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GoPhonics

GoPhonics
Foundations for Learning, LLC
www.gophonics.com
01/31/2014 UPDATE
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GO PHONICS preview:
FREE SAMPLE PHONICS
LESSONS, SCOPE,
& SEQUENCE
Orton-Gillingham Based/Compatible
Effective for beginning & struggling readers
7 Sequenced Go Phonics Readers
Over 90 Decodable Stories
93% Decodable/Cumulative
600+ pages
A Systematic, Multisensory
Phonics Reading Program
with K-2 Language Arts
Teachers Guide,
Workbooks, Songs,
50 Phonics Game Set...
1400+ sturdy full color cards: word decoding
fluency practice (prep for reading), with 63 phonetic
codes, blends, multi-syllable and compound words...
12 game boards 4 spinner cards
Game Rules game pieces card trays
Go Phonics Kit:
Teachers Guide with strategies, lesson plans
Go Phonics Basic Skills Assessments
1 Set of 5 Workbooks Levels 1-5
1 Set of 7 Storybook Volumes Levels 1-5
now with Scat! - Short a Stories volume
Letter Card Set of 108
Key Word Chart Set: 3 Key Word Charts
(96 key words), 1 Prefix &Suffix Chart
Songbook with audio CD
Word Lists book
EDI TI ON
2. 1
EDI TI ON
2. 1
GoPhonics Reading Program
Systematic, Multisensory Phonics
with K-2 Language Arts
INSTANT KEY
Grade Levels: K-2nd grade phonics based literacy
foundation for any age (Pre-Kto 4th graders and older)
Skills: Alphabet/phonics, reading, spelling, rules,
handwriting, vocabulary, comprehension, fluency,
K-2 language arts, creative telling and writing...
Suitable for: One-to-one/tutoring, classroom with
leveled groups, Special Ed., Title 1, RTI, remediation,
differentiated instruction, home school, after school
programs, parents to help at home and supplement...
Direct Instruction: Based on/compatible with the
Orton-Gillingham Approach (effective for dyslexia/LLD)
Ease of instruction: Teachers Guide with strategies,
techniques, procedures, and guided lesson plans
Prep time: Approximately 3.5 hours initial set-up, and
minimal to moderate prep time for each lesson
Perspective: Text-to-life, secular, Christian friendly,
without fantasy or mysticism Approved by the
Calif. Dept. of Education for legal & social compliance
2
Set of 50 Phonics Games:
Supplement:
96 Key Word Cards 5.5 x 7.5 ideal for groups
7 Storybook Volumes:
L1: Scat! - Short a Stories 8 stories/110 pages
L2: The Fat Cat - Short Vowel Stories 22s/86p
L2: Jacks Cap - More Short Vowel Stories 21s/96p
L3: Sue and Joes Pies - Long Vowel Stories 9s/64p
L3: Noses and Roses - More Long Vowel Stories 9s/64p
L4: My Turn - Stories w/Vowels Controlled by r & l 10s/88p
L5: Cooking on the Front Burner -
Stories with More Vowel Pairs 13 stories/118 pages
CONTENTS
Go Phonics Approach . . . . . . . . . . . . . . . . . 3
Integrated Tools . . . . . . . . . . . . . . . . . . . . . 4, 7
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Sample Lessons . . . . . . . . . . . . . . . . . . . . . . . 25
Order Options/Price List . . . . . . . . . 51, 52
Go Phonics is a
registered trademark of:
Foundations for Learning, LLC
246 W. Manson Hwy., PMB 144 Chelan, WA 98816
info@gophonics.com 800-553-5950 or 509-687-1513
Copyright 2001-2014 Foundations for Learning, LLC
Sylvia S. Davison, author of the
Go Phonics Reading Program:
As a classroom teacher, using
an Orton-Gillingham method,
I didnt have access to all the
strategies, techniques, and
tools available in Go Phonics.
Now theyre in one program,
along with gems I discovered
during 20 years of tutoring.
To promote independence in
reading and spelling, explicit
and systematic phonics must be
taught, practiced, and applied
with language arts, in a core
beginning reading program.
Go Phonics
INTRODUCTION
Go Phonics Reading Program
First published in 2001
2nd Edition in 2006 Now with
NEWBasic Skills Assessments and
Scat! Short a Stories volume
Go Phonics Reading Program
Our mission is to empower teachers, tutors, and parent/educa-
tors to effectively teach ALL beginning readers, especially those
who struggle or have dyslexia/language learning difficulties.
Get everyone reading: Sylvia S. Davisons first 7 years as a
2nd grade teacher revealed to her how some students just didnt
get it using the core reading curriculum. She wanted to do something about it,
so she trained in an Orton-Gillingham approachdeveloped to effectively teach
students who struggle, have dyslexia/LLD. The next 18 years were spent teaching
whole classes of struggling/dyslexic 2nd graders. Since retirement, she has been
tutoring for more than 20 years, averaging 22 students a week.
Why Go Phonics? Early on, Sylvia wrote her own lesson plans, then adapted and
created the necessary practice materials. A vital component was always missing:
decodable stories that support the phonics lessons in a good sequence. Without
them, students struggle making the connection to reading. To achieve success,
they have to APPLY phonics and language arts AS THEY ARE TAUGHT, in stories
they CAN READ. The readers available had too many sight words. Those who
could memorize all those words werent getting the word decoding fluency prac-
tice (needed to sound out new/larger words). The phonetic readers were either
too simple, introduced too many codes at once, or had a poor sequence. When
Sylvia retired, she partnered with daughter Holly L. Davison (a career graphic
designer, illustrator, marketer, publisher). They set out to create Go Phonics.
The cornerstone of Go Phonics: Over 90 text-to-life stories are 93% decodable
and cumulative. They align with 79 explicit phonics lessons. The phonics sequence
is highly strategized so its Orton-Gillingham based and compatible, minimizes con-
fusion, shows the patterns, and has students decoding/reading more words sooner.
Go Phonics integrated tools: Lesson plans, worksheets, games, songs... provide
the preparation and practice for reading success. Worksheets apply phonics and
language arts skills that are in the story. The 50 phonics games expose students to
many code based words as they draw cards and sound out words. It builds fluency
prior to reading. Its also an opportunity to teach words and their meanings.
The Go Phonics approach is Orton-Gillingham based: explicit, systematic, mul-
tisensory, and for direct instruction one on one and small groups. With phonics
steering the course, lessons include the alphabet, handwriting, reading, spelling,
rules, vocabulary, fluency, comprehension, language arts... These skills are
taught in support of each phonics code and in preparation for reading each story.
Go Phonics helps you effectively teach the spelling choices and rules so students
can look up/read words on their own. The Teachers Guide includes strategies to
solve dyslexia issues with reversals, spelling, retention, directionality, and blends.
This primary phonics based language foundation is needed if students are to
achieve common core success from 3rd grade on. Go Phonics!
3
The students go through an amazing process with the games.
Rather than use flash cards, or dive right into reading, they
decode words with the new sound/spelling by playing a game.
At first they cant....then they stumble....then they can!
Its fun, builds confidence, and is preparation for reading success!
Go Phonics
INTEGRATED TOOLS
K2 and Remedial K-4+
Go Phonics Integrated Tools Support Instruction
User-friendly Teachers Guide is teacher-developed for direct instruction by
parents, teachers, tutors, aides... There are 79 guided lesson plans that steer your
course, taking it one step at a time, using strategies and valuable teaching tips
gained over years. Charts provide procedures in multisensory instruction
for teaching a letter, spelling words, reading words. There are questions for oral
reading. The rules are there where you need them. Handwriting instruction avoids
difficulties with reversals, directionality, blends...
7 Storybook Volumes Levels 1-5 (93% decodable/cumulative) support the
phonics sequence and lessons. They build on skills for ongoing practice. There are
over 90 stories and 600+ pages. Scat! Short aStories are for Level 1 - Alphabet
reading early on in. Levels 2-5 stories introduce a new vowel, digraph, trigraph or
phonogram and build on the skills. Text-to-life, they launch creative telling/writing.
4 Chart Set: 3 Key Word Charts have 96 key words for teaching sounds/spellings
(in the order they appear in the stories). They come with a Prefix & Suffix Chart.
108 Letter Cards for daily visual review of sounds taught
5 Workbooks (Levels 1-5) include phonemic awareness, handwriting, phonics,
grammar, punctuation, comprehension, and language arts skills in the stories.
50 Phonics Games (over 1400 cards, 4 spinners, 12 boards) provide the practice
and repetition students need to fluently decode words with the new sound
(including blends)many to appear in the new story and in future stories.
Songs for Learning to Read has phonemic awareness, rhyme, phonetic rules, and
helps students grasp/retain language concepts (nouns, verbs, adjectives...)
Assessments to know where to start, find gaps, check progress in phonemic
awareness, phonics, reading, nonsense syllables, spelling/choices, comprehension
Word Lists book is the phonics instructors desk companion that can be
used dailyto make comparisons to students, spelling lists, games...
7 Storybook Volumes
A big pig sat in a pit.
The big pig had snacks,
and snacks, and snacks.
That pig was a
big FAT pig.
A
B
ig P
ig
they
t
h
in
big
1
3 Key Word Charts
5 Workbooks
50 Phonics Games
and more...
4
Teaching Struggling & Beginning Readers
Comprehensive Phonics helps all beginning readers and can be vital for
beginning readers who struggle, or have dyslexia/LLD. Some students, no matter
how bright and motivated, experience reading, spelling, and/or writing difficulties.
They exhibit weakness in auditory and/or visual processing of the language. These
students need to be taught the sounds of the language, and the letters which repre-
sent them (phonemic awareness/phonics). They need the direct teaching of the
major sound-spelling relationships a step at a time in a clearly defined sequence
with substantial practice. They have to use multiple senses simultaneously to organ-
ize and retain their learning.
The Orton-Gillingham Approach was evaluated with others in at least three
different studies reviewed by the National Reading Panel. It fulfills the panels
research findings that the best approach to reading instruction is one that incor-
porates explicit instruction in phonemic awareness and systematic phonics.
Go Phonics maximizes the effectiveness of this approach with instruction thats
explicit, systematic, sequential, simultaneous multisensory. Handwriting
instruction, a good phonics sequence and phonics/language arts skills applied
in phonetically sequenced stories results that are truly synergistic!
Simultaneous multisensory helps all learning styles. All students learn
differently. Rarely is a student strong in both reading and spelling.
A visual learner may be a good reader but have poor auditory skills for spelling.
An auditory learner may be a good speller but have trouble with reading.
Learners extremely weak in one or both areas struggle to learn and are often
diagnosed as having a language learning difficulty (LLD/dyslexia).
Go Phonics uses simultaneous multisensory techniques hands, eyes, ears, voice
used together. Example: As the student names the letter, she forms it on the
desk. It calls the different senses into action. This sends a stronger message to
the brain for a deeper impression and greater retention. Students who struggle
can learn using the stronger sense, while strengthening the weaker ones.
A good phonics foundation helps ALL students. Far too often, natural readers
who can memorize thousands of words are passed along without being given
comprehensive phonics instruction. At some point, they start to get confused as
more words must be learned by sight (especially multi-syllable words). Without
a good phonics foundation, at some point, ALL students resort to guessing.
A student, glancing at the word hummingbird, proceeded to read aloud:
Once a hamburger perched on her red jacket . . . The word hummingbird
can be read (decoded) by any student with a phonics foundation.
With Go Phonics, students learn their choices for spelling. They know what to
look up in the dictionary. They know the codes and strategies to more correctly
pronounce words theyre reading. These skills are all needed from 3rd grade on.
5
Go Phonics
APPROACH
________________________________
...once a child falls behind,
he must make up thousands
of unread words to catch up
to his peers who are continuing
to move ahead.
From Overcoming Dyslexia
by Sally Shaywitz
________________________________
_________________________________
If help is given in 4th grade, rather
thaninlate kindergarten, it takes
four times as long to improve the
same skills by the same amount.
From Straight Talk about
Reading by Susan Hall and
Louisa Moats
_________________________________
See the Go Phonics Program
Overview page 14 and Sample
Lessons: page 25
6
LEVEL 1: Alphabet
Scat! Short a Stories
l L lamp /l/
t T turtle /t/
f F fish /f/
h H house /h/
b B bat /b/
c C cake /k/

a A apple /a /
d D duck /d/
g G goat /g/
r R rug /r/
n N nest /n/
mM mittens /m/
s S sun /s/
p P pig /p/

i I igloo //
v V vase /v/
j J jam /j/

o O octopus /o /
z Z zebra /z/

wW wagon /oo

u U umbrella /u /

y Y yellow /e/
x X box /ks/

e E elephant /e/
k K kite /k/
qu QU queen /coo

/
LEVEL 2: Short Vowels
The Fat Cat stories
Jacks Cap stories
With gradual introduction of
consonant blendsbl, br, gl...

a apple /a /
ck sock /k/
sh ship /sh/

i igloo //
th thimble /th/
th there /th/
ch chair /ch/
tch catch /ch/
ing ring /ing/
ang bang /ang/
ink sink /ink/
ank bank /ank/

o octopus /o /
ong song /ong/

u umbrella /u /
ung lung /ung/
onk honk /onk/
unk junk /unk/

e elephant /e/
wh wheel /wh/
LEVEL 3: Long Vowels
Sue and Joes Pies stories
Noses and Roses stories

a-e rake /a /

i-e pine / /
kn knife /n/
c(e, i,y) cent /s/

o-e bone /o /
ph phone /f/

u-e cube /u /

u-e flute /oo


_
/

e-e Pete /e /

ee feet /e /

ie tie / /

oe hoe /o /

ue barbecue /u /

ue blue /oo
_
/

ea dream /e /

oa boat /o /

ai rain /a /

ay hay /a /
LEVEL 4: Vowels
Controlled by r and l
My Turn stories

ar star /a r/

or corn /o r/

(w)ar warm /o r/

er fern /u r/

ir girl /u r/

ur burn /u r/

ear earth /u r/

(w)or worm /u r/

a(l) walk /o /
g(e, i, y) angel /j/
dle candle /dl/

y fly //

y baby /e/

igh night //
LEVEL 5: More Vowel Pairs
Cooking on the
Front Burner stories

oo moon /oo

/
ch school /k/
dge bridge /j/

oo book /oo /

ow snow /o /

ui fruit /oo

/

(w)a watch /o /

ow cow /ou/

ou ouch /ou/
wr wrist /r/

tion lotion /shu n/

ew pew /u /

ew screw /oo

aw saw /o /

u bull /oo /

sion mansion /shu n/


also: sion vision /zhu n/

au saucer /o /

oi oil /oy/

oy boy /oy/

ture picture /chu r/


mb thumb /m/

ea bread /e /

sure treasure /zhu r/

ey money /e /

y crystal //

ie shield /e /

ou soup /oo

ei reindeer /a /

eigh eight /a /
Go Phonics

Scope & Sequence


Consonant sound

Vowel sound
Go Phonics Game
Note: These are foundational primary phonics codes.
Some codes are not taught in Go Phonics because:
theyre not in the programs stories and there are only
a few words with that code. Examples: ch (chef)
/sh/, ough (dough) /o / The Word Lists book, with
over 140 phonetically based lists, includes these.
Go Phonics 50 Game Set
These interactive phonics games are an engaging way to master
word decoding and fluency skills. They also provide an opportunity
to enrich vocabulary and to expand students comprehension of
the meaning of new words. Each game offers a different twist as it
focuses on words with the sound being taught. The game is often the high-
light of the lesson. Do we get to play a game today? they ask. In this way,
theyre eager to participate in the necessary practice in preparation for read-
ing the Go Phonics story for that lesson. Many of the words will appear in the
new story and in future stories. The games can be played one-on-one, in small
groups, on game days, or as an after school activity. There are 12 boards, 3 spin-
ners, and 1400+ cards that when disassembled store in 2 trays. GPGM2100
The students go through an amazing
decoding process with the games:
At first they cant....then they stumble....then they can!
Its fun, builds confidence, and is valuable
preparation for reading success.
EXAMPLE:
Big Foot card game oo = /oo /
The cards in this game all have a
foot on the back. They are the feet
of a chicken, dog, duck, person, etc. The object is to get as
many matching pairs as you can. Cards are placed face up on the table
(words showing). A student draws a card, reads it (shook, hook, or crook...),
then places it in front of her so the foot shows. The card with Big Foot
is a wild card. It is saved until the end and used to make a pair with any
unmatched foot but the sneaker. The player adds up the points on the cards she
has matched. The player with the most points is the winner. This decoding prac-
tice is preparation for reading the story Cooking on the Front Burner.
cooking
shook
7
This is a tremendous program. The
lesson guides have been very clear.
Its all right there. My daughter has
really glommed-on to the games.
What really makes it for us
is the games.
Shirley Heinhome educator, AK
Alphabet, 60 sounds,
plus blends! See page 6 for
the Phonics Scope & Sequence
4 Chart Set: 3 Key Word Charts
and 1 Prefixes and Suffixes Chart
These full-color wall charts have key words for letters of the
alphabet (in alphabetical order), and for digraphs, trigraphs,
and phonograms (in the order they are taught and appear in
the Go Phonics stories). The most commonly used prefixes
and suffixes, with definitions, are part of this 4 chart set.
(11 x 17.5) GPCH4001
Copyright 2005 Foundations for Learning, LLC all rights reserved www.gophonics.com ISBN 10: 1-933546-09-3 ISBN 13: 978-1-933546-09-4
Prefixes
bi (both, double) bicycle
dis (not, opposite) disable
fore (before in time) forecast
im (not, opposite) impure
Prefixes in (not, opposite) incorrect
mis (incorrect, bad) misprint
non (not, opposite) nonsense
re (back, again) return
tri (three) triangle
un (not) unhappy
Suffixes
able (able, can do) enjoyable
Verbs becomes adjectives.
an, ian (native of, relating to)
American, Canadian
Nouns become adjectives.
ary (relating to) honorary
Nouns become adjectives.
ed (past tense for verbs)
hunted
en (made of ) wooden
Nouns become adjectives.
er, ar, or (one who)
teacher, beggar, actor
Verbs become nouns.
ess (female) actress
est (the most) tallest
ful (full of ) joyful
Nouns become adjectives.
ing (happening now,
past, future)
is singing, was singing,
will be singing
less (without) hopeless
Nouns become adjectives.
ly (like) nicely
Adjectives become adverbs.
ness (state of ) goodness
Adjectives become nouns.
s, es (more than one)
boys, boxes
Suffix es is added for the
plural for words ending in
s, x, z, ch, and sh.
tion (act of ) inspection
Verbs become nouns.
ward (in the direction of )
backward
y (inclined to) dirty
Nouns become adjectives.
Suffixes
GoPhonics GoPhonics
Prefixes and Suffixes Prefixes and Suffixes
startle
2
star
2
Hatch Hatch
GoPhonics

