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Phonics in Action | Teacher Edition | Kindergarten

TEACHER EDITION SAMPLE

Cover and Interior Design: Rainbow Educational Concepts, Inc. and Dinardo Design, LLC Cover Artist: Jacquie Lima ISBN-13: 978-0-8294-5727-8 ISBN-10: 0-8294-5727-5 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 www.phonicsinactionk2.com https://phonicsinactionk2.com S 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: Alphabet Knowledge Unit 1 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1a Week 1 Alphabet Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Week 2 Alphabet Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Week 3 Alphabet Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Week 4 Alphabet Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Week 5 Alphabet Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 SAMPLE E

Unit 2: Consonants and Short Vowels Unit 2 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6a Week 6 Sound-Letter Correspondences: m, s, Short a . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Week 7 Sound-Letter Correspondences: l, t, Short i . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Weeks 6–7 Foldable Decodable: Sam and Tim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD1–FD2 Week 8 Sound-Letter Correspondences: n, p, Short o . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Week 9 Sound-Letter Correspondences: c (/k/), f, Short e . . . . . . . . . . . . . . . . . . . . . . 21 Weeks 8–9 Foldable Decodable: Nan Cat and Les Cat . . . . . . . . . . . . . . . . . . . . . . . FD3–FD4 Week 10 Sound-Letter Correspondences: b, r, Short u . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Week 11 Sound-Letter Correspondences: Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . 31 Weeks 10–11 Foldable Decodable: Mom and Cubs . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD5–FD6 Week 12 Sound-Letter Correspondences: j, k, v . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Week 13 Sound-Letter Correspondences: d, g, w . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Weeks 12–13 Foldable Decodable: Gus Can Dig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD7–FD8 Week 14 Sound-Letter Correspondences: h, y, z . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Week 15 Sound-Letter Correspondences: q, x . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Weeks 14–15 Foldable Decodable: A Red Fox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD9–FD10 Week 16 Review Sound-Letter Correspondences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Week 17 CVC Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Weeks 16–17 Foldable Decodable: How Do You Feel? . . . . . . . . . . . . . . . . . . . . . . . . FD11–FD12 Table of Contents S SAMPLE

Unit 3: Long Vowels Unit 3 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66a Week 18 Long e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Week 19 Long e, i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Weeks 18–19 Foldable Decodable: Tim and the Bugs .........................FD13–FD14 Week 20 Compare Short and Long e, i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Week 21 Long o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Weeks 20–21 Foldable Decodable: Ted and the New Bed . . . . . . . . . . . . . . . . . . . . . FD15–FD16 Week 22 Long a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Week 23 Compare Short and Long a, o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Weeks 22–23 Foldable Decodable: Jobs at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . FD17–FD18 Week 24 Long u; Long Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Week 25 Long and Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Weeks 24–25 Foldable Decodable: We Can Hike . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD19–FD20 Table of Contents SAMPLE E

Table of Contents Unit 4: Consonant Digraphs Unit 4 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106a Week 26 Initial Digraph sh- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Week 27 Initial Digraph ch- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Weeks 26–27 Foldable Decodable: Dog and Cat on the Ship . . . . . . . . . . . . . . . . . . FD21–FD22 Week 28 Initial Digraph wh- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Week 29 Initial Digraph th- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Weeks 28–29 Foldable Decodable: Who Is There? . . . . . . . . . . . . . . . . . . . . . . . . . . FD23–FD24 Week 30 Initial Digraphs ch-, sh-, th-, wh- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Week 31 Final Digraphs -ch, -sh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Weeks 30–31 Foldable Decodable: Pet Fish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD25–FD26 Week 32 Final Digraph -th . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Week 33 Final Digraph -ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Weeks 32–33 Foldable Decodable: Wishes for Kath and Zing . . . . . . . . . . . . . . . . . . FD27–FD28 Week 34 Double Final Consonants -ff, -ll, -ss, -zz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Week 35 Final Digraphs; Double Consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Weeks 34–35 Foldable Decodable: What Are They? . . . . . . . . . . . . . . . . . . . . . . . . . FD29–FD30 Assessments Diagnostic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Unit 1 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Unit 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Unit 3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Unit 4 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Image Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Table of Contents Unit 4: Consonant Digraphs Unit 4 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106a Week 26 Initial Digraph sh- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Week 27 Initial Digraph ch- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Weeks 26–27 Foldable Decodable: Dog and Cat on the Ship . . . . . . . . . . . . . . . . . . FD21–FD22 Week 28 Initial Digraph wh- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Week 29 Initial Digraph th- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Weeks 28–29 Foldable Decodable: Who Is There? . . . . . . . . . . . . . . . . . . . . . . . . . . FD23–FD24 Week 30 Initial Digraphs ch-, sh-, th-, wh- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Week 31 Final Digraphs -ch, -sh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Weeks 30–31 Foldable Decodable: Pet Fish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD25–FD26 Week 32 Final Digraph -th . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Week 33 Final Digraph -ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Weeks 32–33 Foldable Decodable: Wishes for Kath and Zing . . . . . . . . . . . . . . . . . . FD27–FD28 Week 34 Double Final Consonants -ff, -ll, -ss, -zz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Week 35 Final Digraphs; Double Consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Weeks 34–35 Foldable Decodable: What Are They? . . . . . . . . . . . . . . . . . . . . . . . . . FD29–FD30 Assessments Diagnostic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Unit 1 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Unit 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Unit 3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Unit 4 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Image Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 S SAMPLE

