Reading Horizons Elevate™ · Reading Horizons Elevate™ Correlation to Scott Foresman, Reading Street ... be sure to encourage your students to use the ... Question mark: U5.1,

Reading Horizons Elevate™ andScott Foresman Reading Street©

Grade 5

TM

ii © 2014 by Reading Horizons

Correlated by Joan Parrish for Reading Horizons

July 2014

iii© 2014 by Reading Horizons

Table of Contents

Table of Contents

Reading Horizons Elevate™ Correlation to Scott Foresman, Reading Street

INTRODUCTION Explanation of Implementation Guide ............................................................................. 5-6

CHAPTERS Chapter One ................................................................................................................... 7-14 Chapter Two ................................................................................................................. 15-18 Chapter Three ............................................................................................................... 19-24 Chapter Four ................................................................................................................ 25-28 Chapter Five ................................................................................................................. 29-34 Chapter Six ................................................................................................................... 35-38

PHONEMIC AWARENESS Implementation of Phonemic Awareness Concepts ..................................................... 39-40

MOST COMMON WORDS Most Common Words .................................................................................................. 41-42

iv © 2014 by Reading Horizons

5© 2014 by Reading Horizons

Introduction

The Reading Horizons Elevate (RHE) is an explicit, systematic, research-based phonics program based on the Discover Intensive Phonics for Yourself method. Multi-sensory techniques are employed both in the classroom via direct instruction and through use of interactive computer software programs. The classroom manuals and computer software are correlated to support each other, but each can be used independently of the other for instructional purposes. Reading Horizons logically and sequentially teaches the framework of phonics. While instruction is based on teaching the 42 Sounds of the Alphabet, Five Phonetic Skills, and Two Decoding Skills, students simultaneously learn handwriting, reading, spelling, grammar, pronunciation, listening, and thinking skills. Vocabulary development and spelling are an integral part of the program. The Reading Horizons Elevate™ Comprehensive Teacher’s Manuals are divided into six chapters, with a seventh manual that includes the Teacher Supplement, Phonemic Awareness section, ELL Supplement, Games Supplement, and additional references.

Due to the unique marking system of proving words, it is recommended to teach the Alphabet lessons, Blends, Special Vowel Combinations, Five Phonetic Skills, Digraphs and Special Vowel Sounds in RHE order along with the basal reading lessons. The Student Workbook, 42 Sound Cards, Games and Activities on the Enrichment CD work as a great reinforcement for practicing the skills being taught.

RHE contains a Phonemic Awareness (PA) Section to be used as a determinant factor of phonemic awareness skills in students. The phonemic awareness lessons are structured to be used as needed.

Scott Foresman Reading Street 5th grade there are 6 Teacher Editions (Units). For coding references below, the Teacher Editions will be referred to as U5.1, U5.2, U5.3, U5.4, U5.5, U5.6; week as wk-. Check the “Skills Overview” at the beginning of each Unit for the week a specific skill is taught. At the beginning of each week there is 5-Day Planner that provides information on the day a specific skill is taught. The Scott Foresman Reading Street 5th grade phonics instruction is presented in the Word Analysis and Spelling; the Grammar is in Conventions or Vocabulary components of the program.

The following implementation guide shows the RHE sequence of phonics instruction, correlating the Scott Foresman READING STREET phonics lessons to the RHE sequence. We recommend you follow the RHE sequence and use the marking system when teaching the phonic skills in Scott Foresman READING STREET. When using the practice pages from Scott Foresman READING STREET, be sure to encourage your students to use the RHE marking system when decoding words. Supplement with materials as instructed in each RHE Lesson Summary, the Enrichment CD, Posters, Transfer Cards, and Practice Masters Additional help can be found on the Reading Horizons webpage www.RHAccelerate.com.

6 © 2014 by Reading Horizons

Introduction

The format will be as follows:

Reading Horizons Elevate™ Skill

Reading Street:

Implementation of two programs:

A listing of the Most Common Words in the Reading Horizons Elevate™ method follow the correlation of the Reading Horizons Elevate™ program and the Scott Foresman Reading Street.


Correlation

CHAPTER 1

Lesson 1, Voiced and Voiceless, pp. 9-14

Reading Street: Not taught in 5th grade.

Implementation: This is a Reference Lesson that introduces students to the concept of voiced and voiceless sounds in English.

The 26 letters of the alphabet make 42 Sounds. Some of these sounds are voiced, meaning they use the vocal cords, and some of them are voiceless, meaning that they don’t use the vocal cords.

See the ELL Supplement, Minimal Pairs in Supplementary Materials, Student Workbook English Language Enhancement (ELE), and computer software.

Lesson 2, Letter Group 1, pp. 15-40Vowel A

Reading Street: Aa /a/ short ă: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.

Implementation: Teach A/a as a vowel (short vowel sound) written practice of letter (upper and lowercase).Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE).

Use 42 Sounds Poster, Vowel Poster, and Transfer Cards.

Consonant B

Reading Street: Bb /b/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.

Implementation: Teach consonants B/b, F/f, D/d, and G/g, written practice of letter (upper and lowercase) and sound. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE).


Consonant F

Reading Street --Ff /f/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Consonant D

Reading Street: Dd /d/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Correlation: by Reading Horizons Elevate™ Sequence


Consonant G

Reading Street: Gg /g/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



The Slide

Reading Street: Not reviewed in 5th grade.

Implementation: Fluency introduction to reading by sliding a consonant sound to a vowel: ba, fa, da, ga.

Lesson 3, Building Words, pp. 41-50


Implementation: This lesson teaches how to form short words (CVC) and mark vowels in words.Introduce marking system for decoding and reading purposes (identify vowel and print x beneath letter).

Reinforce skills with Student Workbook, Transfer Cards, computer software, and English Language Enhancement (ELE) Vocabulary Strategy 2.

Lesson 4, Nonsense Words, pp. 51-56


Implementation: Using letters to create nonsense words to identify if students understand blending sounds to words and say words based on letter/sound knowledge.

See the ELL Supplement, Minimal Pairs in Supplementary Materials. Reinforce skills with Student Workbook, Transfer Cards, and computer software.

Lesson 5, Letter Group 2, pp. 57-82Consonant H

Reading Street Hh /h: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.

Implementation: Teach consonants H/h, J/j, L/l, M/m letter sound and written form, and vowel E/e written form and letter sound (short sound). Use letters b, f, d, g, h, j, l, m, to make Slides with vowels A/a and E/e. Create real and nonsense CVC words, be sure to check students’ ability of blending sounds together to create words. Reinforce skills with Student Workbook,computer software, and English Language Enhancement (ELE): Vocabulary Strategy 1.


Consonant J

Reading Street: Jj /j/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.