match
1
sketch
2
Go Phonics Integrated Tools
Set of 5 Workbooks* Levels 1-5
As sounds are taught, worksheets include Level 1 writing practice for proper
letter formation and picture identification with the letter/sound (phonemic aware-
ness). Worksheets flow in sequence with the Go Phonics stories to provide practice
in the phonics, grammar, punctuation, and language arts that will be in the reading.
Worksheets also include blends, rhyme, words with the same beginning/different
ending (phonemic awareness), and simple sentences. There are exercises in writing
compound words, contractions, abbreviations, suffixes, doing crossword puzzles,
reading phrases for comprehension...
GPWBC105 consumable GPWBB205 blackline master permission
Teachers Guide covers all 5 phonics levels and includes techniques, rules,
definitions, reference charts, how to teach spelling, phonics, grammar, punctuation,
comprehension... 79 lesson plans for direct instruction Rules for spelling and read-
ing as they can be applied How to hold a pencil Explicit instruction in proper letter
formation (U & L case) Reinforcement activities for teaching the letters Spelling lists
Quick reference charts for procedures in teaching a letter, reading a word, spelling
Questions during reading for comprehension and language skills (in addition to the
worksheets) including making predictions and inferences, sequencing events
Suggestions for creative writing activities (working off the story) GPTG5001
108 Letter Cards are for auditory and visual review of letters,
capitals, vowels, consonants, digraphs, trigraphs, and phonograms.
They have head, belt, and foot lines. Cherry for vowels
and white for consonants 4.25 x 5.5 GPLC0108
96 Key Word Cards A supplement to the kit,
these 5.5 x 7.5 color cards are ideal for group instruction.
GPCD9602
32
Illustrations
2000 Go Phonics/ Holly Davison
_ _ _ _ _ _ _ _ _ _ _
eat
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
each
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
eam
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
33
Illustrations
2000 Go Phonics/ Holly Davison
_ _ _ _ _ _ _ _ _ _ _
teach
_ _ _ _ _ _ _ _ _ _ _
t t
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
b
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
ea
Puzzle
Down
1.
2.
3.
5.
6.
8.
Across
4.
5.
7.
9.
10.
11.
37
2000 Go Phonics
3. 4.
6.
5.
8.
7.
10.
9.
11.
2.
1.
1983
36
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mikes
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Jean
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Dad
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mom
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Reed
Com
pound W
ords
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
w
ish
+
bone
=

34
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
sun
+
shine
=

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
any
+
thing
=

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
out +
side
=

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
bean
+
bag
=

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
up
+
set =

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
any
+
one
=
anyone
Contractions
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
he is hes
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
she is
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
it is
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
what is
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
where is
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
Dad is
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
Joe is
35
These worksheets,
for ea lesson, have
language arts skills
that will be in the story
The Beanbag.
Worksheets address skills that will
be coming up in the story like the
use of s for possessive. Lessons also
address these skills with questions
during oral reading.
8
Go Phonics
INTEGRATED TOOLS
9
Songs for Learning to Read
Songbook with audio CD has songs,
poems, and raps that are used in the
lessons. They include phonemic awareness,
rhyming words, letter recognition, punctu-
ation, color recognition, short vowel
sounds recognition, digraphs ck, ch, sh,
nouns, adjectives, verbs, ing,
syllables... GPSO1001
2A. Sounds of Digraphs and Trigraphs Score
27
___/17_____%
2B. Short Vowel Sounds Score
___/14_____%
2C. Directionality of Words Score
___/16_____%
2D. Nonsense Syllables Score
___/30_____%
2E. Red Flag Words Score
___/45_____%
2F. Choices for Spelling Sounds Score
___/23_____%
2G. Reading Short Vowel Story Score
___/106_____%
2H. Comprehension Score
___ / 9_____%
2I

. Spelling Score
___/20_____%
2J. Handwriting Score
___ / 4_____%
TOTAL Score %
Summary Form
Level 2 - Short Vowels
Student:___________________________________
Administrator:___________________Date:_______
100%
90
80
70
60
50
40
30
20
10
0
Bar Graph: Level 2 - Short Vowels Gray area in bar represents % correct for each skill.
2A 2B 2C 2D 2E 2F 2G 2H 2I 2J
Go Phonics
Basic Skills Assessments
1. pan pain 9. roam ram
2. bead bad 10. met meet
3. bead bed 11. seat set
4. wed weed 12. man main
5. road rod 13. feed fed
6. teen ten 14. soap sop
7. beet bet 15. ran rain
8. raid rid 16. grain grin

25 Go Phonics Basic Skills Assessments - L3
3B 3B
So, where is Spain? Take
a peek at a map. Its across
the east coast of the U.S.,
even with the state of Maine.
The Atlantic Ocean is in
between. Just a bit of Spains
coast is on the Atlantic Ocean.
A bit more is on the Bay of
Biscay. Spains entire east
coast is on one more very
blue sea. Coast! Coast! Coast!
1
A Trip to Spain
ocean learn ball call
Go Phonics Basic Skills Assessments - L3 22
32
3G
Go Phonics Word Lists 2nd Edition Revised
Categorized by the Phonetic Sounds of the English Language
With useful reading and spelling rules, and over 140 phonetically-based lists, this
handy reference guide is a time saver when developing games, spelling lists, and
text for phonics instructionprimary level and beyond (includes smaller lists
with higher grade level words). Use it to write additional phrases or phonetically
based stories. You can also use it during daily instruction to show the lists to
students to compare the more likely choices for spelling. GPWL2100
Consonants
/z/
s rose
z zebra
/ch/
109. ch chair
110. tch catch
111. t(u) nature
/sh/
112. sh ship
113. ch chef
114. c(i) special
115. s(i) mission
116. t(i) lotion
/th/
voiced
118. th there
/wh/
119. wh wheel
/ng/
120. ing ring
ang bang
ong song
ung lung
/nk/
121. ink sink
ank bank
onk honk
unk junk
/zh/
122. z azure
123. s closure, vision
124. g garage
/f/
f fish
96. ph phone
/g/
g goat
97. gue vogue
/j/
j jam
98. g(e) gem
99. g(i) ginger
100. g(y) gym
101. dge bridge
/k/
k kite
c(a) cat
c(o) cot
c(u) cut
102. ck sock
103. ch school
104. que antique
105. qu conquer
/s/
s sun
106. c(e) cent
107. c(i) cinder
108. c(y) cycle
Special Lists
135. Common Non-phonetic Words
136. Words with Silent Consonants
mb, gn, h, kn, alm, alk, mn, pn, st, wr
137. Sounds of ough
138a. Nonsense Syllables: Short Vowels
138b. Nonsense Syllables: Long Vowels and Phonograms
139. Vowel-Consonant-Consonant-Vowel Words
140. Vowel-Consonant / Vowel Words
141. Consonant-Vowel/Vowel-Consonant Words
142. Words Not Accented on the First Syllable
125. Silent e Syllable
126. ar = /a r/ arrow
127. er = /er/ berry
128. ir = /r/ spirit
129. or = /o r/ sorry
130. age = / j/ sausage
131. ify = / f / purify
132. ous = /u s/ or / s/ joyous
133. Words Ending in ic
134. ary = /er-e /
/th/
unvoiced
117. th thimble
e
e
5
Go Phonics
The long dash used with the letters
dge, tch, ck, means two things:
1.The letters never come at the beginning of a word.
2. They are always preceded by one vowel.
/ a/
1. a apple
/e/
2. e elephant
3. ea bread
//
4. i igloo
5. y crystal
6. ui build
/o /
7. o octopus
8. (w)a wasp
9. (qu)a squash
10. a(lm) palm
/u /
11. u umbrella
12. o mother
13. ou touch
/oo

/
56. oo moon
57. u lunar
58. u-e flute
59. ue blue
60. ew screw
61. ui fruit
62. ou soup
63. eu neutral
/oo

/
64. oo book
65. u bull
/oi/
66. oi oil
67. oy boy
/ou/
68. ou ouch
69. ow cow
/o /
70. aw saw
71. au saucer
72. a(l) salt
73. a(ll) ball
74. a(lk) walk
/a /
14. a baby
15. a-e rake
16. ai rain
17. ay hay
18. ei vein
19. eigh eight
20. ey obey
/e/
21. e fever
22. e-e Pete
23. ee feet
24. ea dream
25. ie shield
26. y baby
27. ey money
28. ei ceiling
29. e sesame
30. i radio
//
31. i tiger
32. i-e pine
33. ie tie
34. igh night
35. y sky
36. y-e type
37. y hydrant
38. ei height
39. i(nd) kind
40. i(gn) sign
41. ui guide
/o /
42. o pony
43. o-e bone
44. oe hoe
45. oa boat
46. ow snow
47. o(ld) cold
48. o(lt) colt
49. o(st) most
50. o(ll) roll
/u /
51. u music
52. u-e cube
53. ue barbecue
54. ew pew
55. eu feud
Vowels Controlled by r
/ar
..
/
75. ar star
/o r/
76. or corn
77. (w)ar warm
78. (qu)ar quart
79. our pour
/u r/ or / r/
80. er fern
81. ir girl
82. ur burn
83. (w)or worm
84. ar dollar
85. or doctor
86. ear earth
87. our journal
*/a r/
88. are care
89. air hair
90. ear bear
91. aer aerial
*/r/
92. ere here
93. ear hear
94. eer cheer
95. ier pier
Word Lists Contents:
e
*These lists are added because r changes the
long a and e sounds. It may not be necessary
to use them. Readers will start out by giving
the long sound, but quickly make an adjustment.
4
Vowels
GoPhonics GoPhonics

Note: A hyphen between letters (a-e) signifies a consonant.


A long dash after a vowel (a = / a/) signifies that it has to
be followed by a consonant in order to have that sound.
50
ir = /ur/
admiral
affirm
birch
bird
birth
chirp
circle
circuit
circus
confirm
dirge
dirt
fir
firm
first
flirt
gird
girdle
girl
girth
irk
mirth
quirk
shirk
shirr
shirt
sir
skirmish
skirt
squirm
squirrel
squirt
stir
stirrup
swirl
81
third
thirst
thirty
virgin
virtue
whir
whirl
ur = /ur/
one-syllable words
blur
blurb
blurt
burn
burp
burr
burst
church
churl
churn
curb
curd
curl
curse
curt
curve
fur
furl
hurl
hurt
lurch
nurse
purge
purl
purse
spur
spurn
spurt
82
surf
surge
turf
turn
urge
urn
multi-syllable words
absurd
burble
burden
burglar
burlap
burrow
bursar
concur
curdle
curfew
currant
current
curry
cursor
curtail
curtain
curtsy
disturb
flurry
furbish
furlong
furnish
furrow
further
furtive
hurdle
hurry
hurtle
liturgy
murmur
nurture
perturb
purchase
purple
purpose
pursue
pursuit
Saturday
Saturn
scurry
scurvy
splurge
sturdy
suburb
sulfur
surface
surfeit
surgeon
surgery
surly
surmise
surmount
surplus
surrey
surround
survey
survive
Thursday
turban
turbine
tureen
turkey
turnip
turquoise
turret
turtle
urban
urbane
urchin
urgent
Go Phonics
ir = /ur/
circuit
circus
confirm
dirge
dirt
fir
firm
first
flirt
gird
girdle
girl
girth
irk
mirth
quirk
shirk
shirr
shirt
sir
skirmish
skirt
squirm
squirrel
squirt
stir
stirrup
swirl
th
t
ur = /ur/
llable words
burr
curb
curd
l
fur
furl
hurl
purge
purl
purse
spur
ds further
furtive
hurdle
hurry
hurtle
lit
actual size
See Price List. To Order:
1-800-553-5950 or www.gophonics.com
School Purchase Orders Accepted
Go Phonics
INTEGRATED TOOLS
Go Phonics Basic Skills Assessments are to help determine a students
knowledge of phonics and the ability to apply the skills to read, comprehend, and spell.
Strategies help to check for dyslexic tendencies, determine what a student is struggling
with, pinpoint gaps, and know where to start instruction. Upon completing each level of
Go Phonics instruction, they can be used to monitor progress. Included are: Phonemic
Awareness and Phonics, Nonsense Syllables, Choices for Spelling Sounds, Red Flag
Words, Reading a Story, Comprehension, and Phonetic Spelling. Printable Users Manual
and Student Book GPBSA200
L2: The Fat CatShort Vowel Stories
Short vowels a, i, o, u, and e and gradual introduction
of consonant blends, digraphs, trigraphs
86 pages, 22 stories GPSBL201
L3: Sue and Joe s PiesLong Vowel Stories
Long vowels include vowel-consonant-e (a-e, i-e,
o-e, u-e, e-e)and vowel pairs (ee, ie, oe, ue, ea,
oa, ai, ay) 64 pages, 9 stories GPSBL301
Sam has black jam,
and black jam,
and black jam.
7
Pam has a glass.
The glass has black jamin it.
Sam pats the glass.
The glass has a crack.
Pams BlackJam
6
in
When Jean tossed the frog up,
it seemed as if the frog
was leaping.
Jean was six years old.
Her mother baked a cake.
Six of her friends came
to her home for games,
and cake and ice cream.
It was a lot of fun.
Each of Jeans friends had
a gift for her. She liked
her gifts. There was one
she liked best. It was a green
beanbag shaped like a frog.
The Beanbag
old other mother
brother another all
44
Now Heather is twenty-two years
old. She has finished her schooling.
She has a job at the TV station
in her town. What kind of job
do you think she has? Youre right!
Shes Heather the Weather Girl
on the morning news.
Now, if youre interested
in the weather, and study as hard
as Heather, perhaps you too can be
a Heather the Weather Girl.
And if youre a boy, perhaps youll be
Dan the Weatherman.
into six colors. The same thing
happens when sunlight shines
through raindrops. That prism became
one of Heathers dearest treasures.
In school, whenever the teacher
asked a question about weather,
Heathers hand was the first one up.
The children began teasing her.
They called her Heather, the weather
She didnt mind the teasing at all.
88
There was so much more to learn
about weather. Heather kept asking
and learning. She visited weather
stations and studied the weather maps
spread on the wall. She listened
to weather forecasts on the news daily.
It was that same year that Heather
started asking about rainbows.
Her grandma gave her a prism.
She explained that sunlight was made
of six colors. Sunlight shining through
the prism was broken up
rain
trees
land
river, lake, or sea
clouds
cold air
warm air with
water vapor
When Martin wiped dishes,
if she yelled, My turn,
he let her wipe the silver.
Three-year-old Beth had
a sixteen-year-old brother, Martin.
Beth wanted to be just like Martin.
Martin was a big help at home.
Whatever he did, Beth wanted
to do it too. She would yell,
My turn!
There were many things Beth
could help with. When Martin ran
the sweeper, if Beth yelled,
My turn, he let her run
the sweeper for a bit.
36
My Turn
taste tasty iron now funny
mind sure always whatever two
My turn.
Beth had been told that
she should always take her turn
with Mom, Dad, or Martin nearby.
They did not want her to get hurt.
Sometimes Beth forgot that advice.
One Saturday, Beth saw Mom
putting curls in her hair with
a curling iron. Mom was set to go
to her job. She grabbed her purse
and left.
Beth thought, Now its my turn.
She plugged the curling iron in
and started to curl her hair.
38
L4: My TurnStories with
Vowels Controlled by r and l
Sequence: ar, or, er, ir, ur, ear, (w)or,
a(l), y=// and /e /, igh=// 86 pages, 10 stories GPSBL401
Teach non-decodable words, shown
at the beginning of each story.
45
90
L5: Cooking on the Front Burner
Stories with More Vowel Pairs
Sequence: oo, ow, ou, ew, aw, au, oi, oy,
ea=/e /, ey, ie=/e /, ei, and eigh...118 pages, 13 stories GPSBL501
Copyright 2001, 2013 Foundations for Learning, LLC All rights reserved.
10
Plastic covers
are on the books,
for durability.
Now with
8 Stories in a
spiral bound book
Go Phonics
INTEGRATED TOOLS
Seven Decodable
Storybook Volumes
by Sylvia S. Davison
Go Phonics stories support the phonics based lessons as they build on
the skills. Seven volumes (over 90 stories/600+ pages) are 93% decod-
able and cumulative. With this component, students can apply what
theyve learned in a meaningful story they can really read. Any non-
decodable words in the story are listed at the beginning of the story
and are taught in advance. Everything else can be decoded based on
skills learned thus far in this phonics sequence. Text-to-life, stories
include people of all ages and nationalities, making them acceptable
to older beginning readers as well.
Level 1: Scat!
Short a Stories
These short a stories are for teaching
Level 1Letters of the Alphabet. As soon as a
sequence of 15 letters has been taught, reading
decodable stories begins. With each new story,
students apply consonants just learned to mean-
inful reading. 110 pages, 8 stories GPSBL101
Mrs. Heaths friends say,
Jean and Jane are like peas
in a pod.
Jean and Jane ask each other,
What does that mean?
You see, Jean and Jane live
in the city in a block home.
There is no land for planting.
Jean and Jane have never seen
pea plants. They have seen peas
in cans, and frozen peas in boxes.
They have NEVER seen
peas in pods.
45
Jean and Jane Heath are twins.
They are very much alike.
They like to eat the same things.
They like to play the same games.
Their mother, Mrs. Heath,
dresses them alike.
44
mother friends city other
farm opened outfit
Like Peas in aPod
L3: Noses and Roses
More Long Vowel Stories
These stories, written in the same sequence as
Sue and Joes Pies, extend the long vowel reading
practice for each lesson. 64 pages, 9 stories GPSBS301
They jog on the grass.
Max runs fast. Bud can toss
the sack up. It will land
back in his hand.
55
Bud and Max are going
to the pond. They have
a sack. They have hot dogs
and buns in the sack.
A Ducks Luck
there get
54
L2: Jacks CapMore Short Vowel Stories
These stories, written in the same sequence as
The Fat Cat, extend the short vowel reading practice
for each lesson. 96 pages, 21 stories GPSBS201
Your books are....funny, theyre text-to-world...
You introduce the mechanics of our language at a
very early level. You have prepositional phrases...
The stories get longer as you get more advanced (to)
do book reports. I truly have not seen anything that
matches your books for teaching beginning reading
on a phonics level.
Kathy Jensen, Reading SpecialistNY
Jan, Mom, and Dad
were back. Jan ran to Grans to get Muffin.
Grans big dog was in.
Muffin, Muffin, yelled Gran. But Muffin hid.
69
Muffin
A student in a reading group
follows along as they all take turns
reading sentences from the story.
Muffin from Jacks Cap Storybook:
This is a story about a cat named
Muffin who is left with Gran while the
family goes on vacation. Gran has a
big dog, which Muffin doesnt like.
When the family returns, and Jan
and Gran hunt for Muffin, its fun to
discover how Muffin has resolved
her issue with the big dog.
11
So Muffin was at Grans.
But Muffin did NOT think
it was o.k. If the big dog
was in, Muffin ran and hid.
She had just the spot.
68
Go Phonics
INTEGRATED TOOLS
Two Supplement Volumes
Stories extend reading practice for each
short and long vowel lesson
Go Phonics
LESSON SEQUENCE
Over 90 decodable stories
are at the core of this
explicit, systematic phonics
instruction with language
arts. As each lesson is taught
students apply the learning
in meaningful stories (93%
decodable) that build on
skills for reinforcement.
12
Jacks Cap
extended reading:
1. The Rat
2. Jacks Cap
3. Pats Van
4. The Big Pit
5. Milk and Chips
6. The Bat
7. A Big Bash
8. Mitchs Hat
9. The Back Pack
10. At Camp
11. A Big Hit
12. The Fog
13. The Frog
14. Mixed Up!
15. A Ducks Luck
16. Lumps! Mumps!
17. Stuck in the Muck
18. Muffin
19. Red is Best
20. The Trunk in the Attic
21. Hot Pads
Lessons/Stories Sequence
Level 1: Letters of the AlphabetScat! book . . . . . . . . . . . . . . . . . . Page 27
Lessons Story Letters/ Skills Lesson Pages
Quick Reference Chart: Procedure for Teaching a Letter 33
1 - 7 l, t, f, h, b, c, a, student reads 5 at words 40-51
Quick Reference Charts: Procedure for Reading and Spelling Words 52-53
8 -15 Scat! d, g, r, n, m, s, p, i, !, schwa sound for word a 54-68
16 A Tan Van v 69-70
117-18 A Map j, o 71-74
119 Zap z 75-76
20 A Fan w, ? 77-78
21-22 Ham and Yams u, y 81-82
23-24 The Tan Cab x, e 83-86
225-26 A Fat Rat k, qu 87-90
Level 2: Short VowelsThe Fat Cat book . . . . . . . . . . . . . . . . . . . . . . . Page 91
Lesson/Story New Phonetic Elements and Grammar Lesson Page
1. The Fat Cat /a /, suffix s, quotations, ! 96
2. Pams Black Jam ck = /k/, possessives, compound word, ss 99
Dans Cab
3. Brads Rash sh 101
4. A Big Pig / /, th, ll 103
5. Masks and Shin Pads ch = /ch/ 105
6. Tab and Jip tch = /ch/ 107
7. Jills String ing, ang 109
8. Hank ink, ank 2-syllable word (closed syllable) 111
9. The Snack suffix ing 113
10. A Hot Pot /o /, suffix es, contractions with is (s) 115
11. Moms Tom-tom hyphenated word, c(e) =/s/ 117
12. The Picnic 1-1-1 rule 119
13. Dot Jogs abbreviations 121
14. The Clock 123
15. The Bug Jug /u /, ong, ung 125
16. The Dump Truck onk (Level 2 Workbook), unk 127
17. The Fish Pond suffix ed, contractions with not (nt) 129
18. The Skunk 131
19. A Wet Pet /e/ 133
20. Teds Trunk 135
21. The Camp Robber suffix er, wh 137
Level 3: Long VowelsSue and Joe's Pies book . . . . . . . . . . . . . . . Page 141
Lesson/Story New Phonetic Elements and Grammar Lesson Page
1. At the Lake a-consonant-e = /a /, contractions with are (re) 144
silent e rule, 2-syllable word (open syllable)
2. Mikes Kite i-consonant-e = //, c before e, i, y = /s/ 148
3. Spots Bones o-consonant-e = /o / 151
4. Isnt That Cute u-consonant-e = /u

