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Access Online Resources

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These classroom resources provide core curriculum and instruction while guiding your professional growth. Our authors expand upon the ideas introduced in their professional books, model effective instructional strategies, and provide "ready-to-use" resources - including teaching materials and lesson plans - written to support your daily instruction.

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Heinemann | Publisher of professional resources and provider of educational services for teachers

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Heinemann is a publisher of professional resources and a provider of educational services for teachers and educators from kindergarten through college.

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Lucy Calkins and Colleagues Units of Study

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Home / Our Series - Phonics

To create these new phonics units, Lucy and her coauthors have drawn on all that they know from decades of teaching reading and writing in thousands of classrooms across the world, and they've relied on proven, research-based practices-especially on the work of Isabel Beck, Donna Scanlon, Pat and Jim Cunningham, Rollanda O'Connor, Marilyn Adams, Tim Rasinski, Donald Bear, Wiley Blevins, and the late Marie Clay.

The new Units of Study in Phonics, Grades K-2:

provide a lean and concise instructional pathway in phonics that is realistic and doable, and that taps into kids' skills and energy for tackling the fabulous challenge of learning to read and write,

introduce high-leverage phonics concepts and strategies in a way that keeps pace with students' reading and writing and helps them understand when, how, and why they can use phonics to read and write,

offer delightfully fun and engaging storylines, classroom mascots, songs, chants, rhymes, and games to help students fall head over heels in love with phonics and to create a joyous community of learners,

align with state-of-the-art reading and writing workshops for a coherent approach in which terminology, tools, rituals, and methods are shared in ways that benefit both teachers and kids.

In the hurly-burly of classroom life, every minute you spend on one subject is less time spent on another subject. Lucy and her coauthors aim to protect time for authentic reading and writing, while also helping you teach a rigorous, research-based phonics curriculum.

Units of Study

Small Groups to Support Phonics

Resource Pack & Mentor Texts

Online Resources

WATCH A SAMPLE MINILESSON VIDEO

Purchasing Options
Ordering Guidance:
Each teacher will need one set of Units and one Resource Pack. (Note: The Resource Pack materials for each grade level are extensive and come packed in two boxes.) In addition, schools will need to plan for some other resources including a stuffed elephant or lion (Mabel and Rasheed-our K and grade 1 mascots) for each classroom, plus some other classroom materials, such as white boards and magnetic letters, that many classrooms already have. For a complete list of resources, see inventory/shopping lists: Grade K, Grade 1, and Grade 2.

Phonics Bundles for Grades K-2

School Supply Shopping List (not available from Heinemann)

Phonics Units for Grades K-2

Resource Packs for Each Grade Level

A Note About Resource Packs: The Resource Packs are composed of resources made from good-quality card stock, all beautifully illustrated and printed in 4-color. Resources include alphabet charts, many other types of other charts, letter cards, word cards, picture cards, printed copies of poems and songs, other cards such as onset rime cards and vowel picture cards, and much more-about 40 pounds of resources per grade level! (Note: Resources for each grade level come packed in two boxes.)

Related Resources

Learn More

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Units of Study for Teaching Phonics Grades K-2

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Home / Our Series - Phonics To create these new phonics units, Lucy and her coauthors have drawn on all that they know from decades of teaching reading and writing in thousands of classrooms across the world, and they've relied on proven, research-based practices-especially on the work of Isabel Beck, Donna Scanlon, Pat and Jim Cunningham, Rollanda O'Connor, Marilyn Adams, Tim Rasinski, Donald Bear, Wiley Blevins, and the late Marie Clay.

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For use in break-out rooms to guide your conversations!

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Skim through a lesson of choice:
-What key phonological awareness skills are students learning?
-How do they learn them?
*Note ideas on google doc.

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Use for minilesson inquiry

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Supporting Early Spanish Literacy in Dual Language Classrooms

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Supporting Early Spanish Literacy in Dual Language Classrooms

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Key understandings of differences in early literacy development in English and Spanish.

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To practice all 44 phonemes.

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Do all teachers have a clear understanding of what transfer means?

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Do all teachers have a clear understanding of what transfer means?

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If we focus on phonics instruction, how can we align our writing expectations to be more reasonable given they are just learning letter/sound correspondence?

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If we focus on phonics instruction, how can we align our writing expectations to be more reasonable given they are just learning letter/sound correspondence?

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I wonder how we can compensate for the lack of visual support in student learning spaces - visuals for letter sound for example.

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I wonder how we can compensate for the lack of visual support in student learning spaces - visuals for letter sound for example.

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I wonder if we could align our English and Spanish teaching so that common sounds are taught first.

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I wonder if we could align our English and Spanish teaching so that common sounds are taught first.

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I wonder if the Spanish program could be revised to make sure the differences on how each Language should be taught are being honored.  (Ex. more time and focus building words by syllables, common sounds, etc.)

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I wonder if the Spanish program could be revised to make sure the differences on how each Language should be taught are being honored.  (Ex. more time and focus building words by syllables, common sounds, etc.)

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Is PK doing this exact rhyming recognition assessment?

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Is PK doing this exact rhyming recognition assessment?

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I wonder how valid it would be to use more one:one time to support foundational skills instead of the time that is used for covering assessments.

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Could we use more verbs or non sense words to assess true awareness rather than memory or visual connections?

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I wonder which are the most important skills to teach regarding snap words, I am finding unit 3 snap words are seen really fast and we are not having time to review them as in unit 1; the lessons (main) have a lot of content; so... which skills should we address, are more important,  due to the  (short) time we have; snap words or the main lesson focus?

