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<br /> From Phonics to Reading ©2020<br /> Wiley Blevins<br /> Grade 3/Level C<br /> Dear Teacher,<br /> E<br /> ach school year, you are presented with<br /> the awesome task of teaching children to<br /> read. You have to make key decisions<br /> about how to develop skilled, fluent readers. To<br /> become skilled readers, children must be able<br /> to identify words quickly and accurately. To do<br /> so, they must be proficient at decoding many<br /> words. Decoding words involves converting<br /> the printed word into spoken language. A<br /> reader decodes a word by sounding it out,<br /> using context clues, using structural analysis,<br /> or recognizing the word by sight. In order to sound out words, a reader must<br /> be able to associate a specific spelling with a specific sound. Phonics involves<br /> this relationship between sounds and their spellings. Mastery of these skills<br /> allows students to transfer them<a title="From Phonics to Reading, Level C page 1" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=1"> From Phonics to Reading ©2020 Wiley Blevins Grade</a> <a title="From Phonics to Reading, Level C page 2" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=2"> Dear Teacher, E ach school year, you </a> <a title="From Phonics to Reading, Level C page 3" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=3"> Seven Characteristics of Strong Phoni</a> <a title="From Phonics to Reading, Level C page 4" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=4"> Program Overview From Phonics to Reading: • follo</a> <a title="From Phonics to Reading, Level C page 5" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=5"> unroll coach exp ode l throw</a> <a title="From Phonics to Reading, Level C page 6" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=6"> Grade K, Level K </a> <a title="From Phonics to Reading, Level C page 7" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=7"> Grade 2, Level B Grade 3, Level C Phon</a> <a title="From Phonics to Reading, Level C page 8" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=8"> Contents From the Author </a> <a title="From Phonics to Reading, Level C page 9" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=9"> 6 </a> <a title="From Phonics to Reading, Level C page 10" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=10"> Target Skill: Vowel Team Syllables </a> <a title="From Phonics to Reading, Level C page 11" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=11"> 21 Target Skill: Prefixes dis-, un-, pre-, re- </a> <a title="From Phonics to Reading, Level C page 12" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=12"> 27 Target Skill: Homographs </a> <a title="From Phonics to Reading, Level C page 13" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=13"> Implementing From Phonics to Reading, </a> <a title="From Phonics to Reading, Level C page 14" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=14"> Lesson 3 · Day 3 3 · Da Lesso</a> <a title="From Phonics to Reading, Level C page 15" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=15"> Day 1 1. Introduce Sound-Spelling </a> <a title="From Phonics to Reading, Level C page 16" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=16"> Lesson 3 · Day 1 Long o OBJECTIVES ■ ■ ■ </a> <a title="From Phonics to Reading, Level C page 17" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=17"> 1543- Name </a> <a title="From Phonics to Reading, Level C page 18" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=18"> Day 2 1. Read Connected Text 10 MIN Childre</a> <a title="From Phonics to Reading, Level C page 19" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=19"> Lesson 3 · Day 2 Long o OBJECTIVES ■ ■ ■ </a> <a title="From Phonics to Reading, Level C page 20" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=20"> 1543- Name Connected Text Read the story. The</a> <a title="From Phonics to Reading, Level C page 21" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=21"> xx Day 3 1. Sound-Spelling Review </a> <a title="From Phonics to Reading, Level C page 22" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=22"> Lesson 3 · Day 3 Long o OBJECTIVES ■ ■ 1.</a> <a title="From Phonics to Reading, Level C page 23" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=23"> Name Vowel Team Syllables Define It A vowel te</a> <a title="From Phonics to Reading, Level C page 24" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=24"> Day 4 1. High-Frequency Syllables 10 MIN To</a> <a title="From Phonics to Reading, Level C page 25" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=25"> Lesson 3 · Day 4 Long o OBJECTIVES ■ ■ ■ </a> <a title="From Phonics to Reading, Level C page 26" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=26"> Connecting Phonics and Vocabulary Read It Under</a> <a title="From Phonics to Reading, Level C page 27" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=27"> Day 5 1. Cumulative Assessment 15 MIN The B</a> <a title="From Phonics to Reading, Level C page 28" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=28"> Lesson 3 · Day 5 Long o PROGRESS CHECK ■ ■</a> <a title="From Phonics to Reading, Level C page 29" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=29"> Fluency Check Directions: Listen to the child r</a> <a title="From Phonics to Reading, Level C page 30" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=30"> From Phonics to Reading, Level C lessons also con</a> <a title="From Phonics to Reading, Level C page 31" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=31"> Intervention Many ideas and techniques for meeti</a> <a title="From Phonics to Reading, Level C page 32" href="https://secure.viewer.zmags.com/publication/e8e887ae?page=32"> From Phonics to Reading™ Grades K–3 MEE</a>