1. PHONICS for Reading Anita Archer, James Lapp, Diane Flood, Linda Lungren
Welcome, Introduction, and Getting Organized (5 min)
Welcome
[Thank the administrator/whoever else helped you set up the training]
[Introduce yourself]
[If time: Have participants introduce themselves]
Introduction
This training will show you how to Phonics for Reading, an explicit, systematic, research-based phonics program. Designed with the older student in mind, the series teaches phonics skills introduced in the first through 3rd grades.
Getting Organized
[Quickly hold up each material that each participant should have so that they know what each item is called:] Let’s get organized and be sure that each of you has all of the correct materials. Locate each of these as I hold it up:
PfR Student Book
PfR Teacher Guide
Handout packet
[Transition:] Great! Let’s get started!

2. Objectives
Identify the purpose and unique characteristics of Phonics for Reading
Understand how to get started with Phonics for Reading
Identify features of the lessons
Locate helpful resources for monitoring progress
Objectives (2 min)
[Use slide to review objectives <click for each bullet point>]
[Also ask:]
Is there anything else that you’d like to see covered in today’s training?
Is anyone familiar with Anita Archer? [if yes, ask participant to share what they know about Anita or the Phonics program– this will give you a chance to see if there are any issues/challenges that you need to address during the rest of the training]. Be aware that Anita has other reading programs, most notably Rewards, published by Sopris West.
[Transition to next section:] Before we dive into the details of Phonics for Reading, let’s review the overall program so that you have a high-level view of how the program works.
Note: Images in this presentation are from American version. Actual books have been versioned for Australia.

3. The Phonics for Reading Series
The Phonics for Reading series is a systematic, research-based program.
The program provides explicit instruction in phonics, as well as phonemic awareness, fluency and comprehension.
Phonics for Reading is carefully sequenced to guide and build students’ learning.
Each of the 3 levels features consistent routines, repeated practice and immediate corrective feedback.
Phonics for Reading Overview (10 min.)
**See the TG pg. 17 for the program benefits**
<<click>> Phonics for Reading is a supplementary phonics program designed for direct instruction in phonics. It is a systematic, research-based program.
Systematic phonics instruction has many benefits, including preventing reading difficulties among at-risk students, helping children overcome reading difficulties, and increasing the ability to comprehends text for beginning readers and older students with reading challenges.
<<click>> Phonics for Reading provides explicit phonics instruction, and also includes phonemic awareness, fluency, and comprehension. Each of these is an important facet of reading for understanding.
<<click>> Phonics for Reading is carefully sequenced to guide and build students’ learning.
<<click>> Each of the three levels of the program features consistent teaching routines, repeated practice, and immediate corrective feedback. You may use one, two, or all three levels to help improve students’ reading skills.

4. First Level Second Level Third Level short vowels long vowels
focuses on:
short vowels
double consonants
consonant blends
consonant digraphs
Second Level
progresses with:
long vowels
vowel combinations
CVCe words
word endings
r-controlled vowel sounds
Let’s take a closer look at each of the three levels of Phonics for Reading:
<<click>> The First Level teaches students to decode phonetically regular one-syllable words, to read high-frequency words, and to decode two-syllable words with known word parts. Sounds for the short vowels a, I, o, u, and e are introduced, as are double consonants, consonant digraphs, and consonant blends.
<<click>> The Second Level teaches students to decode phonetically regular one syllable words, to read high-frequency words, to decode multisyllable words with known word parts, and to read words with the common endings ed, ing, and er. Sounds for the vowel combinations ai, ay, ee, ea, oa, ow, and igh are introduced, as are CVCe words with the long vowel sounds of a, i, and o. Later lessons introduce words with r-controlled vowel sounds.
<<click>> The Third Level teaches students to decode phonetically regular one- and two-syllable words, to read high-frequency words, to decode multisyllable words with known word parts, and to read words with the common beginnings and common endings. Vowel combinations, letter combinations, and words with the minor sounds of the consonants c and g are also introduced.
Third Level
expands concepts with:
letter/vowel combinations
prefixes and suffixes
minor sounds of c and g
minor sounds of vowel combinations