Consonant L

Reading Street: Ll /l/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Consonant M

Reading Street: Mm /m/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words. Implementation: Teach consonants H/h, J/j, L/l, M/m letter sound and written form, and vowel E/e written form and letter sound (short sound). Use letters b, f, d, g, h, j, l, m, to make Slides with vowels A/a and E/e. Create real and nonsense CVC words, be sure to check students’ ability of blending sounds together to create words. Reinforce skills with Student Workbook,computer software, and English Language Enhancement (ELE): Vocabulary Strategy 1.


Vowel E

Reading Street: Ee /e/ short ĕ: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Most Common Words List 1, pp. 83-92

Reading Street: Amazing Words: specific words from the week’s reading selection. The words are introduced, demonstrated for understanding, then applied in text.

Implementation: Most Common Words are words we often use that do not always follow phonetic rules.

Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD.

Lesson 6, Sentences and Intonation, pp. 93-100

Reading Street: What Is a Sentence?: U5.1, wk-1. Subject: U5.1, wk-2. Predicate: U5.1, wk-2. Period: U5.1, wk-1. (declarative and interrogative). Exclamation: U5.1, wk-1. (imperative and exclamatory). Question mark: U5.1, wk-1.



Implementation: This is a Reference Lesson that teaches sentence structure, intonation, and punctuation (period, exclamation point, question mark).

Teach a complete sentence has two parts: a naming part (subject) and telling part (predicate).

Reinforce skills with Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy Pronunciation Practice 4, and Games Supplement.

Lesson 7 Letter Group 3, pp. 101-126Consonant N

Reading Street Nn /n/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.

Implementation: Teach N/n, P/p, R/r, S/s letter sound and written form. Teach vowel O/o sound and written form. Use Letter Sets 1-3 with vowels A/a, E/e, O/o to make Slides. Create real and nonsense CVC words, be sure to check students’ ability of blending sounds together to create words. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronunciation Practice 9.


Consonant P

Reading Street: Pp /p/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Consonant R

Reading Street: Rr /r/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Consonant S

Reading Street: Ss /s/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.





Vowel O

Reading Street: Oo /o/ short ŏ: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Lesson 8, Commas, pp. 127-130

Reading Street: U5.6, wk-3.

Implementation: A comma is a punctuation mark that is used to represent a breath or a pause during reading. Teach the proper use of commas in sentences, in a series, dates, letters, addresses, and with quotation marks.

Reinforce skills with Student Workbook and the computer software.




Use Student Workbook,computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD.

Lesson 9, Letter Group 4, pp. 139-168Consonant T

Reading Street: Tt /t/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.

Implementation: Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o, and U/u to make Slides. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronunciation Practice 9.


Consonant V

Reading Street: Vv /v/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.





Consonant W

Reading Street: Ww /w/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Consonant X

Reading Street: X/x: U5.3, wk-3 /ks/.

Implementation: Teach letters T/t, V/v, W/w, Y/y sound and written form (initial position) and review letters b, f, d, g, h, j, l, m, n, p, r, s, with vowels A/a, E/e, O/o, and U/u to make Slides.

Introduce X/x (sound /ks/) in final position with CVC words. Create real and nonsense CVC words, be sure to check students’ ability of blending sounds together to create words. Reinforce skills with Student Workbook.


Consonant Y

Reading Street: Yy /y/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Vowel U

Reading Street: Uu /u/ short ǔ: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.



Lesson 10, Letter Group 5, pp. 169-186Consonant Q


Implementation: Teach Q/q with u to give it a sound (u is not a working vowel). Practice writing letters together to make the /kw/ sound. Teach Z/z letter sound and written form in initial placement with vowels. Make Slides with vowels a, o, e, u, and i to make real and nonsense words (use additional dictation provided in lesson). Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronunciation Practice 9.




Consonant Z

Reading Street: Zz /z/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.

Implementation: Teach Q/q with u to give it a sound (u is not a working vowel). Practice writing letters together to make the /kw/ sound. Teach Z/z letter sound and written form in initial placement with vowels. Make Slides with vowels a, o, e, u, and i to make real and nonsense words (use additional dictation provided in lesson). Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronunciation Practice 9.


Vowel I

Reading Street: Ii/i/ short ĭ: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.

Implementation: Teach vowel I/i (short sound) with Letter Sets 1-5 as Slides, real and nonsense CVC words. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronunciation Practice 9.


Consonant C

Reading Street: Cc /k/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.

Implementation: Teach C/c letter sound /kuh/ and written form. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronunciation Practice 9.


Consonant K

Reading Street: Kk /k/: not reviewed as a specific CVC skill in 5th grade, only sounded in syllables/words.

Implementation: Teach K/k letter sound /kuh/ and written form. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronunciation Practice 9.





Use Student Workbook, computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD.

Lesson 11, Spelling with C and K, pp. 195-204




Implementation: Teach rule for using C/c with vowels a, o, u, and K/k with vowels i, e (consonants in initial position).

Make Slides with vowels, real and nonsense CVC words. Reinforce skills with Student Workbook and the computer software.


Lesson 12, Direct and Indirect Quotations, pp. 205-210


Implementation: This Reference Lesson teaches about direct quotations versus indirect quotations and how to use quotation marks with direct quotations.






Lesson 13, Alphabetical Order, pp. 219-222


Implementation: Check mastery of all upper and lowercase letters in the alphabet and review alphabetical order.


Alphabet Cards, Enrichment CD.

Lesson 14, Articles, pp. 223-226

Reading Street: U5.5, wk-2

Implementation: This Reference Lesson teaches how to use the articles a, an, and the.



Correlation

CHAPTER 2

Lesson 15, L-Blends, pp. 7-16


Implementation: Teach six L-Blends, then with vowels as slides, and make real and nonsense words (use additional dictation provided in lesson). Reinforce skills with Student Workbook and the computer software.

Use 42 Sounds Poster, Blends Poster, Vowel Poster, and Transfer Cards.

Lesson 16, Double S, F, and Z Words, pp. 17-22

Reading Street: FF special spelling: not reviewed in 5th grade as a single-syllable word. ZZ special spelling: not reviewed in 5th grade as a single-syllable word. SS special spelling: not reviewed in 5th grade as a single-syllable word.

Implementation: Teach spelling rule for single-syllable words ending is /s/, /f/, /z/. Use words from the lesson and additional words in dictation. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Vocabulary Strategy 3.


Lesson 17, Special Vowel Combinations, pp. 23-32

Reading Street: LL special spelling: -all: not reviewed in 5th grade as a single-syllable word. -ell: not reviewed in 5th grade as a single-syllable word. -ill: not reviewed in 5th grade as a single-syllable word. -NG: Not reviewed in 5th grade. -NK: Not reviewed in 5th grade.

