TEACHER EDITION SAMPLE
https://phonicsinactionk2.com www.phonicsinactionk2.com Cover and Interior Design: Rainbow Educational Concepts, Inc. and Dinardo Design, LLC Cover Artist: Jacquie Lima ISBN-13: 978-0-8294-5729-2 ISBN-10: 0-8294-5729-1 Copyright © 2024 Loyola Press All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Manufactured in China. (800) 621-1008 23 24 25 26 27 28 29 30 DC 10 9 8 7 6 5 4 3 2 1 SAMPLE
Table of Contents Welcome to Phonics in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii The Role of Phonological Awareness and Phonics in Literacy Development . . . . . . . . . . . . . . viii Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x How Phonics in Action Works....................................................xiv Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi Unit 1: Consonant Digraphs, Trigraphs, and Blends Unit 1 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2a Week 1 Closed Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Week 2 Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Weeks 1–2 Foldable Decodable: Noah Visits the Dentist . . . . . . . . . . . . . . . . . . . . . . FD1–FD2 Week 3 Digraphs and Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Week 4 Digraph Blends -nch, shr-, thr- .......................................20 Weeks 3–4 Foldable Decodable: Blake Helps at Home . . . . . . . . . . . . . . . . . . . . . . . FD3–FD4 Week 5 Digraphs ch (/k/ and /sh/), gh and ph (/f/) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Week 6 Trigraphs -dge, -tch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Weeks 5–6 Foldable Decodable: My Art Show Sketches . . . . . . . . . . . . . . . . . . . . . . FD5–FD6 SAMPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2a
Table of Contents Unit 2: Long-Vowel Patterns Unit 2 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38a Week 7 Open Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Week 8 VCe Syllables.....................................................44 Weeks 7–8 Foldable Decodable: Write About a Place . . . . . . . . . . . . . . . . . . . . . . . . FD7–FD8 Week 9 Long-a Vowel Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Week 10 Long-e Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Weeks 9–10 Foldable Decodable: Pixie and Pet Week . . . . . . . . . . . . . . . . . . . . . . . . FD9–FD10 Week 11 Long-u Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Week 12 Consonant + le Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Weeks 11–12 Foldable Decodable: No Need to Be Rude! . . . . . . . . . . . . . . . . . . . . . . FD11–FD12 Unit 3: Vowel-r Spelling Patterns Unit 3 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74a Week 13 Vowel-r Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Week 14 Three-Syllable Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Weeks 13–14 Foldable Decodable: Hike to the Waterfall . . . . . . . . . . . . . . . . . . . . . . FD13–FD14 Week 15 Vowel-r: air, are, ear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Week 16 Vowel-r: ier, ire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Weeks 15–16 Foldable Decodable: Camping Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD15–FD16 Week 17 Vowel-r: oar, oor, ore, our . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Week 18 Vowel-r: ear, eer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Weeks 17–18 Foldable Decodable: Lemonade Stand . . . . . . . . . . . . . . . . . . . . . . . . . FD17–FD18 Week 19 Vowel-r: -sure, -ture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Week 20 Review Vowel-r Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Weeks 19–20 Foldable Decodable: Our School Fair . . . . . . . . . . . . . . . . . . . . . . . . . . FD19–FD20 SAMPLE
Table of Contents Unit 4: Schwa and Other Vowel Sound Spellings Unit 4 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122a Week 21 Short-Vowel Spellings: ea, ou, y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Week 22 Multisyllabic Words with Schwa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Weeks 21–22 Foldable Decodable: All About Zebras . . . . . . . . . . . . . . . . . . . . . . . . . FD21–FD22 Week 23 Diphthong /oy/: oi, oy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Week 24 Diphthong /ow/: ou, ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Weeks 23–24 Foldable Decodable: Sounds Around the Farm . . . . . . . . . . . . . . . . . . FD23–FD24 Week 25 Words with /aw/: alk, all, au, aw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Week 26 Words with /aw/: alt, augh, ough . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Weeks 25–26 Foldable Decodable: Paw Prints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD25–FD26 Unit 5: Variant Vowels Unit 5 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158a Week 27 Words with /oo/ and /u/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Week 28 /yoo/ and /yur/: u, u_e, ue, ew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Weeks 27–28 Foldable Decodable: Hot-Air Balloons . . . . . . . . . . . . . . . . . . . . . . . . . FD27–FD28 Week 29 /u/ Spelled oul, u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Week 30 MultisyllabicWordswithAffixes.....................................176 Weeks 29–30 Foldable Decodable: Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD29–FD30 SAMPLE
Table of Contents Unit 6: Silent Letters and Other Long-Vowel Spellings Unit 6 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182a Week 31 Silent Letters: kn, lf, mb, st, wr ......................................182 Week 32 Long a: aigh, eigh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Weeks 31–32 Foldable Decodable: Juliana’s Neighborhood . . . . . . . . . . . . . . . . . . . FD31–FD32 Week 33 Long i: ie, igh, ild, ind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Week 34 Long o: oa, oe, old, oll, olt, ost, ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Weeks 33–34 Foldable Decodable: Splash and Slide! . . . . . . . . . . . . . . . . . . . . . . . . FD33–FD34 Week 35 Decode Multisyllabic Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Week 35 Foldable Decodable: A Treasure Hunt . . . . . . . . . . . . . . . . . . . . . . . . . FD35–FD36 Assessments Diagnostic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 Unit 1 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Unit 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Unit 3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Unit 4 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Unit 5 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Unit 6 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Image Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 SAMPLE
