Teacher’s Manual Volume 3
FastTrack Phonics for RootsTeacher’s ManualVolume 3Produced by theReading Roots Development Team
Produced by the Reading Roots Development TeamDirector:Nancy A. MaddenDevelopers:Kathy GoinsJudith WordsworthDesigners:Bernice Twum-BarimahLauren LoranFastTrack Phonics for Roots was developed under the leadership of Robert E. Slavin andNancy A. Madden, cofounders of the Success for All Foundation family of programs.We wish to acknowledge the trainers, teachers, and students who gave us valuablefeedback on the program.The mission of the Success for All Foundation is to develop and disseminateresearch-proven educational programs to ensure that all students, from allbackgrounds, achieve at the highest academic levels.These programs were originally developed at Johns Hopkins University. 2004 Success for All Foundation. All rights reserved.A Nonprofit Education Reform Organization300 E. Joppa Road, Suite 500, Baltimore, MD 21286PHONE: (800) 548–4998; FAX: (410) 324–4444E–MAIL: sfainfo@successforall.org
FastTrack Phonics for RootsTable of ContentsTable of ContentsIntroduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiiLessonsSet 1: New Letter GroupsLesson 1Presenting /ph/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Lesson 2Presenting /ge/, /dge/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Lesson 3Presenting /tch/. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Lesson 4Presenting /ew/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Optional Review Lessons 1–4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Set 1 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Set 2: Comparing Letter GroupsLesson 5Comparing Long a Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . 35Lesson 6Comparing Long e Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . 57Lesson 7Comparing Long i Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Lesson 8Comparing Long o Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . 83Lesson 9Comparing Long u Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . 97Lesson 10 Comparing ur, ir, er . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Lesson 11 Comparing ou, ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Lesson 12 Comparing oy, oi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Set 3: Review LessonsLesson 13 Reviewing Long a Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . 143Lesson 14 Reviewing Long e Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . 147Lesson 15 Reviewing Long i Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . 151Lesson 16 Reviewing Long o Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . 155Lesson 17 Reviewing Long u Letter Groups . . . . . . . . . . . . . . . . . . . . . . . . . . 159Lesson 18 Reviewing ur, ir, er . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Lesson 19 Reviewing ou, ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Lesson 20 Reviewing oy, oi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171AppendixMy Spelling Words Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Class Assessment Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179Set 1 Assessment Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181FastTrack Phonics for Roots Teacher’s Manual Volume 3Table of Contentsi
FastTrack Phonics for RootsIntroductionIntroductionWhat is the focus of FastTrack Phonics Volume 3?The first two volumes of FastTrack Phonics presented the building blocks of phonemicawareness and phonics; students learned that spoken words are made up of separatesounds, or phonemes, and that those sounds can be represented with letters, orgraphemes. In volumes 1 and 2, the students learned most of the sounds in the Englishlanguage and the letters used to represent those sounds. They learned to blend thesounds to read words and to segment the sounds they heard to write words. With theseskills, the students don’t need to memorize words to read and write; they can sound outand spell familiar and unfamiliar words with fluency and accuracy. This results in moreconfident, independent readers and writers.FastTrack Phonics Volume 3 expands on these skills; it provides an excellent opportunityfor the students to solidify their phonetic knowledge for reading