Implementation: Teach Special Vowel Combination words ending in -LL, -NG, -NK. Some of the vowels change in sound when followed by LL, NG, NK. Teach special marking for decoding. Use words from the lesson and additional words in dictation. Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Vocabulary Strategy 3.

Use 42 Sounds Poster, Blends Poster, Vowel Poster, Special Vowel Combinations Poster, and Transfer Cards.




Use Student Workbook computer software, English Language Enhancement (ELE): Vocabulary Strategy 3, Continue to Create and Use Vocabulary Flashcards, and English Language Enhancement (ELE): Vocabulary Strategy 4, Decide Which Words You Should Learn. Also use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD.



Lesson 18, R-Blends, pp. 43-48


Implementation: Teach seven R-Blends, then with vowels as slides, and make real and nonsense words (use additional dictation provided in lesson). Reinforce skills with Student Workbook and the computer software.


Lesson 19, Plurals, pp. 49-56

Reading Street: Plurals with ‘-s: U5.2, wk-1; U5.6, wk-2. Plurals with –es: U5.2, wk-1] U5.6, wk-2. Irregular Plurals: U5.2, wk-2

Implementation: Plurals: Explain the term “plural” and teach the spelling rule for plurals of adding -s or -es to the end of words.

To form a plural, an -s is added to words ending in a consonant (e.g., one hat, two hats). • If the ending consonant is voiceless, the sound of the plural -s is /s/ (e.g., hats). • If the ending consonant is voiced, the sound of the plural -s is /z/ (e.g., pens). • If a word ends in ss, zz, or x, the plural ending -es must be added. The sound for -es is /iz/ (e.g., dresses,

buzzes, boxes).

Reinforce skills with Student Workbook, Transfer Cards, computer software, and English Language Enhancement (ELE): Pronouncing Plurals and Possessives; Vocabulary Strategy 3.

Lesson 20, Possessives, pp. 57-62

Reading Street: Singular Possessive Nouns: U5.2, wk-2 Plural Possessive Nouns: Not reviewed in 5th grade. Possessive Pronouns: U5.4, wk-3.

Implementation: • A possessive identifies who or what has something or to whom something belongs. • To make a singular noun possessive, add an apostrophe and -s (’s). • Add just an apostrophe to plural nouns ending with -s (s’). • A plural noun that does not end with an -s is made possessive by adding the apostrophe s (’s).

Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronouncing Plurals and Possessives; Vocabulary Strategy 3.

Lesson 21, S-Blends, pp. 63-74

Reading Street: Not reviewed in 5th grade. 3-letter S-Blends: Not reviewed in 5th grade.

Implementation: Teach eight S-Blends, then with vowels as slides, and make real and nonsense words (use additional dictation provided in lesson). Reinforce skills with Student Workbook.

Teach five three-letter S-Blends, then with vowels as slides (remember squ, the u is not a working vowel). Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Vocabulary Strategy 4.




Lesson 22, Two Extra Blends, pp. 75-78


Implementation: Teach TW and DW as extra blends. Reinforce skills with practice pages and differentiation activities. Reinforce skills with Student Workbook and the computer software.










CHAPTER 3

Lesson 23, Short Vowels and Long Vowels, pp. 5-8

Reading Street: Not taught or identified with diacritical markings.

Implementation: Teach all vowels have more than one sound. Vowels are marked with diacritical markings to show the sound of the vowel in a word. Teach diacritical markings for short and long vowels (short/breve ˘ and long/macron ˉ ).

Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronunciation Practice 5.


Lesson 24, Phonetic Skill 1, pp. 17-26

Reading Street: Spelling CVC-Teaching the principle, the vowel says short /a/, /i/, /o/, /e/, or /u/, when followed by a consonant: vowel-consonant pattern.

/ă/: Not reviewed in 5th grade. /ĕ/: Not reviewed in 5th grade. /ĭ/: Not reviewed in 5th grade. /ŏ/: Not reviewed in 5th grade. /ǔ/: Not reviewed in 5th grade.

Implementation: Teach the phonetic spelling and decoding skill where the vowel sound is short because it is followed by a consonant (CVC, CCVC, and VC) in a single-syllable word. Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to ‘prove’ words. Reinforce skills with Student Workbook and the computer software.

Use 42 Sounds Poster, Blends Poster, Vowel Poster, Special Vowel Combinations Poster, Five Phonetic Skills Poster, and Transfer Cards.


Reading Street: Spelling CCVCC, CVCC-Teaching the principle, vowel-consonant pattern: Not reviewed in 5th grade.

Implementation: Teach phonetic spelling and decoding skill where the vowel sound is short because it is followed by two consonants (CVCC, CCVCC and VCC) in a word.

Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to ‘prove’ words. Reinforce skills with Student Workbook and the computer software.


Lesson 26, Vowel Families O and I, pp. 35-40

Reading Street: Vowel Families: -ind, -ild: Not reviewed in 5th grade.



Implementation: Teach when two consonants follow the vowels o or i, sometimes the vowel sound will be long – Vowel Families. • Teach long vowel ‘o’ families in single syllable words (-old, -olt, -oll, -ost). • Teach long vowel ‘i’ families in single syllable words (-ind, -ild).

Discuss Vowel Families O and I that do follow Phonetic Skill 2.

Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to ‘prove’ words.

Reinforce skills with Student Workbook, the computer software, and Transfer Cards.

Lesson 27, Parts of Speech, pp. 41-46

Reading Street: Nouns (names for person, place or thing): U5.1, wk-5. Plurals with -s: U5.2, wk-1 (irregular plural nouns) Plurals with -es: U5.2, wk-1 Pronouns: U5.4, wk-1; U5.4, wk-2. Verbs (action words): U5.2, wk-3; U5.3, wk-4. Linking Verbs: U5.2, wk-3. Irregular Verbs: U5.3, wk-3. Subject-Verb agreement: U5.2, wk-5. Adjectives: U5.5, wk-; U5.5, wk-4. Adverb: U5.5, wk-5.

Implementation: This is a Reference Lesson that teaches the fundamentals of the parts of speech in English to aid in reading and writing.

A noun names a person, place, thing, or idea. Teach pronouns.

An adjective describes a noun.

A verb names an action or state. Teach linking verbs.

An adverb describes a verb, an adjective, or another adverb. Frequently, adverbs end in the suffix -ly.

Reinforce skills with Student Workbook, Transfer Cards, computer software, and English Language Enhancement (ELE): Learn Word Families; Vocabulary Strategy 5.