5. Use Phonics for Reading with Students …
in years three to six who have not yet mastered the decoding skills taught in the primary years
in the upper year levels who have significant decoding challenges
in adult-education classes who are new to learning English
in years one and two who would benefit from systematic decoding instruction
Phonics for Reading is designed to teach decoding skills that are generally introduced in grades one through three.
NOTE: you may skip this slide if it is not relevant for the program
This flexible program may be used in regular classroom, special education classrooms, tutorial programs, and after-school and summer school programs.
<<click>> Use Phonics for Reading with students in third through sixth grade who have not yet mastered the decoding skills taught in the primary grades,
<<click>> In the upper grades with students who have significant decoding challenges,
<<click>> In adult education classes with students who are new to English,
<<click>> And in first and second grade with students who would benefit from systematic decoding instruction.

6. Created with the Older Student in Mind
The typeface used is small, avoiding the stigma of large print.
Illustrations include older children and adults.
In addition to one-syllable words, students read multi-syllable words, enhancing decoding competency.
Independent practice activities require reading words in context.
Although Phonics for Reading addresses the same primary-level reading skills found in traditional phonics programs, the design of the program offers a unique appeal to older students:
<<click>> The typeface used in the material is small, thus avoiding the stigma of large type.
<<click>> Illustrations include older children and adults.
<<click>> In addition to reading one-syllable words, students also read multi-syllable words, which enhances their feeling of decoding competency.
<<click>> Independent practice activities require reading words in context rather than simply adding letters to words or matching pictures to words.

7. Research Base
Phonics for Reading reflects the findings of several major documents on reading:
Becoming a Nation of Readers
Preventing Reading Difficulties in Young Children
The U.S. National Reading Panel Report
Phonics for Reading lessons are informed by additional research in:
beginning reading
reading intervention for older, struggling readers
explicit instruction
literacy and cultural diversity
The Florida Center for Reading Research review noted no weakness in the program.
Research Base (3 min)
<<click>> Phonics for Reading is a research-based program that reflects the findings of the major national documents on beginning reading, including Becoming a Nation of Readers, Preventing Reading Difficulties in Young Children, and more recently, the National reading Panel report.
<<click>> These documents’ findings and recommendations have been incorporated into the content and instructional practices of Phonics for Reading.
The complete Research Report is available in each Phonics for Reading Teacher Guide.
<<click>> The Florida Center for Reading Research reviewed Phonics for Reading and noted the following strengths:
the materials are teacher-friendly and easy to navigate
the program consists of features that may be helpful to struggling readers
The decoding strategies are taught to automaticity
Students are given immediate corrective feedback
Under program weakness, none were noted.
NOTE: Provide participants with the brochure that has the FCRR review.

8. 1. Place students in the right level
A Placement Test is provided at the back of each Teacher Guide.
The test consists of numerous subtests.
If students receive at least 80% accuracy, continue to next subtest until student scores below 80%.
That subtest will determine placement in the series.
Using Phonics for Reading (15 min)
In order to help you get started using Phonics for Reading in your program, we have outlined four steps. We’ll look at each now:
<<click>> First, place students in the right level of the program. A reproducible Placement Test is located at the back of each Teacher Guide (the Placement Test is the same in each level).
<<click>> The Placement Test consists of numerous subtests. You may begin administering at the first subtest, or use a higher subtest if appropriate.
<<click>> If the student receives at least 80 percent accuracy, administer the next subtest. Continue this procedure until the student scores less than 80 percent accuracy on a subtest.
<<click>> That subtest will determine placement in the series.
Let’s take a look at the Placement Test and go over the directions now…