GRADE Phonics in Action provides systematic, explicit phonological awareness and phonics instruction for students in kindergarten through second grade. While students engage in fun and active learning, they’re building a strong foundation for success in literacy. Nowlet’sget moving andlearnmoreabout Phonics in Action! The unique approach of Phonics in Action makes learning engaging and active. • Phonological and phonemic awareness activities incorporate fine- and grossmotor movement, student interaction, and games, all of which help new learning have a greater impact. • Phonics skills are taught using familiar, relevant words and images in order to support all learners. The program provides skill practice through a variety of engaging activities that focus on both decoding and encoding. As part of the Loyola Press family of literacy products, Phonics in Action provides the tools necessary for students to develop as effective, powerful communicators. In addition to Phonics in Action, the following programs work together in any literacy block to crystalize student success. • Voyages in English (grammar and writing) • Reading in Action (reading comprehension, fluency, vocabulary, grammar, and writing) • Vocabulary in Action (vocabulary) • English Skills in Action (English Language Learning/ English Language Development) • Exercises in English (grammar) Welcome to TEACHER EDITION TEACHER EDITION TEACHER EDITION vii SAMPLE •
/k/ /uh/ /z/ /i/ /n/ Students build phonemic awareness when they . . . • blend phonemes to say words, • segment words into their component phonemes, • and add or delete phonemes from words to form new words. Students build phonics skills when they . . . • learn specific spelling patterns for all the phonemes in spoken language, • identify learned spelling patterns in isolated practice, • identify and decode words containing the spelling patterns in connected text, • and write original texts that include words with the learned spelling patterns. Phonemic awareness is an important element of phonological awareness. Phonemic awareness is the ability to notice, identify, and manipulate individual phonemes when listening to spoken language. When students blend and segment phonemes, compare phonemes across words, and practice myriad other skills, they develop a comprehensive knowledge base of the elements of spoken language to which they can confidently connect new phonics knowledge and reading skills to achieve reading success. The Role of Phonological Awareness and Phonics in Literacy Development Phonological Awareness Phonological awareness is the knowledge that spoken language is made up of sentences and words, words are made up of parts, and those parts are made up of individual speech sounds, or phonemes. Students who are confident in hearing, identifying, and manipulating all these parts of spoken language are much more likely to become confident readers and spellers. PHONEMIC AWARENESS Phoneme Blending Model Model blending the phonemes in found using routine A on Routine Card 2. Practice Together Ask: What word do we have when we blend the sounds /h/ /a/ /n/ /d/? Have students join you with the motions as you tap out then blend /h/-/a/-/n/-/d/ to say hand. Repeat with end, round, and sand. PHONICS Multisyllabic Words with Schwa Model Decoding Open to Student Edition page 129 and read aloud the directions. Say: We need to listen carefully for the schwa sound in a multisyllable word. Schwa is the vowel sound in an unstressed syllable. It can be represented by any vowel or vowel team. Write travel on the board. Decode the word, using Routine Card 7. Say: The word /trav/-/ul/ has a schwa sound. The e in the second syllable represents the sound. I’ll color the space with the word travel. viii The Role of Phonics SAMPLE blend phonemes to say words, segment words into their component phonemes, • and add or delete phonemes from words to
The Role of Phonics Phonics in Action checks all the boxes! What does an effective phonics program look like for second grade? It provides systematic, explicit instruction in sound-letter correspondences, syllable types, and more complex sound spellings. • Systematic: The introduction of sound-letter correspondences and spelling patterns is ordered from simple to more complex. • Explicit: The program provides precise directions for teaching these relationships. It provides ample opportunities for students to apply new phonics skills when reading carefully crafted decodable fiction and nonfiction texts as well as when writing. It addresses phonemic awareness, high-frequency words, and word analysis. It provides multiple assessment opportunities, both formal and informal, to guide decision-making so that teachers can meet the needs of all students. It makes learning about the building blocks of language engaging and active. It builds within students an understanding of why learning phonemic awareness and phonics skills is critical to being successful readers for life. c ou s i n Phonics Systematic and explicit phonics instruction is essential to students’ success in literacy. This instruction establishes the alphabetic principle, which is the knowledge of the system of predictable relationships between spoken sounds (phonemes) and written letters (graphemes) and letter patterns. Phonics in Action lessons teach spelling patterns for sound-spelling relationships, enabling students to read familiar words accurately and automatically, and empowering them to decode new words. Phonics in Action ix SAMPLE E