Lesson 28, Adding Suffixes to Phonetic Skills 1 and 2, pp. 47-58

Reading Street: Adding Suffixes/Verb Endings -ed: U5.2, wk-5; U5.4, wk-1. Base words with -ing: U5.2, wk-5; U5.4, wk-1. Base words ending with -er, -est: U5.5, wk-4

Implementation: Teach that a suffix is one or more letters added to the end of a word that changes the meaning of the word.

Teach the spelling skill for adding suffixes to words ending in one or two consonants and Special Vowel Combination words.

When marking a word with a suffix, ‘prove’ the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix.



Reinforce skills with Student Workbook, computer software, English Language Enhancement (ELE): Learn Word Families; Vocabulary Strategy 5, English Language Enhancement (ELE): Sort Vocabulary; Vocabulary Strategy 6.


Lesson 29, The Three Sounds of -ED, pp. 59-64


Implementation: Introduce and teach the 3 sounds for the suffix –ed (/ed/, /d/, /t/). When -ed follows a voiced sound, it sounds like /d/. When it follows a voiceless sound, it sounds like /t/. When it follows /t/ or /d/, it sound like /id/.

Reinforce skills with Student Workbook, computer software, English Language Enhancement (ELE): Pronunciation Practice 6, and English Language Enhancement (ELE): Sort Vocabulary; Vocabulary Strategy 6.

Use Transfer Cards.






Reading Street: Taught as CV Long ‘ē: Not reviewed in 5th grade. Long ‘ō’: Not reviewed in 5th grade. Long ‘ū’: Not reviewed in 5th grade. Long ‘ī’: Not reviewed in 5th grade.

Implementation: Teach using diacritical marking - when the vowel stands alone in a word (VC), the vowel sound is long. *Exception words: to, do.

Specific markings are introduced to aid students in decoding the vowel sound in a word.




Reading Street: Taught as CVCe or consonant-vowel-consonant-e: Long ā, CVCe: Not reviewed in 5th grade. Long ē, CVCe: Not reviewed in 5th grade. Long ō, CVCe: Not reviewed in 5th grade. Long ū, CVCe: Not reviewed in 5th grade. Long ī, CVCe: Not reviewed in 5th grade.



Implementation: Teach students to prove and read single-syllable words ending with ‘e’; the ‘e’ is silent making the first vowel long (CVCe, VCe).

Demonstrate skill by going from CVC to CVCe word (cap – cape, fin – fine).

Specific markings are introduced to aid students in decoding the vowel sound in a word.

Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Sort Vocabulary; Vocabulary Strategy 6.


Lesson 32, Another Sound for C and G, pp. 91-104

Reading Street: Soft C /s/ and G /j/: U5.3, wk-3. -ange: not taught in program. -aste: not taught in program.

Implementation: Teach when c is followed by an e or i the sound is /s/ (Bridge S: ce, ci).

Teach when g is followed by an e or i the sound is /j/ (Bridge J: ge, gi). Teach words ending in -ge spelling, the preceding vowel sound will be long; words ending in -dge spelling, the preceding vowel sound will be short.

Teach words ending in -nge spelling, the vowel sound will be short, however, -ange is exception to Silent E rule where the vowel ‘a’ will remain the same as /ang/ in a word.




Lesson 33, Adding Suffixes to Phonetic Skills 3 and 4, pp. 105-114

Reading Street: Base words ending with: -ed, -ing: U5.1, wk-4; U5.2, wk-5; U5.4, wk-1.

Implementation: Teach students spelling skills for adding suffixes -ing, -er, -ed, -est to Phonetic Skill 3 words (e.g., be/being, go/going) and Phonetic Skill 4, Silent E words (e.g., vote/voting, voted) and Bridge S (ce/ci) and Bridge J (ge/gi). When marking a word with a suffix, ‘prove’ the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix.

Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Learn Word Families; Vocabulary Strategy 5.




Lesson 34, Sounds of -GH, -IGH, -IGHT, pp. 115-120

Reading Street: /g/ spelled gh: Not reviewed in 5th grade. igh: Not reviewed in 5th grade. /f/ spelled gh: Not reviewed in 5th grade.

Implementation: Teach 3 Jobs for GH – • GH at the beginning of a word the sound is /g/ as in ghost. • GH at the end of a word sometimes has the sound /f/ as in cough, rough; sometimes gh is silent as in

though. • -IGH, -GHT: When the vowel ‘i’ comes before gh, the vowel ‘i’ is long and ‘gh’ is silent, as in sigh or

sight.Specific markings are introduced to aid students in decoding this particular sound. Use these markings to ‘prove’ the words.



Lesson 35, Phonetic Skill 5 and Adjacent Vowels, pp. 121-132

Reading Street: Taught as Long Vowels or Vowel Digraphs: Long ‘e’ spelled ee/ea: U5.1, wk-3. Long ‘a’ spelled ay: : Not reviewed in 5th grade. Long ‘a’ spelled ai: U5.1, wk-3. Long ‘o’ spelled oa: U5.1, wk-3. /oo/ as in blue/glue spelled ue: Not reviewed in 5th grade. /oo/ as in suit/bruise spelled ui: Not reviewed in 5th grade. Long ‘i’ spelled ie and igh: Not reviewed in 5th grade.

Implementation: Teach students Phonetic Skill 5, Adjacent Vowels, using diacritical markings. When two vowels are adjacent (together) in a word, the second vowel is silent making the first vowel long (CVVC).


Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Sort Vocabulary; Vocabulary Strategy 6.


Lesson 36, Adding Suffixes to Phonetic Skill 5, pp. 133-142

Reading Street: Base words ending with -ed, -ing: U5.1, wk-4; U5.2, wk-5; U5.4, wk-1.

Implementation: Teach the spelling skill of adding the suffix –ing to words with Adjacent Vowels. When marking a word with a suffix, ‘prove’ the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix.

Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Learn Word Families; Vocabulary Strategy 5.










CHAPTER 4

Lesson 37, Contractions, pp. 9-16

Reading Street: U5.1, wk-5; U5.5, wk-1.

Implementation: Teach contractions. The students will learn and understand that when two words are combined some letters are omitted, and replace by an apostrophe (‘).

Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Pronunciation Practice 7, Pronouncing Contractions.

Use Transfer Cards.

Lesson 38, Many Jobs of Y, pp. 17-28

Reading Street: Y Can Be Short Vowel ‘ĭ’: Not reviewed in 5th grade. Y says long ‘i’ as in fly/by: Not reviewed in 5th grade. Y with Silent E: Not reviewed in 5th grade. Long ‘a’ spelled ay: Not reviewed in 5th grade. Long ‘e’ spelled -ey: Not reviewed in 5th grade.

Implementation: Teach y at the beginning of a word is a consonant.

Teach when y is anywhere else in a word, it is a vowel. In single-syllable words, when y is the working vowel it will ‘take’ the vowel i (short and long ‘i’) follow Phonetic Skills 1-4).