/ and /oo

/, e-consonant-e = /e /, ph 153
5. Youll See ee = /e /, contractions with will (ll) 155
6. Sue and Joes Pies ie = / /, oe =/o

/, ue =/u

/ and /oo

/ 157
7. The Beanbag ea = /e / 159
8. The Goat oa = /o

/ 161
9. Kays Braids ai = /a /, ay = /a / 163
Level 4: Vowels Controlled by r and l My Turn book . . . . . . . Page 167
Lesson/Story New Phonetic Elements and Grammar Lesson Page
1. Fun on the Farm ar = /a r/, shwa, suffix ful 168
2. The Big Storm or, (w)ar, = /o r/, (qu)ar = /o r/ (Level 4 Workbook) 172
3. A Gift for Mom er = /u r/ 174
4. Cupcakes and Birds ir = /u

r/ 176
5. My Turn ur = /u

r/ 178
6. Earthworms ear, (w)or, ar and or (not accented) = /u

r/ 180
7. Not Bad at All a(l) = /o /, g before e, i, y = /j/, possessive with s, suffix est 182
8. A Harvest Party silent e syllable, change f to v rule, suffix ly 184
9. Why? y = //, y =/e /, y as a suffix 186
10. Night Light igh = /

/, suffix en, prefix un 188


Level 5: More Vowel Pairs Cooking on the Front Burner . . . . . . . Page 191
Lesson/Story New Phonetic Elements and Grammar Lesson Page
1. Raccoons oo = /oo

/, ch = /k/, dge = /j/, suffix or 194


2. Cooking on the Front Burner oo = /oo /, ind words 196
3. Snowflakes ow = /o /, homographs, antonyms, (w)a, (qu)a = /o /, ui = /oo

/ 198
4. The Shoemaker ow = /ou/ 200
5. A Mouse in Our House ou = /ou/, wr = /r/, tion = /shu n/, suffix tion, prefix non 202
6. Everything Old is New ew = /oo

/ and /u /, suffix est 204


7. Awful or Awesome? aw = /o /, u = /oo /, sion = /shu n/ or /zhu n/ 206
suffixes al, ful, some, contractions with would ( d )
8. The Haunted House au = /o /, suffix age 208
9. Noisy Boys oi =/oi/, oy =/oi/, mb= /m/, suffixes ness and ward, ture=/chu r/ 210
10. Weather Reporter ea = /e /, prefixes fore, dis 212
11. Funny Money ey = /e /, y = / / 214
12. A Piece of Cake ie = /e / 216
13. Soups On ou =/oo

/, ei =/a /, eigh =/a / 218


Go Phonics
Lesson Sequence
continued
Noses and Roses
extended reading:
1. Moms Scare
2. A Gift for Dad kn
3. Noses and Roses
4. Pete and His Flute
5. Hide and Seek
6. Sues Blue Vase
7. Like Peas in a Pod
8. Frog or Toad?
9. Rain, Rain Go Away!
13
*In this story, an inspector
solves the mysteries to prove
the house is not haunted.
Go Phonics Program Overview
Phonics-based lesson plans guide you each step of the way through a
carefully prescribed series of 79 strategized lessons for direct instruction. The lessons
are divided into 5 phonics levels. Explicit and systematic directions help both begin-
ning and experienced teachers maximize instruction. Rather than trying to absorb it
ALL before starting, you can study the introduction with strategies and techniques.
Each level begins with the guidance youll be needing to teach that level. The first
lesson is done in greater detail for reference. Go over the quick reference charts for
the procedures youll be using. Then, follow each lesson and teach it using the
Go Phonics integrated tools to carry out the practice and apply the skills.
In lessons, students review, learn, practice, then apply skills in reading:
1. Daily reviewwith letter cards of phonics skills already taught
2. Daily auditory review, spelling/segmenting/writing words with phonics skills learned
3. Teaching a new phonics skill with reading and spelling rules
4. Worksheets: phonics, rhyme, same beginning sounds, sentence structure, punctuation,
vocabulary, phonetic crossword puzzles, language arts, phrases from the story...
5. Playing a phonics game: fluency practice blending/reading words with the new skill
6. Teaching the non-decodable words that will be in the story
7. Oral reading of a meaningful text-to-life decodable story with new and previous skills.
8. Oral reading questions (provided) include vocabulary, comprehension, language arts
9. Creative telling/writing suggestions to connect the story to their world
The Phonics Sequence Provides Big Benefits:
From start to finish, Go Phonics covers the major sound-spellings of vowels and con-
sonants (including digraphs, trigraphs, and phonograms) that make up the 42 basic
sounds of the English language. Each lesson explicitly teaches a letter-sound relation.
The phonics sequence is Orton-Gillingham based and compatible to minimize confu-
sion for all beginning readers and especially those with dyslexia/LLD. It
shows the patterns and relationshipsideal for those with good logical
thinking, math skills. It helps students better understand the rules for
reading, and provides good strategies for spelling. It supports
highly decodable stories with more words students can decode
sooner, as they gradually build their knowledge of the codes.
Level 1 - Alphabet focuses on explicit and systematic
instruction in each letter its name, proper formation, key
word, and sound all taught in the same lesson. In this way,
phonemic awareness, phonics, and handwriting are integrated
from the start. Students practice the new letter-sound in
spelling, worksheets (including letter writing practice), phonics
games, activities, suggested read-alouds, and songs.
Go Phonics
OVERVIEW
14
For a child going into
kindergarten showing signs
of having difficulties with
reading, early intervention
can get the child on track
rather than a wait and see
approach. "
Sylvia Davison, author
Go Phonics Program
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
blue
ee, ie, oe, ue?
2000 Foundations for Learning, LLC Go Phonics 30
Com
pound W
ords
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
w
ish+
bone
=
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
sun +
shine
=
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
any +
thing
=
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
out +
side
=
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
bean +
bag
=
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
up +
set =
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
any +
one
= anyone
2000 Foundations for Learning, LLC Go Phonics
34
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