9. How to do the Placement Test
Make a copy of the Student Form and the Recording Form for each student taking the Placement Test. Begin with Subtest A. If you anticipate the student could be placed at a more advanced level, begin with a higher subtest.
Ask the student to read aloud the words in each line of the subtest. If the student makes four consecutive errors, stop the test and have the student read a lower subtest. If the student takes more than five seconds to read a word, direct the student to read the next word. If the student correctly reads the required number of word parts for the subtest (80% correct), have the student read the words on the next subtest.
Stop the test at the point at which the student does not meet the 80% criteria. Remember that multi-syllable words are given one point for each decodable word part. For example, the word provide equals two points.
Based on the results of the Placement Test, you may choose to place a student at the beginning of a level or at an intermediate point within the level.
The data collected for each student can be recorded on a copy of the Individual Student Record. All student data can be summarised on a copy of the Group Record for the purpose of forming instructional groups.
These directions are also found in the Teacher Guides.

11. 2. Group students for instruction
Phonics for Reading is designed for small-group instruction of up to 10 students working at the same skill level.
The program may be used for one-on-one instruction.
Individual instruction can be provided by a paraprofessional or tutor, following training on implementation.
Second, group students for instruction.
<<click>> Phonics for Reading is designed for small-group instruction of up to ten students.
<<click>> Although group instruction is generally more effective that tutorial instruction,
<<click>> this program may be used on a one-to-one basis. Individual instruction can be provided by a paraprofessional, a tutor, or a volunteer, following training on program implementation.

12. 3. Teach lessons using scripted text
The Phonics for Reading lessons are teacher-directed.
A focus word is presented, then the sound for a letter or letter combination is introduced.
Letter or letter combination is presented in words.
Root words and word endings introduced
Words containing recently taught letter-sound associations and word endings appear in decodable text.
Students complete independent practice activities.
Third, teach the lessons using the scripted text provided in the Teacher Guides.
***NOTE: if you would like to have participants hands-on in the TG, go to pg. 8 and walk through the features of a lesson in the Teacher Guide—skip to slide #14
<<click>> Scripted text walks the teacher through what to do and say during each part of the scaffolded lessons. Each lessons follows the same procedures for introducing the skills students will learn.
<<click>> First, a focus word or words is presented to the students, and the sound for a letter or letter combination within the word is introduced. Students practice the sound along with other previously learned sounds.
<<click>> Next, the letter or letter combination is incorporated into one-syllable, two-syllable, or multisyllable words. Students employ a systematic strategy for decoding the words.
<<click>> Then, the words that students have learned appear in sentences and stories. Students practice reading the words within meaningful context.
<<click>> Finally, students complete independent activities that require decoding of words with known sounds.
Within the lessons, attention is always given to reading as a meaningful process. Whenever a story is read, students demonstrate their knowledge of what they have read by selecting a picture that illustrates each story part. When completing independent practice activities, students must also demonstrate their comprehension. The practice activities require students to complete sentences, to answer questions, to reorder words into meaningful sentences, to match sentences to pictures, or to recall details from a passage.

13. 4. Monitor students’ progress
Work Check: students self-correct their independent practice activities
Checking Up: teacher listens to students read part of a passage and counts word-reading errors
One-minute fluency checks: fluency chart available for checks in Levels One and Two
Placement Test: may be used as post test after a level and at the end of the year
Fourth, monitor students’ progress.
There are many opportunities for monitoring progress throughout the Phonics for Reading Program.
<<click>> Immediately following the completion of the independent practice activities, students may complete the Work Check activity as a group. In this activity, students self-correct their work. In these activities, feedback on the students’ own answers is more helpful than examining another student’s work.
<<click>> The Checking Up activities within the Student Books provide another way to measure student growth. You will listen to students read a part from a reading passage in the Student Book and count the number of word-reading errors. If 90 percent of the students make two errors or fewer, the group may move on to the next lesson. If this criterion is not met, the lesson should be repeated.
<<click>> At any point in the program, while using either the Second or First Level, the teacher can assess students’ fluency by using the story passages. This data can be displayed on individual fluency graphs for visual examination of progress. We’ll look at this fluency graph when we examine the Phonics for Reading Teacher Guides.
<<click>> The Placement Test may also be used as a post test. When the student completes a level or a portion of a level, the appropriate subtest may be administered again to gauge the student’s progress. The test may also be administered at the end of the school year to measure student growth.
Now that you have learned how to get started with Phonics for Reading, let’s take a look at a lesson to see how it is formatted in both the Teacher Guides and the Student Books. Keep in mind that the activities will vary slightly depending upon the level being used. However, the format of lessons remains consistent within each level.

