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Discover Intensive Phonics correlations to

Houghton-Mifflin/ Harcourt STORY TOWN (2009)

KINDERGARTEN

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 Kindergarten lessons are contained in the Teacher Edition. There are ten Themes in the Teacher Edition, each Theme contains lessons (one lesson per week, 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), and blending to make words. Leveled Readers (pre-decodable books) for independent reading or small groups are labeled as “Below-Level, On-Level, and Advanced”. All the 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 are 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 Kindergarten

Implementation

PA: Rhyming Words Identifying rhyme: Th 2, lsn/wk-5; Th 3, lsn/wk-7;

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; Th 1, lsn/wk-3 Clapping syllables in names, blending & segmentation of syllables in words

PA: Phoneme Identification Onset & Rime: Th 3, lsn/wk-8. Initial phoneme isolation: Th 4, lsn/wk-10 Final phoneme isolation: Th 4, lsn/wk-11 Medial phoneme isolation: Th 4, lsn/wk-12

Say a word and identify the specific phoneme

PA: Phoneme Placement and Manipulation

Th 2, lsn/wk-4; Th 7, lsn/wk-19; Th 7, lsn/wk-20; Th 7, lsn/wk-21; Th 8, lsn/wk-24; Th 9, lsn/wk-27

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

PA: Words in Sentences Th 1, lsn/wk-1 Count the words in the sentences. Lesson 1 – Vowel A, Writing Names

Aa /a/ short a: Th 2, lsn/wk-6 (phonogram –at); Th 3, lsn/wk-7 ( phonogram –am); Th 3, lsn/wk-9 (phonogram –ap); Th 10, lsn/wk-29 (review). Writing Names: Th 1, lsn/wk-1 (names begin with capital letters).

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

Lesson 2 – Consonant B Bb /b/: Th 5, lsn/wk-13

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

Lesson 3 – The Slide Not a specific skill presented in Kindergarten. Th 2, lsn/wk-6: aural only (blend phonemes using alphabet cards, start at beginning of the word and moving to the vowel, then the rest of the word). Th 3, lsn/wk-7: In Kindergarten students are

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

taught to slide a beginning consonant to a phonogram, example: /c/ + -an = c a n.

Lesson 4 – Consonant F Ff /f/: Th 4, lsn/wk-11

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/: Th 3, lsn/wk-8 (slide d-a).

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/: Th 4, lsn/wk-11

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! Th 2, lsn/wk-6 (blend phonemes using alphabet cards); Th 3, lsn/wk-7 (use phonograms –am, –an, -ap, -at, and alphabet cards to spell words). Th 10, lsn/wk-30 (review or word blending and word building).

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 Kindergarten. 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/: Th 6, lsn/wk-16 Jj /j/: Th 8, lsn/wk-22 (initial position) Ll /l/: Th 6, lsn/wk-16 Mm /m/: Th 1, lsn/wk-1 (listen in initial and final position of a word).

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

Ee /e/ short e: Th 7, lsn/wk-20; Th 7, lsn/wk-21 (phonograms –ed, -en); Th 8, lsn/wk-23

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

(Punctuation, Subject & Predicate)

(phonograms –et, -eg); Th 10, lsn/wk-29 (review) Capital letters: introduced, taught, and practiced in every lesson with each letter. Punctuation: In grammar lessons on sentences: program teaches sentences begin with a capital letter and end with a specific type of punctuation. What Is a Sentence?: Th 2, lsn/wk-5; Th 3, lsn/wk-8; Subject: not taught in Kindergarten. Predicate: not taught in Kindergarten.

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.

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/: Th 2, lsn/wk-4 (listen in initial and final position of a word). Pp /p/: Th 2, lsn/wk-4 (listen in initial and final position of a word). Rr /r/: Th 1, lsn/wk-2 (listen in initial position of a word). Ss /s/: Th 1, lsn/wk-1 (listen in initial and final position of a word).

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

Punctuation: Th 2, lsn/wk-5; Th 3, lsn/wk-8 Period: Th 2, lsn/wk-5; Th 3, lsn/wk-8 Exclamation: Th 5, lsn/wk-15 Question mark: Th 5, lsn/wk-13 (what is a question). Commas: not taught in Kindergarten.