12 1
l lamp /l/
l
L
x
x
x
x
x
x
L
l
L
x
x
x
x
x
x
x
x
x
x
x
x
x x
x x
x x
x x
Name
2
1
1
l
x
x
x
x
x
x
12
2000 Foundations for Learning, LLC Go Phonics
y
a
m
2
n
a
p
1
Five pair of eyes got as big
as saucers as they watched
this huge creature. It was fun
to watch, but then they were afraid
the bear might not go away.
It was then that Mr. Joyner yelled
in a loud voice, Forget what we said
about not making noise, boys.
Start banging on something,
but be careful not to break anything.
From Start
Alphabet Short Vowels Long Vowels Vowels with r & l Vowel Pairs
To Finish
Children who learn to read
strictly through word memo-
rization often get confused as
more words are taught. Rather
than looking at the letters and
phonetically decoding the word,
they look at the whole word
thus confusing words like
house and horse.
Go Phonics
OVERVIEW
The letter sequence starts with the simplest one to forml, then related letters
based on stroke. Lower case letters are stressed (because they dominate in text).
Handwriting instruction, spelling, and reading stories happens at this level. Once
7 letters have been taught, students can read 5 rhyming words: at, fat, hat, bat, cat.
As soon as short a has been taught, spelling and reading words is a part of every
lesson. Lessons progress to words with the same beginning and different ending:
cat, can, cap... Reading stories happens early on. As soon as 15 letters have been
taught in the Go Phonics sequence, students begin reading the 8 short a stories.
By the end of Level 1, students are able to name each letter as they form it, then
give the sound. Theyre able to read, write, and spell 3-letter words with short a.
In Level 2 - Short Vowels the first few short stories have short a and words
with consonant blends (like flat and grab). The games give word decoding practice
prior to reading. There are several stories for each vowel. The order is: a, i, o, u
and e. The sound of short e is often confused with short a and short i, and so it is
taught last because it is the most difficult. The digraphs and trigraphs (two or three
consonants that make their own sound like sh in ship and tch in catch) are
taught one at a time, and sprinkled into the reading throughout the instruction.
By the time Level 2 work is completed, students will know the name, formation,
and sound of each short vowel, digraph, and trigraph. They will be reading stories,
and writing and spelling words with these sounds.
Level 3 - Long Vowels starts with the vowel-consonant-e pattern, with ee last,
to move smoothly into the next pattern of sounds: take the consonant out of ee
and you have ee. This makes the same sound. This is done to the other vowels
ie, oe, ue all have the long sound. This pattern is also taught: that ee will
often end a word, but more often will be followed by a consonant. The others
always come at the end of words. This provides a good strategy for spelling.
Students learn that ai and ay function in the same way. The i and y can be
called twins. When students see that ai is always followed by a consonant, and
ay is at the end of a word or syllable, they gain additional spelling strategies.
Level 4 - Vowels Controlled by r and l, starts with the phonogram ar. This
is one of the few sounds in English for which there is only one spelling. There are
two ways to spell the or sound. Then come the other vowels and combinations
to make the common sound er. An important concept taught here is that of all
of these, er is the most important. True, the list of one-syllable words is short,
but er comes at the end of hundreds of multi-syllable words. More importantly,
it is used as a suffix to turn a verb into a noun, and make adjectives comparative.
Level 5 - More Vowel Pairs has a pattern worth noting. These pairs of phono-
grams are taught: ow ou, ew eu, aw au. These pairs make the same
sounds, but the ones with u never occur at the end of wordsanother strategy
for spelling. With oi and oy, the i and y are acting like twins again. The oi is
always followed by a consonant, and oy comes at the end of a word or syllable.
15
Levels 3 5
Teach the
Phonograms
16
Go Phonics
OVERVIEW
The Components of Effective Reading Instruction
National Reading Panel research reveals the 5 key components needed for effective
reading instruction: phonemic awareness, phonics, fluency, vocabulary, and compre-
hension. Go Phonics integrates these skills to help students make the connection.
Phonemic awareness, phonics, and handwriting are integrated from the very
beginning as a letters name, formation, key word, and sound are taught together.
They are then used together throughout the program to maximize learning and reten-
tionapplied in review, spelling, worksheets, games, activities... Examples:
Matching the letter to words that begin with the same sound
Identifying beginning sounds of objects and giving the beginning letter
Activities and read alouds for practicing hearing and identifying a sound
Daily auditory review hearing a sound and identifying its letter
Phonetically based spelling includes a procedure for segmenting the sounds
Students phonetically spell and read words, then stories starts early on. Worksheets
include words that rhyme, have same beginning/different ending, and phonetic
crossword puzzles. Students also learn how to divide between syllables.
Spelling is part of each lesson after short a is taught (Level 1 - Lesson 8). Lessons
include lists of spelling words presented in sequential order to strengthen sound-
spelling word analysis (sack, snack, cap, camp, sad, sand...).
In building block fashion, students are taught the major sound-spelling relationships,
gradually learning the choices for spelling a sound. Multiple spellings of the same
sound are taught by creating a yellow card. Lessons have you gradually add the
choices as you go. Example: long a can be spelled a-consonant-e (rake), ai (rain),
ay (hay), ei (vein), eigh (eight).
The rules for spelling and reading are in each lesson. This helps students to
whittle down the choices for spelling a word. It gives them good strategies for
knowing the most likely choice is and to be able to look a word up in the diction-
ary. They can also look at many words and know how they can be pronounced.
Without the codes, it becomes a guessing game, jeopardizing learning.
Wesley, a 3rd grade student shared with his tutor that he was writing a paper in class
and wanted to use the word weigh. He asked the teacher how to spell it, and she told
him to go look it up in the dictionary. I had no idea what to look up! he exclaimed.
Daily spelling review of skills learned is done using each lessons spelling list.
It consists of phonetically based words and nonsense syllables, plus red flag words.
Theres a procedure for spelling that includes identifying the vowel sound, naming
the letter while forming it, then segmenting and writing the spelling word.
Handwriting instruction includes the stick and clock approach. This approach
helps with directionality (writing from left to right), and prevents inverting and
reversing letters that often get confused (like b/d, u/n, and p/b). The manu-
script style used in Go Phonics transitions well into cursive writing.
ae
ai
ay
ei
eigh
Reading First - National
Reading Panel Report:
The best approach to reading
instruction is one that incor-
porates explicit instruction
in phonemic awareness,
systematic phonics instruc-
tion, methods to improve
fluency, and ways to enhance
comprehension.
RESEARCH BASED:
Go Phonics is Orton-Gillingham
based and compatible, and is
supported by National Reading
Panel research findings.
Handwriting adds the kinesthetic-tactile sense to visual and auditory. In this
program, as letters are formed with fingers on a rough surface and with full arm
motion, they are spoken, seen, (and heard) for a simultaneous multisensory
effect. This creates a multisensory triangle for a gateway to learning.
Handwriting can trigger the correct spelling response: Some students will
forget the name of a letter and the sound it makes.
When Carson forgot the letter j, he was asked to form the letter with his fingers.
This triggered his memory. He named the letter, gave the sound, and exclaimed,
When I wrote the letter, it came to my head!
Handwriting can help trigger the correct reading response:
Cassidy read pant for paint. When asked to write the phonogram ai on the table
reciting ai, /a /, paint, she instantly corrected herself.
Fluency is practiced with 50 phonics games. The Go Phonics games support
each lesson, providing students with fun practice decoding many words with the
new phonics skill. This helps train the brain to more quickly process the codes in
a word. The games also include practice with consonant blends (scrub, lunch,
hunt, stump...). Its preparation for reading the decodable story at the end of the
lesson, and builds fluency in reading the text so it flows with greater meaning.
Using the games for spelling: The game playing process can be enriched by
having the student spell the words as cards are drawn.
Vocabulary and comprehension skills are experienced in the workbooks which
include phrases from the story; in the games while discussing meanings of words;
in questions during oral reading; in creative telling and writing discussion; and by
discussing the meaning of words in the program and doing suggested word play.
The games also provide opportunities for vocabulary enrichment. Cards with
unknown words provide opportunities to look up, explain, demonstrate a words
meaning(s). The text-to-life decodable stories are about meaningful experiences,
many with problems and solutions which stimulate students to share their own
experiences. This launches students into creative telling and writing.
Grammar, punctuation, and language arts skills flow from the worksheets into
the stories. Students learn to write simple sentences. They learn to use compound
words, contractions, abbreviations, suffixes, punctuation marks, proper nouns...
These components are also in the oral reading questions which can be done interac-
tively with a group using a white/black board. The skills are taught in preparation
for what will be in the story for that lesson.
Decodable reading begins in Level 1. After 15 letters have been taught students
begin reading the 8 short a stories. From Level 2 on, students read one or more
stories in every lesson. In building block fashion, over 90 phonetically sequenced
stories (93% decodable/cumulative) apply the phonics and language arts taught in
a lesson. Students get the necessary preparation and practice, then apply the
skills to successfully read the story. Confidence soars!
Games provide
word decoding practice
prior to reading the story
Non-decodable (sight) words for
each story are shown in a box.
They are taught and practiced
ahead of time.
Go Phonics
OVERVIEW
17
A
U
D
I
T
O
R
Y
V
I
S
U
A
L
KI NESTHETI C
MU LT I S E N S O R Y
Auditory: spelling
Visual: reading
Kinesthetic: handwriting
If kinesthetic is not used, auditory
and visual are greatly diminished.
One of my friends is
having a wedding, said Dad.
Were going to go.
Mom, Dad, and Jane
dressed in their best things.
Then they got in the van
to make the trip.
4
At the Lake
my friend oclock out
too began your dont
A
Gateway
to Learning
Level 1: Alphabet
name, formation, and sound of all lowercase
and capital letters (identify and match
phonemes)
read, write, and spell 2 and 3 letter words with
short a (ending in a consonant)
identify and read (decode) rhyming words
with short a
identify rhyming sounds in print
reading 8 short a stories (from 15th letter on)
make predictions
distinguish the difference between phrases
and sentences
know use of capital letters for proper nouns,
beginning of sentence, titles of books
become acquainted with nouns and verbs
give sequence of events in a story
identify the main characters in a story
Level 2: Short Vowels
apply word attack skills:
match short vowel sounds
read and spell short vowel words
with short a, i, o, u, and e
know the name, formation, and sound
of each vowel, digraph, trigraph
ck=/k/, sh, th, ch=/ch/, tch=/ch/
ink, ank, ong, kn, ung, onk, unk, wh
consonant blends, quotations,
exclamation mark, possessive (s),
compound word, ss, ll,
statement and question
suffixes s, ing, ang, ed, er,
two syllable word (closed syllable)
contractions with is
hyphenated word, double ff,
(s) possessive, 1-1-1 rule, abbreviations,
contractions (nt)
Level 3: Long Vowels
read and spell long vowel words
with vowel-consonant-e:
a-e, i-e, o-e, u-e, e-e
read and spell words with vowel pairs:
ee, ie, oe, ue, ea, oa, ai, ay
able to distinguish short vowel words
from long vowel words
apply word attack skills
match long vowel sounds
silent e rule, contractions with are (re)
2-syllable word (open syllable)
c(e, i, y) = /s/
ph=/f/, g(e) =/j/
use commas correctly
use commas to punctuate close of a letter
apply rules for use of personal pronouns:
match pronoun to its antecedent in number
match pronoun to its antecedent in gender
differentiate types of literature:
identify the conventions of storybooks
read stories of 3 paragraphs in length
demonstrate grade level vocabulary
comprehension: apply synonyms, antonyms
use context clues to discern word meaning
deconstruct the literal meaning of metaphors, idioms
apply common adjectives
analyze reading selections:
Draw unstated conclusion
Generalize details to draw conclusions
Synthesize details, and draw inferences
Infer abstract meaning from concrete statements
recall stated information in grade level story:
Tell what happened, and Identify events
Tell who the characters are in the story
Identify facts
evaluate reading selections:
predict actions of characters
evaluate characters moral orientation
apply information about story to hypothetical event
analyze words:
identify compound words, root words of verbs
identify root words of adjectives/adverbs
identify descriptive and action words
deconstruct contractions into original word group
Level 5: More Vowel Pairs
read and spell words with the two sounds of oo,
two sounds of ou
the sounds of the vowels with wand u
ow, ou, ew, aw, au
the vowel pairs oi, oy, ey, ei
the letter combination eigh,
the short sound of ea
ch=/k/, dge=/j/, ind words, wr, mb
suffixes ion, or, est, al, ful, some,
age, ness, ward
prefixes non, fore, dis
u=/oo /, sion=/shu n/
(w)a=/o/, ey=/e /, y=//, ie=/e /
homographs, antonymns
contractions with would (d)
more reinforcement of skills already taught
Go Phonics Scope: comprehensive, applied, primary level, with K-2 common core language skills
GoPhonics
GoPhonics

contractions with will ( ll)


write basic sentences correctly:
identify, correct sentence fragments
with missing subjects
use present tense to indicate current action
write declarative sentences
use period to end declarative sentence
capitalize proper nouns: name of people,
the pronoun I, geographic names
use commas with salutations of letter
use plural and singular forms of pronouns
match personal pronouns to person
(he/she, it, they, etc.)
summarize stories:
identify main idea of story (uncued)
make inferences about level 2 stories:
infer (unstated) character emotions from
story elements
describe character attribute
draw conclusions from reading:
comprehends action not directly described
analyze character motivation
use context clues to comprehend new words
comprehend literal meaning of level 2 stories:
comprehend sequence of events
identify events in a story
identify characters in story and story detail
evaluate story elements:
predict what character may say or do next
write a very short story:
sentences follow in sequence
story sticks to subject
Level 4: Vowels Controlled
by r and l
the phonograms ar, or, er, ir, ur, ear,
(w)or, a(l), g(e, i, y), dle
y (as in my), y (as in baby),
silent e syllable (as in candle)
letter combination igh
suffixes ful, y, en, prefix un
possessive with s
silent e syllable, f to v rule, schwa
punctuate the ends of sentences:
declarative sentences with period
end of interrogative sentences with
a question mark
differentiate statements from questions
apply rules of capitalization:
first person singular, the first word of a
sentence, proper nouns, the greeting of
a friendly letter
18
Go Phonics Basic Skills Assessments
The Go Phonics Basic Skills Assessments help determine a students knowl-
edge of phonics and document the results. With the Applied Phonics portion
you can check for the ability to APPLY the phonics skills to read, comprehend,
and spell. Assessment track:
Part 1. Knowledge of Phonics level by level:
Phonemic Awareness and Phonics sound/letter recognition
Nonsense Syllables using parts of words to check decoding skills
Choices for Spelling Sounds listing the ways a given sound can be spelled
Red Flag Words reading non-decodable words
Part 2. Applied Phonics level by level:
Reading the decodable story applying that levels phonics skills
Comprehension answering questions about the story
Phonetic spelling words written with students handwriting observed
Featuring Five Decodable Stories: Authored by Sylvia S. Davison, there are
five meaningful, text-to-life stories that are highly decodable using controlled
text. They are similar in style to the Go Phonics decodable readers. Level 1 is a
short a story. Levels 2 - 5 stories utilize a high percentage of the phonics skills
for that level. Students read the story aloud. Hesitations and errors are marked
and tabulated by the administrator to arrive at a percentage score.
Know where to start students with prior knowledge to determine the phonics
level, as well as pinpoint difficulties and gaps. Strategies have been implanted that
will help reveal what a student struggles with, and dyslexic tendencies: flipping
or inverting letters, reading words in the wrong direction, getting letters confused...
Assess When to Start: Many children can start instruction as early as 4 to 4.5
years, and some even sooner. Starting early helps address and minimize inherent
weaknesses. When to start depends on the students eye to hand coordination,
attention span, and maturity (the ability to get it and retain it).
Assess K Students: All kindergarten students should be assessed at the begin-
ning of the K year to reveal a knowledge of letter names, letter sounds,
proper formation of letters, and ability to decode short vowel a words.
Assess the Natural Reader: Some students are natural readers, almost having
been born with the ability to read. These students often memorize whole words.
They dont always know individual letter sounds or the spelling choices and rules.
They havent had practice sounding words out. This can create future problems
with reading or spelling new/larger/multi-syllable words. The Nonsense Syllables
and Choices for Spelling Sounds assessments help reveal gaps.
Document Student Progress: You can use the assessments as each level is
completed, to document student progress.
Go Phonics
Assessing
19
So, where is Spain? Take
a peek at a map. Its across
the east coast of the U.S.,
even with the state of Maine.
The Atlantic Ocean is in
between. Just a bit of Spains
coast is on the Atlantic Ocean.
A bit more is on the Bay of
Biscay. Spains entire east
coast is on one more very
blue sea. Coast! Coast! Coast!
1
A Trip to Spain
ocean learn ball call
Go Phonics Basic Skills Assessments - L3 2
3
3
Level 3 - Long Vowels story
to assess reading skills
Contents: Administrators
directions, forms, student
pages, and stories.
1. pan pain 9. roam ram
2. bead bad 10. met meet
3. bead bed 11. seat set
4. wed weed 12. man main
5. road rod 13. feed fed
6. teen ten 14. soap sop
7. beet bet 15. ran rain
8. raid rid 16. grain grin