When y acts as an adjacent vowel (e.g., -ay/gray, -ey/key) it is silent. ** Exceptions: they, grey, whey and prey.

When y is next to a c or g, it becomes the Bridge S and Bridge J (e.g., cyst, gym).




Lesson 39, Decoding Skill 1, pp. 29-48

Reading Street: Decoding Skill 1(V/CV Pattern): U5.1, wk-2. Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill.

Implementation: Teach the first skill for dividing words into syllables. If one consonant follows the vowel, the consonant goes on to the next vowel. Remember to have students decode vowel sound, using 5 Phonetic Skills, one syllable at a time and “box” each syllable. Use marking system to ‘prove’ syllables/words.


Use 42 Sounds Poster, Blends Poster, Vowel Poster, Five Phonetic Skills Poster, 2 Decoding Skills Poster, and Transfer Cards.



Lesson 40, Syllable Stress and the Schwa, pp. 49-58


Implementation: Stressed sounds and syllables are louder and longer than unstressed ones. Words that usually have stress on the first syllable include two-syllable nouns (pilot, crisis), compound nouns (bedroom, stoplight), and numbers that are multiples of ten (twenty, thirty). Words that usually have stress on the second syllable include verbs (protect, propel), compound verbs (outsmart, overlook), and reflexive pronouns (myself, yourself).

The vowel sound in unaccented syllables is frequently the schwa.

Teach the importance of the schwa sound. The schwa says /u/ and is represented in the dictionary as an upside-down e (ə). The vowel a at the beginning or ending of a multi-syllabic word usually has the schwa sound (e.g., ago, sofa). The schwa can take any vowel sound.

Reinforce skills with Student Workbook, computer software, ELL Supplement: Dictionary Skills; Stress Predictability, and English Language Enhancement (ELE): Pronunciation Practice 8, Syllable Stress and Schwa.


Lesson 41, Last Job of Y, pp. 59-68

Reading Street: The Last Rule for Y, Y says long ‘e’: Not reviewed in 5th grade. (Determining sounds for each syllable is not taught.)

Implementation: Teach Last Rule for Y (long e vowel sound): when there is more than one working vowel in a word and ‘y’ is at the end of the word, ‘y will say the long e sound.

Teach exception: when the word is a verb and ends with –ny, -fy, -ly, the ‘y’ is long ‘i’ vowel sound.

Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to ‘prove’ syllables/words. Reinforce skills with Student Workbook and the computer software.


Lesson 42, Decoding Skill 2, pp. 69-80

Reading Street: Using Decoding Skill 2 (VC/CV Pattern): U5.1, wk-1.

Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill in this program.

Implementation: Teach the second skill for dividing words into syllables. If two consonants follow the vowel, the consonants split and one stays with the 1st vowel and the consonant goes on to the next vowel. Remember to have students decode vowel sound one syllable at a time, and “box” each syllable.Use marking system to ‘prove’ syllables/words.





Lesson 43, Prefixes, pp. 81-88

Reading Street: un-: U5.3, wk-5. dis-: U5.3, wk-5. de-: U5.3, wk-5. over-: U5.4, wk-2. under-: U5.4, wk-2. sub-: U5.4, wk-2. super-: U5.4, wk-2. out- : U5.4, wk-2. com- : U5.4, wk-4. pro- : U5.4, wk-4. epi- : U5.4, wk-4. im-: U5.5, wk-1.

Implementation: Teach the root word is the basic part of the word. A prefix is one or more letters added to the beginning of a root word that changes the meaning of a word. Meanings and examples are provided for the 20 prefixes that account for 97 percent of all prefix usage.

A suffix is one or more letters added to the end of a root word adding more information to the root word (Words with suffixes have been taught in previous lessons).

Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Vocabulary Strategy 7, Prefixes and Roots.

Use Transfer Cards.

Lesson 44, -LE at the End of a Word, pp. 89-98

Reading Street:/l/ taught as Consonant and –le: U5.4, wk-4 (taught as suffix -ible and -able).

Implementation: Teach when -le is found at the end of a word, it causes the consonant l to have the sound /ull/. The -le syllable has no working vowel, but it does have a vowel sound and works like a syllable. Students will learn how to decode and pronounce words ending with –le spelling.

Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to ‘prove’ syllables/words.



Lesson 45, Decoding Words of Any Length, pp. 99-104



Implementation: Practice decoding any length words with lessons Decoding Skills 1 and 2 using the markings learned in the 5 Phonetic Skills, Many Jobs of Y, Words Ending in –LE, and the Schwa to decode each syllable.





Lesson 46, Compound Words, pp. 105-110

Reading Street: U5.1, wk-3; U5.3, wk-2; U5.3, wk-5; U5.6, wk-1; U5.6, wk-5.

Implementation: Teach: compound words are smaller words joined together to make a bigger word and gives new meaning to the word. To mark compound words, place a wall between the two words, and mark each word according to the Five Phonetic Skills.

Reinforce skills with Student Workbook, computer software, and English Language Enhancement (ELE): Vocabulary Strategy 8, Create Word Webs.

Use Five Phonetic Skills Poster, 2 Decoding Skills Poster, and Transfer Cards.







CHAPTER 5

Lesson 47, Murmur Diphthong AR, pp. 9-22

Reading Street:/ar/ spelled ar: U5.2, wk-3.

Adding endings to /ar/ words: Not reviewed in 5th grade.

Implementation: Teach A-R /ar/ Murmur Diphthong. When a is followed by r, it says /ar/. It sounds like the name of the consonant r. Students will recognize and read words containing the A-R Murmur Diphthong (R-controlled vowel).

Use marking system to ‘prove’ syllables/words.

Students will learn spelling rule for adding suffixes -ing, -ed, -er, -est, to words ending in a-r. When marking a word with a suffix, ‘prove’ the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix.

Reinforce skills with Student Workbook, computer software, ELL Supplement: Murmur Diphthong /ar/, English Language Enhancement (ELE): Pronunciation Practice 10 Minimal Pairs.


Lesson 48, Murmur Diphthong OR, pp. 23-32

Reading Street: /or/ spelled or and ore: U5.2, wk-3.

Adding endings to /or/ words: U5.4, wk-1.

Implementation: Teach O-R /or/ Murmur Diphthong. When o is followed by r, it says /or/. It sounds like the word or. Students will recognize and read words containing the O-R Murmur Diphthong (R-controlled vowel).

Students will learn spelling rule for adding suffixes -ing, -ed, -er, -est, to words ending in o-r. When marking a word with a suffix, ‘prove’ the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix.

Reinforce skills with Student Workbook, computer software, ELL Supplement: Murmur Diphthong /or/, English Language Enhancement (ELE): Pronunciation Practice 10 Minimal Pairs.