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) Nowlet’sget moving andlearnmoreabout Phonics in Action! Welcome to 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. TEACHER EDITION TEACHER EDITION vii SAMPLE E

PHONEMIC AWARENESS Phoneme Identification Model Use Routine Card 1 to model identifying the initial phoneme in leg. Then, say: I heard /l/ at the beginning of leg. Touch your shoulder as you say /l/. Repeat until students show understanding. Practice Together Practice the routine with students as you identify the initial sound in the words tan, cap, rug, gas, and kid. PHONOLOGICAL AWARENESS Syllable Awareness Model Say: I hear some tweeting sounds. It’s a bluebird! I can clap on each syllable in bluebird: blue, bird (clap twice). I clapped two times, so there must be two syllables in the word bluebird. Continue modeling with bedtime and storybook. To provide additional support, make a chopping motion with your hand after you say the first syllable to indicate the end of the syllable. 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 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. /g/ /o/ /d/ Students build phonemic awareness when they . . . • identify phonemes in words, • categorize words by phoneme, • blend phonemes to say words and segment words into their component phonemes, • and add or delete phonemes from words to form new words. Students build phonological awareness when they . . . • explore and play with language through alliteration and rhyme • and identify and manipulate all the parts of spoken language, including words, syllables, onsets and rimes, and phonemes. viii The Role of Phonics S SAMPLE

The Role of Phonics Phonics in Action checks all the boxes! g o d 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. What does an effective phonics program look like for kindergarten? It provides systematic, explicit instruction in sound-letter correspondences 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 alphabet knowledge, phonological awareness, 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 phonological awareness and phonics skills is critical to being successful readers for life. ix Phonics in Action SAMPLE E

Program Components Student Edition Weeks 1–5 in the Student Edition provide activities and short poems to develop alphabet knowledge and phonological awareness. There is one Student Edition page for each week. Weeks 6–35 in the Student Edition provide a variety of activities that require students to interact with the target skills orally and through decoding (reading) and encoding (writing). Students play games, apply the skills in connected text, and more. An eight-page Foldable Decodableincorporates the phonics skills, high-frequency words, and word analysis skills for every two weeks of instruction. A weekly fiction or nonfiction decodable passage allows students to practice and apply new phonics skills and high-frequency words and get exposure to word analysis skills. • Fiction: realistic fiction, animal fantasy, and humor • Nonfiction: science and social studies topics Students read high-interest decodable texts focusing on the following genres and topics. Frequent reading opportunities call on students to apply their new phonics skills to connected text. Name © Loyola Press. All rights reserved. Phonics in Action Grade K 3. 6. 5. 4. 2. 1. jam jog rid red fox box bat hat wet win bug big Read CVC Words Look at the picture. Read the words aloud. Circle the word that names the picture. 62 Week 17: CVC Words Name © Loyola Press. All rights reserved. Phonics in Action Grade K Say and Color Read aloud each word. Color the shapes to connect the words that have beginning, middle, and ending sounds. am an at ax in it on ox up do he to I is a bag jam top jet yes hen zip fog six mud What do you see? 61 Week 17: CVC Words jet They nap in the den. Yes, Mom fox has six pups! A Red Fox (fold) 5 8 “I was not right. Bugs are not pets,” says Tim. The bugs get out of the box. Tim and the Bugs (fold) 4 Name © Loyola Press. All rights reserved. Phonics in Action Grade K Look for words that have beginning, middle, and ending sounds. Then read the text. Investigate Words What did Ted run to? Write two words. Then read the sentence. Do you see the big cat? Do you see it in the pen? Ted ran to the big cat. A man fed the big cat. The cat sat up in the sun. It got wet in a tub. It was fun to see the big cat. The Big Cat Ted ran to the On a separate sheet of paper, draw the big cat in the tub. . 63 Week 17: CVC Words cat big © Loyola Press. All rights reserved. Phonics in Action Grade K Name Say or sing the ABC song. Point to each letter as you say its name. Listen and Say A B C D E F G H I J K L M N O P Q R S T U V W X Y Z It is nice to see you. It is nice to see you. What will we do? What will we do? I am me, and you are you! It is nice to see you! Nice to See You! Listen to the poem. What do you hear? Week 1: Alphabet Knowledge 1 x Program Components S SAMPLE

