized as a regular spelling skill, only as a phonics/ reading skill. -c, -k, -ck: Unit 2.6, day-6. Discover Intensive Phonics -- Lesson 69 Double C, -ke, -ck, and -c (p. 749). Implementation -- 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. Double S, -se, or -ce at the End of a Word: Open Court -- Lessons to determine whether words end in -ss, -se, or -ce are not taught in program, only the particular spelling for the phonic sound. Discover Intensive Phonics -- Lesson 70 Double S, -se, or -ce at the End of a Word (p. 755). Implementation -- Teach students the particular spelling clues for single-syllable words ending with the sound of /s/ using -ss, -se, or -ce. 28

29 -ist/-est and -us/-ous: Open Court -- Not taught in second grade. Discover Intensive Phonics -- Lesson 71 -ist/-est and -us/-ous (p. 759). Implementation -- Teach spelling hints for when to use -ist, -est, -us, and -ous. Students will also learn the proper grammatical term for words using those endings. GN, GH, CH, and X: Open Court -- /g/ spelled gh: not taught in second grade. /f/ spelled gh: not taught in second grade. /sh/ spelled ch: not taught in second grade. /gz/ spelled X: not taught in second grade. /z/ spelled X (initial position): not taught in second grade. Discover Intensive Phonics -- Lesson 74 GN, GH, CH and X (p. 771). Implementation -- Teach three jobs for gn (beginning of a word, end of a word, and middle of a word). Teach three jobs for gh: /g/ spelled gh, as in ghost ; /f/ spelled gh, as in cough and rough ; gh is silent, as in though and sigh (-igh). Teach additional sound of ch: /sh/ spelled ch, as in chute. Teach additional sounds of X: /ks/ spelled X at the 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. Reversed Vowels: Open Court -- Not taught in second grade. Discover Intensive Phonics -- Lesson 79 Reversed Vowels (p. 791). Implementation -- Teach that certain vowel combinations can reverse in spelling in multi-syllabic 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. Three Sounds of -ed: Open Court -- Not taught in second grade. Word Endings Discover Intensive Phonics -- Lesson 34 Three Sounds of -ed (p. 452). Implementation -- Introduce the three sounds for the suffix -ed (/ed/, /d/, /t/). 29