Lesson 49, Murmur Diphthongs ER, UR, and IR, pp. 33-44

Reading Street: /er/ spelled er, ir, and ur: U5.2, wk-3.

Adding endings to /er/ words: U5.1, wk-4; U5.4, wk-1.

Implementation: Teach Murmur Diphthongs /er/ sound, spelled E-R, U-R, I-R. When e, u, or i is followed by r, it says /er/. Because all three combinations make the same sound, students must memorize the spelling of these words. Students will recognize and read words containing the e-r, u-r, i-r Murmur Diphthongs (R-controlled vowels).




Students will learn spelling rule for adding suffixes -ing, -ed, -er, -est, to words ending in e-r, u-r, i-r. When marking a word with a suffix, ‘prove’ the base word first, then write the word again adding the suffix, do not mark the word just underline the suffix.

Reinforce skills with Student Workbook, computer software, ELL Supplement: Murmur Diphthong /er/, English Language Enhancement (ELE): Pronunciation Practice 10 Minimal Pairs.


Lesson 50, Exceptions to Murmur Diphthongs, pp. 45-62

Reading Street: U5.2, wk-3. ar and or, (same suffix sound /er/): U5.2, wk-5. Crazy W: Not taught in 5th grade.

Implementation: Students will learn when a Murmur Diphthong is followed by a Silent E, the first vowel will be long (Silent E rules!). Students will learn when a Murmur Diphthong and Adjacent vowel are together, the Adjacent Vowel sound rules.

Students will learn when a consonant comes between the Murmur Diphthong and final E, the Murmur Diphthong sound rules.

Students will learn sound and spelling for words with: w-a /wah/; w-a-r /wor/; w-o-r /wer/.

When a follows qu, it says /kwŏ/. When ar follows qu, it says /kwor/.









Lesson 51, Digraphs CH, SH, WH, TH, and TH, pp. 73-94

Reading Street: /ch/ spelled ch initial position: U5.2, wk-1 /ch/ spelled tch final position: U5.2, wk-1 /sh/ spelled sh initial and final position: U5.2, wk-1 /hw/ spelled wh: Not reviewed in 5th grade.



/th/ voiceless spelled th: U5.2, wk-1 /th/ voiced spelled th: U5.2, wk-1

Implementation: Introduce and teach the 1st 5 digraphs included in the 42 sounds. These four consonant combinations produce five new sounds. Th can be produced two different ways: as a voiced or voiceless sound. Almost every short vowel English word that ends in the Digraph ch has a silent t before the ch. The -ed suffix says /t/ when it follows words ending in ch and sh. (Note that ‘ch’ changes when used in words of foreign origin.)Teach special marking for decoding. Use words from the lesson and additional words in dictation.

Reinforce skills with Student Workbook, computer software, ELL Supplement: Digraphs, English Language Enhancement (ELE): Pronunciation Practice 10 Minimal Pairs.


Lesson 52, More Digraphs PH, GN, KN, CK, and WR, pp. 95-104

Reading Street: /k/ spelled ck: Not reviewed in 5th grade. Silent Letters (not taught as digraphs): /n/ spelled kn: Not reviewed in 5th grade. /r/ spelled wr: Not reviewed in 5th grade. /n/ spelled gn: Not reviewed in 5th grade. /f/ spelled ph: U5.2, wk-1

Implementation: Introduce and teach the remaining digraphs ph, gn, kn, ck, wr. Students will learn to recognize the digraphs as new spellings for previously learned sounds (ph says /f/, gn and kn says /n/, ck says /k/, and wr says /r/.). Teach gn at the end of words (-ign).

Use marking system to ‘prove’ syllables/words. Use word bank at the end of the lesson for dictation practice.

Reinforce skills with Student Workbook, computer software, ELL Supplement: Minimal Pairs, English Language Enhancement (ELE): Pronunciation Practice 11 Use a Dictionary to Confirm Pronunciation.


Lesson 53, Digraph Blends, pp. 105-114

Reading Street: Three-Letter Blends: sch- : U5.3, wk-3.

Implementation: Introduce and teach the spelling skills and unique sounds for Digraph Blends (chr, chl, sch, shr, thr, phl, phr). Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to ‘prove’ words.



Lesson 54, Digraphs Words with Plural Endings, pp. 115-120

Reading Street: Plurals with -s: U5.2, wk-1; U5.6, wk-2. Plurals with -es: U5.2, wk-1; U5.6, wk-2.



Implementation: Review term, plural. Teach spelling skill of how to add plurals (-s, -es) to words ending in digraphs. Underline the plural spelling (-s, -es). To form the plural with words that end in /ch/ or /sh/, add -es. To form the plural with words that end in any other Digraph, add s. Use word bank at the end of the lesson for dictation practice.







Lesson 55, Special Vowel Sounds AU/AW, OU/OW, OI/OY, pp. 129-148

Reading Street: /aw/ spelled au: Not reviewed in 5th grade. /aw/ spelled aw: Not reviewed in 5th grade. Long vowel sound ‘ō’ spelled ow: U5.1, wk-3 (taught with ‘oa’). Diphthong /ou/ as in house, spelled ou: Not reviewed in 5th grade. Diphthong /ou/ as in brown, spelled ow: Not reviewed in 5th grade. /oi/ spelled oi: Not reviewed in 5th grade. /oi/ spelled oy: Not reviewed in 5th grade.

Implementation: Au and aw both say /au/. Ou and ow both say /ou/, although ow also says /ō/ in some words. Oi and oy both say /oi/. When /au/ is at the end of a word, it is spelled aw. When /ou/ is at the end of a word, it is spelled ow. When /oi/ is at the end of a word, it is usually spelled oy. When /oi/ is in the middle of a word, it is spelled oi.

Introduce the special marking system for Special Vowel Sounds to aid in decoding of words. Use marking system to ‘prove’ syllables/words. Use word bank at the end of the lesson for dictation practice.

Reinforce skills with Student Workbook, computer software, English Language Enhancement (ELE): Pronunciation Practice 10 Minimal Pairs, and English Language Enhancement (ELE): Vocabulary Strategy 10, Guess the Meaning of Words from Context.


Lesson 56, Special Vowel Sounds OO and OO, pp. 149-158

Reading Street: /oo/ as in book/look spelled oo: Not reviewed in 5th grade. /oo/ as in zoo/pool spelled oo: Not reviewed in 5th grade.

Implementation: Introduce and teach students the 2 sounds for ‘oo’. /oo/ as in look and good. /oo/ as in zoo and fool.Introduce the special marking system for Special Vowel Sounds to aid in decoding of words. Use marking system to ‘prove’ syllables/words. Use word bank at the end of the lesson for dictation practice.





