Teacher Created Materials | www.tcmpub.com | 800-858-7339 61 LITERACY Word Recognition FOCUSED PHONICS Inside Every Kit • 30 Decodable Books (6 copies each) • Comprehensive Teacher’s Guide with ready-to-implement Lesson Plans • Concept Cards • Instructional Routine Cards • Student Guided Practice Book • A Management and an Assessment Guide • Multimodal Student Engagement Resources • Digital Resources include all kit components in digital format plus more. See more on page 62. Focused Phonics Complete Kits and Student Guided Practice Books Each kit includes 6 Student Guided Practice Books; additional copies can be ordered. Level Product English Price 6-Packs Kindergarten Complete Kit 135062 $1,499.99 Pg. 63 Student Guided Practice Books 932096 1–9 Copies: $18.99 ea. 10+ Copies: $15.99 ea. Pg. 63 Level 1 Complete Kit 135063 $1,499.99 Pg. 64 Student Guided Practice Books 932097 1–9 Copies: $16.99 ea. 10+ Copies: $13.99 ea. Pg. 64 Level 2 Complete Kit 135064 $1,499.99 Pg. 65 Student Guided Practice Books 932098 1–9 Copies: $16.99 ea. 10+ Copies: $13.99 ea. Pg. 65 To review and purchase individual 6-Packs and Add-On Packs, see the following pages. More on page 62 Glossary of Phonics Terms Term Definition affix any word part that attaches to the beginning or end of a word; an umbrella term for prefixes and suffixes base a word part or a standalone word that carries the basic meaning of the word Examples: The base word in running is run, and the base word in unfriendly is friend. to blend to put separate sounds together to form a spoken word There are two common types of blending: continuous blending and cumulative blending (Burkins and Yates 2021). closed syllable a syllable with a short vowel followed by one or more consonants compound words words that are created when two or more individual words are joined together to make a new word with a new meaning consonant the following 21 letters of the alphabet: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z These letters represent sounds that are made when air is partially blocked by the tongue, teeth, or lips. English has 25 consonant phonemes (Moats 2020). consonant blend two or more consonants (graphemes) before or after a vowel within a syllable The sounds “blend” together, but each sound can be heard individually, such as bl or sw. Blends should not be described as one sound because the consonants retain their identity in a blend (Moats 2020). consonant cluster two or more consonant sounds (phonemes) before or after a vowel sound within a syllable Technically, this is the oral language equivalent of the term consonant blend (Moats 2020). continuous blending vocalizing the sounds of a word in order until you reach the end of the word; used for most blending instruction continuous sounds consonant sounds, such as /f/, /v/, /s/, /z/, /th/, /th/, /sh/, /zh/, /h/, /m/, /n/, /ng/, /l/, /r/, and vowel sounds cumulative blending vocalizing the first sound, vocalizing the second sound, returning to the beginning to blend those sounds, adding the third sound, returning to the beginning to blend all sounds; can be used to identify a specific sound- spelling issue to decode to use letter-sound cues to read words decodable text text that contains a large percentage of words that incorporate the letter- sound relationships students have already been taught dictation guided practice of saying words and sentences to be written by students digraph two letters that form a new sound when they appear side by side and do not retain their individual sounds; often assumed to refer to consonants Examples: ch, sh, ph, wh, ng, and ck diphthong a vowel sound where the mouth glides in the middle to a new position and sounds as if it has two parts Examples: the /ow/ in house or the /oy/ in boil © | Teacher Created Materials 932078—Focused Phonics Management Guide 59 932090—Focused Phonics Assessment Guide © | Teacher Created Materials 12 Individual Record Sheet Directions: Use this page to organize formative assessment notes for individual students during daily instruction. You can record skills that require additional support as well as mastered skills. Student Name: _____________________________________________________________________ Date Skill Teacher Response Outcome ____ Demonstrated mastery ____ Required support Letter/Sound: ______________ Word: _____________________ Activity: ___________________ ____ On-the-spot redirection ____ Additional practice ____ Teacher modeling ____ Reteaching of lesson component(s) ____ Student demonstrated mastery ____ Student continued to have difficulty ____ Demonstrated mastery ____ Required support Letter/Sound: ______________ Word: _____________________ Activity: ___________________ ____ On-the-spot redirection ____ Additional practice ____ Teacher modeling ____ Reteaching of lesson component(s) ____ Student demonstrated mastery ____ Student continued to have difficulty ____ Demonstrated mastery ____ Required support Letter/Sound: ______________ Word: _____________________ Activity: ___________________ ____ On-the-spot redirection ____ Additional practice ____ Teacher modeling ____ Reteaching of lesson component(s) ____ Student demonstrated mastery ____ Student continued to have difficulty ____ Demonstrated mastery ____ Required support Letter/Sound: ______________ Word: _____________________ Activity: ___________________ ____ On-the-spot redirection ____ Additional practice ____ Teacher modeling ____ Reteaching of lesson component(s) ____ Student demonstrated mastery ____ Student continued to have difficulty How to Use the Assessments Formative Recording Forms Assessment Guide Management Guide Teacher’s Guide
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