and to begin to learnthe conventions of English spelling. Using brief paragraphs written to include one soundspelled in a variety of ways, the lessons review phonemes and challenge the students toremember which spelling of the sound is used in a particular word.The program is divided into three sets of lessons. In Set 1, the students will learn theremaining phonemes and additional common letter groups that are useful in readingEnglish words. These lessons have the same format as the lessons in FastTrack Phonicsvolumes 1 and 2. In Set 2, the students will focus on spelling. These lessons teachspelling techniques in a fun and systematic way. The students work together to analyzeand discuss spelling patterns they see in words in the context of paragraphs rather thanrely solely on rote memorization. This teaches the students how to use their knowledgeof sounds to identify possible spellings and makes it easier for them to remember thecorrect spelling. With the help of Alphie the puppet and his friend Monster, the studentslearn to play a variety of spelling games that make the learning process enjoyable for thewhole class. The third set of lessons contains additional spelling lessons that review allthe letter groups in Set 2. You can use all the lessons, or use only the lessons that yourclass still needs to review.Who will use FastTrack Phonics Volume 3?FastTrack Phonics Volume 3 is intended for use with the Reading Roots program. Classesmust complete volumes 1 and 2 of FastTrack Phonics before beginning volume 3. It is notnecessary or expected that every class will complete all three volumes during the schoolyear. It is most important that classes learn and master the skills presented in the firsttwo volumes. If they do not complete volume 3 during the school year, those skills will bepresented (in a different format) in Reading Wings.FastTrack Phonics for Roots Teacher’s Manual Volume 3Introductioniii
FastTrack Phonics for RootsIntroductionWhat are the goals of FastTrack Phonics Volume 3?The goals of FastTrack Phonics Volume 3 are listed below:Set 1: New Letter Groups Learn additional phonemes and their corresponding letter groupsRead and write words with the new letter groupsSet 2: Comparing Letter Groups Understand that there are a number of choices to make when spelling a word andthat trial-and-error is part of the spelling processAnalyze spelling patterns in wordsUse knowledge of spelling patterns to spell unfamiliar wordsUse memory to self-edit and correct spellingSet 3: Review Lessons Review selected vowel sounds to solidify phonetic knowledgePractice reading and writing selected spelling patternsHow will FastTrack Phonics Volume 3 benefit Englishlanguage learners?The FastTrack Phonics program allows students to approach language from an analyticalstandpoint; one does not need to be fluent in a language to learn the rules that govern it.This approach is especially beneficial to English language learners. Although they maynot be perfectly fluent with everyday communication in English, many students are ableto read and write with accuracy by applying the skills they learn in FastTrack Phonics.FastTrack Phonics Volume 3 expands on these skills. Even when English languagelearners are making progress with their academic and communicative skills in English,they are often still daunted by the seemingly chaotic and unpredictable spelling patternsin the language. They know that many words have a number of spelling possibilities,and they may not have had enough exposure to grade-level texts to get a feel forspelling patterns. FastTrack Phonics 3 assists these learners by presenting lessonsthat identify a small, manageable range of letter groups for comparison and study. Thestudents can analyze the spelling patterns in individual words and see these words inthe context of paragraphs. The students are given ample time to experiment with thislimited number of patterns before moving on to a new set of letter groups. This processallows English language learners to feel comfortable during the learning process as theclear, predictable, and routine-oriented lessons guide them through the maze of Englishspelling step by step.ivIntroduction 2004 Success for All Foundation