14. A Lesson Overview of the Teacher Guide
In some lessons, a Blending Sounds activity is introduced, in which the teacher pronounces the separate sounds – without stopping – within a word, and then students say the whole word.
In later lessons a Segmenting Words into Sounds activity replaces the Blending Sounds.
Lesson Objectives contain goals for introducing or practising specific sounds. 1 4 2
The New Sounds activity has students repeat key words and focus sounds after you pronounce them.
The Sound Drill is an oral, teacher directed letter-sound correspondence activity only in the Teacher Guide. Care should be taken not to distort sounds. Continuous sounds should be held for one second. 5 3
New Words are introduced in each lesson. Students will say the sound for the underlined letters, and read the words in sentences.
Lesson walk-through (15 min)
***NOTE: to model a lesson, walk through the lesson as a teacher, using the provided script from the TG. To do this, participants will need to have the Student Books from the level you are using. The slides here are from Lesson 1, Second Level.
Another option is to pair or group participants, assign one person to be the teacher, the others students, and have them role play a lesson.
This option will require an addition minutes
A teacher-directed approach is recommended during instruction with Phonics for Reading.
Because students must learn letter-sound relationships, decoding rules, and various strategies for pronouncing words, they benefit from systematic, teacher-directed lessons.
The structure of each lesson is consistent throughout the program, so students are able to focus on the content rather than on the teaching procedures being used.
Let’s look at a lesson now. We’ll begin with the Teacher Guide, and then look at the same lesson in the Student Book. Our example is Lesson 1 from the Second Level.
<<click>> First, each lesson in the Teacher Guide begins with the lesson Objectives; goals for introducing or practising specific sounds and word endings are identified.
<<click>> Next, for certain lessons a New Sound activity is introduced. Here, students will repeat key words and focus sounds after you pronounce them.
<<click>> Third is a Sound Drill activity; this letter-sound correspondence activity is included in every lesson. This oral, teacher-directed activity appears only in the Teacher Guide.
Because of its importance to beginning reading acquisition, these phonemic awareness activities were included in the lessons.
When saying the sounds in the Sound Drill activity, care should be taken not to distort the sounds, which would make subsequent decoding of words difficult. Continuous sounds should be held for one second. If the sound is a stop sound, such as /k/ or /ch/, the sound should be said quickly with no vowel sound added.
<<click>> In some lessons, a Blending Sound activity is introduced, in which the teacher pronounces the separate sounds—without stopping—within a word, and then students say the whole word.
In later lessons, a Segmenting Words into Sounds activity replaces the Blending Sounds activity.
here, students repeat a word after the teacher pronounces it. Then students say the separate sounds in the word as they hold up a finger for each sound.
<<click>> New words are introduced in each lesson. Students will say the sound for the underlined letters, and read the words in sentences.