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I wonder which are the most important skills to teach regarding snap words, I am finding unit 3 snap words are seen really fast and we are not having time to review them as in unit 1; the lessons (main) have a lot of content; so... which skills should we address, are more important,  due to the  (short) time we have; snap words or the main lesson focus?

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I'm happy to see that the activities we have been practicing with our students are just like the ones you shared.
I would like to find out the best way to apply an assessment to PK students in order to gather data about their understanding in alliteration, rhyming and segmenting syllables.

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Got: a sense of the units of study
Want: On line strategies and tweaks

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Got: calmness knowing that we are teaching Phonics  pretty well in Kinder
Want: talk about a year in a glance with possible dates or unit duration

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Got: Proud that we are doing the units of study to the best of our ability during distance learning.
Want: More advice on how to execute the best part of phonics in a very limited amount of time due to distance learning

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Got: A good feeling about how we are following  and teaching  the units of phonics.
Want: Online strategies

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Feeling great about our teaching and the concepts. Kids are learning and enjoying the program.
Want- strategies or ways to do it in distance learning.

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Got: A clear idea of the order in which students develop language and phonological skills.
Want: More suggestions on how to really assess phonological awareness rather than memory or visual connections.

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Continuum for phonics development

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Guide to the Phonics Units of Study p. 86

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Session 12

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Additional resources for phonics instruction

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Working in teams, plan an upcoming minilesson.

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Use for ML planning

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gots- Using "usually makes", "sometimes makes"
wants- to see more transfer into reading and writing

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GOTS- Do the student sharing in the lessons. When teaching letter sounds, use language like...sometimes it sounds, usually, often. As a reminder, avoid the tricky challenging feeling when teaching spelling.
WANT- Transfer skills

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GOT: the one page instructions for parents (I will share it once I get it)
WANT: to continue seeing kids transfer their phonics skills into their reading and writing

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got- structure for phonics lessons
wants- see more transfer into reading and writing

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Sandra Time for students to share during DL

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Sandra Time for students to share during DL

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Sometimes it looks like... when it comes to writing

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GOT- Structure and time for the phonics lessons.
WANT- more time for small group instruction

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Gots: Being patient and know that everyone is tying their best.
Want: See the transfer their phonics skills into their reading.

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Gots: we are on the right track, keep in mind the language we use to make spelling joyful
Wants: go over some sample lessons and strategies, and see what it looks like in reality

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Gots: Word Choice is very important when teaching phonics. Have a positive mindset that will impact our students learning.
Wants: Being able to adapt the lesson structure to distance learning. (Rug time).

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Gots: We need to know the progression to plan the next steps...

Wants: Have the progression from one grade level to another in order to plan to have our students better prepared for the following grade level.

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Got:  Word choice & mindset
Wants: punctual with sharing part at the end in mini lesson. Differentiation in a whole class setting in Distance Learning.

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everything is working out slowly but we are getting there
want more strategies for distance learning to help them find it easier

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Got: Important to update parents ideas on how to help students who want to write (Preschool version).
Want: Continue analyzing essentials for DL.

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gots: using word choice carefully
wants: sample lessons to plan time accordingly

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Got- share in session
Want- More time for SGI

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Got: Structure and engagement in phonics mini lessons.
Wants: More time

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Elo Got: Feeling good on how we are teaching and following the phonics unit. Want: Ideas and Different strategies for DL.

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Elo Got: Feeling good on how we are teaching and following the phonics unit. Want: Ideas and Different strategies for DL.

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Anticipate, Observe, and Support Phonics Development (including English Learners)

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Vowel Power

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ASFM K Session 2_ Phonics Development and Phonics Workshop

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Kristen

Got: Proud that we are doing the units of study to the best of our ability during distance learning.
Want: More advice on how to execute the best part of phonics in a very limited amount of time due to distance learning

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K Unpacking Phonics Unit of Study Template

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Session 12 (pg. 65)

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ASFM K Session 3_ Unpacking Units of Study

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Copy of Kinder Unpacking Phonics Unit of Study Template -GSIS

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Got: Reinforced, overview and preparation for "Vowel power" unit.
Want: Proper accommodations in whole class instruction, across the unit, for my students struggling. Online engaging activities to help them in SGI.

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WANT: To make it easier for teachers while unpacking new units. Have them read and explore the materials while unpacking the units.

GOT: we can be flexible and only assess the reading part for Snap Words.

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gots-  change in assessments. Review the overview of units and have in mind the big learning.
wants- data, have ideas for accommodations for struggling students.

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gots: overview of vowel power unit
wants: see the transfer.

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Gots: Orientation helps guide the whole unit
Wants: that key details taught are the key details assessed

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Gots: some changes in assessments. Vowel Power
Wants: transfer

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gots: prepared for vowel power. organized plan.
want: see result in student

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G: snap word assessment only reading
W: see students data on blending assessment

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I want to take away the spelling of snap words - the students do not have enough exposure
I got the understanding of creating an unpacking document in phonics

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Got:  We have a good and solid plan for the Unit following the overview for it.
Wants: How to challenge high students while teaching letter/vowel sounds in class?

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Got: An idea of what is next in the phonics unit and what we will need to succeed
Want:

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Got: Having an organize template and plan gives us the opportunity to be flexible in our teaching.
Wants: Differentiation.

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Got- Assessing Reading Snap Words only

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got: unpacking practice
want: see the transfer

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Got: Unpacking vowel power unit.
Wants: Challenge students

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got: unpacking practice
want: more ideas on how to apply to different knowledge leveled students

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got being flexible
want make things easier for kids and teachers

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Developmental Spelling

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Phonic blending

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Formative Assessment Boxes (Phonic blending)

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Individual Students

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Formative Assessment Boxes  (Individual students)