FastTrack Phonics for RootsIntroductionFastTrack Phonics Volume 3 Materials 1 FastTrack Phonics Volume 3 Teacher’s Manual1 class set of Partner Practice Booklets (25 per class)2 Alphie cards (available in separate Phonics Picture Cards)1 Monster card (available in separate Phonics Picture Cards)4 grapheme cards (available in separate Phonics Picture Cards)Teachers will need: 4 letter-blending cards (available in separate Letter-Blending Card Decks inManuscript or D’Nealian)chart papermarkerssticky flags (small, rectangular-shaped sticky notes for use in student notebooks)Students will need: notebooksAssessmentsThere is a short, simple assessment at the end of Set 1 to determine if the studentshave mastered the new letter groups. This assessment is similar to the assessments inFastTrack Phonics volumes 1 and 2. However, the rest of the program does not containtraditional assessment measures. Apart from the first four grapheme lessons, studentsare not learning new material or quantifiable skills that can be quickly mastered.FastTrack Phonics Volume 3 teaches students how to experiment with spelling byanalyzing words and patterns, attempting to spell familiar and unfamiliar words, andusing memory to determine whether a word looks right to them. An innate sense ofcorrect spelling is not measurable; it is developed and strengthened through repeated,focused practice. The goal of the program is to teach students a logical, systematicway to approach spelling. For students to become fluent spellers, they need continuedpractice reading and writing words. Therefore, previously used assessment techniquesaren’t appropriate.On Day 6 of every lesson, the students are given an opportunity to demonstrate thespelling skills they have acquired. Throughout the six-day lesson period, the studentsspend time reading and writing words, compiling personal spelling lists, and identifyingwords (both phonetic and nonphonetic) that they find especially difficult to spell. Theytake a spelling test on the last day of a lesson to see how well they have learned theselected spelling patterns and the spelling of nonphonetic words. The test serves twopurposes. First, it gives the teachers and students a measure of progress; the teacherscan identify words the students still need to work on and the students can practicethose words at home. Second, and most importantly, the test teaches students how to beresponsible for their own learning. The daily practice, combined with creating personalspelling lists and studying at home, helps the students to personalize their learning andbecome more independent.FastTrack Phonics for Roots Teacher’s Manual Volume 3Introductionv
FastTrack Phonics for RootsIntroductionSchedule of LessonsMost classes will be studying FastTrack Phonics 3 in conjunction with Reading Roots 3rdEdition Level 4. In order for these two component pieces to be scheduled together, wesuggest the following two options for lessons in Set 1:Reading Roots(No FastTrack Phonics Lesson)GOAL SETTINGDay 1Day 2Day 3Day 4FastTrackLesson 1 Day 1phFastTrackLesson 1 Day 2phFastTrackLesson 2 Day 1ge, dgeFastTrackLesson 2 Day 2ge, dgeFastTrackLesson 3 Day 1tchFastTrackLesson 3 Day 2tchFastTrackLesson 4 Day 1ewFastTrackLesson 4 Day 2ewFastTrackOptional ReviewLessonsFastTrackOptional ReviewLessonsFastTrackOptional ReviewLessonsFastTrackOptional ReviewLessonsThe lesson schedule above shows that Day 1 of all Reading Roots lessons in Level 4 beginwith Goal Setting. For this reason, FastTrack Phonics lessons will not be presented onthis day; they will take place on Days 2, 3, and 4 of the Reading Roots lesson schedule.In this configuration, the teacher presents all of the Set 1 lessons, in order, over athree-week period. At the end of the third week, there is time for an optional review ofany or all of the grapheme lessons. The teacher may use as many of the review lessonsas indicated by the needs of the class.viIntroduction 2004 Success for All Foundation