15. Multi-syllable words are presented in each lesson as Challenge Words
Multi-syllable words are presented in each lesson as Challenge Words. Reading multi-syllable words is included to enhance students’ transfer of decoding skills to longer words and to increase student motivation. Students sound out each word part, say each word part, then introduce the whole word.
Each lesson also includes a list of Review Words taught in previous lessons. Students read a line of words to themselves and then read the words aloud. 8 6
Lessons also introduce Word Endings. Students will sound out and say the underlined root word, then say the whole word after the teacher has pronounced it. Then the Teacher reads the word in a sentence and students say the word again.
<<click>> Each lesson also includes a list of words containing word types taught in previous lessons. Students read a line of words to themselves and then read the words aloud.
<<click>> Lessons also introduce word endings. Students will sound out and say the underlined rot word, then say the whole word after the teacher has pronounced it. The teacher then reads the word in a sentence, and students say the word again.
<<click>> Multisyllable words are presented in each lesson. Reading multisyllable words is included to enhance students’ transfer of decoding skills to longer words and to increase student motivation. Students sound out each word part, say each word part, then pronounce the whole word.
During the lessons, if a student mispronounces a sound or a word, the error should be corrected immediately. You should model the correct pronunciation and have the student repeat the sound or word. To ensure learning, you should provide additional practice by having the student reread the line or sentence. If possible, at the end of the activity, you should recheck the student on the sound or word.
If students mispronounce sounds or words during lessons, correct the error immediately. 7

16. 11
High frequency words are introduced as Sight Words. Since students must memorise these, it is important they be certain of all the words before moving on to the next activity. 9
A spelling activity is also included in each lesson. Students will self-correct their spelling against a visual model you will display.
Decodable text, in the form of a narrative or expository passage is included in each lesson. After parts of the story have been read, students demonstrate their comprehension. 10
<<click>> High frequency words are also introduced in each lesson. Since students must memorize these words, it’s important that students be certain of all the words before moving on to the next activity. Student should read these words until they are read accurately and fluently.
<<click>> Decodable text, in the form of a narrative or expository passage is included in each lesson. After parts of the story have been read, students demonstrate their comprehension.
<<click>> A spelling activity is also included in each lesson. Students will self-correct their spelling against a visual model you will display.

17. Practice activities
are presented in each lesson and are meant for students to complete independently. Introduce each activity to the students and monitor the first item to ensure that students understand the directions and can complete the activity without assistance. 12
Word Check should be done as a group immediately following the practice activities. If time is limited, the correct answers may be read to students, or students may correct their own work. 13 12
In Checking Up, students read a part from the story as you count and record the number of word reading errors.
<<click>> Practice activities are presented in each lesson and are meant for students to complete independently. Introduce each activity to the students, and monitor the first item to ensure that students understand the directions and can complete the activity without assistance.
<<click>> The Work Check, an oral, teacher-directed activity, has students self-correct their practice activities and provides an informal measure of students’ progress.
<<click>> Work Check should be done as a group immdeiately following the practice activities. If time is limited, the correct answers may be read to students, or students may correct their own work, using acopy of the Answer Key located in the back of the Teacher Guides. An example is shown here.
<<click>> In Checking Up, students read a part from the story as you count and record the number of word reading errors. 14

18. Example of the Teacher Guide Answer Key

19. Lesson Overview of the Student Book
First is the New Sound activity, in which a focus sound is introduced. 1 2
In New Words, one-syllable words are introduced and the words are read in sentences, immediately putting them into context for students.
In Review Words, one-syllable words that contain previously taught word parts are presented to maintain and reinforce student’s decoding skills.
Now that you have seen how the lesosns are formatted in the Phonics for Reading Teacher Guides, let’s see how they lok in the Student Books.
<<click>> First is the New Sound activity, in which a focus sound is introduced.
<<click>> In New Words, one-syllable words are introduced and the words are red in sentences, immediately putting them into context for students.
<<click>> In Review Words, one-syllable words that contain previously taught word parts are presented to maintain and reinforce students’ decoding skills.
<<click>> Word endings are introduced Some root words contain altered spellings when the endings are added. 3
Word Endings are introduced. Some root words contain altered spellings when the endings are added. 4