25 Go Phonics Basic Skills Assessments - L3
3B 3B
Student Page
Getting Started
For Pre-K (4 to 4-1/2) and Kindergarten start at the beginning. Some will
move quickly, learning a sound during each session. Others may require several
sessions for one sound with the lesson spread over an entire week. If a lesson is
done over a period of days, make sure you do the auditory and visual review
of the letter cards EVERY DAY.
Give the Go Phonics Assessments to determine placement for those who
arent beginners. They also serve as a baseline to measure progress. Start at the
beginning. Here are some examples of placement in Go Phonics:
Example 1: A K student failed the Letter Name Recognition assessment. His
parents insisted he knew the alphabet. It turned out that he knew only capital
letters. Knowing lower case letters is most essential, since those are the predomi-
nant letters appearing in the reading. The student started at the beginning, learn-
ing name, formation, and sound of the letters (emphasis on lower case).
Example 2: A 1st grade boy, a non-reader, knew all the letters and their names,
but knew none of the sounds. He began instruction with Level 1: Letters of the
Alphabet, but moved more quickly than the K student mentioned above.
Example 3: A 1st grade student knew letter names and sounds, but was not
reading. He could, however, spell any 3-letter word. His auditory skills were
exceptionally strong, and visual skills very poor. If given a list of words to spell,
he did it correctly, but could not read the words back. The solution here was to
have him spell one or two words at a time, read them back, then find them on
the workbook page. Gradually, he was able to read back more words at a time,
and with daily visual and auditory review (using the letter cards), was able to
improve reading.
Example 4: A 2nd grader did well until Vowel-Consonant & Vowel-Consonant-e
discrimination (Assessment 6). She began instruction at the end of Level 2:
Short Vowels, to instill confidence, then on to Level 3: Long Vowels.
Example 5: A 3rd grader made errors on Assessments 6, 7, and 8 (long vowels),
but when asked to read a story, did well. Further observations, showed that her
handwriting and spelling were very poor. She had learned the whole language
approach and had memorized words. She had no phonics skills. She began at
Level 3: Long Vowels, with and emphasis on phonics, handwriting, and spelling.
Example 6: A sixth grader had memorized many words she needed to read but
did not have the phonics skills to decode a multi-syllable word she had never
seen. The Nonsense Syllables Assessments (for decoding/reading) and Auditory
Assessments (for encoding/spelling) helped reveal this. Once assessed, it was
essential to teach and review the phonics skills DAILY, to use the letter cards, and
create the cards for building the multiple spellings for each sound.
Go Phonics
ASSESSMENTS
20
The Pace:
The teaching pace will vary with
the age, maturity, ability, and attitude
of the student. It can range from
taking several sessions to teach one
letter and sound, to teaching several
letters and sounds in one session.
The time spent teaching a lesson
can be for 20 minutes (4 to 5 yr. old),
30 minutes (for a 6 or 7 year old),
and possibly 45 minutes for an
older student. Work with the stu-
dent to determine the best pace.
The time to complete the course
can take from 1-1/2 to 3 years,
depending on the age, ability,
and maturity of the student.
Q: What about working with older students using Go Phonics?
Author, Sylvia Davison often tutors 3rd and 4th grade age students and has had stu-
dents 15 years of age and some adults. Go Phonics was designed not to talk down
to older students, she comments. If they don't have this foundation, then they need
to be taught it.
Example: Long a can be spelled a-consonant-e (rake), ai (rain), ay (hay), ei (vein),
eigh (eight), ey (obey). If a student knows the choices for spelling a word, he can look
it up in the dictionary and identify the correct spelling. He can look at most words and
know how they can be pronounced.
Q: Will he find the story content interesting enough?
The stories are meaningful and text-to-life with people of all ages. Each story intro-
duces the new phongram(s) for that lesson which also appear in future stories for
more decoding practice. Even if the student finds some of the stories a bit easy,
Sylvia adds, he is becoming acquainted with decoding words with that phonogram
in the context of a meaningful storywhich prepares him for future reading situa-
tions. Teaching in this way solves the problem of coming across an unknown word
with that phonogram and guessing rather than decoding.
Q: What if a student has a high sight word memory?
Sylvia: "He still won't be able to read well and will struggle. He needs a good phonics
foundation so he can decode a large percentage of the words he comes across. What I
do is first give the Go Phonics Assessments to determine where to start instruction.
The first set of assessments goes level by level and is for Letter and Sound Recognition.
It's designed for placement and to help determine dyslexic tendencies (directionality--
seeing letters flipped or reversed). For those who can read common words they've
memorized, there is a Nonsense Syllables assessment. These "non-words" have to be
decoded (read aloud) based on a knowledge of phonics. They are parts of real words,
but are not words by themselves.
Q: Will it be challenging enough for an older student?
For some older students, two or three lessons can be done in a setting. For the stu-
dent who needs the instruction to be a bit more challenging, the lessons can be done
as they are presented, with a few minor modifications: When conducting spelling, add
some harder words to the spelling list, using words from the Word Lists book that are
for the phonogram(s) being reviewed. When playing the games with a student who
has a high sight word memory (is strong visually), or finds the words used in the
games or spelling lists too easy, select unfamiliar words from the word list for that
phonogram. These words can be written on card stock that is cut to the same size as
the game cards (with a number added for points.) Mix these in with the main deck.
The Game Rules Guide has additional ideas.
__________________________________
I teach children and 30- to 40-year old
adults as well. Your books are precious
to them. Theyre funny, theyre text-to-
world... You introduce the mechanics
of our language at a very early level.
You have prepositional phrases...
The stories get longer as you get more
advanced (to) do book reports. I truly
have not seen anything that matches
your books for teaching beginning
reading on a phonics level.
Kathy Jensen, Reading SpecialistNY
___________________________________
"This is a wonderful program. It has
helped both my children tremendously.
The oldest is 9 and has severe ADHD in
addition to dyslexia. The program really
holds his interest as well as my 7 year
old's. They love the games and also
enjoy the workbooks and stories. We've
done other programs, but Go Phonics
made it all click. It has made a world of
difference and has really built his confi-
dence level. The first grader, who doesn't
have problems, is moving through the
program smoothly and quickly."
Franca Landreth home educator, NC
Go Phonics
QUESTIONS
21
Reviews & Testimonials by Go Phonics Users
My oldest daughter has dyslexia and I struggled through many different
programs. Go Phonics turned her failures into triumphs: shes reading at
grade level and her confidence has soared! I started my younger one at
age 5. Shes almost done and has loved the program, especially the stories
(good characters and plots). Now she reads all the time. I would heartily
recommend Go Phonics. The success it has achieved with two very different
learning styles attests to its effectiveness. Kim King, 17-year home educator/advisor
This is a fabulous program! It has helped my son tremendously. With this
program, in 6 weeks, I was able to correct his directionality using the stick
and clock approach to teaching the letters. I am home schooling my son and
take him to the nearby school for educational therapy 2 times a week. This
program mirrors the method they are teaching. Michelle H., home educatorNJ
I used the Go Phonics Kit during a long-term substitute position for
7 months of the school year, teaching 2nd grade struggling readers. I was
introduced to Go Phonics at a workshop by the Anchorage School District
Slingerland Program and was given a kit to use in the classroom. I found
the games to be a great benefit. The students loved them. It improved their
vocabulary, reading skills and thinking skills. The books are wonderful.
The words in the games are tied to the books. I loved what I experienced in
working with this program. All of my students were reading at grade level
by the end of the year. I attribute this to this wonderful program.
Mary Duer, reading specialistAK
The games and songs are such a blessing! The games really work as
engaging games. He was playing! As long as he could beat mom in a
game it was not work. The books are fun, funny, and delightfully illustrated.
It is so obvious that this was a well thought out program. Janet Zugar, parent
My 5-year old daughter was really struggling. I even have a Slingerland
teaching background. But without the materials to go with my training,
it was difficult to make progress. Then I started teaching her with
Go Phonics. It compliments my Slingerland training. She is learning
her letters and beginning to read. This program really works!
Nancy Winniford, home educator and teacherAK
I homeschooled my daughter using your program. She entered public school
this year as a 3rd grader. As I knew, she was put in special ed. The amaz-
ing part is the teachers and the principal noticed what a good reader she
was. They all said she would not be at grade level if it was not for home-
schooling. This is my daughter who could not read 3 letter words at the
beginning of 1st grade. They are keeping her in special ed so she does not
fall behind. Her main teacher commented on what a good reader she was
and how she could tell I worked with her. This is only possible because of
your amazing program!!! Thank you again from the bottom of my heart.
Christina B., home educator - AK
Go Phonics is wonderful! My children
love everything about the program.
I am home schooling my 3 children
(2nd, 1st and K) and I am able to teach
them all together. Thank you so much.
Dawn Smoke, home educatorAL
_________________________________
"I like the way you teach one sound at
a time and that each game focuses on
just one sound. Thanks to this program,
my son is no longer in remedial reading
and is making great progress."
Debbie V., parent WA
_________________________________
Regarding natural readers:
Paulina began learning to
read using Go Phonics at age
4-1/2. A natural reader, she
completed Level 5 by age 6-1/2
and was able to go into a 3rd
grade basal text.
Go Phonics
PROGRAM RESULTS
Foundations for Learning, LLC
246 W. Manson Hwy., PMB144
Chelan, WA 98816
1-800-553-5950
www.gophonics.com
22
District Level: Over $50,000 was received in Learning Opportunity Grant funds this year
(2003). The biggest expenditure was for Go Phonics Kits to support Slingerland teachers
with additional decodable texts, black line masters, lesson plans, and games. The data
shows that teachers using the Go Phonics Kits in the classroom had a 37% increase in
proficient readers. The Grant also funded a one-day in-service for first grade Slingerland
teachers in September. I found it interesting that the fall assessment shows that only 30%
of students placed in Slingerland first grade classrooms were proficient. By the end of the
year, 68% of the students were proficient, and 32% were potentially struggling. This data
suggests some important information: 1) Slingerland first grade classrooms are definitely
being utilized for placement of at-risk students for learning to read, write, and spell. (Only
30% were considered to be at grade level by the beginning of first grade.) 2) The data
points to a need for simultaneous, multisensory, direct instruction at the second grade
level since 32% of students are not proficient by the end of first grade. That corresponds
to National data as well, that a large number of children need more than one year to
become proficient in reading. Vicki HodgeAnchorage School District, AK
Home Education: "This is a wonderful program. It has helped both my children tremen-
dously. The oldest is 9 and has severe ADHD in addition to dyslexia. The program really
holds his interest as well as my 7 year old's. They love the games and also enjoy the work-
books and stories. We've done other programs, but Go Phonics made it all click. It has
made a world of difference and has really built his confidence level. The first grader, who
doesn't have problems, is moving through the program smoothly and quickly."
Franca Landreth home educator
Resource: As a resource teacher I get students with behavior disorders, non-verbal
disorders, bipolar, Asbergers, dyslexia... This program is absolutely wonderful! I wanted to
use the Orton-Gillingham approach, so I invested in Go Phonics because all the work has
been done for me. Its all planned out in the Teachers Guide, with materials I can use to
reach these kids. When they come to me for reading, theyre excited about it because they
know they can do it. D. Evans - resource teacher, WA
Learning Center: With the addition of the Go Phonics Multisensory Reading Program,
Clever Minds is now equipped to teach students who are having a difficult time learning
to read due to speech and language delays and/or learning disabilities. It walks
students through 5 levels of reading through games, books, and activities. We invested
in Go Phonics for many reasons. It has a strong correlation with the National Reading
Panels recommendations in Put Reading First. With the programs strong phonics foun-
dation, students will learn to decode and decipher words to better increase fluency and
comprehension. Go Phonics is also consistent with the Houghton Mifflin Reading
Curriculumprovided in TTUSD. Clever Minds Educational Services - Truckee, CA
Reading Specialists: I teach not only children but 30- and 40-year old adults as well.
Your books are precious to them. Its because your stories are not stupid to them. Theyre
funny, theyre text-to-world, theyre about science... You introduce the mechanics of our lan-
guage at a very early level. You have prepositional phrases...The stories get longer as you get
more advanced, so I can have the students do book reports. I truly have not seen anything
that matches your books for teaching beginning reading on a phonics level.
Kathy Jensen, Reading SpecialistSchenectady, NY
23
Classroom/Small Group K-1 or 2...
curriculum or supplement
Tutoring, Remedial Reading,
Special Ed, Title 1differentiated
instruction, transition programs
Home School reading program
Parent Involvement to supplement
Older Beginning/Struggling
Readers (designed for all ages)
After School Programs
Used by reading specialists,
teachers and their aides, tutors,
home educators, parents . . .
Go Phonics
Uses, Testimonials
With Go Phonics, students are reading and spelling at higher levels sooner. They learn the
rules. Go Phonics helps solve difficulties with reversals, spelling, retention, directionality,
blends... It helps establish good handwriting. Students are reading (decoding words) more
fluently by playing the games and reading the stories. In addition, these text-to-life stories
are a platform for improving comprehension, and creative telling and writing skills.
Kindergarten: This has been the second year I have used GoPhonics in my kinder-
garten classroom and I want to shout from the roof top how well my kids are reading
and writing! Their accomplishments have been absolutely amazing. Your methods start-
ed them from day one holding their pencils the correct way, and have eliminated letter
reversals. As of mid-March, one group is now half way through Level 2 (short vowels).
I also have another group in Level 3 (long vowels) reading with ease. This program is
so very teacher friendly and it supplies everything needed to teach no matter what the
individual students needs are. That is essential today when we teachers are given
students with such a wide array of beginning capabilities and special needs. My parents
are so very happy and amazed at their childrens progress.
Rita Newmarker, kindergarten teacherGA
2nd Grade Classroom: Im not a remedial teacher... I'm a classroom teacher with
an intense desire to see kids succeed in school. Many of the children in my 2nd grade
class started the school year reading at below beginning 1st grade level (<1.0). I used
GoPhonics as my prime reading program (supplemented with read-alouds from our
district's anthology). With GoPhonics, I saw the positive results first hand.
Kristine Kukla, 2nd grade teacherNY
1st Grade Classroom: The following are results from the Woodcock Johnson III
Diagnostic Reading Battery given to 9 first grade students from two classrooms. Students
were tested at the beginning of the school year (9/24) for skills shown. The Go Phonics
Program(First Edition) was used as the core reading curriculum during this 2004-05
school year. NOTE: Mid-March, as the students completed Level 4Vowels Controlled by r
and l, they began transitioning into Open Court (the adopted program) having a good
foundation, and supplemented with Level 5More Vowel Pairs to the end of the year.
Woodcock Johnson III Diagnostic Reading Battery St. Josephs School in Issaquah, WA
Reading Passage Spelling
Word Attack Fluency Comprehension of Sounds
9/24 3/15 9/24 3/15 9/24 3/15 9/24 3/15
Student #1 1.8 4.7 <K.9 3.0 K.8 3.2 1.4 5.9
Student #2 1.8 2.7 <K.9 2.4 1.0 1.9 1.4 5.3
Student #3 1.6 3.4 <K.9 3.7 1.3 2.6 3.0 4.4
Student #4 1.9 4.4 2.0 3.4 1.6 2.6 2.7 7.1
Student #5 1.8 6.8 2.5 3.9 1.9 3.0 1.6 5.9
Student #6 1.6 3.7 <K.9 3.2 <K.0 3.0 2.0 2.7
Student #7 1.0 3.4 <K.9 2.1 K.7 2.1 1.2 4.0
Student #8 1.9 4.4 <K.9 2.9 1.1 2.7 2.1 4.0
Student #9 1.0 2.1 <K.9 2.3 K.6 1.8 K.2 3.7
24
Go Phonics
STUDENT PROGRESS
Go Phonics Student Progress
Kindergarten Class
In August
5 students: Did not know names of
letters or sounds
8 students: Knew the names of letters
4 students: Knew letter names
and sounds
ALL students started at Level 1:
Alphabetname, formation, sound
Mid March
12 students: halfway through Level 2,
reading short vowel stories
5 students: beginning Level 3,
reading long vowel stories
2nd Grade Class
Sept. Jan. June
Student #1 <1.0 2.1 2.3
Student #2 <1.0 1.7 2.8
Student #3 <1.0 1.6 3.1
Student #4 <1.0 1.1 2.1
Student #5 <1.0 1.7 2.2
Student #6 <1.0 2.2 3.5
Student #7 <1.0 2.0 2.7
Student #8 <1.0 1.5 2.5
Student #9 <1.0 2.0 2.8
Student #10 <1.0 1.6 2.0
Student #11 1.2 2.7 3.0
GoPhonics

GoPhonics S A MP L E L E S S O N S

Level 1 - Letters of the Alphabet


Students start handwriting, reading, spelling, and writing words,
then reading decodable stories early on.
Students get explicit, multisensory instruction in the name, proper formation,
and sound of each letter. The sequence promotes reading words as soon
as possible. As soon as 6 consonants and short a have been taught, letters are
being combined to make words to read. Soon, spelling becomes a part of
every lesson as well. After 15 letters have been taught, the student reads the
first in a series of short a stories.
Handwriting is part of each lesson with instruction in the proper formation
of each letter. (not ball and stick, but stick and clock for a smoother
transition to cursive writing).
Simultaneous multisensory techniques are part of daily auditory and
visual review using the letter cards, and spelling words.
Games provide practice in letter/sound recognition, and in decoding
short a words. Activities and songs are used for reinforcement and
cementing in long term memory.
Read aloud books are listed for each letter, to reinforce the letter sound
and work on comprehension. Comprehension questions are provided,
to be asked during the students oral reading of the mini-stories.
Worksheets provide letter/sound identification and handwriting practice.
By the end of Level 1, the student will be able to name each letter as she
forms it, then give the sound. She will be able to read, write, and spell
3-letter words with short a.
Level 1 Tools: Teachers Guide (with strategies, procedures, and lesson plans),
workbook, 8 short a stories (110 page book), 2 Level 1 card games,
songbook with audio CD, activities, read alouds (suggested library books),
and tools to be made: feel box, screen board
_ _ _ _ _ _ _ _ _ _ _
aA
1 2
3
1
2
Level 1 - Letters of the Alphabet
Level 2 - Short Vowels
Level 3 - Long Vowels
Level 4 - Vowels Controlled by r and l
Level 5 - More Vowel Pairs
25
Copyright 2012 Foundations for Learning, LLC
Go Phonics is a registered trademark of:
Foundations for Learning, LLC
246 W. Manson Hwy., PMB 144
Chelan, WA 98816
info@gophonics.com
800-553-5950 or 509-687-1513
Go Phonics
Level 1: Alphabet
26
Lesson 7: Letter a, A
Auditory Review and Handwriting Practice
From now on visual review will come later in the lesson.
___________________________________________________________________
Teach the New Letter: (Trace-Copy-Write)
Lower case: Lower case a starts just like lower case c. To make lower case a, put
your fingers down at the 1 oclock position below the belt line. Going to the left
and up, make a circle going from 1 oclock up to 12 oclock at the belt line, and
around the clock, touching the foot line at 6 oclock and up to 5 oclock. Now, con-
tinue up in a straight line past 1 oclock and to the belt line, and stop. Without lift-
ing your fingers, go straight down over the line just made, down to the foot line,
and stop.
Capital: To make capital A, put your fingers on the head line in the middle of the
letter space. Make a line slanting to the left down to the foot line on the left side
of the letter space and stop. Pick up your fingers and go back to the starting
place on the head line. Make a line slanting to the right down to the foot line on
the right side of the letter space, and stop. Put your fingers on the first line you
made and a little below the belt line. Make a line going left to right to the second
line you made, and stop.
Vowels and Consonants: Point out to the student that a is a special letter.
When you give the sound for a, you have to open your throat. A letter that opens
your throat is called a vowel. The other letters are called consonants. Make the
sounds for the first 6 letters taught, all consonants: /l/, /t/, /f/, /h/, /b/, /c/.
Have the student notice how tongue, teeth, lips, or throat are involved in making
these sounds. The vowel sound, however, is made without using these. Having a
vowel mixed in with consonants makes it possible for us to say words. Print the
students name without vowels and show how difficult it is to say.
Another tip: The consonants are on white letter cards. The vowels are on pink.
When forming consonant sounds, you dont see the inside of the mouth. When
forming vowel sounds, the mouth opens and you can see the pink inside the
mouth. You can relate this to the pink vowel cards.
___________________________________________________________________
Teach the Key Word and Sound: a, apple, /a /
___________________________________________________________________
Worksheets:
Workbook pages 23 and 24These may be done on subsequent days.
___________________________________________________________________
continued