Program Components Students read high-interest decodable texts focusing on the following genres and topics. An eight-page Foldable Decodableincorporates the phonics skills, high-frequency words, and word analysis skills for every two weeks of instruction and enables teachers to touch on reading fluency, comprehension, and features of print. Frequent reading opportunities call on students to apply their new phonics skills to connected text. • Fiction: realistic fiction, animal fantasy, mystery, and humor • Nonfiction: science and social studies topics A weekly fiction or nonfiction decodable passage allows students to practice and apply new phonics skills and high-frequency words and explore word analysis skills. Student Edition The Student Edition provides a variety of activities that require students to interact with the target skills orally and through decoding (reading) and encoding (writing). Students play simple games, identify and apply the skills in connected text, write original sentences, and more. The activities are arranged from simple to more challenging within each week of instruction as students build their understanding of each new skill. Name © Loyola Press. All rights reserved. Phonics in Action Grade 2 Words to Sort Words with ea, ei, ey Words with ai, ay they today obey beige maybe vein steak remain aimed great Read the words aloud. Some words have the long-a vowel teams ai and ay. Other words have the long-a vowel teams ea, ey, and ei. Sort the words. Sort Words with Long-a Vowel Teams 55 Week 9: Long-a Vowel Teams Name © Loyola Press. All rights reserved. Phonics in Action Grade 2 flap raisin play date prey great hey strap steak break draw vein obey flash they brain stay splash chat paint Choose three words that you circled. Write two sentences about your day. ai ay ea ei ey Long-a Vowel Teams These students play a game while they wait for the bus. They say only words with long-a vowel teams. Circle the words they say. Find Words with Long-a Vowel Teams Week 9: Long-a Vowel Teams 54 Name © Loyola Press. All rights reserved. Phonics in Action Grade 2 Choose two of the words from above. Write two sentences using the words you chose. break mail pay hey trail veins Read each word aloud. Then draw a line to match each word to the picture it names. Underline the long-a vowel team in the word. Read Words with Long-a Vowel Teams 51 Week 9: Long-a Vowel Teams Name © Loyola Press. All rights reserved. Phonics in Action Grade 2 may lean Lose a turn. say track break they rain baby watch Go ahead 2 spaces. stay make great reins Go back to start. hey Go back 3 spaces. day flat graph clam train prey wait Go back 1 space. clay Get an extra turn! party name Finish! Start Roll a die and count the dots. Move that many spaces. Read the word. Does it have a long a sound spelled with ai, ay, ea, ei, or ey? Write YES or NO by each word you land on to show your answer. Read Words with Long-a Vowel Teams 50 Week 9: Long-a Vowel Teams Name © Loyola Press. All rights reserved. Phonics in Action Grade 2 How do you play soccer? Use at least one word with a long-a vowel team and write a sentence to explain. Word Analysis: Inflectional Ending -ing Read the text again. Find the word that ends in -ing. Write the word. Underline the words with long-a vowel teams ai, ay, ea, ey, or ei. Then read the text. Playing Soccer If you have a ball, you can play soccer! Aim with your foot and kick the ball. You may not get it into the net right away. That is okay! You can always try again. Be sure to obey the rules when playing with another team. If a teammate gives you the ball, run and kick it! Great job! You gave it your best! Investigate Words 52 Week 9: Long-a Vowel Teams e 2 Many groups of people around the world work hard to protect zebras from becoming extinct. How do you protect animals that you treasure? All About Zebras (fold) 5 8 Reese puts a treat in the cage. Then she sees a flash of blue flying by. Pixie goes into her cage, and Reese closes the latch. Reese feels relieved that Pixie came back! Pixie and Pet Week (fold) 4 x Program Components SAMPLE
Program Components Digital Student Resources High-Frequency Word Cards and Letter Tiles Printables are incorporated throughout the program. They can be used in the classroom and at home. Read Alongs of each Foldable Decodable enable students to listen and read along to decodable, connected text multiple times to practice fluency skills and solidify new learning. Scan the QR code to access these resources in the Digital Library. One Extend Printable per week challenges students to push their learning further. One Reteach Printable per week supports students who need additional instruction and practice to master the skill. Printables offer additional opportunities to support students’ learning and facilitate instruction. All Printables are available in the Digital Library. Available in the Digital Library Name © Loyola Press. All rights reserved. Phonics in Action Grade 2 W4142 1. breaking 2. reins 3. they 4. steak 5. obey Read each sentence and the word choices. Choose the correct word and write it to complete the sentence. 6. went to the park after school. (Tale They) 7. Please here while I get help. (stay stale) 8. The team cheered at the play. (grape great) 9. I ate some for a snack. (rackets raisins) Read the word. Underline the long-a vowel team. Then write the word three times. Write Words with Long-a Vowel Teams https://phonicsinactionk2.com Printable 9b: Extend Long-a Vowel Teams Name © Loyola Press. All rights reserved. Phonics in Action Grade 2 W4141 Other Words Words with Long-a Vowel Teams Words to Sort vein pancake they great label sandbox breaking reins became obeyed Read the words. Some words have long-a vowel teams, and some do not. Write the words in the correct clouds. Sort Words with Long-a Vowel Teams https://phonicsinactionk2.com Printable 9a: Reteach Long-a Vowel Teams a a a a e e e e i i o o u u b b c c d d f f g g h h h j k k l l m m m n n p p q r r r s s s t t t v w x y z Letter Tiles Program Resource https://phonicsinactionk2.com © Loyola Press. All rights reserved. Phonics in Action W4214 after any ask does sentence old one us use where come end find found hand from its three through would boy point talk walk yellow again people said think wash because even me study try Program Resource https://phonicsinactionk2.com Grade 2 High-Frequency Word Cards © Loyola Press. All rights reserved. Phonics in Action W4196 Phonics in Action xi SAMPLE does sentence found from its three three through through again again people people because even