20. In Challenge Words, multi-syllable words that include known letter-sound correspondences and configuration patterns are introduced.
Each word is divided into pronounceable units referred to as ‘word parts’. 5
High-frequency Sight Words are also introduced and practised. These include irregular words that are not spelled as they sound, as well as words that can be decoded but contain elements that have not yet been introduced to students.
High frequency words are grouped by pattern when possible. 6 7
Sentences and Stories are presented for students to decode and comprehend. Decodable text is useful in beginning reading for developing automaticity and fluency.
<<click>> In Challenge Words, multisyllable words that include known letter-sound correspondences and configuration patterns are introduced.
Each word is divided into pronounceable unites referred to as word parts.
Because reading one-syllable words does not necessarily lead to proficiency with multisyllabic words, decoding instruction must go beyond one-syllable words to really prepare students for intermediate and secondary reading, and also to ensure that students are not intimidated when confronted by long words.
<<click>> High-frequency sight words are also introduced and practised. These include irregular words that are not spelled as they sound, as well as words that can be decoded but contain elements that have not yet been introduced to students. In order to be fluent readers, students must quickly and automatically recognize the most common words appearing in text. As suggested by research, high-frequency, irregular words are grouped by pattern when possible.
<<click>> Sentences and stories are presented for students to decode and comprehend. Decodable text is useful in beginning reading for developing automaticity and fluency and for providing students with a strong start in reading.

21. Spelling has been included in the lessons because learning to read and spell rely on much of the same underlying knowledge, such as letter-sound associations, affixes and word patterns. 8 9
Practice Activities are presented for students to complete independently. The types of activities vary from lesson to lesson but each type remains consistent in its format. The desired outcome of all reading instruction is that students can read passages, constructing meaning as they proceed and extracting the gist of the passage.
Here, in Part G, two short words, two long words, and a sentence are dictated to students by the teacher. Student then compare their spelling to a model and rewrite incorrect words.
<<click>> Spelling has been included in the lessons for several reasons. First, learning to read and spell rely on much of the same underlying knowledge, such as letter-sound associations, affixes, and word patterns.
Because of the reciprocal relationship between decoding and encoding, spelling instruction can help students better understand key knowledge, resulting in better reading.
Systematic spelling instruction is also critical to improving students’ writing skills. Writers who must think too hard both how to spell words use crucial cognitive resources that could be used for higher level aspects of composition, such as organization and revision.
<<click>> Practice activities are presented for students to complete independently. The types of activities very from lesson to lesson, but each type remains consistent in its format. The desired outcome of all reading instruction is that students can read passages, construction meaning as they proceed, and extracting the gist of a passage. That is why Phonics for Reading emphasizes comprehension in multiple ways throughout the lessons.

22. 9 10 11 10 A second Independent Practice activity is presented.
Then students self-correct their practice activities and record the total number of correct answers in the box labelled 10. Receiving feedback on their answers is more helpful than examining other student’s work. 10 11
<<click>> A second independent practice activity is presented, and then,
<<click>> Students self-correct their practice activities and record the total number of correct answers in the box, labelled number 10. Receiving feedback on their answers is more helpful than examining another student’s work.
<<click>> In every few lessons there is a Checking Up activity, where students read a part from a story as the teacher counts and records the number of word-reading errors.
Now that you have seen how lessons are formatted in both the Teacher Guides and Student Books, let’s take a look at other resources located in the Phonics for Reading Teacher Guides.
In every few lessons there is a Checking Up activity, where students read a part from a story as the teacher counts and records the number of word-reading errors. 10

23. Resources at the back of Teacher Guides
Teacher Guide Resources (10 min)
<<click>> At the back of each Teacher Guide, you will find the words lists, which list each word introduced in the lessons within that level. The lists include the new words, challenge words, and sight words for each lesson [[pg. 168 TG Second Level]]
<<click>> Following the Word Lists, you will find an IEP Plan with objectives appropriate for a student’s education plan. These objectives can be individualized as necessary [[pg. 174 TG Second Level]]
<<click>> Letters of progress are provided to help you inform families about their child’s performance. These reproducible letters can be sent home after a series of lesson has been completed [[pg. 178 TG Second Level]]

