Professional Documents
Culture Documents
GoPhonics
Foundations for Learning, LLC
www.gophonics.com
01/31/2014 UPDATE
p
i
g
1
_
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
_
.
l
i
f
t
1
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 /
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/
ew pew /u /
ew screw /oo
aw saw /o /
u bull /oo /
au saucer /o /
oi oil /oy/
oy boy /oy/
ey money /e /
y crystal //
ie shield /e /
ou soup /oo
ei reindeer /a /
eigh eight /a /
Go Phonics
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
/ 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 = /
/ 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
GoPhonics S A MP L E L E S S O N S
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
_
_
_
_
_
_
_
_
_
a
g
_
_
_
_
_
_
_
_
_
a
c
k
_
_
_
_
_
_
_
_
_
a
_
_
_
_
_
_
_
_
_
a
_
_
_
_
_
_
_
_
_
a
_
_
_
_
_
_
_
_
_
a
_
_
_
_
_
_
_
_
_
a
_
_
_
_
_
_
_
_
_
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
_ _ _ _ _ _ _ _ _
ag
_ _ _ _ _ _ _ _ _
ack
_ _ _ _ _ _ _ _ _
a
_ _ _ _ _ _ _ _ _
a
_ _ _ _ _ _ _ _ _
a
_ _ _ _ _ _ _ _ _
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
_ _ _ _ _ _ _ _ _ _ _
ag
_ _ _ _ _ _ _ _ _ _ _
ack
_ _ _ _ _ _ _ _ _ _ _
a
_ _ _ _ _ _ _ _ _ _ _
a
_ _ _ _ _ _ _ _ _ _ _
a
_ _ _ _ _ _ _ _ _ _ _
a
_ _ _ _ _ _ _ _ _ _ _
a
_ _ _ _ _ _ _ _ _ _ _
a
b
l
a
c
k
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
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
s
e
_
_
_
_
_
_
_
_
_
_
_
m
a
n
_
_
_
_
_
_
_
_
_
_
_
m
a
n
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
1
2000 Foundations for Learning, LLC
Go Phonics
_ _ _ _ _ _ _ _ _ _ _
a
k
e
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
a
n
e
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
a
p
e
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
2
2000 Foundations for Learning, LLC Go Phonics
_ _ _ _ _ _ _ _ _ _ _
w
a
k
e
_ _ _ _ _ _ _ _ _ _ _
w
_ _ _ _ _ _ _ _ _ _ _
c
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
sh
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _
w
2000 Foundations for Learning, LLC Go Phonics
3
C
o
n
t
r
a
c
t
io
n
s _
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
t
h
a
t
i
s
t
h
a
t
s
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
h
e
r
e
i
s
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
w
a
s
n
o
t
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
a
r
e
n
o
t
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
w
e
a
r
e
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
y
o
u
a
r
e
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
t
h
e
y
a
r
e
4
2000 Foundations for Learning, LLC Go Phonics
1
1
R
u
le
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
d
i
g
d
i
g
g
i
n
g
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
p
o
p
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
r
u
n
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
d
r
i
p
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
w
e
d
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
s
t
o
p
_
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_ _
_
s
l
i
p
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
_
_
_
_
_
_
_
_
_
_ _ _ _
_
_
_
_
_
_
_
_
_
_ _ _ _
_
_
_
_
_
_
_
_
_
_ _ _ _
_
_
_
_
_
_
_
_
_
_ _ _ _
_
_
_
_
_
_
_
_
_
_ _ _ _
_
_
_
_
_
_
_
_
_
_ _ _ _
_
_
_
_
_
_
_
_
_
_ _ _ _
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% $601 and up: 15%
2014 Prices - See the Price List page for more ordering options.
GoPhonics
GoPhonics
1400+ cards
12 game boards
4 spinner cards
PRIORITY
W/SIGNATURE RELEASE
P.O.#______________________________________
HARD COPY OF P.O. MUST BE ATTACHED VIA
FAX, EMAIL, OR US MAIL w/SALES TAX EXEMPT CERT.
Call for
additional S&H
prices or allow
10% and well
adjust it down
when shipped.
Go Phonics Kit contents: Phonics levels 1-5 (Add set of 50 Phonics Games for complete program package.)
Teachers Guide Go Phonics Basic Skills Assessments 5 Workbooks (Levels 1-5) Word Lists book 108 Letter
Cards Key Word Chart Set Songbook w/audio CD 7 Storybook Volumes (600+ pages): Level 1: Scat!,
L2: The Fat Cat, Jacks Cap, L3: Sue and Joes Pies, Noses and Roses, L4: My Turn, L5: Cooking on the Front Burner
_____________________________________________________________________________________________
KIT OPTIONS/PACKAGES: Unit Price QTY/$
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% ( - )