Teacher Edition pages have a one-to-one correspondence with the Student Edition for effortless navigation. Additional support is provided for multilingual learners, reteaching, and extension during each week of instruction. Recommended teacher scripting appears in blue italics, so it jumps off the page. Instruction for the Foldable Decodables occurs every other week. Lesson Resources are listed in the Materials section. They are also cited at point of use in green text. Teacher Edition Learning comes to life in the Phonics in ActionTeacher Edition. The lessons incorporate gestures, writing, drawing, and other techniques which are supportive of all learners. Multilingual learners will benefit as they simultaneously develop vocabulary and phonics skills. • It focuses on students’ application of phonics skills and high-frequency words. • It provides opportunities to practice features of print, fluency, and comprehension. OBJECTIVES • Demonstrate phoneme segmentation • Identify and decode words with long-a vowel teams MATERIALS • Student Edition: p. 50 Printables: Routine Cards 2, 4; 3-Box Sound Map • Counters, dice PHONEMIC AWARENESS Segment Phonemes Introduce Say: We have practiced blending sounds to say words. Now we are going to separate, or segment, the sounds in words. Let me show you how we do it. Model Demonstrate segmenting phonemes with Routine Card 2, Segmenting. Use an empty 3-Box Sound Map and slide your finger across the line below the boxes as you say: Listen to this word: sway. Hmmm, what’s the first sound I hear in the word sway? /s/. Push a counter into the first box as you say the first sound. Tap the first counter and say: /s/. Continue with /w/, /ay/. Tap each counter as you say the sound it represents, count the counters, and say: I hear three sounds in the word sway. /s/, /w/, /ay/, sway. Let’s sway from side to side. Practice Together Distribute copies of the 3-Box Sound Map. Segment the phonemes in rain together. Say: What is the first sound in rain? (/r/) Say: What is the next sound? (/ay/) Say: What is the last sound? (/n/) Say: How many sounds do you hear in rain? (three) Use the routine together to segment the phonemes in gray and mail. PHONICS Long-a Vowel Teams Introduce Write ai, ay, ea, ei, and ey on the board. Say: A vowel team is two or more letters that stand for one vowel sound. All these vowel teams can stand for the sound /ay/! Write great on the board and say: In great, the long a sound is spelled e, a. Map the Sounds Display the 3-Box Sound Map and use Routine Card 4 to model mapping the phonemes in they. Then distribute copies of the sound map and map the phonemes in vein together. Write the words on the board and circle the vowel teams that represent the sound /ay/. Model Decoding Display Student Edition page 50 and read aloud the directions. Point out the word say. Say: In say the long a sound is spelled a, y. Follow the same process with the word they. Practice Together Write the word watch on the board. Ask: How many vowels are in this word? (one) Say: This word does not have a vowel team. Ask students to find a word in their books with the vowel team ai. Work together to read the word. Partner Practice Have students play the game in pairs and provide assistance as needed. Encourage students to make sound books. They can write a familiar word, such as name, on a sheet of paper. Then they can add the vowel teams that stand for the same vowel sound. Encourage students to illustrate their sound books and continue with other vowel teams as they learn them. Multilingual Learners Name © Loyola Press. All rights reserved. Phonics in Action Grade 2 may lean Lose a turn. say track break they rain baby watch Go ahead 2 spaces. stay make great reins Go back to start. hey Go back 3 spaces. day flat graph clam train prey wait Go back 1 space. clay Get an extra turn! party name Finish! Start Roll a die and count the dots. Move that many spaces. Read the word. Does it have a long a sound spelled with ai, ay, ea, ei, or ey? Write YES or NO by each word you land on to show your answer. Read Words with Long-a Vowel Teams 50 Week 9: Long-a Vowel Teams YES NO YES YES NO NO NO YES NO YES YES NO YES YES YES YES NO NO YES YES YES NO NO YES WEEK 9 DAY 1 50 Week 9: Long-a Vowel Teams OBJECTIVES • Demonstrate phoneme segmentation • Decode and write words with long-a vowel teams • Identify and write words with the inflectional ending -ing MATERIALS • Student Edition: pp. 51–52 Printables: Routine Cards 2, 6, 7; 3-Box Sound Map; Letter Tiles; Spin and Write; Writing Paper PHONEMIC AWARENESS Segment Phonemes Review Remind students that you have been practicing segmenting, or breaking apart, the sounds in words. Say: We practice segmenting the sounds in words because knowing how to do that helps us decode new words when we read. Model Then review segmenting phonemes with Routine Card 2, the 3-Box Sound Map, and the word clay. Tap your ear and say: Listen to this word: clay. How many sounds do I hear in clay? /k/, /l/, /ay/. I hear three sounds. Raise one finger in the air as you say each phoneme in clay. Practice Together Use the routine together to segment the phonemes in spray. Ask students to hold up their hands and count on their fingers the sounds they segment. Repeat the routine to segment the phonemes in great and paint. PHONICS Long-a Vowel Teams Model Decoding Open to Student Edition page 51 and read aloud the directions. Write break on the board, decode it using Routine Card 6, and say: The letters ea are a vowel team I know. They represent the sound /ay/. This is the word break. Now I’m going to look at the pictures to see which one matches. Draw a line to the picture of the broken vase. Practice Together Point to the next long-a word on the page. Ask