Unit Overview:

In this unit eight more sounds are introduced using the most common spelling for each sound. In addition, a spelling alternative for the /k/ sound is introduced. The nine sounds and corresponding spellings are:

1. /b/ spelled ‘b’ as in bed

2. /l/ spelled ‘l’ as in log

3. /r/ spelled ‘r’ as in rat

4. /u/ spelled ‘u’ as in mug

5. /w/ spelled ‘w’ as in wig

6. /j/ spelled ‘j’ as in jam

7. /y/ spelled ‘y’ as in yes

8. /x/ spelled ‘x’ as in box (a sound combination)

9. /k/ spelled ‘k’ as in kid (as an alternative to ‘c’)

As in Units 3 and 4, each new sound is introduced with oral language exercises and students are shown how to make a picture of the sound. Only the most common, or least ambiguous, spelling is taught for each of the sounds /b/, /l/, /r/, /u/, /w/, /j/, /y/, and /x/. An alternative spelling is taught for the sound /k/ (‘k’). Activity pages provide practice writing the spelling. At this point in the program, if students have not already made the transition from writing with crayons to pencils, you should do so now. The use of primary pencils is recommended.

There are sixteen lessons in this unit that are designed to teach a number of skills. The lessons are followed by the Pausing Point, which provides recommendations for practicing the skills. At this point in the year, it is not unusual to find students learning the skills presented at different rates of speed, with varying degrees of success. While you will continue to deliver a large portion of Skills instruction each day to your entire class as a whole group, starting in Lesson 2 you will find time in selected lessons designated for differentiated small group work. During this time, you are asked to divide your class into two groups. Group 1 is described as remedial or in need of attention. Group 2 would be best characterized as being “on level,” making good progress, and able to work independently. Different activities and materials for each group can be found in individual lessons.

As you consider which students to include in a particular group, it is not necessary to create groups with equal numbers of students. In fact, it is anticipated that you will have more students in the “on level” group (able to work independently). It is advantageous to have a small number of students in the group in need of your attention so students may have many opportunities to respond and receive immediate feedback.

The assignment of students to these groupings is not fixed. These groupings should be flexible as student performance changes. A student may work two or three days in Group 2, but then spend the remainder of the week working with you in Group 1 to reinforce an area of particular weakness. In fact, there is no reason you can’t have three small groups, two of which are working independently on different exercises and materials, and the other group for whom you provide direct instruction.

Finally, while options for small group instruction are always suggested, you are the best judge of what specific enrichment or remedial work may be most appropriate for individual students. Feel free to make use of any additional activities, words and phrases for reading, and/or chaining found in the Additional Support section of previously taught lessons. You may also consider using activities and activity pages included in the Pausing Point.

Unit Calendar:

Unit 5 has 16 instructional days with 3 pausing points. It is recommended that it be taught from November 21st to January 7th.