Lesson 57, More Special Vowel Sounds Skills , pp. 159-170

Reading Street: Compound Words with Special Vowel Sounds: U5.1, wk-3; U5.3, wk-2; U5.3, wk-5; U5.6, wk-1; U5.6, wk-5.

Implementation: Adding the suffix to the word with a Special Vowel Sound. Practice identifying, marking, spelling, and pronouncing compound and multi-syllabic words with Special Vowel Sounds.








Lesson 58, Other Suffixes, pp. 179-198

Reading Street: -tion: U5.2, wk-3 (taught as –ion); U5.3, wk-3; U5.6, wk-1. -sion: U5.2, wk-3 (taught as –ion); U5.3, wk-3; U5.6, wk-1. -ous: U5.3, wk-4; U5.5, wk-4; U5.6, wk-1; U5.6, wk-3. -ist: Not reviewed in 5th grade. -est: U5.5, wk-4

Implementation: Students will learn and identify the tion/sion/ous /shun/, /zhun/, and /us/ syllable (or suffix) in words. Teach the spelling, pronunciation, and decoding strategies/marking system for decoding multi-syllable words containing -tion, -sion, and -ous. -TION makes the /shun/ sound, it is its own syllable in a word. -SION has two sounds: -S ION makes the /shun/ sound when preceded by the consonants s, n, or l (e.g., mission,

expansion, compulsion). -S ION makes the /zhun/ sound when preceded by a vowel or Murmur Diphthong (e.g., lesion,

aversion). -TIAL has the /shul/ sound. -U S and -OUS both have the sound /us/: words ending in -ous are adjectives and words ending in -us are

nouns. -IST and -EST: words ending in -ist are nouns, words ending in -est are usually adjectives.




Reinforce skills with Student Workbook.


Lesson 59, Adding Suffixes to Words Ending in Y, pp. 199-210

Reading Street: Add endings -ed, -es, -ing (y to i): U5.1, wk-4; U5.4, wk-1. -ied added to base words: U5.1, wk-4; U5.4, wk-1. -ier added to base words: U5.5, wk-4 -ies added to base words: Not reviewed in 5th grade. -ly added to words: U5.1, wk-1; U5.4, wk-2.

Implementation: Teach students to properly add suffixes and plurals to words ending in Y.

When y follows a vowel, add just the suffix, e.g., days. For the suffixes -es, -er, -ed, and -est: when y follows a consonant, change y to i, and add the suffix, e.g., cries. For the suffix -ing: add just the suffix. The y in the suffix -ly says /ē/. Adding -ly changes an adjective to an adverb. Y as a suffix says /ē/. Adding y changes a noun to an adjective. The suffixes -ery and -ary sound like air with /ē/ at the end.




Lesson 60, Practicing Multi-Syllabic Words, pp. 211-224

Reading Street: U5.1, wk-1; U5.3, wk-1; U5.5, wk-1.


Implementation: Using both Decoding Skills 1 and 2, the students will practice decoding multi-syllabic words that contain Murmur Diphthongs, Digraphs, Digraph Blends, Special Vowel Sounds, and review all sounds.






CHAPTER 6

Lesson 61, Decoding Exceptions, pp. 7-18



Implementation: Teach the students the exception to the decoding skill when multi-syllabic words do not follow the Two Decoding Skills. For correct pronunciation of the word, a vowel change needs to take place. Long vowels can be marked as “short” but never the reverse. Follow the decoding skills for syllabication and introduce the new markings for the vowels in those syllables.




Lesson 62, Double Consonants and -KE, -CK, -K, and -C, pp. 19-30

Reading Street: (VC/CV) Pattern: U5.3, wk-4. (double consonants). Teaching to syllabicate/decode words with a marking system is not taught as specific decoding skill. N ot taught to be recognized as a regular spelling skill, only taught as a phonics/reading skill or as endings

to phonograms (e.g., -ock, -ink, -ake, etc). Long ā, CVCe: Not reviewed in 5th grade. Long ō, CVCe: Not reviewed in 5th grade. Long ū, CVCe: Not reviewed in 5th grade. Long ī, CVCe: Not reviewed in 5th grade.

Implementation: Teach when double consonants occur in a multi-syllabic word, the 1st of the double consonants is usually not pronounced.

Teach Double Cs: when the vowels a, o, or u follows double c, only one sound for c is heard /k/ (e.g., accord, account); when vowels i or e follow double c, 2 sounds for c are heard /k/ and /s/ (e.g., accent, access).The /k/ sound has various spellings depending on the vowel sound and where it falls in a syllable in a word. Teach the spelling rules associated with /k/ as an ending sound (-KE,- CK, -K -C). • Long vowel silent e words ending, use -ke spelling. • Short vowel and no other consonant is heard next to the /k/, use -ck spelling. • Adjacent Vowel words, Murmur Diphthong words, Special Vowel Combination words, and words that

have an ‘l’ or ‘n’ preceding the ‘k’, use -k spelling. • When the /k/ is heard in the middle of a multi-syllabic word or at the end of a multi-syllabic word, usually

the -c spelling is used (deduct, picnic).

Specific markings are introduced to aid students in decoding the vowel sound in a word. Use marking system to ‘prove’ syllables/words.









Lesson 63, Letter Combinations That Split, pp. 39-50

Reading Street: One Consonant or Two: U5.3, wk-4. sc, -ing - U5.3, wk-3 (Words With Consonant Sounds).

Implementation: Teach that some letter combinations will split in multi-syllabic words.

The four Blends that most commonly split are sc, sk, sp, and st, especially when the s is part of the prefixes mis- and dis- (e.g., sc/escape, sk/basket, sp/dispose, st/mister).

The Digraph GN will split if it comes in the middle of a word (e.g., signet).

Some Special Vowel Combinations may split in a multi-syllable word. The -NG and -NK usually keeps its vowel sound (e.g., an-ger, sin-gle); vowels in the -LL usually become short (e.g., gall, gal-lows).




Lesson 64, Spelling with -SS, -CE, or -SE, pp. 51-58

Reading Street: Lessons to determine whether words end in SS, SE, or CE are not taught in program. Only the particular spelling for the phonic sound.

SS: U5.3, wk-4.

Implementation: Teach students to know the particular spelling clues for single syllable words ending with the sound of /s/ using SS, SE, or CE: • one-syllable, short vowel words with no vowel preceding the /s/ sound, spelled -SS. • one-syllable, long vowel words ending in /s/ sound, spelled -CE (exceptions: base, case, chase, vase). • Most one-syllable, short vowel words with a consonant preceding the /s/ sound, spelled -CE. • Some one-syllable words containing adjacent vowels, Murmur Diphthongs, and Special Vowel Sounds

ending in /s/ sound, spelled -SE. However, there are a few words that end in the -CE spelling. • Most words ending with the -SE spelling have the /z/ sound.