Program Components Digital Student Resources One Reteach Printable per week supports students who need additional instruction and practice to master the skill. One Extend Printable per week challenges students to push their learning further. 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. High-Frequency Word Cards and Letter Tiles Printables are incorporated throughout the program. They can be used in the classroom and at home. 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 K W4001 job tap dad log leg van yes kit sit men hop gum bus rip net fix wax dig can pet zip dot Finish! Start Roll a die and count the dots. Move that many spaces. Read the word aloud. Keep rolling until you finish the game! Read CVC Words https://phonicsinactionk2.com Printable 17a: Reteach CVC Words © Loyola Press. All rights reserved. Phonics in Action Grade K W4221 Name © Loyola Press. All rights reserved. Phonics in Action Grade K W4002 Say the picture name. Listen for each sound in the word. Then write the word. 6. 5. 4. 3. 2. 1. Write CVC Words 6 https://phonicsinactionk2.com Printable 17b: Extend CVC Words © Loyola Press. All rights reserved. Phonics in Action Grade K W4221 bat sun six van bed top am and I at it the in is on can to you a but run for not she are of they did do get have he yes big was with now red will ran see Program Resource https://phonicsinactionk2.com Grade K High-Frequency Word Cards © Loyola Press. All rights reserved. Phonics in Action W4040 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 Scan the QR code to access these resources in the Digital Library. Phonics in Action xi SAMPLE E