24. Resources at the back of Teacher Guides
Next, you will find the reproducible Placement Test. These pages include the student test <<click >> and <<click again>> and the recording form on which you will record the student’s performance, as well as two recording forms, <<click>> the Individual Student Record, and <<click>> the Group Record [[pages TG Second Level]]

25. Resources at the back of Teacher Guides
In the second and third levels, at any point in the program, you can assess students’ fluency (the number of correct words read in one minute) by using the passages in the Student Book. The cumulative number of words is listed to the left of each line in the story.
(Chart on Page 190 of TG Second Level)
At both levels students should correctly read 100 words in 1 minute.
See the fluency section (p. 15 TG Second Level) of the Introduction to Phonics for Reading in the Teacher Guides for additional fluency building activities.
Studies have indicated that it’s important for all students to be able to read material fluently as well as accurately in order for them to move their cognitive resources from decoding to comprehension.
In the Second and Third Levels of Phonics for Reading, at any point in the program, you can assess students’ fluency (the number of correct words read in one minute) by using the passages in the Student Book. The cumulative number of words is listed to the left of each line in the story. [[chart on pg. 190 of TG Second Level]]
To assess fluency:
-before assessing, make a copy of the reading passage for recording students’ errors.
-ask the student to read for one minute and underline any errors the student makes.
-when it is time for the student to stop, circle the last word that the student read.
-count up from the number at the beginning of the line in which the circled word appears.
-subtract any word errors from the total number of words to figure out the number of words read correctly in one minute.
At both levels, students should correctly read 100 words in one minute.
See the fluency section of the Introduction to Phonics for Reading in the Teacher Guides for additional fluency building activities [[pg. 15 TG Second Level]]

26. Resources at the back of Teacher Guides
At the back of each Teacher Guide is a Scope and Sequence Chart for that level. The chart shows the skill taught in each lesson of the level.
At the back of each TG is a Scope and Sequence chart for that level [[pg. 191 TG Second Level]].
This chart shows the skill taught in each lesson of the level.

27. Resources at the back of Teacher Guides
The Teacher Guides also provide games for additional word practice.
These games are fun for students and require no extra preparation on your part!
Students may use the words from the lesson activities or from the Word Lists in their books.
The Phonics for Reading Teacher Guides also provide games for additional word practice [[pg. 14 TG Second Level]].
These games are fun for students and require no preparation on your part!
Students may use the words from the lesson activities or from the Word Lists in their books.
***SCAVENGER HUNT: after walking through the program and modeling or role-playing a lesson, have participants pair up and complete the scavenger hunt. You may want to offer a small prize to the pair that finishes first. There is no answer key to the hunt as there may be several correct answers for each aspect of the program. The point is to get people looking through the program to find features and for them to understand how Phonics for Reading is supported by research. After the scavenger hunt, point out the Research Summary in the TG (pg. 16 Second Level).

28. Additional Resources These additional series each have three levels:
QUICK-WORD offers word practice in the context of sentences.
QUICK-WRITE helps teach the different forms of writing, provides writing ideas and lists of essential words, teaches grammar, etc.
QUICK-SPELL are reference guides.
Visit for more details
Additional Resources (5 min)
NOTE: provide the appropriate QUICK-WORD(s) as handouts
Curriculum Associates’ QUICK-WORD® Handbooks for Writers are a great way to help students apply the skills they have learned in Phonics for Reading to their daily writing.
<<click>> Each Quick-Word book contains from 330 to 2,800 high-frequency words that students use in writing.
<<click>> Additional space in each book provides room for students to write in words they want to use. Having all these words in one easy-to-access booklet that they can write in and keep helps students take ownership of their learning.
<<click>> There are three levels of Quick-Word: the Handbook for Beginning Writers, appropriate for students in Grades 1and 2, the Handbook for Everyday Writers, for students in Grades 2 through 6, and the Handbook for Practical Writing, for students in Grades 7 and up.
<<click>> Each handbook is available in English and Spanish.

29. Thank You!
For further support please contact: Hawker Brownlow Education
(5 min this slide)
Closing:
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