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

Oo /o/ short o: Th 5, lsn/wk-15; Th 6, lsn/wk-17 (phonograms –op, -ot); Th 7, lsn/wk-19 (phonogram –ox); Th 10, lsn/wk-29 (review) Nouns (names for person, place or thing): Th 1, lsn/wk-1 (proper nouns). Plurals with -s: not taught in Kindergarten. Plurals with -es: not taught in Kindergarten. Possessive pronouns: not taught in Kindergarten. Adjectives: Th 7, lsn/wk-19 (describing words for people); Th 7, lsn/wk-20 (describing words for things).

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 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: Th 8, lsn/wk-

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.

22 (presented as “Dialogue” and introduced in Conventions)

Administer Section 3 Assessment, also Mastery Check as needed.

Lesson 15 – Oral Test Lesson/skill assessments are administered at the end of each 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/: Th 1, lsn/wk-3 (listen in initial and final position of a word). Vv /v/: Th 8, lsn/wk-22 (initial position) Ww /w/: Th 6, lsn/wk-18 Xx /ks/: Th 6, lsn/wk-18 Yy /y/: Th 8, lsn/wk-24 Possessives with ‘s: not taught in Kindergarten. Contractions: not taught in Kindergarten.

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.

Lesson 17 – Vowel U Uu /u/ short u: Th 9, lsn/wk-25; Th 9, lsn/wk-26 (phonograms –un, -ut); Th 10, lsn/wk-28 (phonograms –ug, -up); Th 10, lsn/wk-29 (review)

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/: Th 9, lsn/wk-27 Zz /z/: Th 8, lsn/wk-24

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 4, lsn/wk-10 (phonogram –it); Th 4, lsn/wk-12 (phonogram –ip); Th 5, lsn/wk-14 (phonograms –in, -ig); Th 7, lsn/wk-19 (phonogram –ix); Th 10, lsn/wk-29 (review)

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/: Th 2, lsn/wk-5 (initial position only, /k/ sound). Kk /k/: Th 5, lsn/wk-13 Alphabetizing: Big Book of Alphabet (poem/song) is presented with each letter. Capitalizing names: Th 1, lsn/wk-1; capitalization is taught with each letter introduction.

Teach C/c letter sound /kuh/ and written form. Teach K/k letter sound /kuh/ and written form. 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 reviewed in each at Review MCW lists 1-5 using Discover Intensive Phonics Activity

the end of a lesson/week. pages. Lesson 24 – L-Blends: bl, cl, fl, gl, pl, sl,

Blends with L: not taught in Kindergarten. 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: not taught in Kindergarten. Plurals with ‘-s: not taught in Kindergarten. Plurals with -es: not taught in Kindergarten.

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. 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: not taught in Kindergarten. 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: not taught in Kindergarten. 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, Blends with S: not taught in Kindergarten. Teach 8 S-Blends, then with vowels as Slides, and make real and

sm, sn, sp, st, sw; dw and tw Blends 3-Letter S-Blends: scr, str, spr, spl, squ.

DW & TW not taught as a blend. (3-letter S-Blends): not taught in Kindergarten.

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): not taught in Kindergarten. Verb agreement: not taught in Kindergarten.

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.

Typically, kindergarten students don’t learn skills taught after Blends. If you feel your student(s) can continue, the following is the implementation guide for Volume 2.