Instruction for the Foldable Decodables occurs every other week. • It focuses on students’ application of phonics skills and high-frequency words. 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 provides opportunities to practice features of print, fluency, and comprehension. Lesson Resources are listed in the Materials section. They are also cited at point of use in green text. Additional support is provided for multilingual learners, reteaching, and extension during each week of instruction. Teacher Edition pages have a one-to-one correspondence with the Student Edition for effortless navigation. Recommended teacher scripting appears in blue italics, so it jumps off the page. The first five weeks of kindergarten instruction support students’ growth in alphabet knowledge and phonological awareness. There is one page of instruction for each week. PHONICS IN ACTION Features of Print Review and Practice Together Distribute copies of How Do You Feel? and discuss the title and cover illustration. Say: What are words made of? (letters) What are in between words in a sentence? (spaces) Then read aloud the title, tracking each word with a finger. Turn to page 2 and say: Point to the first word in the sentence. (You) Write it on the board. Say: Right, You is the first word in the sentence. Now point to the space after You. Point to the exclamation mark. Remind students that when they see an exclamation mark, they should read the word with an excited voice. Model reading the sentence. Page 3 Point out the question mark. Remind students that when they see a question mark, they should read the last word with their voice going up like they would ask a question when they speak. Model reading the question. Preview the Text Practice Together Turn to page 2. 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 beginning, middle, and ending sound? Ask students to call out the CVC words. (bus, run) Continue with other pages in the book. High-Frequency Words Review and Practice Together Display Weeks 16–17 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 they are reading. Then ask students to talk about how they might feel in similar situations. Read Independently Have students find a quiet spot in the room and whisper-read the text on their own. Choose a page in How Do You Feel? Underline the important words in each sentence. For example, on page 2, underline bus, run, How, feel. Have partners read the sentences to each other, putting emphasis on the underlined words to practice appropriate phrasing. 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. Facts and Features Ask questions for students to recall details from the text. Have pairs or small groups discuss the questions and then share their answers with the class. You might ask: • What did they do in the mud? • What are some of the ways the activities made them feel? Partner Retelling Have partners retell the text 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 16 and 17 Phonics Skill Words: bus, can, cut, Dad, fix, fun, get, hop, let, mad, Mom, mud, not, pep, pet, ran, red, run, sad, sit, wet Weeks 16 and 17 High-Frequency Words: do, now, of, ran, red, see, up, will MATERIALS • Student Edition: pp. FD11–FD12 Printables: Weeks 16 and 17 High-Frequency Word Cards • Read Along for How Do You Feel? © Loyola Press. All rights reserved. Phonics in Action Grade K Dad ran a race with you. You cut a red heart for Dad. How do you feel? You can feel mad and sad. You can feel pep and jump up. How do you feel? You and Mom sit. You pet the cats. How do you feel? How Do You Feel? (fold) (fold) 5 8 4 Weeks 16–17 Foldable Decodable • FD11 CONTI NUED WEEK 17 DAY 5 Foldable Decodable for Weeks 16–17 Skills Engage families in students’ learning by suggesting the following ideas in regular messages home: • Review students’ work from the week and discuss it. • Have students read How Do You Feel? aloud and talk about the text. • Read a book together and ask students to show words with beginning, middle, and ending sounds or high-frequency words they learned during the week. • Have students talk about how they feel when doing things at home with their families. Connect to Home © Loyola Press. All rights reserved. Phonics in Action Grade K (fold) (fold) Jaz has the doll. She will not let go of it. Now it rips. How do you feel? You hop in the mud. You get wet. It is fun. How do you feel? Jaz feels bad. Jaz will fix it. Jaz hugs you. How do you feel? You see the bus! You run. How do you feel? 3 2 6 7 FD12 • Weeks 16–17 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade K (fold) (fold) Jaz has the doll. She will not let go of it. Now it rips. How do you feel? You hop in the mud. You get wet. It is fun. How do you feel? Jaz feels bad. Jaz will fix it. Jaz hugs you. How do you feel? You see the bus! You run. How do you feel? 3 2 6 7 FD12 • Weeks 16–17 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade K Dad ran a race with you. You cut a red heart for Dad. How do you feel? You can feel mad and sad. You can feel pep and jump up. How do you feel? You and Mom sit. You pet the cats. How do you feel? How Do You Feel? (fold) (fold) 5 8 4 Weeks 16–17 Foldable Decodable • FD11 © Loyola Press. All rights reserved. Phonics in Action Grade K (fold) (fold) Jaz has the doll. She will not let go of it. Now it rips. How do you feel? You hop in the mud. You get wet. It is fun. How do you feel? Jaz feels bad. Jaz will fix it. Jaz hugs you. How do you feel? You see the bus! You run. How do you feel? 3 2 6 7 FD12 • Weeks 16–17 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade K (fold) (fold) Jaz has the doll. She will not let go of it. Now it rips. How do you feel? You hop in the mud. You get wet. It is fun. How do you feel? Jaz feels bad. Jaz will fix it. Jaz hugs you. How do you feel? You see the bus! You run. How do you feel? 3 2 6 7 FD12 • Weeks 16–17 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade K Dad ran a race with you. You cut a red heart for Dad. How do you feel? You can feel mad and sad. You can feel pep and jump up. How do you feel? You and Mom sit. You pet the