FastTrack Phonics for RootsIntroductionAnother possibility for scheduling Set 1 lessons is shown below:Reading Roots(No FastTrack Phonics Lesson)GOAL SETTINGDay 1Day 2Day 3Day 4FastTrackLesson 1 Day 1phFastTrackLesson 1 Day 2phFastTrackOptional ReviewLessonphFastTrackLesson 2 Day 1ge, dgeFastTrackLesson 2 Day 2ge, dgeFastTrackOptional ReviewLessonge, dgeFastTrackLesson 3 Day 1tchFastTrackLesson 3 Day 2tchFastTrackOptional ReviewLessontchFastTrackLesson 4 Day 1ewFastTrackLesson 4 Day 2ewFastTrackOptional ReviewLessonewIn this configuration, lessons in Set 1 are each followed by a review lesson. Remember,the schedule is flexible, and the review lessons can be used in the way that best suits theneeds of your class.FastTrack Phonics for Roots Teacher’s Manual Volume 3Introductionvii
FastTrack Phonics for RootsIntroductionLessons in Set 2 are delivered over a six-day period. We suggest the followingconfiguration to incorporate the lessons into the Reading Roots schedule:Reading Roots(No FastTrack Phonics Lesson)GOAL SETTINGDay 1Day 2Day 3Day 4FastTrackLong aReading LessonFastTrackLong aSpelling LessonFastTrackLong aReading LessonFastTrackLong aSpelling LessonFastTrackLong aGames and ReviewFastTrackLong aASSESSFastTrackLong eReading LessonFastTrackLong eSpelling LessonFastTrackLong eReading LessonFastTrackLong eSpelling LessonFastTrackLong eGames and ReviewFastTrackLong eASSESSRemember, the goal of FastTrack Phonics 3 is to give the students the opportunity andthe time to analyze and think about spelling patterns; don’t rush through the lessons justto stay on a particular schedule. As long as the students are engaged in the lessons andcompleting the assignments, let them move at their own pace. It is not critical that newlessons always begin on Day 2 or that assessments always happen on Day 4. Customizethe schedule to your class’s pace.viiiIntroduction 2004 Success for All Foundation
FastTrack Phonics for RootsSet 1New Letter Groups
FastTrack Phonics for RootsLesson1DAY 1Presenting /ph/Teacher Note—The sound /f/, made by the letter group “ph,” will berepresented by the symbol /f/ in this lesson.Key CardHear the SoundToday we’re going to listen for a special sound in some words. I’m goingto say a word and you’ll say it after me. Say each word below. Slightlyexaggerate the /f/ sound at the beginning of each word. Have the students repeatthe word, stressing the /f/ sound.Whole Group ResponsephotophonicsphrasephoneWhat sound did you hear at the beginning of all of those words? (WGR)That’s right. All of those words begin with the sound /f/.Now we’re going to listen for the /f/ sound in some more words. Say eachword below and have the students say it after you. Slightly exaggerate the /f/sound in each word.Whole Group ResponsealphabetgophergraphicAlphieDid you hear the /f/ sound in those words? (WGR) Yes, I heard the /f/sound too. Was it at the beginning, the middle, or the end of those words?(WGR) Yes, you could hear the /f/ sound in the middle of each word.Repeat the words, if necessary, so the students hear /f/ in the middle of each.Now let’s listen for that sound in some more words. Say each word belowand have the students say it after you. Slightly exaggerate the /f/ sound in eachword.Whole Group ResponseWhole Group tographDid you hear the /f/ sound in those words? (WGR) Yes, I heard the /f/sound too. Was it at the beginning, the middle, or the end of thosewords? (WGR) Yes, you could hear the /f/ sound at the end of each word.Repeat the words, if necessary, so the students hear /f/ at the end of each.Introduce the New Letter GroupHow do we spell the /f/ sound? (WGR) That’s right. We usually spell the/f/ sound with the letter “f.” Write the letter “f” on the board. Today we aregoing to learn a new way to spell this sound. Sometimes the sound /f/ isspelled with these letters. Erase the “f” and write the letters “ph” on the board.Point to the letters and say /f/. Have the students make the /f/ sound with you asyou point to the letters.FastTrack Phonics for Roots Teacher’s Manual Volume 3Lesson 1 Day 1 Presenting /ph/1