Lesson 31 – Short Vowels and Long Vowels

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

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

Lesson 32 – Phonetic Skill #1 Spelling CVC-Teaching the principle, the vowel says short /a/, /i/, /o/, /e/, or /u/, when followed by a consonant: vowel-consonant pattern (refer to phonograms on Word Sort). /a/: Th 2, lsn/wk-6 (phonogram –at); Th 3, lsn/wk-7(phonogram –am); Th 3, lsn/wk-9 (phonogram –ap); Th 10, lsn/wk-29 (review). /i/: Th 4, lsn/wk-10 (phonogram –it); Th 4, lsn/wk-12 (phonogram –ip); Th 5, lsn/wk-14 (phonograms –in, -ig); Th 7, lsn/wk-19 (phonogram –ix); Th 10, lsn/wk-29 (review) /o/: Th 5, lsn/wk-15; Th 6, lsn/wk-17 (phonograms –op, -ot); Th 7, lsn/wk-19 (phonogram –ox); Th 10, lsn/wk-29 (review) /e/: Th 7, lsn/wk-20; Th 7, lsn/wk-21 (phonograms –ed, -en); Th 8, lsn/wk-23 (phonograms –et, -eg); Th 10, lsn/wk-29 (review) /u/: Th 9, lsn/wk-25; Th 9, lsn/wk-26 (phonograms –un, -ut); Th 10, lsn/wk-28 (phonograms –ug, -up); Th 10, lsn/wk-29 (review)

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 Spelling CCVCC, CVCC-Teaching the principle: not taught in Kindergarten.

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.

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: not taught in Kindergarten. Base words with -ing: not taught in Kindergarten. Base words ending with -s, -ed, -ing: not taught in Kindergarten. Base words ending with -er, -est: not taught in Kindergarten. The Three Sounds of -ED: not taught in Kindergarten.

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.

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

Not taught in Kindergarten. 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 in Kindergarten. Long ‘o’: not taught in Kindergarten. Long ‘u’: not taught in Kindergarten. Adding –ing: not taught in Kindergarten.

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 CVCe or vowel-consonant-e: Long ‘a’ a_e: not taught in Kindergarten. Long ‘e’ e_e: not taught in Kindergarten. Long ‘o’ o_e: not taught in Kindergarten. Long ‘u’ u_e: not taught in Kindergarten. Long ‘i’ i_e: not taught in Kindergarten.

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

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 -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: not taught in Kindergarten.

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: not taught in Kindergarten. Long ‘a’ spelled ay: not taught in Kindergarten. Long ‘a’ spelled ai: not taught in Kindergarten. Long ‘o’ spelled oa: not taught in Kindergarten. /oo/ as in blue/glue spelled ue: not taught in Kindergarten. Long ‘i’ spelled ie & igh: not taught in Kindergarten. Base words ending with -ed, –ing: not taught in Kindergarten.

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. 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: not taught in Kindergarten. Other contractions: not taught in Kindergarten.

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; Adding endings to AR

/ar/ spelled ar: not taught in Kindergarten. Adding endings to /ar/ words: not taught in Kindergarten.

Teach a-r /ar/ Murmur Diphthong. Students will recognize and 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: not taught in Kindergarten. Adding endings to /or/ words: not taught in Kindergarten.

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/ spelled er, ir, & ur: not taught in Teach Murmur Diphthongs /er/ sound, spelled er, ur, ir. Students

ER, UR, and IR Kindergarten. Adding endings to /er/ words: not taught in Kindergarten.

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 in Kindergarten. Crazy W: not taught in Kindergarten.

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, /sh/ spelled sh initial & final position: not Introduce and teach the 1st 5 digraphs included in the 42 sounds.

th (voiced and voiceless); -tch taught in Kindergarten. /hw/ spelled wh: not taught in Kindergarten. /th/ voiceless spelled th: not taught in Kindergarten. /ch/ spelled ch initial position: not taught in Kindergarten. /ch/ spelled tch final position: not taught in Kindergarten. Add endings –ing: not taught in Kindergarten.

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 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: not taught in Kindergarten. /n/ spelled kn: not taught in Kindergarten. /r/ spelled wr: not taught in Kindergarten. /n/ spelled gn: not taught in Kindergarten. /f/ spelled ph: not taught in Kindergarten.

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 in Kindergarten. 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

-tch: not taught in Kindergarten. -dge: not taught in Kindergarten. Plurals with -s: not taught in Kindergarten. Plurals with –es: not taught in Kindergarten.

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

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: not taught

in Kindergarten. Diphthong /ou/ as in house, spelled ou: not taught in Kindergarten. Diphthong /ou/ as in brown, spelled ow: not taught in Kindergarten.

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 in Kindergarten.

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 in Kindergarten. /oo/ as in zoo/pool spelled oo: not taught in Kindergarten.

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. Lesson 58 – Most Common Word List #9


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 in Kindergarten.