Vowels
are letters where
the sound is formed
with an open throat
Consonants
are letters that
are NOT vowels.
_ _ _ _ _ _ _ _ _ _ _
aA
1 2
3
1
2
Sample
Lesson
Note: The Teachers Guide
provides guidance for teaching
before lessons start and
the first lesson in each level
is done in greater detail.
27
Reinforcement Activities These can be spread over several days, with
DAILY visual review of the letters. Choose from the list (page 36). Note here:
___________________________________________________________________
Additional Activities for letter a:
1. Make a tree with green construction or butcher paper. Draw and cut some
apples using red construction paper and paste them on the tree.
2. Have an apple or applesauce snack.
___________________________________________________________________
Read Aloud to the student The Animal, by Lorna Balian (Abington).
Read aloud Alexander and the Terrible, Horrible, No Good, Very Bad Day,
by Judith Viorst (Atheneum).
___________________________________________________________________
Game: Play the Memory Game. Put letter cards with lower case letters face
down on one side of the table. Put the capital letters on the other side. Take turns
turning a letter over on each side, trying to match lower case and capital letters.
The player with the most matches is the winner.
___________________________________________________________________
Visual Review: Visual review of letters taught to date. (From now on,
visual review will always come before reading.)
___________________________________________________________________
Start Reading Words: After the visual review do the following:
Teacher: (placing the a card down): What does this say?
Student: /a /
Teacher (placing the t card after the a): What does this say?
Student: /t/
Teacher (running finger under the letters): Say these two sounds together.
Student: at
Teacher: You have just read a word. You are sitting at the desk.
The teacher repeats this procedure putting the cards with
b before at for bat, then hhat, then ffat, and ccat.
___________________________________________________________________
Procedure for Decoding Words:
Write these words on 3 x 5 cards (or use cards from the Apple game)
and have the student practice reading them. As more letters are taught, more
words can be added. See the procedure for decoding words on the next page.
Go Phonics
Level 1: Alphabet
Lesson 7 continued
Sample
Lesson
As soon as 7 letters have been taught,
the student can read 5 words.
y Y
yellow
Key Words
for retaining letters/sounds
Worksheets
Scat! Short aStories Volume
Students begin reading early on.
As soon as 15 letters have been taught,
they can begin reading these
8 text-to-life stories.
Go Phonics
LEV1: Lesson 22.2
82
Visual Review of letters taught to date (Do this every day.)
___________________________________________________________________
Game: Play a version of the Scat Cat! game, adding the word yam.
___________________________________________________________________
Oral Reading & Teaching the Stories:
The next story has a plural word. Teach the student that we often add s to
a word to make it mean more than one. Practice with cat cats, pan pans,
yam yams.
Ham and YamsMini-story
Note: Have a raw yam and a can of sliced yams to show the student.
What are yams? Have you ever had them for Thanksgiving dinner?
Did you like them?
page 3: Whats in the bowl? (cut up yams)
page 4: Do you think Jan likes yams? How can you tell?
Why is Pal drooling?
page 5: Why is Jan napping?
page 6-7: Does Pal like yams? How did he feel when he ate so much?
page 8: Why is Jan upset?
page 9: Why did Pal get a scolding?
page 10: Where did Pal end up?
page 11: Who got a little treat at the end of the story?
Who are the main characters in this story?
Tell a little story about your favorite meal.
HamandYams
GoPhonics
+ % + % + % + % + % + % + % + % + % + % +
Note:
Show the student a yam
and a can of yams.
Go Phonics
LEV1: Lesson 22.1
81
Lesson 22: Letter y, Y
Auditory Review: a, t, m, h, r, n (See Reference Chartpage 53.)
Spelling Words: hat, ham, rat, ram, han (nonsense)
___________________________________________________________________
Teach the New Letter: (Trace-Copy-Write)
Lower Case: To make the letter y, put your fingers on the belt line on the
left side of the letter space. Follow the directions for making u. When you get
to the foot line on the right side of the letter space, continue below the foot
line with a fishhook or candy cane curving to the left one letter space,
and stop.
Teaching note: The sound of the letter y is often taught as /yuh/. When this
sound is used in decoding words beginning with y, the word is distorted.
It is preferable to use the sound /e /. This makes y sound like a vowel. Like
w, the y is not a true vowel because it is never followed by a consonant at
the beginning of a word, and is not always the most prominent sound in a
syllable. Y is more like a vowel than a consonant.
Capital: To make capital Y, put your fingers on the head line on the left side
of the letter space. Make a line slanting down to the belt to the middle of the
letter space, and stop. Pick up your fingers and put them on the head line on
the right side of the letter space. Make a line slanting back to the belt line
and to the middle of the letter space, and stop. Without lifting your fingers,
make a straight line down to the foot line, and stop.
___________________________________________________________________
Teach the Key Word and Sound: y, yellow, /e /
___________________________________________________________________
Worksheets:
Workbook pages 53 and 54These may be done on subsequent days.
Workbook page 5Do Mini-Crosswords 7 and 8. (Use capitals.)
___________________________________________________________________
Reinforcement Activities: These can be spread over several days, with
DAILY visual review of the letters. Choose from the list (pp 36-38), note here:
___________________________________________________________________
continued
_ _ _ _ _ _ _ _ _ _ _ _ 1 2
yY
2 1
Note:
As a vowel, y has the most
prominent sound in a syllable
(my, myth, baby, type).
Go Phonics
Level 1: Alphabet
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _
Name
y
y

12 1
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Y
x x x x x x
x x x x x x
Y
x
x
x
x
x
x
x
x
x x x x x x x
x x x x x x x
y yellow /e /
1
yY
2
2
1
54 2000 Foundations for Learning, LLC Go Phonics
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

12 1
y
x
x
x
x
x
x
1
2
y
Y
Y
x
x
x
x
x
2
1
53
2000 Foundations for Learning, LLC Go Phonics
y
a
m
2
n
a
p
1
Games
for letter/sound matching
and word decoding practice
Handwriting
practice
Explicit instruction
is provided on the proper formation of
the letters using the stick and clock
approach. This helps to minimize
flipping and reversing letters.
28
b
a
d
P
a
l
80
sad Pal
81
Pal
Level 2 Short Vowels:
The first few short a stories have words with consonant blends (like flat and grab).
Sequence: a, i, o, u and e. The sound of short e is often confused with short a and short i,
and so it is taught last because it is the most difficult. The digraphs and trigraphs (like sh in ship and tch
in catch) are taught one at a time. Students learn word attack skills, match short vowel sounds, read and spell
short vowel words. They learn the name, formation, and sound of each vowel and the following digraphs,
trigraph: ck=/k/, sh, th, ch=/ch/, tch=/ch/, ink, ank, ong, kn, ung, onk, unk, wh.
Words include consonant blends. Lessons include quotations, exclamation marks, possessive (s),
compound word, ss, ll, statement and question, suffixes: s, ing, ang, ed, er,
two syllable word (closed syllable), contractions with is, hyphenated words,
double ff, possessive (s), 1-1-1 rule, abbreviations, contractions (nt).
By the time Level 2 work is completed, the students will know the name,
formation, and sound of each letter, digraph, and trigraph. They will be
reading stories and spelling words with these sounds.
Tools: 21 lessons, 1 Workbook,
The Fat Cat book - 86 pp/22 stories
Jacks Cap book - 96 pp/21 stories
songs, 17 phonics games
Level 2Lesson 2:
ck = /k/, possessives,
compound word, ss
Go Phonics
Sample Lesson
29
_
_
_
_
_
_
_
_
_
5
a
m
_
_
_
_
_
_
_
_
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a
g
_
_
_
_
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_
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a
c
k
_
_
_
_
_
_
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_
_
a
_
_
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_
_
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a
_
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a
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a
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a
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a
b
la
ck
I l l u s t r a t i o n s
2 0 0 0 G
o P h o n i c s / H
o l l y D
a v i s o n
Go Phonics
7
The
pan
is
black.
The
bag
is
blue.
The
cab
is
yellow
. The
hat
is
blue.
The
pad
is
yellow
. The
tag
is
red.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
P
a
m
s
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
S
a
m
s
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
P
a
m
s
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
D
a
n
s
6
Sam has black jam,
and black jam,
and black jam.
7
Pam has a glass.
The glass has black jamin it.
Sam pats the glass.
The glass has a crack.
Pams BlackJam
6
in
Lesson 2 Pams Black Jam, Dans Cab
Auditory Review: /a /, plus any consonants in the spelling words
Spelling: has, jam, pat, mad, grab, rag, brag, nap, mat, had, cab,
tag, sad, bad, lad, glad, nonsense syllables: san, jan, sab, red flag words:
the, a (Write the red flag words on paper over screen board or canvas. The
student traces and names each letter of the word, then says the word.)
___________________________________________________________________
Visual Review: Use all the letter cards. As each card is shown, student
names it while forming it on the work surface, then says the key word and
sound.
___________________________________________________________________
Digraph: Teach the digraph ck, sock, /k/. (Refer to the Key Word Chart.)
It will come after one short vowel. Explain that digraphs are two consonants
that have a unique sound, not the individual sound of the separate letters.
Use the yellow card with c, k, ck (multiple spellings of /k/)
for auditory review:
Teacher: What says /k/?
Student: c, cake /k/. . . k, kite /k/ . . . ck, sock, /k/
Each letter is written on the work surface as it is named.
Teacher shows the yellow card.
Teaching Notes: The white cards for c, k, ck will be used for visual
review only. The yellow card will be used for auditory review.
Spelling patterns: k is used after a consonant (mask), 2 vowels (meek),
and in silent e words (make).
c before a, o, u k before e, i, y ck after one short vowel
___________________________________________________________________
Games: (ck and short a words with blends decoding practice)
Play Stuck Truck card game with board. Use only the words with a.
Play the Apple 2 card game. Use all the cards. Note the double s after one
vowel, as in glass.
___________________________________________________________________
Worksheets:
Workbook page 5rhyming words
Workbook page 6Teach possessive case. To show ownership s is used.
Workbook page 7Teach or review the primary colors.
Compare the words at the top of worksheet to words on color crayons.
Color the pictures of the crayons. continued
Go Phonics

Songbook
suggested song:
Who is Wearing Red?
(Use colors red, yellow,
black, and blue.)
Go Phonics

Songs
suggested rap:
Lets Rap with ck
Prepare:
Yellow card for /k/
Use the marker to
add ck to the yellow
card made in level 1.
Materials Needed:
Letter cards for auditory review:
a plus any consonants that
occur in the spelling list
For visual review use letter
cards for all the letters in
the alphabet
NEW: letter card digraph ck
Stuck Truck board game
Apple 2 card game
Box of color crayons
Workbook pages 5, 6, 7
c
k
ck
c
k
ck
yellow card
Go Phonics
Level 2: SV Lesson 2
30
Teaching Note
The white cards for c, k, ck will
be used for visual review only.
The yellow card will be used
for auditory review.
Sample
Lesson
Copyright 2000, 2006 Foundations for Learning, LLC
All right reserved.
Vowel sounds
open the throat.
They are made with
no obstruction of the lips,
teeth, or tongue.
They are underlined in red
on the Key Word Chart.
_______________
Consonants
are letters that are not vowels.
_______________
Special Letters
are y and w. The sounds for
these letters are made with
no obstructionbut they are not
pure vowels. A vowel is the most
prominent sound in a syllable.
This characteristic is never
fulfilled by w, and only
sometimes by y.
Oral Reading & Teaching the Stories:
Teach or review the non-decodable words in Pams Black Jam
in, Dans Cabwas, to, went; Jacks Cap supplementis, in, on, have.
Pams Black JamThe Fat Cat book pages 6-8
Note: Explain the meaning of s in the title (ownership possessive case).
Review vowels and consonants. Teach that it is common to have double s
after one vowel (glass) and ck after one vowel (black).
page 6: What mischief is Sam into now?
page 7: Does Sam like jam? How can you tell?
page 8: How does Pam feel? How does she solve the problem?
Why is Sam napping? What word on this page has 2 words in it? (ragbag)
Teach compound words. (Two words that are related and are written
together as one word) Give more examples sidewalk, football, into.
Dans CabThe Fat Cat book pages 9-12
Note: Explain the dollar mark on the tag. (Capital S with one line drawn
top to bottom through the S.)
page 9: What does s mean in the title? How does Dan feel about his cab?
What word tells you this?
page 1011: What is Dan dreaming about? How does he feel?
Have you ever had a bad dream?
page 12: What does Dans dad do? How does Dan feel then? What words does
Dad say? How can you tell hes talking? (quotation marks) What mark tells you
Dan is really happy? (exclamation) Tell this story in your own words.
Jacks CapJacks Cap supplement book pages 7-9
Note: The new digraph is ck. Review that it is common to have ck after one
vowel (Jack, sack, back). Teach that adding the suffix s to a verb tells that it
happens now (grabs).
page 7: Where do you think Jack has been? What did he get besides groceries?
page 8: While Jack puts the groceries away, what does Wag do?
How does Jack feel?
page 9: How does Jack solve the problem? Have you ever had a pet run off
with an article of clothing? Tell a little story about it.
___________________________________________________________________
Creative Telling and Writing:
Do you have a pet? Does your pet ever get into trouble? Can you tell a little
story about it? 1. Tell your pets name. 2. Tell in 2 or 3 sentences what your
pet did. 3. Tell how the problem was taken care of.
Explain the word nab.
(It means to take hold
of something.)
Go Phonics
Level 2: SV Lesson 2
31
Sample
Lesson
Sample
Lesson
Note: The Teachers Guide
provides guidance for teaching
before lessons start and
the first lesson in each level
is done in greater detail.
Go Phonics
Program Overview
L e v e l Two L e s s o n P r o f i l e
Short Vowels: Lesson 2
32
Step 1 Auditory Review:
The sounds /a /, /h/, /t/, /f/, /c/, /s/
Hold the letter card so the student doesnt see it.
Teacher: What says /a /?
Student: a, apple, /a /
The teacher then shows the card.
Step 3 Visual Review:
The teacher shows the letter cards one
at a time, reviewing the letters taught to date.
Student: f, fish, /f/
writing the letter on the work surface
as she names it
Step 4 Teach the Digraph ck:
As you refer to the Key Word Chart, teach that ck will come
after one short vowel. Explain that digraphs are two consonants
that have a unique sound, not the individual sound of the sepa-
rate letters. Use the marker to add ck to the yellow card with c
and k (from Level 1 instruction).
Teacher: What says /k/?
Student: c, cake, /k/....k, kite, /k/....ck, sock, /k/
Each letter is written on the work surface as it is named.
Step 2 Spelling and Handwriting:
jam, pat, mad, grab...
Teacher: jam using word in sentence, then repeating word
Student: jam, /a /, a
writing the letter in the air or on the work surface as she names it
Teacher says: Repeat the word. jam What do you hear (that opens
your throat)? /a / How do you spell it? a while forming it in the air.
Student then writes the word on primary paper, as she says the sounds of the
letters softly. If she falters, the teacher asks, What do you hear first? ...last?
After spelling it, the student reads the word.
naming the letter as she forms it on
the work surface
f
Letter card
c
k
ck
yellow card
Cover the Key Words with Post-it Notes,
and uncover as sounds are taught.
Author, Sylvia Davison, plays the Stuck Truck game with
a student to give her practice decoding words with ck.
s
n
a
c
k
1
b
a
c
k
1
c
r
a
c
k
2
Step 5 Game:
Play the Go Phonics games
practice decoding short a words
with blends, and ck.
g
la
s
s
2
c
la
p
2
Pam has a glass.
The glass has black jamin it.
Sam pats the glass.
The glass has a crack.
Pams BlackJam
6
in
Sam has black jam,
and black jam,
and black jam.
7
Step 7 Teach Red Flag Words:
Write each non-decodable word (appearing
under the title of each story) on a 3 x 5 white
index card. Tell the student what the word is
and have her repeat it.
Step 8 Oral Reading & Teaching the Stories:
The student reads aloudPams Black Jam and Dans Cab, and
Jacks Cap (supplement story). All the preceding steps in this lesson
have prepared the student for having a successful reading experience.
Teaching the Stories questions provided include grammar, punctuation,
making predictions, making inferences, sequencing events, creative
writing, and activities for teaching across the curriculum.
Each story has a highly controlled vocabulary.
Possessive case
_ _ _ _ _ _ _ _ _
5
am
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ag
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ack
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a
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a
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a
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a
_ _ _ _ _ _ _ _ _
a
_ _ _ _ _ _ _ _ _
a
black
Illustrations
2000 Go Phonics/ Holly Davison
Go Phonics
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Pam

s
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Sam

s
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Pam

s
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Dan

s
6
7
The pan is black.
The bag is blue.
The cab is yellow.
The hat is blue.
The pad is yellow.
The tag is red.
Rhyming words
Primary colors
Go Phonics

Songbook
Lets Rap with ck
Who is Wearing Red?
(Use colors red, yellow,
black, and blue.)
Step 6 Worksheets and Instruction:
Workbook Page 5: rhyming words
Workbook Page 6: Teach possessive case s
(Explain that s does two jobs contraction for is)
Workbook Page 7: Teach or review primary colors.
Play Grab Bag:
If the student needs many repetitions
to learn the words, place the cards
in a grab bag. Players draw cards
in turn and earn points. Points are
based on the number of letters
in a word. If playing with a
teacher, the student reads all
the words. OPTION: Use a
generic board and move the
number of spaces as letters in the word.
Go Phonics
Program Overview
33
Add More Teaching Strategies:
Word play, vocabulary enrichment,
modeling the story, word search
with the game cards...
See the section on Teaching Strategies
_ _ _ _ _ _ _ _ _ _ _
5
am
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ack
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k
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s

2
0
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G
o

P
h
o
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c
s
/

H
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l
l
y

D
a
v
i
s
o
n

Go Phonics
Go Phonics
Level 2: SV Lesson 2
Copyright 2000, 2006 Foundations for Learning, LLC
All right reserved.
34
Sample
Worksheet
Go Phonics
Level 2: Short Vowels
Stuck Truck
45 cards &
board
35
Games for word decoding
fluency practice include
blends, multi-syllable, and
compound words. Many of
these words appear in the
new story and future stories.
Sylvia Davison, Go Phonics author, plays
the Stuck Truck game with a student to
give her practice decoding words with ck.
She sweeps a finger across the word on
the card to encourage smoother blending
of the sounds.
Students get practice reading words
with beginning and ending consonant
blends, and compound words by
playing the Go Phonics Games.
Pam has a glass.
The glass has black jamin it.
Sam pats the glass.
The glass has a crack.
Pams BlackJam
36
Mad Pam!
Pam grabs the ragbag.
Pam grabs a rag.
The jam is on the rag.
It is o.k.
Sam, the fat cat,
has a nap on the mat.
Sam has black jam,
and black jam,
and black jam.
Jacks Cap
Jack has a sack.
Jacks cap is
in the sack.
A tag is on the cap.
is in on have
Wag taps the sack.
Wag has the cap.
Wag can nab the tag.
Jack is back. Jack is sad.
Wag has the cap. The tag is
on the cap.
Jack grabs the cap.
Wag grabs the tag.
The cap is o.k. The cap is
on Jack. Wag can have
the tag.
Level 2: The Fat Cat book
Level 2: Jacks Cap book
Copyright 2000, 2006 Foundations for Learning, LLC
All right reserved.
Sample
Lesson
Go Phonics
Level 2: Short Vowels
Level 3 Long Vowels:
Lessons begin with the vowel-consonant-e patterns: (a-e, i-e, o-e, u-e, e-e).
Next come the vowel pairs: ee, ie, oe, ue, ea, oa, ai, ay. A yellow card is started for each sound. As more les-
sons are taught, additional ways to spell that sound will be added and put on the yellow card. The student gradually
learns what his choices are. There will be continual recycling of grammar rules taught previously. New spelling rules
will be taught, as well as beginning rules for decoding two-syllable words.
Level 3 Skills: Able to distinguish short vowel words from long vowel words, apply word attack skills, match long vowel
sounds, silent e rule, contractions with are (re), 2-syllable word (open syllable), c(e, i, y) = /s/, ph=/f/, g(e) =/j/, contractions
with will (ll), write basic sentences correctly: identify, correct sentence fragments with missing subjects, use present tense to
indicate current action, write declarative sentences, use period to end declarative sentence, capitalize proper nouns: name of
people, the pronoun I, geographic names, use commas with salutations of letter, use plural and singular forms of pronouns,
match personal pronouns to person, (he/she, it, they, etc.), summarize stories: identify main idea of story (uncued), make infer-
ences about Level 3 stories: infer (unstated) character emotions from story elements, describe character attribute, draw conclu-
sions from reading: comprehends action not directly described, analyze character motivation, use context clues to compre-
hend new words, comprehend literal meaning of level 3 stories: comprehend sequence of events, identify events in a story,
identify characters in story and story detail, evaluate story elements: predict what character may say or do next write a very
short story: sentences follow in sequence, story sticks to subject Tools: 9 lessons, 1 Worbook, Sue and Joes Pies book (64
pages), Noses and Roses (64 pages), songs, 10 phonics games
Level 3: Lesson 1:
a-e = /a /
P
lu
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1
2000 Foundations for Learning, LLC
Go Phonics
_ _ _ _ _ _ _ _ _ _ _
a
k
e
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a
n
e
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a
p
e
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2
2000 Foundations for Learning, LLC Go Phonics
_ _ _ _ _ _ _ _ _ _ _
w
a
k
e
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w
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c
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_ _ _ _ _ _ _ _ _ _ _
sh
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_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
w
2000 Foundations for Learning, LLC Go Phonics
3
C
o
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t
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a
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4
2000 Foundations for Learning, LLC Go Phonics
1