cats. How do you feel? How Do You Feel? (fold) (fold) 5 8 4 Weeks 16–17 Foldable Decodable • FD11 FD11–FD12 OBJECTIVES • Say the letters of the alphabet • Demonstrate word awareness • Identify rhyme and alliteration MATERIALS • Student Edition: p. 1 DAY 1 Alphabet Knowledge Introduce Connect speech sounds to print. Say: When we speak, we say words. Each word is made up of sounds. Letters stand for sounds in words. Then sing the ABC Song, encouraging students to join. Next display Student Edition page 1. Say: We can write words too. Each word we write has letters. Point to each letter as you sing again. Then have students point to the letters on the page as they sing along. DAY 2 Phonological Awareness Word Awareness Read aloud the poem on Student Edition page 1. Tell students to pay attention to your movements and the words. • First read As you read, gesture to support comprehension. • Second read Bounce once as you say each word. • Third read Tell students to jump once when they hear a word. Read aloud the first line of the poem. Ask students to identify the first and last words. (It, you) DAY 3 Phonological Awareness Rhyme Say: “Nice to See You!” is a poem. Some poems have words that rhyme. Rhyming words have the same last sound. Listen: sat, cat. Both words end in /at/, so they rhyme. Read aloud the poem. Have students identify the rhyming words. (you/do, see/we/me) Then ask them to share words that rhyme with see. (tree, three, knee) Alphabet Knowledge Practice Sing the ABC Song together. Then point to each letter on Student Edition page 1 as you sing it again. DAY 4 Phonological Awareness Alliteration Read aloud the third line from the poem. Say: I hear two words that start with the same sound: will, we. Read it again and have students wiggle when they hear /w/. Repeat with other word sets. Alphabet Knowledge Practice Sing the ABC Song as you point to each letter, but periodically leave out a letter. Have students help you by singing the missing letters. DAY 5 Phonological Awareness Alliteration Read aloud the fourth line of the poem. Say: What three words start with the same sound? (what, will, we) Say: What sound do all of these words start with? (/w/) Alphabet Knowledge Introduce Explain that we write letters in two ways: uppercase and lowercase. Point out the uppercase letters on Student Edition page 1. Then conduct a classroom scavenger hunt for uppercase letters. Afterward, sing the ABC Song together as you point to the letters on the page. © Loyola Press. All rights reserved. Phonics in Action Grade K Name Say or sing the ABC song. Point to each letter as you say its name. Listen and Say A B C D E F G H I J K L M N O P Q R S T U V W X Y Z It is nice to see you. It is nice to see you. What will we do? What will we do? I am me, and you are you! It is nice to see you! Nice to See You! Listen to the poem. What do you hear? Week 1: Alphabet Knowledge 1 1 WEEK 1 https://phonicsinactionk2.com • Week 1: Alphabet Knowledge OBJECTIVES • Demonstrate phoneme isolation • Decode CVC words MATERIALS • Student Edition: p. 61 Printables: Routine Cards 4, 6; 3-Box Sound Map • Counters PHONEMIC AWARENESS Phoneme Isolation Review Say: Remember, all words are made up of one or more sounds. We are going to listen to two words to see if they have the same beginning sound. Say each word slowly, exaggerating the sounds. Say: Listen: big, bop. I hear /b/ at the beginning of big and bop. They have the same beginning sound. Model Say: I’m going to say two words. I am listening to see if the words start with the same sound. I will give a thumbs-up if I hear the same sound at the beginning or a thumbs-down if I hear different sounds at the beginning of the words. Say each word slowly, exaggerating the sounds. Say: Listen: Sad, sock. I hear /s/ at the beginning of each word. Sad, sock. They both begin with /s/. Give a thumbs-up. Practice Together Practice the movements with students as you isolate the initial phonemes in the words hut/nut, fed/fox, tub/pot. PHONICS CVC Words Introduce Say: Remember that a one-syllable word has just one vowel sound in it. Today we are going to read one-syllable words that have beginning, middle, and ending sounds. Write CVC on the board. Say: We sometimes call these words CVC words because each word is spelled with a consonant, then a vowel, and then another consonant. Write rub on the board and have students rub their hands together. Say: This is the word rub. Point to each letter as you say: Consonant r, vowel u, consonant b. Map the Sounds Display the 3-Box Sound Map and use Routine Card 4 to model mapping the phonemes in jam and ten. Point out that the vowel sound is always in the middle in a CVC word. Model Decoding Display Student Edition page 61 and read aloud the directions. Point to the shape with six in it, write six on the board, and model decoding it using Routine Card 6. Then say: /s/-/i/-/ks/, six. Six has a beginning, middle, and ending sound. The middle sound is the vowel sound /i/. Six follows the CVC pattern, so we can color in that shape. Practice Together Choose another CVC word on the page and write it on the board. Use the routine to decode it together. Then ask: What should we do next? (color it) Repeat with a non-CVC word on the page, guiding students to recognize it is not a CVC word. Independent Practice Have students complete the activities on their own and provide assistance as needed. Together, discuss the last question and students’ answers. Some learners may struggle with sound-letter transfers as some letters in their primary language might not stand for the same sound. Model the sound-letter correspondence for them as they repeat the sound. Multilingual Learners Name © Loyola Press. All rights reserved. Phonics in Action Grade K Say and Color Read aloud each word. Color the shapes to connect the words that have beginning, middle, and ending sounds. am an at ax in it on ox up do he to I is a bag jam top jet yes hen zip fog six mud What do you see? 61 Week 17: CVC Words jet 61 https://phonicsinactionk2.com • Week 17: CVC Words WEEK 17 DAY 1 xii Program Components S SAMPLE