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: not taught in Kindergarten. Compound Words: not taught in Kindergarten. Y with Silent E: not taught in Kindergarten.

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: 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. The Last Rule for Y, Y says long ‘e’: not taught in Kindergarten.

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. 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 Using Decoding Skill #2 (VC/CV Pattern): Review syllabication in words.

Skill #2 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 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 in Kindergarten. -sion: not taught in Kindergarten. -ous: not taught in Kindergarten.

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: not taught in Kindergarten. 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 in Kindergarten.

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 in Kindergarten. -us/-ous: not taught in Kindergarten.

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

-est to base words: not taught in Kindergarten.

Lesson 72 – Versatile EA 3 sounds for EA Long ‘e’ spelled ea: not taught in Kindergarten. Short /e/ spelled ea: not taught in Kindergarten. Long ‘a’ spelled ea: not taught in Kindergarten. E and A together in a word, yet vowels are individual sounds in syllables: not taught in Kindergarten.

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: not taught in Kindergarten. Long ‘e’ spelled ie: not taught in Kindergarten. Long ‘e’ spelled cei: not taught in Kindergarten. Long ‘a’ spelled ei or eigh: not taught in Kindergarten. I and E together in a word, yet vowels are individual sounds in syllables: not taught in Kindergarten.

Teach the multiple sounds produced by the IE/EI vowel combinations in words. There are 5 important spelling skills taught with this vowel combination. 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 in Kindergarten. /g/ spelled gh: not taught in Kindergarten. /f/ spelled gh: not taught in Kindergarten.

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’;

/sh/ spelled ch: not taught in Kindergarten. /ks/ spelled x (final position): not taught in Kindergarten. /gz/ spelled x: not taught in Kindergarten. /z/ spelled x (initial position): not taught in Kindergarten.

/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: not taught in Kindergarten. /oo/ as in neutron/Zeus spelled eu: not taught in Kindergarten.

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’. 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 in Kindergarten. -ies added to base words: not taught in

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.

Kindergarten. -ly added to the base word: not taught in Kindergarten.

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 in Kindergarten. Vowel Families: -ind, -ild: not taught in Kindergarten.

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 in Kindergarten.

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 in Kindergarten. 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

Synonyms: not taught in Kindergarten. Antonyms: not taught in Kindergarten.

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

Palindromes Homographs (multiple-meaning words): not taught in Kindergarten. Homophones: not taught in Kindergarten. Heteronyms: not taught in Kindergarten. Palindromes: not taught in Kindergarten.

Lesson 81 – Prefixes Prefixes: not taught in Kindergarten. Teach students to identify and understand the use of prefixes. The 20 most common are identified.

Lesson 82 – Suffixes Suffixes: not taught in Kindergarten.

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: not taught in Kindergarten. Vocabulary skills are word specific to the leveled book in each lesson.

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 dictionaries are listed.

High Frequency Words

In Story Town material, high frequency words are introduced with lessons for the purpose of reading decodable books. In the Discover Intensive Phonics Kindergarten program, high frequency words are called Most Common Words. These words have been divided into four lists, with five to eight words in each list. The Most Common Words are taught a few at a time throughout the course. Following is a list of which words are taught after specific skills. After the alphabet has been taught and reviewed, students will have learned the following Most Common Words: List #1: am, he, I, in, is, it, my, the List #2: a, and, at, on, you List #3: are, do, go, no, said, to List #4: be, have, love, me, of, she, was, we Following tells which Discover Intensive Phonics lesson contains a short review of the Most Common Words lists: List #1: Lesson 11, p. 181 List #2: Lesson 14, p. 227 List #3: Lesson 18, p. 273 List #4: Lesson 22, p. 325

Little Book Stories

The Kindergarten Discover Intensive Phonics program is augmented with nine vocabulary-controlled stories reinforcing specific skills. The stories, contained in the Little Red Book, are grouped according to skill type (i.e. alphabet/blends). In Kindergarten, students are usually taught through the blends in the Discover Intensive Phonics program and, therefore, use only one Little Book. However, if the students are able to move to higher skills (skills that are usually taught in First grade and above), there are three further Little Books that can be used to augment the students’ learning. 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

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