1

R
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2000 Foundations for Learning, LLC Go Phonics
6
a-e Puzzle
Across
2.
3.
4.
5.
6.
1.
3.
4.
5.
7.
5.
7. 6.
1.
2.
3.
4.
Down
2000 Foundations for Learning, LLC Go Phonics
7
O
ne of m
y friends is
having a w
edding, said Dad.
W
ere going
to go.
M
om
, Dad, and Jane
dressed in their best things.
Then they got in the van
to m
ake the trip.
4
A
t th
e
L
a
k
e
my friend oclock out
too began your dont
It w
as hot in the van.
Jane felt dripping w
et.
They cam
e to a lake.
It is so hot, said Jane.
Can w
e stop at this lake?
If I can w
ade in the lake,
I w
ill not be so hot.
5
v
a
n
3
snake
3
snake
3
vane
3
37
Go Phonics
Sample Lesson
Sample
Lesson
Lesson 1 At the Lake (Detailed Instructions)
Auditory Review: /a /, /e /, / /, /o /, /u /, /sh/, /wh/
Teacher holds cards so they cant be seen.
Teacher: What says /a /?
Student: a, apple, /a /
writing the letter with fingertips on the work surface as she names it
Teacher shows the letter card.
This procedure is repeated for each letter.
Spelling: For spelling, use some or all from the list provided, or use words
from the Words Lists book.
hot, pot, top, stop, stopping, mess, less, ress (nonsense), dress, jug, hug, rug,
sug (nonsense), shrug, jump, dump, lump, fun, mun (nonsense), sun, run,
running, swim, swam, sash, lash, splash, hen, when, hip, whip;
red flag words: want, one, were
Teacher: hot (Use it in a sentence, then repeat the word.)
Student: hot /o /, o
writing the letter in the air as she names it
Student writes the letter a on primary paper. On the next line she writes
the spelling word, and reads it aloud hot. When writing the spelling word,
the student should segment it, saying each sound in a whisper as she writes
the letter for that sound. Whisper: /h/-/o /-/t/ Student reads the word.
This procedure is repeated for each word.
___________________________________________________________________
Visual Review: Use letter cards for vowels, digraphs, and trigraphs taught
to date. As phonograms are taught, add them to the visual review. Example:
Teacher shows the card with the letter u.
Student: u, umbrella, /u /
writing the letter with fingertips on the work surface as she names it
___________________________________________________________________
Phonogram: Teach the phonogram ae, rake, /a /.
On the Key Word Chart, remove the Post-it note from ae.
Explain that in this case the dash () stands for consonant.
Teacher: In words ending in aconsonante, the e is almost always silent.
It changes the sound of a from the short sound /a / to the long sound /a /.
Different consonants can be used. Examples: cancane, taptape, matmate.
Have the student use her fingertips to practice writing ae on the work
surface. She will say aconsonante (as she writes), then rake, /a /.
continued
Materials Needed:
Letter cards a, e, i, o, u,
sh, wh
New cherry card a-e
Snake Snack card game
Workbook pages 1 to 7
Go Phonics
LEV3: Lesson 1.1
38
Reminder:
Bold letter indicates
the letter name.
a, apple /a /
Letter between slash marks
indicates the sound.
Demonstrate what the
dash stands for in a-e.
(It stands for a consonant.)
Consonants are letters that
are not vowels. The following
are all a-consonant-e words
with different consonants
safe
sane
sake
same
sale
Note: This first
lesson in Level 3 is
done in greater detail.
NOTE:
Explain that the SOUNDS of
the letters are what we use in
reading. We cannot write sounds,
only speak and hear them.
We write the letters that represent
the sounds. Therefore, formation
of the letter must be completed
before the sound is given.
Go Phonics
LEV3: Lesson 1.2
For visual review, teacher shows the ae letter card.
Student: aconsonante, rake, /a /
writing ae on the work surface as she names them
Teacher shows the card.
This procedure is the same for the next 3 lessons.
___________________________________________________________________
Worksheets:
Workbook page 1Short vowel words become long vowel words with the
addition of silent e.
Workbook page 2rhyming words
Workbook page 3words with same beginnings but different endings
___________________________________________________________________
Game: (ae decoding practice)
Play Snake Snack card game.
For words ending in /k/, remind the student of the rules:
words with one vowel are followed by ck (rack) and those
words with vowel-consonant-e will have just the k (rake).
With game cards that are appropriate, have the student use the
word in a sentence. Do word play by asking, What does this word mean
to you? Then ask, What other meanings does it have? Discuss these as
you use each of them in sentence.
___________________________________________________________________
Worksheets:
Review contractions with is (hes) and not (isnt).
Teach contractions with are (were). Workbook page 4contractions
Review quotations markstalking marks.
Workbook page 5quotation marks
Reminder: Quotation marks come after the punctuation mark: comma,
period, question mark, exclamation point ( , . ? ! )
Workbook page 61-1-1 rule
Introduce the silent e rule. For a word
ending with silent e, drop the silent e
before adding a suffix that begins with
a vowel (bakebaking). Draw attention
to this on the Prefix and Suffix Chart.
Workbook page 7crossword puzzle
(Use all capital letters.)
__________________________________
continued
Review the 1-1-1 rule:
Many one syllable words end with 1 vowel and 1 consonant
(tap). To add a suffix that begins with a vowel, double the
final consonant (the third 1).
Example: taptapping, fatfatterfatty
This rule works for all suffixes that begin with a vowel.
They are: able, er, ed, est, ing, y
This rule applies to multi-syllable words (upset), where
the final syllable is accented. Example: upsetupsetting
Reminder:
A contraction is a way to
shorten a word by taking out
a letter (or letters) and replacing
it with an apostrophe.
we are were
c
k
ck
yellow card
Sample
Lesson
Sample
Lesson
39
Oral Reading & Teaching the Stories:
Teach or review the non-decodable words my (like by), friend, oclock, out,
too, began, your and dont; Moms Scare supplementdays, robber, under,
and dinner. These are in the box under the title of the story.
The student reads aloud. Students should read all stories several times for
improved word attack and fluency skills. They can read to another parent,
sibling, or friend.
At the LakeSue and Joes Pies book pages 4-11
These questions are answered orally. For some extra writing practice, have
the student answer one or two of these questions on paper.
Note: Explain contractions with are. ( We arewere, they aretheyre)
Take out the letter a and replace it with an apostrophe.
This is the first appearance of an open syllable word be/gan. Explain that
when the vowel comes at the end of a syllable, it has the long sound.
page 4: What did Dad say? How do you know he said those words? (quotation
marks) Why are they all dressed up? Have you ever gone to a wedding?
Did you dress up?
page 5: Did the van have air-conditioning? How can you tell?
What did Jane see that would help her cool off?
Note: Review that a pronoun is a word that takes the place of a noun.
In the bottom line, to whom does the pronoun I refer? How is it different
from the letter i? (When it is the name for yourself, it is capitalized.)
page 6: Why did Dad decide they could stop? What did Mom and Dad do?
How did Jane cool off? What does wade mean? (walk in the shallow water)
page 8: Who played with Jane?
What kind of games can you play with a dog in the water?
page 9: Why did Mr. James yell at Jake?
What do you think Jake is going to do?
page 10: Did you guess right?
Have you ever seen a dog do that? (shake itself to dry off)
page 11: How did Janes dress get dried off?
Pretend you are Jake. What are you thinking in this story?
continued
Go Phonics
LEV3: Lesson 1.3
40
The earphone can be used
as a whisper phone
for students to hear
themselves read.
Sample
Lesson
Sample
Lesson
Go Phonics
LEV3: Lesson 1.4
41
Moms ScareNoses and Roses supplement book pages 4-11
Note: This story also has contractions with are. Examples: we arewere,
they aretheyre.
There are several two-syllable words in this story. Explain that if there are
two consonants in the middle of the word, the word is divided between the
consonants and you have a closed syllable (rob/ber, un/der, din/ner). The
vowel has the short sound. If a vowel comes at the end of a syllable, it is an
open syllable, and the vowel has the long sound (ra/ven, ro/bot).
page 4: What are Kate and Dad planning?
page 5: Why cant Mom go with them?
Note: Review that a pronoun takes the place of a noun (he, she, it).
page 6: What is the proper noun on the first line?
On the second line, to whom does the pronoun she refer?
Why was Mom glad to get to bed?
What happened to wake her up? How does she feel?
page 7: Did Mom see anyone outside?
What do you think the tapping noise might be?
If it really is a robber, what should she do?
page 8: Why did Mom grin?
Do you think she was able to get to sleep after that?
page 9: Did Kate and Dad have a good fishing trip?
page 10: What does it mean when you smack your lips?
page 11: In the first paragraph, what words did Mom say?
How do you know that? Why didnt Mom serve the cake right away?
What did Kate and Dad think of her story?
What did they have to do to get a piece of cake?
___________________________________________________________________
Creative Telling or Writing:
Teacher: Have you ever been scared by a sound or something you saw, only
to find it was nothing at all? Tell a story about it. Tell when it happened,
where you were, what you heard, and how you felt. Tell how you discovered
it was nothing to worry about.
Some students will be capable of writing their thoughts down. They can start
a personal dictionary. See page 22 for more helpful ideas.
NOTE:
The student can ask for the
spelling of a word. However,
if that word has a phonogram
that has already been taught,
encourage her to spell it on
her own.
Sample
Lesson
Sample
Lesson
Plus e
_ _ _ _ _ _ _ _ _ _ _
man
_ _ _ _ _ _ _ _ _ _ _
man
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
1
2000 Foundations for Learning, LLC Go Phonics
Sample
Worksheet
a-e
42
Go Phonics
LEV3: Lesson 1.4
Add ____
1. Were going to go, said Dad.
2. It is so hot, said Jane.
3. Mom said, Take care.
4. Can we stop? asked Jane.
5. Dad yelled, We have to go.
6. No, Jake, no, yelled Mr. James.
5
2000 Foundations for Learning, LLC Go Phonics
Sample
Worksheet a-e
Lesson
43
111 Rule
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
dig digging
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
pop
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
run
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
drip
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
wed
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
stop
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
slip
2000 Foundations for Learning, LLC Go Phonics
6
44
a-e Puzzle
Across
2.
3.
4.
5.
6.
1.
3.
4.
5.
7.
5.
7. 6.
1.
2.
3.
4.
Down
2000 Foundations for Learning, LLC Go Phonics
7
45
Copyright 2000, 2006 Foundations for Learning, LLC All right reserved. 46
It was hot in the van.
Jane felt dripping wet.
They came to a lake.
It is so hot, said Jane.
Can we stop at this lake?
If I can wade in the lake,
I will not be so hot.
5
One of my friends is
having a wedding, said Dad.
Were going to go.
Mom, Dad, and Jane
dressed in their best things.
Then they got in the van
to make the trip.
4
At the Lake
my friend oclock out
too began your dont
Well, said Dad. It IS
only 1 oclock. The wedding
is at 3 oclock. This stop
will not make us late.
So they stopped.
Mom said, Take care.
You have on your best dress.
Dont get it wet.
Mom and Dad sat
in the shade. Jane had fun
in the lake. She got her legs
wet. She did NOT get
her dress wet.
6
7
continued - 4 more pages
Story for a-e in Sue and Joes Pies volume
Go Phonics
LEV3: Lesson 1
Copyright 2000, 2006 Foundations for Learning, LLC
All right reserved.
4
Kate and Dad were going
on a fishing trip. They planned
to be at the lake for 2 days.
Moms Scare
days robber under dinner
Mom had fun on fishing trips,
but she was not going on this one.
Her club had planned a bake sale.
She had to bake cakes and help
at the sale.
5
6
Mom made cakes all day.
She was glad to get to bed.
She was just nodding off
when there was a tapping
on the pane. Was it a robber?
She began to shake.
She had to be brave.
Mom lifted the shade a bit.
There was not a thing there,
so she went back to bed.
There was a lot of wind.
Mom got under the blankets
and nodded off, but not for long.
There it was, the tapping
on the pane. She jumped up
and lifted the shade a bit.
7
Copyright 2005 Foundations for Learning, LLC/Go Phonics All rights reserved.
Story for a-e in Noses and Roses reader
continued - 4 more pages
Go Phonics
LEV3: Lesson 1
47
48
Copyright 2000, 2006 Foundations for Learning, LLC
All right reserved.
Oh my! Mom had to grin.
It was just a shrub with long
branches. The branches waved
in the wind. They were hitting
the pane of glass. Mom went
back to bed, still grinning.
8
Mom spent the next day
at the bake sale. She got back
at six, just as Kate and Dad
came in. They had a lot of fish.
They all helped to fix
a grand fish dinner.
9
Copyright 2005 Foundations for Learning, LLC/Go Phonics All rights reserved.
Mom had saved a cake
from the bake sale.
Kate and Dad smacked their lips.
Kate held up her plate.
10
Copyright 2005 Foundations for Learning, LLC/Go Phonics All rights reserved.
Not yet, said Mom.
Then she began to tell the tale
of her scare with the tapping
branch. They all had to grin.
No cake until you trim
the long branches on that
big shrub, she said.
Did they do the job fast?
What do you think?
11
Go Phonics
LEV3: Lesson 1
Story in Noses and Roses
2. Something full of spice** is
.
1. Something with lots of dirt is
.
3. Something with lots of sand is
.
4. W
hen theres lots of sun*, its
.
5. Something full of smoke** is
.
6. Lots of wind makes the day
.
7. Lots of mud* makes things
.
N
oun + y = A
djective
add y
**silent e rule *1-1-1 rule
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
2000 Foundations for Learning, LLC Go Phonics
41
2
. a
n
o
th
er w
o
rd
fo
r fa
th
er
1
. sw
eet stu
ff
3
. n
o
t sa
d
4
. a
sm
a
ll ca
t
5
. n
ice o
n
to
a
st
6
. o
n
e cen
t
7
. a
n
u
m
b
er
h
a
p
p
y
th
irty
k
itty
p
en
n
y
d
a
d
d
y
ca
n
d
y
jelly
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_ _
2000 Foundations for Learning, LLC Go Phonics
39
Go
Phonics
LEV4: Vowels
Controlled
2. a little one
1. dark blue
3. not a man
4. doesnt like work
5. not sane
6. neat
7. nice on meat
lazy crazy tidy navy
lady gravy baby
_ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _
2000 Foundations for Learning, LLC Go Phonics
40
Why do birds sing?
We use words to talk. Birds use
songs. They may be singing,
This is my place. The male
may sing to a female, Say,
pretty bird, will you be my wife?
A bird may call to another bird,
Take care! Theres a kitty
under your tree
spying on you.
Sometimes birds sing
for the fun of it,
just like we do.
73 72
Why?
ever pretty move danger tooth
Why does a spider
spin a web?
The spider spins a web so it can
catch a fly. The web is sticky.
When a fly gets stuck on it,
the spider grabs it and eats it.
The spider has a slippery body
that keeps it from sticking
to its own web.
49
Level 4 Vowels Controlled by r and l:
Lessons include the phonograms ar, or, er, ir, ur, ear, (w)or, a(l), g(e, i, y), dle,
y (as in my), y (as in baby), silent e syllable (as in candle), letter combination igh, suffixes ful, y, en,
prefix un, possessive with s, silent e syllable, f to v rule, schwa, punctuate the ends of sentences: declarative sentences with peri-
od, end of interrogative sentences with a question mark, differentiate statements from questions, apply rules of capitalization: first
person singular, the first word of a sentence, proper nouns, the greeting of a friendly letter, use commas correctly, use commas to
punctuate close of a letter, apply rules for use of personal pronouns: match pronoun to its antecedent in number, match pronoun
to its antecedent in gender, differentiate types of literature: identify the conventions of storybooks, read stories more than
3 paragraphs in length, demonstrate grade level vocabulary comprehension: apply synonyms,
antonyms, use context clues to discern word meaning, deconstruct the literal meaning of
metaphors, idioms, apply common adjectives, analyze reading selections: draw unstated conclu-
sion, generalize details to draw conclusions, synthesize details, and draw inferences, infer abstract
meaning from concrete statements, recall stated information in grade level story: tell what
happened, and Identify events, tell who the characters are in the story, identify facts, evaluate
reading selections: predict actions of characters, evaluate characters moral orientation,
apply information about story, to hypothetical event, analyze words: identify compound
words, root words of verbs, identify root words of adjectives/adverbs, identify descriptive
and action words, deconstruct contractions into original word group
Tools: Workbook, My Turn storybook volume
(86 pages/10 stories), 9 phonics games
2. a slippery body
1. when a fly gets stuck
3. under your tree
4. a little baby
5. near you
6. a tiny airplane
7. a different pattern
8. at night
Who, What, Where, When?
2000 Foundations for Learning, LLC Go Phonics 42
_ _ _ _ _ _ _ _ _ ____
_ _ _ _ _ _ _ _ _ ____
_ _ _ _ _ _ _ _ _ ____
_ _ _ _ _ _ _ _ _ ____
_ _ _ _ _ _ _ _ _ ____
_ _ _ _ _ _ _ _ _ ____
_ _ _ _ _ _ _ _ _ ____
_ _ _ _ _ _ _ _ _ ____
Go Phonics
Sample Lesson
Level 4Lesson 9:
y = //, y =/e /, yas a suffix
Level 5 More Vowel Pairs:
Lessons include reading and spelling words with the two sounds of oo,
two sounds of ou, the sounds of the vowels with wand uow, ou, ew, aw, au,
the vowel pairs oi, oy, ey, ei, the letter combination eigh, the short sound of ea,
ch=/k/, dge=/j/, ind words, wr, mb, suffixes ion, or, est, al, ful, some, age,
ness, ward, prefixes non, fore, dis, u=/oo /, sion=/shu n/, (w)a=/o/, ey=/e /,
y=//, ie=/e /, homographs, antonyms, contractions with would (d)
There is more reinforcement of phonics and language arts skills already
taught, with more worksheets on strengthening comprehension.
Tools: 13 lessons, 1 Workbook, Cooking on the Front Burner
storybook volume (118 pages), 12 phonics games
50
Level 5Lesson 5:
ou = /ou/, wr = /r/, tion = /shu n/,
suffix tion, prefix non
Go Phonics
Sample Lesson
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
a
c
t
a
c
tio
n
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
in
sp
e
c
t
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
c
o
lle
c
t
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
in
je
c
t
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
re
fle
c
t
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
p
ro
te
c
t
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
in
stru
c
t
V
erb + ion = N
oun
tion = /shun/
2006 Foundations for Learning, LLC Go Phonics
27
1. A ball does this.
2. a kind of fish
3. not north
4. not sweet
5. You bake with this.
6. the shape of a circle
7. a hunting dog
flour trout south hound
bounce round sour
2006 Foundations for Learning, LLC Go Phonics
26
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
2006 Foundations for Learning, LLC Go Phonics
25
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
o
u
c
h