students if they see a long-a vowel team and call on a volunteer to share which letters spell it. Guide students through decoding the word. Independent Practice Have students complete the activity on their own and provide assistance as needed. If necessary, identify images for students. (trail, mail, pay, hey, veins) Remind students that hey is another way that people say hi to each other. Read aloud the next direction before asking students to write their answers. Continue the lesson on the next page. Use Letter Tiles to isolate the spelling pattern for each vowel team and help students read the vowel teams. Then mix up the tiles and write the word vein on the board. Have students use the tiles to select and spell the correct long-a vowel team. Repeat with other long-a words. Reteach Name © Loyola Press. All rights reserved. Phonics in Action Grade 2 Choose two of the words from above. Write two sentences using the words you chose. break mail pay hey trail veins Read each word aloud. Then draw a line to match each word to the picture it names. Underline the long-a vowel team in the word. Read Words with Long-a Vowel Teams 51 Week 9: Long-a Vowel Teams Samples: Please do not break my plate! Did the mail come today? WEEK 9 DAY 2 51 https://phonicsinactionk2.com • Week 9: Long-a Vowel Teams PHONICS IN ACTION Features of Print Review and Practice Together Distribute copies of Pixie and Pet Week. Then discuss the cover illustration and read aloud the title. Turn to page 3 and say: What punctuation mark do you see in the first sentence? (exclamation point) Write it on the board. Say: Right. What does an exclamation point tell you to do? (read with extra emphasis) Page 3 Point out the quotation marks. Tell students that when they see quotation marks, they know a character is speaking. Page 7 Point out the quotation marks and ask: Which characters are speaking on this page? (Mr. Brodie and Reese) Pages 8 Point out the exclamation point at the end. Ask: What does the exclamation point tell you about Reese’s relief? (Reese is very relieved.) Preview the Text Practice Together Say: Let’s preview the words on these pages and see what we notice. Give students a moment, then ask: Who sees a word with a long-a vowel team or a long-e vowel team? Ask students to call out words. Say: Remember, as you read, use your phonics power to read new words. High-Frequency Words Review and Practice Together Display Weeks 9–10 High-Frequency Word Cards and choral read the words. Assign partners and give each pair two words to find in the text. After a few minutes, invite partners to stand and share where they found their words. Read the Text Model Tell students to follow along and point to each word while you read aloud. Lean toward students as you read with clear phrasing and attention to punctuation. Point to each word as you read. Practice Together Have students choral read with you. Encourage fluent reading. Practice decoding challenging words together and reread the complete sentence. At key points, call on students to ask questions about what’s going on in the story. Then ask students to use their knowledge to predict what might happen next. Read Independently Have students find a quiet spot in the room and whisper-read the text on their own. Have students listen to the Read Along for Pixie and Pet Week and try to match the intonation and expression that they hear. Fluency Tip Explore the Text Answer Questions Ask students to recall the questions they asked as you read the story aloud. Ask: Did you find an answer to your question? What was it? What other questions do you have? Encourage a class conversation. Characters, Setting, and Plot Ask questions about the characters, setting, and plot of the text. Have pairs or small groups discuss the questions then share their answers with the class. You might ask: • Who are the characters in the story? • What happens when Pixie lands on Mr. Brodie’s book? • What does Pixie do that causes Reese distress? • What happens at the end of the story? Partner Retelling Have partners retell the story to each other, referring to the text as needed. Then listen to students’ retellings one-on-one to gauge comprehension. Target Words in This Foldable Decodable Weeks 9 and 10 Phonics Skill Words: birdy, break, ceiling, feels, hey, leaves, painting, Pixie, play, reading, sticky, treat, veins, week Weeks 9 and 10 High-Frequency Words: always, away, gave, great, means, need, only, play, read, very MATERIALS • Student Edition: pp. FD9–FD10 Printables: Weeks 9–10 High-Frequency Word Cards • Read Along for Pixie and Pet Week © Loyola Press. All rights reserved. Phonics in Action Grade 2 Reese puts a treat in the cage. Then she sees a flash of blue flying by. Pixie goes into her cage, and Reese closes the latch. Reese feels relieved that Pixie came back! Maisey says, “Hey!” after Pixie leaves footprints on her painting. Reese tells Maisey that she is sorry. Then she says, “Pixie, painting is only for people! Now, do you want a snack break?” Pixie flies to the ceiling and says, “Tweety tweet,” which means, “No!” Pixie and Pet Week (fold) (fold) 5 8 4 Weeks 9–10 Foldable Decodable • FD9 CONTI NUED WEEK 10 DAY 5 Foldable Decodable for Weeks 9–10 Skills Engage families in students’ learning by suggesting the following ideas in regular messages sent home. • Review students’ work from the week and discuss it. • Have students read Pixie and Pet Week aloud and talk about the story. • Have students write a story about an animal they would like to have as a pet and share the story with their families. • Have students identify five words they know in print around the home. Jumble the letters in each word and ask students to order the letters correctly to spell the words. Connect to Home © Loyola Press. All rights reserved. Phonics in Action Grade 2 (fold) (fold) In the reading room, Pixie lands on Mr. Brodie’s book. “Do you want me to read to you, little birdy?” Mr. Brodie asks. “Pixie, you need to say that you are sorry!” Reese says. Mr. Brodie says, “Believe me, it is okay. And she gave me an idea for a story!” Pixie leaves again. It is Pet Week! “This is Sticky, my gecko,” Neil