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I feel like this aligns with Science of Reading principles. There are r-blends and wh, sh, & th-digraphs, and there are a few high-frequency words. However, I feel like it could be improved by each time of reading aloud through the story to target a different concept. The teacher should review the necessary blends and digraphs, then read the passage aloud as a class. The second time, focus on each blend and digraph by saying each individual sound in a word and have the students repeat it back. The third time, the teacher could write the word on the board breaking down the parts. Then as a class, the questions can be answered.

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This curriculum is from one of my teacher friends in the building I currently work in, along with an assignment she does. As an assistant, I do not have access to the curriculum. However, this curriculum shows the importance of the consonant digraph having a sound different from the two letters when combined. It also shows the teacher how to teach the students how to pronounce the digraph. The worksheet attached allows the students to write down words using the digraph and then write down irregular words with the digraph. i love how this assignment allows them to create their own sentence with the words because it uses the SoR principles of reading comp and language comp to create a sentence that is comprehensible to them and allows them to practice their composition and phonics.

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We use UFLI lessons within my small groups in 3rd grade for tier 2 support. I love the decodable texts for students for many reasons. It does indeed align with Sor principles as these lessons begin with isolated phonics instruction. This one specifically focuses on sh, ch, th, and ck. As we move into the decodables were able to practice these digraphs in a more meaningful way through these short stories. I truly do love these decodable texts, the only thing I wish it had was more intense vocabulary. Nothing super hard, but these passages are very simple. I like that they are simple and students are able to focus on the specific lesson, but I wish there was a little more to it.

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I believe this example does align with SoR principles. It focuses on the ch digraph. I like that it asks for repetition reading to help fluency and automaticity. I would like to see a box that lists the high-frequency words included in this text. Students could arc the ch digraph and using a highlighter mark all of the high-frequency words.

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This is an activity that my students love to play during MTSS and UFLI Small Groups. This game helps students practice a specific skill we are currently learning. This one is practicing reading words with the "ck" digraph. UFLI is an explicit and systematic program that I teach my students every day. There are 8 steps in every lesson and I use games like this for additional practice. Students simply roll a dice, move their game piece, and read the word they land on. I like this game because it is very engaging for my students and directly aligns with our phonics program. I think this lesson falls short by not having writing practice in this game.

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I am not currently teaching anywhere, so for this assignment, I'll be relying on my own personal experiences as a beginning reader. In my Discussion #2 post on Blackboard, I recalled a memory from preschool, and I thought I'd elaborate on that. In my preschool classroom, the walls were decorated with colorful shapes. Inside each one was the written name (circle, square, triangle). I remember walking around the room naming them all. My teacher thought I could read, but really I had just memorized the words from repeated exposure.

This example most closely connects with Explicit Phonics, since I was pairing print with meaning in a consistent way. It gave me the early idea that words matter. By having these colorful shapes decorating the classroom, it created a print-rich environment, repeated exposure, and a strong connection between visuals (the colorful shapes) and words, which is so important for young learners. One of the limitations of this was that I wasn't actually decoding or learning phonics patterns. I was simply memorizing the names of the shapes.

It partially aligns with Science of Reading (SoR) principles because it exposed me to print in meaningful ways. However, it didn't explicitly teach the sound-symbol correspondences or decoding strategies that SoR emphasizes.

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This is curriculum straight from my mentor teacher's book. The lesson this week was r-controlled vowels. The letters ar make the /ar/ sound, and or, ore, and oar make the /ôr/ sound. Explicit phonic instructions includes the teacher stating what letters make the specific r-controlled sounds and displaying examples on the board, flashcards, etc. for students to see and interact with. I think this aligns well with the SoR principles because it teaches the relationship of the r sounds. Additionally, it gives students the opportunity to visually see the words and hear the sounds. Practice is an important factor in creating strong and successful readers. This practice will also help their decoding skills moving forward.

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This is the Hegerty Phonics Book that my Kindergarten teacher (and now myself) use during rug time. Different phonemic awareness techniques are taught each day of the week. It has students identify words that rhyme, the onset of the word, the endings of the word, the sounds that different letters make, and how to blend sounds or two parts of a word together. It has been a great tool to use and the students are great at doing it.

I feel like it is strong in teaching phonemic awareness. One fallback that I noticed with the lesson is that when I first started teaching the students from this book, it took me a few tries to get the hang of the instructions and tips listed on each section. However, after doing lessons from this book each day, it gets easier to get into a good flow and the students also seem to know what to expect during each transition. Overall, I think it's a strong tool to help the students practice their phonemic awareness everyday. During this rug time, letter flash cards are also used after the Hegerty lesson and the students seem to have an easier time identifying the sounds and many are already doing well with sounding out CVC words to spell.

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I’ve been focusing on closed syllables with a small group of students, and this lesson gave us a chance to apply that work within a story. We read the text together as a group and then stopped to decode some of the closed-syllable words in the story before answering a few comprehension questions. I think it does line up with the Science of Reading because it mixes both word recognition (decoding) and language comprehension. The strength is that it gives students a chance to practice phonics skills in real reading instead of just in isolation. The part that could be stronger is making sure there’s more direct and systematic instruction on closed syllables beforehand, since some students might need extra support before applying it in a full story.

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This is a worksheet that looked similar to what the first graders in my internship would work on during the week. The only difference I would like to note, is that students would write their own sentence using the HF word. This word may be 'are' but other words like 'some' would fall in line with the SoR, because students are practicing sounding out the word, spelling, and writing. This type of worksheet, helps students to process this word, especially if they have to use it in a sentence.

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I don't currently teach, but I figured this would be a good time for me to take a look at some resources that I could end up being able to use when I am in my own classroom!

I feel like this worksheet helps with blending practice. Moving from segment to segment with it easily broken up with the dots underneath. Also this gives practice for the -ug words for some practice!

I also think the visuals do a good job for the connection the students need for comprehension.

I think that a way that this could fall short would be the fact that it does not have a prompt or actual way that the word is connected to comprehension besides the pictures. They are not actually put into sentences or discussed.

I would make it stronger by extending it to sentence reading like "I see a big on the run" so that students could have more contextual practice.

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I thought my post was uploaded and apparently it was not. But with me being in an assistant position, I do not have access to the curriculum, so I borrowed some from a teacher friend! The assignment, along with it, allows for the students to spell out words with the phonemes they are learning and spell out irregular words. I also love the way this worksheet allows them to create a sentence using any word with the phoneme that they want, which combines their LC and RC into one, aligning their SoR principles. The curriculum shows the teacher how to properly teach the sounds of the phonemes to the students and what words they should watch out for. This is especially helpful for me.