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. 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. 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 2-Box Sound Map Program Resource https://phonicsinactionk2.com 3-Box Sound Map © Loyola Press. All rights reserved. Phonics in Action W4204 Scan the QR code to access these resources in the Digital Library. Phonics in Action xiii SAMPLE E

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 2, 4 5 Students apply phonics knowledge when they read the decodable passage in the Student Edition. Day 3 6 Teacher reviews the phonics skill, and students practice it when they read and write in the Student Edition. Days 3, 4 7 Students apply the phonics skill. Teacher creates small groups for reteaching and provides independent practice for extension as needed. Day 5 Phonological/Phonemic Awareness 1 Teacher introduces or reviews and models the skill. Days 1, 2, 4, 5 2 Teacher and students practice the skill together. Days 1, 2, 4, 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. During the first five weeks of kindergarten, daily instruction focuses on alphabet knowledge and phonological awareness skills. Beginning with week six, instruction follows the pattern below. Unit Planner Unit 2 At-a-Glance WEEK Phonological/ Phonemic Awareness Phonics High-Frequency Words Word Analysis Foldable Decodable 6 Rhyme, Alliteration, Syllable Awareness m, s, Short a am, and, I Introduce plural nouns with -s Fiction: Sam and Tim 7 Syllable Awareness l, t, Short i at, I, it, the Review plural nouns with -s 8 Syllable Awareness n, p, Short o and, in, is, on Review plural nouns with -s Fiction: Nan Cat and Les Cat 9 Syllable Awareness c, f, Short e can, you, the, to Introduce inflectional ending -s 10 Syllable Awareness; Syllable Deletion b, r, Short u a, but, is, run Review inflectional ending -s Nonfiction: Mom and Cubs 11 Syllable Awareness; Syllable Deletion Short Vowels for, not, she, to Review inflectional ending -s 12 Syllable Deletion; Onset-Rime Awareness j, k, v are, of, they, you Review plural nouns with -s Fiction: Gus Can Dig 13 Syllable Deletion; Onset-Rime Awareness d, g, w a, did, do, get Review plural nouns with -s 14 Syllable Deletion; Onset-Rime Awareness h, y, z for, have, he, yes Review plural nouns with -s Nonfiction: A Red Fox 15 Syllable Deletion; Onset-Rime Awareness q, x are, big, was, with Review inflectional ending -s 16 Onset-Rime Awareness; Phoneme Isolation Review Sound-Letter Correspondences of, now, red, will Review inflectional ending -s Nonfiction: How Do You Feel? 17 Phoneme Isolation; Phoneme Identification CVC Words do, ran, see, up Review inflectional ending -s © Loyola Press. All rights reserved. Phonics in Action Grade K Tim and I sit on the bus. Bye! Sam and I sit at the table. Tim and I sit on mats. Sam and Tim (fold) (fold) 5 8 4 Weeks 6–7 Foldable Decodable • FD1 © Loyola Press. All rights reserved. Phonics in Action Grade K The can tips. It is a mess! Les and Nan sit and sip. Then Les and Nan nap. Les Cat zips in. Nan cannot set the can on the mat. Nan Cat and Les Cat (fold) (fold) 5 8 4 Weeks 8–9 Foldable Decodable • FD3 © Loyola Press. All rights reserved. Phonics in Action Grade K The cubs go in the sun. It is fun! Mom and the cubs get up. Will Mom and the cubs run? Mom gets nuts. The nuts are for the cubs. Mom and Cubs (fold) (fold) 5 8 4 Weeks 10–11 Foldable Decodable • FD5 © Loyola Press. All rights reserved. Phonics in Action Grade K “Do not get in the wet mud!” Gus did get in the wet mud. “You are a fun dog, Gus. And you are my pal!” “Gus, do not dig!” Gus dug. Gus Can Dig (fold) (fold) 5 8 4 Weeks 12–13 Foldable Decodable • FD7 © Loyola Press. All rights reserved. Phonics in Action Grade K Mom fox has six pups. They are in a den. They nap in the den. Yes, Mom fox has six pups! A red fox can yip and yap. He can zip and hop. A Red Fox (fold) (fold) 5 8 4 Weeks 14–15 Foldable Decodable • FD9 © Loyola Press. All rights reserved. Phonics in Action Grade K Dad ran a race with you. You cut a red heart for Dad. How do you feel? You can feel mad and sad. You can feel pep and jump up. How do you feel? You and Mom sit. You pet the cats. How do you feel? How Do You Feel? (fold) (fold) 5 8 4 Weeks 16–17 Foldable Decodable • FD11 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 2 Assessment to determine your students’ mastery of the phonological awareness and phonics skills covered in this unit. See Teacher Edition page 159. Printable: Unit 2 Assessment • 1 https://phonicsinactionk2.com © Loyola Press. All rights reserved. Phonics in Action Grade K W4043 Say the picture name. Listen to the beginning sound. Circle the letter that stands for the beginning sound. Unit 2 Assessment Name 1. 3. 5. 2. 4. 6. b k i m n e t o s e s f t p e u a l MATERIALS Printables: Unit 2 Assessment; Unit Assessment Administration Form; Weeks 6a–17a Reteach UNIT 2 TARGET SKILLS • Phonological Awareness: rhyme; alliteration; syllable awareness; syllable deletion; onset-rime awareness • Phonemic Awareness: phoneme isolation; phoneme identification • Week 6: m, s, Short a • Week 7: l, t, Short i • Week 8: n, p, Short o • Week 9: c (/k/), f, Short e • Week 10: b, r, Short u • Week 11: Short Vowels • Week 12: j, k, v • Week 13: d, g, w • Week 14: h, y, z • Week 15: q, x • Week 16: Review Sound-Letter Correspondences • Week 17: CVC Words ADMINISTERING THE UNIT ASSESSMENT Administer the Unit 2 Assessment after completing Week 17 instruction. Part 1: Phonological & Phonemic Awareness Return to the Unit Assessment Administration Forms that you started in Unit 1. You will use these forms again in Units 3 and 4. Administer the phonological awareness and phonemic awareness portion of the Unit 2 Assessment individually. Read aloud the directions for Unit 2 on the Unit Assessment Administration Form. Then record the student’s responses and any additional observations. Part 2: Phonics Make copies of the Unit 2 Assessment Printable for the class. Be sure every student has a pencil with an eraser. After each student has a copy of the Unit 2 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 2 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 2 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 A score of 80% or higher on the assessment as a whole typically indicates skill mastery, although each section of the Unit 2 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 2 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 2 Assessment, you may wish to reteach specific skills in small groups or provide additional whole-group instruction using the Weeks 6a–17a Reteach Printables. Send home the Unit 2 Assessment results. Include a note explaining students’ progress since the end of the previous unit. Connect to Home UNIT2 UNIT ASSESSMENT 159 https://phonicsinactionk2.com • Unit 2 Assessment: Consonants and Short Vowels https://phonicsinactionk2.com • Unit 2: Consonants and Short Vowels 6b xiv How Phonics in Action Works S SAMPLE