explains. You can see his veins! Geckos are great pets. They like to play.” Reese shares next. “This is Pixie. She is very smart, but she does not obey rules. She always thinks that everything is hers.” The cage door opens. Pixie flies away! 3 2 6 7 FD10 • Weeks 9–10 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade 2 (fold) (fold) In the reading room, Pixie lands on Mr. Brodie’s book. “Do you want me to read to you, little birdy?” Mr. Brodie asks. “Pixie, you need to say that you are sorry!” Reese says. Mr. Brodie says, “Believe me, it is okay. And she gave me an idea for a story!” Pixie leaves again. It is Pet Week! “This is Sticky, my gecko,” Neil explains. You can see his veins! Geckos are great pets. They like to play.” Reese shares next. “This is Pixie. She is very smart, but she does not obey rules. She always thinks that everything is hers.” The cage door opens. Pixie flies away! 3 2 6 7 FD10 • Weeks 9–10 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade 2 Reese puts a treat in the cage. Then she sees a flash of blue flying by. Pixie goes into her cage, and Reese closes the latch. Reese feels relieved that Pixie came back! Maisey says, “Hey!” after Pixie leaves footprints on her painting. Reese tells Maisey that she is sorry. Then she says, “Pixie, painting is only for people! Now, do you want a snack break?” Pixie flies to the ceiling and says, “Tweety tweet,” which means, “No!” Pixie and Pet Week (fold) (fold) 5 8 4 Weeks 9–10 Foldable Decodable • FD9 © Loyola Press. All rights reserved. Phonics in Action Grade 2 (fold) (fold) In the reading room, Pixie lands on Mr. Brodie’s book. “Do you want me to read to you, little birdy?” Mr. Brodie asks. “Pixie, you need to say that you are sorry!” Reese says. Mr. Brodie says, “Believe me, it is okay. And she gave me an idea for a story!” Pixie leaves again. It is Pet Week! “This is Sticky, my gecko,” Neil explains. You can see his veins! Geckos are great pets. They like to play.” Reese shares next. “This is Pixie. She is very smart, but she does not obey rules. She always thinks that everything is hers.” The cage door opens. Pixie flies away! 3 2 6 7 FD10 • Weeks 9–10 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade 2 (fold) (fold) In the reading room, Pixie lands on Mr. Brodie’s book. “Do you want me to read to you, little birdy?” Mr. Brodie asks. “Pixie, you need to say that you are sorry!” Reese says. Mr. Brodie says, “Believe me, it is okay. And she gave me an idea for a story!” Pixie leaves again. It is Pet Week! “This is Sticky, my gecko,” Neil explains. You can see his veins! Geckos are great pets. They like to play.” Reese shares next. “This is Pixie. She is very smart, but she does not obey rules. She always thinks that everything is hers.” The cage door opens. Pixie flies away! 3 2 6 7 FD10 • Weeks 9–10 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade 2 Reese puts a treat in the cage. Then she sees a flash of blue flying by. Pixie goes into her cage, and Reese closes the latch. Reese feels relieved that Pixie came back! Maisey says, “Hey!” after Pixie leaves footprints on her painting. Reese tells Maisey that she is sorry. Then she says, “Pixie, painting is only for people! Now, do you want a snack break?” Pixie flies to the ceiling and says, “Tweety tweet,” which means, “No!” Pixie and Pet Week (fold) (fold) 5 8 4 Weeks 9–10 Foldable Decodable • FD9 FD9–FD10 xii Program Components SAMPLE It focuses on students’ application of phonics skills • It provides opportunities to practice features of vveieinsns • Student Edition: pp. FD9–FD10 • Read Along for
Program Components Teachers can access the following resources for use with Phonics in Action. • Reteach and Extend Printables • Graphic organizers for phonemic awareness skills practice, sound-letter correspondence skills practice, and application of phonics skills through word sorts, sound maps, word ladders, and more • High-Frequency Word Cards and Letter Tiles • Letter Formation guides for handwriting practice • Blank, triple-track Writing Paper • A Family Letter to send home at the beginning of the year • Read Alongs that provide audio support for the Foldable Decodables • Printables explaining how to use program resources, including how to assemble Foldable Decodables • Instructional Routine Cards and Videos that support teachers and students by providing routines for skills such as phoneme blending and segmenting, mapping phonemes with sound boxes, and decoding multisyllabic words » The routines are applicable to multiple learning situations. » Once teachers and students are comfortable with the routines, they can focus more on what they are learning, with the how becoming automatic. » Videos of each routine can be used for professional development. • Student and Teacher Printables for Diagnostic and Unit Assessments Digital Teacher Resources The Digital Library is the most significant tool for facilitators of Loyola Press programs. With the purchase of the Teacher Edition, the Digital Library is the key to managing the robust resources that accompany Phonics in Action. With an access code and a click of a button, the Digital Library eliminates the hassle of juggling printed ancillary components and streamlines the integration of print and technology. Scan the QR code to access these resources in the Digital Library. How to Assemble a Phonics in Action Foldable Decodable The Foldable Decodables that appear in Phonics in Action give students the opportunity to practice their new phonics and decoding skills with interesting, entertaining, and— most important—systematically crafted fiction and nonfiction texts. Program Resource © Loyola Press. All rights reserved. Phonics in Action W4218 1 Tear out the Foldable Decodable from the back of the Student Edition. 2 Cut the page according to the cut lines. 3 Fold each page according to the fold lines and assemble so that the pages are in consecutive order. 