FastTrack Phonics for RootsLesson 1 Day 1 Presenting /ph/Remind the students that the letters “p” and “h” make different sounds bythemselves, but when they’re together they make one new sound. If the studentshave difficulty with this concept, remind them of other letter pairs that behavesimilarly, for example, “th,” “ch,” “sh,” and “ng.”Show the students the “ph” grapheme card, “Photo of Alphie.” Say: This picturewill help us remember one of the ways to spell the /f/ sound. This is a photoof Alphie. Have the class repeat the phrase “photo of Alphie” and exaggerate the/f/ sound in the words. Post the picture above the letter “f” in the alphabet wallfrieze. Say: We’ll put this picture with the letter “f” because it also makesthe sound /f/.Key CardStretch and Read Words with the Letter GroupWith the teacherph o n eLetter-Blending CardsWhole Group ResponseNow let’s read some words that have the “p” and the “h” making the/f/ sound.Use the letter-blending cards “ph” and “o,” “n,” and “e” to spell the word “phone.”Separate the letters so there is some space between the “ph” card and the rest ofthe letters. Point to the letter card “ph” and ask: What sound do these lettersmake when they’re together? (WGR) Yes, the sound is /f/ ./f/. Now let’sput that sound with the rest of the word. Sound out the word as follows:/ph o ne/ /ph.o.ne/ /ph.o.ne/—“Phone.” What is the word? (WGR)Use the word in a sentence to clarify the meaning.Use the letter-blending deck to spell the word “graph.” Repeat the readingprocess as described above.With a partnerNow you’re ready to read some of these words with a partner. Have thestudents turn to page 1 of their Partner Practice Booklets and take turns readingthe words in the top box twice. Then read the words as a group. Use each word ina sentence after you read it with the class to clarify the meaning.graphPartner Practice Booklet 7phgopherphonyphoneWrite the Letter GroupWe need to remember that when we see the “p” and the “h” together,they make the sound /f/. Let’s write these letters in the air while we say:When a “p” meets an “h” they say /f/ /f/. Demonstrate for the students howto write the letters in the air while you chant the phrase. Have the students joinyou in writing the letters in the air and saying the phrase at least three times.Have the students write the letter group on their hands, on their legs, on apartner’s hand, etc., while saying the phrase.Have the students write the letter group in the middle box of their PartnerPractice Booklets while saying the phrase.2Lesson 1 Day 1 Presenting /ph/ 2004 Success for All Foundation
FastTrack Phonics for RootsLesson 1 Day 2 Presenting
The program is divided into three sets of lessons. In Set 1, the students will learn the remaining phonemes and additional common letter groups that are useful in reading English words. These lessons have the same format as the lessons in FastTrack Phonics volumes 1 and 2. In Set 2, the students will focus on spelling. These lessons teach
Find the volume of each cone. Round the answer to nearest tenth. ( use 3.14 ) M 10) A conical ask has a diameter of 20 feet and a height of 18 feet. Find the volume of air it can occupy. Volume 1) Volume 2) Volume 3) Volume 4) Volume 5) Volume 6) Volume 7) Volume 8) Volume 9) Volume 44 in 51 in 24 ft 43 ft 40 ft 37 ft 27 .
Printable Math Worksheets @ www.mathworksheets4kids.com Find the volume of each triangular prism. 1) Volume 36 cm 25 cm 49 cm 2) Volume 3) Volume 4) Volume 5) Volume 6) Volume 7) Volume 8) Volume 9) Volume 27 ft 35 ft t 34 in 21 in 27 in 34 ft 17 ft 30 ft 20 cm m 53 cm 21
Independent Personal Pronouns Personal Pronouns in Hebrew Person, Gender, Number Singular Person, Gender, Number Plural 3ms (he, it) א ִוה 3mp (they) Sֵה ,הַָּ֫ ֵה 3fs (she, it) א O ה 3fp (they) Uֵה , הַָּ֫ ֵה 2ms (you) הָּ תַא2mp (you all) Sֶּ תַא 2fs (you) ְ תַא 2fp (you
Printable Math Worksheets @ www.mathworksheets4kids.com 1) Volume 2) Volume 3) Volume 4) Volume 5) Volume 6) Volume 7) Volume 8) 9) Volume Find the exact volume of each prism. 10 mm 10 mm 13 mm 7 in 14 in 2 in 5 ft 5
2. Pittsburgh Modified Conners Teacher Rating Scale 3. Parent/Teacher DBD Rating Scale 4. Child Behavior Check List- Teacher Report Form 5. Narrative Description of Child -- Teacher 6. Academic and Behavioral Target Form 7. Classroom Management Techniques Generally, the teacher rating scales should be completed by the teacher who spends the .
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4.3.klinger volume oscillator 8 4.4.volume keltner channels 9 4.5.volume udr 9 4.6.volume tickspeed 10 4.7.volume zone oscillator 11 4.8.volume rise fall 11 4.9.wyckoffwave 12 4.10.volumegraph 13 4.11.volume sentiment long 14 4.12.volume sentiment short 15 5. beschreibung der cond