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 in the Student Edition. Day 3 3 Students practice reading words with the skill in the Foldable Decodable. Day 5, every second week Handwriting • As students learn sound-letter correspondences, use the Letter Formation Printables to guide them to form letters correctly. • 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 phonemic awareness skills are presented separately from 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 4 2 Students practice reading and spelling the words using the High-Frequency Words page in the Student Edition. Day 4 3 Students revisit the decodable passage to identify the words in context. Day 4 4 Students practice writing the week’s high-frequency words. Day 4 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 Letter Formation: Lowercase Letters Program Resource https://phonicsinactionk2.com © Loyola Press. All rights reserved. Phonics in Action W4213 a1 2 b 1 2 c1 d1 2 e2 1 f 1 2 g1 2 h1 2 i1 2 j1 2 k 1 2 3 l 1 m1 2 3 n1 2 o1 p1 2 q2 1 r1 2 s1 t 1 2 u1 v1 2 w4 3 1 2 x1 2 y1 2 z1 2 3 Program Resource https://phonicsinactionk2.com A1 2 3 B 1 2 3 C1 D1 2 E 1 2 3 4 F 1 2 3 G 1 2 H1 2 3 I 2 1 3 J 1 2 K3 1 2 L 2 1 M1 4 2 3 N1 2 3 O1 P 1 2 Q1 2 R3 1 2 S 1 T1 2 U1 V1 2 W1 2 3 4 X1 2 Y1 2 3 Z 1 3 2 Letter Formation: Uppercase Letters © Loyola Press. All rights reserved. Phonics in Action W4212 Phonics in Action xv SAMPLE E

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