o
u
d
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
o
u
s
e
1
. p
a
rt o
f yo
u
r a
rm
2
. Yo
u
d
o
th
is w
ith
a
p
en
.
3
. Yo
ull fin
d
it in
a
to
o
lb
ox. 4
. Yo
u
h
a
n
g
it o
n
yo
u
r d
o
o
r. 5
. Yo
u
d
o
it to
a
g
ift.
6
. n
o
t rig
h
t
7
. Yo
u
d
o
it to
a
w
et tow
el.
w
rench w
rap w
ring w
rist
w
reath w
rong w
rite
2006 Foundations for Learning, LLC Go Phonics
28
_
_
_
_
_
_
_
_
_
_ _ _ _
_
_
_
_
_
_
_
_
_
_ _ _ _
_
_
_
_
_
_
_
_
_
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_
_
_
_
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_
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_
_
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_
_
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_
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_
_ _ _ _
1. Pete, a twelve-year old
2. all summer long
3. in his wastebasket
4. many mowing jobs
5. once in a while
6. down there in the heat outlet
7. a pretty good pair of detectives
Who, What, Where, When?
2006 Foundations for Learning, LLC Go Phonics 29
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
A Mouse
in Our House
Pete, a twelve-year-old, lived
in the town of Mount Vernon with his
mom and dad. Pete was a match box
car collector. Match box cars are tiny
cars about two inches long.
wonder laugh furnace
In the summer, Pete earned money
by mowing grass. He worked
in his yard as well as other yards.
He earned lots of money. He saved part
of it. Part, he spent on match box cars.
Pete made many trips to the store.
Each time he would come home
with another car for his collection.
Each time he would unwrap the car
and throw the wrappings in his
wastebasket. His wastebasket was
a large woven basket. It sat beside
his desk in front of the heat outlet.
33 32
GoPhonics (Basic) Kit:
Go Phonics Basic Skills Assessments
7 Storybook Volumes Levels 1-5:
Level 1: Scat! Short a Stories 8 stories/110p NEW
L2: The Fat Cat - Short Vowel Stories 22 stories/86p
L2: Jacks Cap - More SV Stories 21 stories/96p
L3: Sue and Joe's Pies - Long Vowel Stories 9st./64p
L3: Noses and Roses-More LV Vowel Stories 9/64p
L4: My Turn - Vowels Controlled by r & l 10 st./88p
L5: Cooking on the Front Burner -
More Vowel Pairs 13 stories/118pages
Teachers Guide
Set of 5 Workbooks Levels 1-5
108 Letter Cards Set
Key Word Chart Set: 3 Key Word
1 Prefix and Suffix Chart
Songbook with audio CD
Word Lists book
2 Level One Card Games**
**When purchased without game set
Go Phonics is Ideal for Teachers:
Ideal for teachers, tutors, aides, it includes blackline master permission*
to duplicate/use with multiple students: the Assessments, the 5 workbooks,
3 Level 1 story masters, 5 B&W charts (key word, prefix/suffix, letter formation)
Teacher* Program Package for curriculum includes: GPTP2105 $485.00
Teacher Edition* (Basic) Kit reg. price GPTB2105 $325.00*
Go Phonics 50 Game Set reg. price GPGM2100 $179.00
*Blackline Master Permission for multiple student use (to duplicate, copy,
project on whiteboard...) on-site use in a classroom or by a tutor/teacher.
ADD for groups/class: Set of 96 Key Word Cards color GPCD9602 $29.00
___________________________________________________________
Program Also Ideal for Parents, Home Educators
Ideal for home/school use, this is the same kit but the workbooks are
consumable (written in). Lesson plans with strategies, tips, are user friendly.
Home Program Package for curriculum includes: GPHP2106 $430.00
Home Ed. (Basic) Kit (consumable workbks) reg. price GPHB2106 $270.00
Go Phonics 50 Game Set reg. price GPGM2100 $179.00
To reduce start-up costs you can get the Go Phonics Kit first and
start with Level 1: Alphabet instruction (two Level 1 card games are
included). When youre ready to start Level 2 - Short Vowels, get the 48
phonics games that support Levels 2-5 lessons. Use the Special Offer
that comes with a basic kit purchase: $10 off Go Phonics 50 Game Set.
This offer is good for 1 year from date of purchase (nontransferable).
Go Phonics 50 Game Set GPGM2100 $179.00 ( -$10 Offer = $169.00)
For a 2nd student, add 1 set consumable workbooks GPWBC105 $ 43.00
Sample Reading Group Book Purchases:

1 EACHof the books listed per student times the number in reading group
Pre-K: 5 Storybook Volumes Levels 1-3 GPSB0123 $ 84. per set
Level 1: Scat! Short a Stories,
Level 2: The Fat Cat, Jacks Cap
Level 3: Sue and Joes Pies, Noses and Roses (69 stories in all)
1st/2nd Grade:
4 storybook volumes Levels 2-5 GPSB4000 $ 78. per set
Level 2: The Fat Cat,
Level 3: Sue and Joes Pies, (54 stories in all)
Level 4: My Turn,
Level 5: Cooking on the Front Burner
6 storybook volumes Levels 2-5 GPSB6000 $113. per set
Level 2: The Fat Cat, Jacks Cap
Level 3: Sue and Joes Pies, Noses and Roses
Level 4: My Turn
Level 5: Cooking on the Front Burner (84 stories in all)
Intervention Options
All 7 storybook volumes Levels 1-5 GPSB7000 $127. per set
(92 stories in all)
APPLY Storybook Volume Discount based on total book
order: $77 - $300: 5% $301 - $600:10% $601 and up: 15%
2014 Prices - See the Price List page for more ordering options.
GoPhonics
GoPhonics

Foundations for Learning, LLC


246 W. Manson Hwy., PMB 144 Chelan, WA 98816
Email: info@gophonics.com Order on-line: gophonics.com (MC/Visa/Disc),
send School P.O. , or call: 800-553-5950 509-687-1513 Pacific Time
Updated: 01/04/14
If you need a
quote for a special
order, call us at:
Program Package Curriculum for 1 Student:
Go Phonics Kit with Go Phonics 50 Game Set
2014 PROGRAM PACKAGES Go Phonics Kit & Go Phonics 50 Game Set Ordering the Books in Sets
Edition 2.1
+ New Carry Cases
Edition 2.1
NOW
Go Phonics Kit
and 50 Game Set
come in storable
carry cases
Key Word Card Set
96 full color cards, ideal
for group instruction
(same images as the
Key Word Charts in kit)
Go Phonics 50 Game Set
Valuable word decoding
fluency practice Levels 1-5

1400+ cards

12 game boards

4 spinner cards

Game Rules Guide

2 card trays, carry case



game pieces
Some deperforating & assembly
How To Order
Call: 800-553-5950 or 509-687-1513
Fax: 877-687-8804 or 509-687-8804
Web site: www.gophonics.com/order.htm
E-mail: info@gophonics.com
Foundations for Learning, LLC
246 W. Manson Hwy., PMB 144
Chelan, WA 98816
We accept: school purchase orders,
Master Card, VISA, Discover, checks,
money orders payable in U.S. funds to:
Foundations for Learning, LLC
GoPhonics
GoPhonics

2014 Price List


Shipping Guidelines
Shipping and handling are additional,
USPS insured for smaller packages
USPS or UPS Ground for larger purchases
Prices below are for each U.S. address
and are only an estimate.
Go Phonics Pkg. $25.- $38. (USPS - UPS)
USPS Priority to Alaska, Hawai: $62.50,
Priority Intl Canada: $81. (Estimate only)
Subtotal Charge (approx.)
Minimum $ 6.00
$20 to $30 $ 7.50
$31 to $45 $ 8.50
$46 to $65 $ 9.50
$66 to $85 $10.00
$86 to $105 $13.50
$106 to $125 $14.50
$126 to $145 $16.50
Return Policy: Refund of purchase price is
based on goods returned in salable condition
within 30 days of delivery. Call in advance. Dont
take apart the game cards, but can remove the
clear wrapping to view them. Save the outer
brown box/packing for the return shipment.
Insure the package. Items must be in salable
condition. A restocking fee may be charged
depending on condition of items/packaging.
Prices in U.S. $ and subject to change, 01/31/2014
We Accept:
P.O. CHECK MONEY ORDER
CREDIT CARD: VISA MASTER DISCOVER
USE SECURE ON-LINE ORDER FORM, OR CALL
1-800-553-5950 PACIFIC TIME
Provide Your Preferred Shipping Method:
USMAIL

PRIORITY

ORDERS OVER $100 -


SIGNATURE REQUIRED
OR: UPS GROUND

W/SIGNATURE RELEASE

P.O.#______________________________________
HARD COPY OF P.O. MUST BE ATTACHED VIA
FAX, EMAIL, OR US MAIL w/SALES TAX EXEMPT CERT.
Call for
additional S&H
prices or allow
10% and well
adjust it down
when shipped.
Go Phonics Kit contents: Phonics levels 1-5 (Add set of 50 Phonics Games for complete program package.)
Teachers Guide Go Phonics Basic Skills Assessments 5 Workbooks (Levels 1-5) Word Lists book 108 Letter
Cards Key Word Chart Set Songbook w/audio CD 7 Storybook Volumes (600+ pages): Level 1: Scat!,
L2: The Fat Cat, Jacks Cap, L3: Sue and Joes Pies, Noses and Roses, L4: My Turn, L5: Cooking on the Front Burner
_____________________________________________________________________________________________
KIT OPTIONS/PACKAGES: Unit Price QTY/$
GPTP2105 Teacher* Program Package Basic Kit w/BLMP*, 50 Phonics Games 485.00
_____________________________________________________________________________________________
GPTB2105 Teacher* Edition (Basic) Kit BLMP* includes 2 Level One games 325.00
Kit purchase includes10% off remaining 48 Phonics Games in Set - Good for 1 yr./non-transferable
_____________________________________________________________________________________________
BLMP =
*
Blackline master permission to duplicate for multiple student use on-site by an instructor,
or in a classroom: 5 workbooks, Assessments, masters for 3 Short a Stories and 5 Charts
_____________________________________________________________________________________________
GPHP2106 Home Program Package Basic Kit w/consumable workbooks, 50 Phonics Games 430.00
_____________________________________________________________________________________________
GPHB2106 Home Edition (Basic) Kit consumable workbooks and 2 - Level 1 card games 270.00
Kit purchase includes10% off remaining 48 Phonics Games in Set - Good for 1 yr./non-transferable
_____________________________________________________________________________________________
GPGM2100 Set of 50 Phonics Games Lev1-5, (word decoding fluency practice each lesson) 179.00
_____________________________________________________________________________________________
GPCD9602 SUPPLEMENT: Key Word Card Set of 96 color for groups (not in kit/pkg.) 29.00
Shipping & handling
WA residents add sales tax
TOTAL
SHIP TO:____________________________________________________________
ATTN: ______________________________________________________________
ADDRESS____________________________________________________________________CITY_____________________________________
STATE_________ ZIP _______________ PHONE________________________ FAX____________________________
INTENDED USE________________________________________________________E-MAIL__________________________________________
KEPT PRIVATE
See the Program Packages page
for more prices/options.
KI T I TEMS - ALSO SOLD SEPARATELY: Unit Price QTY/$
GPTG5001 Teachers Guide (Strategies, techniques, rules, lesson plans... for levels 15) 57.00
_____________________________________________________________________________________________
GPBSA200 Go Phonics Basic Skills Assessments CD with printable Manual/Student Bk 35.00
_____________________________________________________________________________________________
GMCDL106 2 Card Games Set Lev1Alphabet & Short a words (in Basic Kit & 50 Game Set) 5.00
_____________________________________________________________________________________________
GPCH4001 Key Word Chart Set (3 Key Word Charts/1 Prefix & Suffix Chart) 10.00
_____________________________________________________________________________________________
GPLC0108 Letter Cards Set of 108 15.00
_____________________________________________________________________________________________
GPWL2100 Word Lists Book 17.00
_____________________________________________________________________________________________
GPSO1001 Songbook with Audio CD 11.00
_____________________________________________________________________________________________
GPWBC101 Workbook Level 1 consumable 10.00 GPWBB101 Workbook w/BLMP 20.00
_____________________________________________________________________________________________
GPWBC201 Workbook Level 2 consumable 10.00 GPWBB201 Workbook w/BLMP 20.00
_____________________________________________________________________________________________
GPWBC301 Workbook Level 3 consumable 8.00 GPWBB301 Workbook w/BLMP 16.00
_____________________________________________________________________________________________
GPWBC401 Workbook Level 4 consumable 8.00 GPWBB401 Workbook w/BLMP 16.00
_____________________________________________________________________________________________
GPWBC501 Workbook Level 5 consumable 10.00 GPWBB501 Workbook w/BLMP 20.00
_____________________________________________________________________________________________
GPWBC105 Set of 5 Workbooks, Levels 15 consumable (Ask for quote on QTY order.) 43.00
_____________________________________________________________________________________________
GPWBB205 Set of 5 Workbooks, Levels 15 with blackline master permission (BLMP) 89.00
7 STORYBOOK VOLUMES:
GPSBL101 L1 Scat! - Short a Stories volume 110 pg/8 stories (replaces 5 Mini-stories) 14.00
______________________________________________________________________________________________
GPSBL201 L2 The Fat Cat - Short Vowel Stories volume 86 pg/22 stories 19.00
_____________________________________________________________________________________________
GPSBS201 L2 Jacks Cap - More Short Vowel Stories volume 96 pg/21 stories 19.00
_____________________________________________________________________________________________
GPSBL301 L3 Sue and Joes Pies - Long Vowel Stories volume 64 pg/9 stories 16.00
_____________________________________________________________________________________________
GPSBS301 L3 Noses and Roses - More Long Vowel Stories volume 64 pg/9 stories 16.00
_____________________________________________________________________________________________
GPSBL401 L4 My Turn-Stories w/ Vowels Controlled by r & l volume 88 pg/10 stories 19.00
_____________________________________________________________________________________________
GPSBL501 L5 Cooking on the Front Burner - More Vowel Pairs 118 pg/13 stories 24.00
_____________________________________________________________________________________________
GPSB7000 Set of 7 Storybook Volumes, Levels 1-5 price per set: 127.00 x # of sets =
Scat!, The Fat Cat, Jacks Cap, Sue and Joes Pies, Noses and Roses, My Turn, Cooking on the Front Burner
_____________________________________________________________________________________________
STORYBOOK QUANTITY ORDERS: (applies to sets and a la carte) Subtotal book order: $_______
GPVOL000 Storybook Volume Discount $77 - $300: 5% $301 - $600:10% $601 up: 15% ( - )