4 Staple the Foldable Decodable twice along the left-hand edge. https://phonicsinactionk2.com Program Resource https://phonicsinactionk2.com Name Word Ladder © Loyola Press. All rights reserved. Phonics in Action W4210 Name 4-Box Sound Map Program Resource https://phonicsinactionk2.com 5-Box Sound Map © Loyola Press. All rights reserved. Phonics in Action W4205 Program Resource © Loyola Press. All rights reserved. Phonics in Action W4215 https://phonicsinactionk2.com Routine Card 1: Phoneme Identification When students are familiar with using this routine to identify phonemes in three-phoneme words, replace the movements with counters on a Sound Map Printable. 1. Say: Listen to this word: bat What’s the word? (bat) 2. Say: Clap once for the word: bat 3. Make the motions as you say: Tap your shoulder for the first sound. /b/ Tap your elbow for the middle sound. /a/ Tap your wrist for the last sound. (/t/) Routine Card 2: Phoneme Blending and Segmenting Note: Begin teaching blending using Blending Routine A. When students have had a lot of experience blending phonemes, transition to Blending Routine B. Blending Routine A 1. Say: Let’s use our waterslides to blend sounds to say a word. Our sounds are /b/-/a/-/t/. 2. Slide your hand smoothly down your opposite, extended arm from shoulder, to elbow, to wrist, as you model blending sounds. Say: /b/-/a/-/t/, /b/-/a/-/t/, /b/-/a/-/t/. Bat! 3. Have students repeat the movement as they blend the sounds with you. Blending Routine B 1. Say: Listen to these sounds: /b/-/a/-/t/. As you say each sound, place a counter in one box of a Sound Map Printable. 2. Say: Listen as I blend the sounds to say the word. 3. Put your finger on the dot below the boxes and slide it across the line as you blend the sounds. Say: /b/-/a/-/t/ bat! /b/-/a/-/t/ bat! /b/-/a/-/t/ is the wordbat! Segmenting 1. Place an empty Sound Map Printable in front of you. Slide your finger across the line below the boxes as you say: Listen to this word: bat. Repeat the word slowly. 2. Say: Hmm, what’s the first sound in the word bat? Say the word again and push a counter into the first box on the Sound Map Printable as you say the first sound. 3. Tap the first counter and say the first sound. 4. Continue with remaining sounds. 5. Finally, tap each counter as you say the sound it represents. Count the counters and say: I hear three sounds in the wordbat. /b/-/a/-/t/ bat. Phonics in Action xiii SAMPLE • Student and Teacher
How Phonics in Action Works Phonics 1 Teacher introduces the phonics skill and models mapping phonemes in words. Day 1 2 Teacher models using the phonics skill to decode a word. Days 1, 2 3 Teacher and students practice using the phonics skill to decode and/or write words together. Days 1, 2 4 Students practice mapping out the sounds, and then use the skill to decode and/or write words in pairs and independently. Days 1, 2 5 Students apply phonics knowledge when they read the decodable passage in the Student Edition. Day 2 6 Teacher reviews the phonics skill, and students practice it when they read and write in the Student Edition. Day 4 7 Teacher dictates words or sentences to students to practice encoding the phonics skill. Day 4 8 Students apply the phonics skill. Teacher creates small groups for reteaching and provides independent practice for extension, as needed. Day 5 Phonemic Awareness 1 Teacher introduces or reviews and models the skill. Days 1–4 2 Teacher and students practice the skill together. Days 1–5 3 Students play a game to practice the skill in an active, engaging way. Day 5 Pacing The Phonics in Actionscope and sequence is a systematic introduction of phonological awareness and phonics skills, from simple to more complex. Each Unit Opener in the Teacher Edition includes a planner that outlines the sequence of skills taught in that unit. Unit Planner Unit 1 At-a-Glance Assessment Informal Assessment Look for the Quick Check and Informal Assessment features in each week for places where you can pause to check the progress of your students. Formal Assessment Administer the Unit 1 Assessment to determine your students’ mastery of the phonemic awareness and phonics skills covered in this unit. See Teacher Edition page 214. 1. 2. 3. 4. 5. 6. © Loyola Press. All rights reserved. Phonics in Action Grade 2 W4198 MATERIALS Printables: Unit 1 Assessment; Unit Assessment Administration Form; Weeks 1a–6a Reteach UNIT 1 TARGET SKILLS • Phonemic Awareness: phoneme blending • Week 1: Closed Syllables • Week 2: Compound Words • Week 3: Digraphs and Blends • Week 4: Digraph Blends -nch, shr-, thr- • Week 5: Digraphs ch (/k/ and /sh/), gh and ph (/f/) • Week 6: Trigraphs -dge, -tch ADMINISTERING THE UNIT ASSESSMENT After each unit, students will take a summative assessment to evaluate their understanding of the skills presented in the unit. Administer the Unit 1 Assessment after completing Week 6 instruction. Part 1: Phonemic Awareness Make copies of the Unit Assessment Administration Form. Keep one copy of this form per student. You will return to this form in Units 2–6. Administer the phonemic awareness portion of the Unit 1 Assessment individually. Read aloud the directions for Unit 1 on the Unit Assessment Administration Form. Then record the student’s responses and any additional observations. Part 2: Phonics Make copies of the Unit 1 Assessment Printable for the class. Be sure every student has a pencil with an eraser. After each student has a copy of the Unit 1 Assessment Printable, provide directions. Say: Write your name on the first page of this assessment. (When students are finished, continue with the directions.) Carefully read the directions on each page. Then mark your answers for each item. When you have finished, put your pencil down and turn the pages over. You may begin now. Although the Unit 1 Assessment is intended to be completed independently, you may wish to read aloud the directions and/or items, depending on the needs of your students. Duration The time required for each part of the Unit 1 Assessment will vary depending on how long it takes students to read the directions and answer each item. Some variation may also depend on a student’s English language proficiency. DURING THE UNIT ASSESSMENT Once the assessment begins, answer only questions related to the directions and procedure. Answering questions about unfamiliar words in the