Use the marking system to ‘prove’ syllables/words. Use word bank at the end of the lesson for dictation practice.





Lesson 65, Sounds of EU and EW, pp. 59-68

Reading Street: /oo/ as in new/chew spelled ew: Not reviewed in 5th grade. /oo/ as in neutron/Zeus spelled eu: Not reviewed in 5th grade.

Implementation: The vowel combinations eu and ew both have two sounds: /yū/ and /oo/, as in zoo./oo/ as in new/chew spelled ew.

/oo/ as in neutron/Zeus spelled eu.


Reinforce skills with Student Workbook, computer software, and ELL Supplement: Dictionary Skills.


Lesson 66, Vowels That Reverse, pp. 69-82

Reading Street: Not taught in 5th grade as a specific skill, only as spelling words. ai/ia (e.g., cafeteria, mosaic, intermediate): U5.5, wk-1 oe/eo (e.g., meteorite): U5.5, wk-1 oi/io (e.g., kiosk): U5.4, wk-1

Implementation: Teach when the letters in specific adjacent vowels and Special Vowel Sounds reverse, each vowel says its own sound. The first vowel in the combination is usually long, and the second can be short, long, or a schwa. Because there are two sounded vowels, the vowels split into two syllables. • ai/ia (e.g., piano) • oe/eo (e.g., neon) • oa/ao (e.g., aorta) • ui/iu (e.g., medium) • au/ua (e.g., truant) • oi/io (e.g., patio)


Reinforce skills with Student Workbook, computer software, and ELL Supplement: Dictionary Skills.


Lesson 67, Other Sounds for EA and IE, pp. 83-98

Reading Street: Sounds for EA: Long ‘e’ spelled ea: Not reviewed in 5th grade. Short /e/ spelled ea: Not taught in 5th grade. Long ‘a’ spelled ea: Not taught in 5th grade. E and A together in a word, yet vowels are individual sounds in syllables: Not taught in 5th grade.



Sounds for IE/EI: Long ‘i’ spelled ie: Not reviewed in 5th grade. Long ‘e’ spelled ie: Not taught in 5th grade. Long ‘e’ spelled cei: Not taught in 5th grade. Long ‘a’ spelled ei or eigh: : Not taught in 5th grade. I and E together in a word, yet vowels are individual sounds in syllables: U5.5, wk-1 (spelling

word – variety).

Implementation: Teach there are 4 sounds for the EA adjacent vowel: • Long ē (e.g., meat). • Short ĕ (e.g., bread). • Long ā (e.g., great, steak, break, yea). • Both sounds e and a are heard, place a dot under each vowel (e.g., create, idea). Teach there are 5 sounds for the IE adjacent vowel: • Long ī (e.g., tie). • I is silent and e is long ē (e.g., chief). • E comes before I except after C, long ē (e.g., receive). • Ei says long ā (vein, weigh). • Both sounds i and e are heard, place a dot under each vowel (e.g., diet, quiet).




Lesson 68, Synonyms, Antonyms, and More, pp. 99-110

Reading Street: Synonyms: U5.4, wk-3. Antonyms: U5.1, wk-4. Homonyms (multiple-meaning words): U5.1, wk-2. Homophones: U5.4, wk-3. Heteronyms: U5.1, wk-1. (Homographs) Palindromes: not taught as a skill in 5th Grade.

Implementation: Teach the meanings of the terms: Synonyms, Homonyms, Homophones, Heteronyms, and Palindromes. Teach how they are used in sentences for grammar purposes.




PHONEMIC AWARENESS

References are found in Reading Horizons Elevate™ Supplementary Materials, Phonemic Awareness section.

Phonemic Awareness: Rhyming Words, p. 33


Implementation: Help students identify and develop an awareness of rhyme.

Phonemic Awareness: Words Within Sentences, p. 34


Implementation: Students determine the number of individual words they hear within a spoken sentence.

Phonemic Awareness: Syllable Identification, pp. 35-36


Implementation: Define syllables, and help students recognize who many syllables are in a word. Clapping syllables in names, blending and segmentation of syllables in words.

Phonemic Awareness: Phoneme Identification, pp. 37-38


Implementation:

Phoneme Isolation of Initial, Final, and Medial Sounds – Identification of initial and final phonemes in words.

Phoneme Count – students determine how many sounds they hear in the following words.

Deleting Phonemes - students identify what sound they hear when it is deleted from a word already spoken. (Example: seat but not in eat. Answer: /s/.)





MOST COMMON WORDS

Most Common Words

In Scott Foresman Reading Street material, Amazing Words: specific words from the week’s reading selection. The words are introduced, demonstrated for understanding, then applied in text. In the Reading Horizons Elevate™ program, high-frequency words are called Most Common Words. These words have been divided into 13 lists, with 11 to 14 words in each list. The Most Common Words are taught a few at a time throughout the course. Following is a list of what words are taught after specific skills.

These Most Common Word lessons are included in the lesson flow:

List 1: the, to, a, and, in, you, that, of, it, not, for, I, is, an List 2: on, with, he, at, are, be, this, but, have, we, as, they, will, her List 3: one, do, was, were, all, am, from, his, my, there, about, out, me, so List 4: would, she, very, your, some, go, when, don't, said, good, by, look, too, little List 5: where, then, every, what, no, or, know, their, see, which, any, like, people, into List 6: down, many, year, has, around, saw, how, been, could, them, come, put, than, now List 7: who, much, think, only, two, its, our, here, over, also, walk, back, other, after List 8: boy, use, three, before, new, work, first, may, way, again, ever, never, seven, want List 9: because, eight, these, today, give, more, such, through, pretty, four, away, brown,

yellow, round List 10: goes, great, says, move, does, mother, build, father, should, answer, learn, eye,

thought, together List 11: both, carry, friend, once, sure, color, enough, always, young, though, talk List 12: door, heard, early, toward, love, money, done, beauty, nothing, busy, laugh List 13: weight, brother, gone, buy floor, view, lose, guess, shoe, woman, women

Following tells which Reading Horizons Elevate™ lesson contain a short review of the Most Common Words lists:

List 1: Ch 1, following Lsn 5, pp. 83-92. Use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD.












List 11: Ch 5, following Lsn 54, pp. 121-128. Use Most Common Words Transfer Cards or Most Common Word Flashcards, both found on the Enrichment CD..



Documents

Reading Horizons Elevate™ · Reading Horizons Elevate™ Correlation to Scott Foresman, Reading Street ... be sure to encourage your students to use the ... Question mark: U5.1,