items or answer choices may give away correct answers; however, you can clarify the meanings of words in the directions. AFTER THE UNIT ASSESSMENT Evaluating Results Unit tests are meant to be summative assessments that enable you to evaluate students’ progress toward skill mastery. A score of 80% or higher on the assessment as a whole typically indicates mastery, although each section of the Unit 1 Assessment should be examined to determine how students performed on individual skills. The results for each student should be compared only to the scores of other students in the same class. In doing so, the Unit 1 Assessment can be examined for general trends to inform your instruction for subsequent units. Informing Your Instruction Accumulated data from each Unit Assessment informs you about students’ progress, highlighting their strengths and areas of need. Depending on students’ performance on the various sections of the Unit 1 Assessment, you may wish to reteach specific skills in small groups or provide additional whole-group instruction using the Weeks 1a–6a Reteach Printables. Send home the Unit 1 Assessment results. Include a note explaining students’ progress since the beginning of the year. Connect to Home UNIT1 UNIT ASSESSMENT 214 Unit 1 Assessment: Consonant Digraphs, Trigraphs, and Blends WEEK Phonemic Awareness Phonics High-Frequency Words Word Analysis Foldable Decodable 1 Phoneme Blending Closed Syllables after, any, ask, does, sentence Introduce spelling rule: No word ends in v or j Fiction: Noah Visits the Dentist 2 Phoneme Blending Compound Words old, one, us, use, where Introduce spelling rule: double consonants when adding suffixes 3 Phoneme Blending Digraphs and Blends come, end, find, found, hand Introduce drop e spelling rule for adding suffixes Fiction: Blake Helps at Home 4 Phoneme Blending Digraph Blends -nch, shr-, thrfrom, its, three, through, would Introduce spelling rule for adding suffixes: change y to i 5 Phoneme Blending Digraphs ch (/k/ and /sh/), gh and ph (/f/) boy, point, talk, walk, yellow Introduce adding suffixes with no spelling change to base words. Fiction: My Art Show Sketches 6 Phoneme Blending Trigraphs -dge, -tch again, people, said, think, wash Introduce plural nouns with endings -s, -es © Loyola Press. All rights reserved. Phonics in Action Grade 2 Noah Visits the Dentist “Here’s a toothbrush. Come back and see us in six months,” Dr. Chen said. “And watch out for any rabbits that pass by the gym!” “Thank you!” Noah smiled. “Where does your team practice?” Dr. Chen asked. “We use the old gym at school. We are waiting for workers to finish the new one,” Noah said. Dr. Chen said, “I read about the new gym last week. I cannot forget the sentence that told how the rabbit got out.” (fold) (fold) 5 8 4 Weeks 1–2 Foldable Decodable • FD1 © Loyola Press. All rights reserved. Phonics in Action Grade 2 Blake finds the hose and waters the shrubs. Then he finds the strawberry plant. He looks under its leaves. He has never found this many strawberries before! Blake washes his hands. It is time to eat lunch and play! Blake starts making the bed. He smooths the sheets and tucks in the sides. Mom starts spraying the windows. She does a good job, so it does not splash. Then Blake wipes the glass. Blake throws away scraps from a project. Blake Helps at Home (fold) (fold) 8 4 Weeks 3–4 Foldable Decodable • FD3 5 © Loyola Press. All rights reserved. Phonics in Action Grade 2 I began sketching with pencils. I used the photo to help me. “I think the judges will like these!” I said to myself. I was excited for the school art show. Dad got a photo. He said, “This is me when I was a boy.” He pointed to himself in the photo. “I liked to walk outside and catch insects. I took photos of many of them.” I started to laugh at the photo. Dad wore a funny yellow hat. The hat did not look like the chef hat that Dad wore last weekend for fun. I looked again. My Art Show Sketches (fold) (fold) 5 8 4 Weeks 5–6 Foldable Decodable • FD5 https://phonicsinactionk2.com • Unit 1: Consonant Digraphs, Trigraphs, and Blends 2b xiv How Phonics in Action Works SAMPLE y i -dge, -tch again, people, said,
How Phonics in Action Works Word Analysis 1 Teacher introduces and models the skill. Day 3 2 Teacher and students practice the skill together, using the decodable passage and the activity in the Student Edition. Day 3 3 Students practice reading words with the skill in the Foldable Decodable. Day 5, every second week Handwriting • Students practice writing letters and words daily in Student Edition activities. • Students practice writing high-frequency words weekly. Note: Phonological and phonemic awareness skills build throughout the program in a standard developmentally appropriate scope and sequence, as do phonics skills. In many cases, the sample words used in phonological and phonemic awareness segments incorporate the phonics skill for the week. However, there are times when the phonemic awareness skills are presented separately from the phonics skills. To aid in transition between phonemic awareness and phonics segments, offer visual and auditory cues, such as having students stand and stretch, or by offering a cue such as, “We’ve completed our phonemic awareness activity. Now let’s move on to phonics!” High-Frequency Words 1 Teacher introduces the week’s high-frequency words, with special attention to words with irregular spellings, or “heart words.” Day 3 2 Students practice reading and spelling the words using the High-Frequency Words page in the Student Edition. Day 3 3 Students revisit the decodable passage to identify the words in context. Day 3 4 Students practice writing the week’s high-frequency words. Day 3 5 Teacher and students use the words to build sentences, and then students continue independently. Day 5, every first week 6 Students practice reading the words in the Foldable Decodable. Day 5, every second week Have students use the Writing Paper Printable to practice writing each high-frequency word. Handwriting Phonics in Action xv SAMPLE Students practice writing letters and words daily
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