Program Overview

Go Phonics

Systematic, Multisensory
Phonics Reading Program
with K-2 Language Arts
Alphabet
Phonemic Awareness
Systematic Phonics
Reading (decoding)
Spelling (encoding)
Handwriting
Vocabulary Enrichment
Comprehension
Fluency
Language Arts . . .
For all beginning readers
and effective for
dyslexia/LLD

Happy Spy
y=/e/
Go Phonics

Integrated Tools:
7 Volumes of Phonetically Sequenced
Decodable Stories supported
by Lessons, Workbooks,
50 Phonics Games, and more. . .

Foundations for Learning, LLC

K-2 Curriculum and Remedial K-4+

Go Phonics Reading Program

Systematic, Multisensory Phonics with K-2 Language Arts
Give your struggling and beginning readers the phonics skills they need to succeed as readers and spellers.
Go Phonics empowers educators and parents to directly teach their students by providing integrated tools and
guided lesson plans. Compatible with the Orton-Gillingham approach, phonics lessons steer the course
explicit, systematic, sequential, and multisensory, using strategies effective for dyslexia/LLD. Its a primary phonics
based literacy foundation that connects ALL the language skills. From start: Alphabet (name, formation, sound)...
to finish: More Vowel Pairs, students are phonetically spelling and reading words,
then stories. Lessons include phonemic awareness, phonics, reading,
spelling, rules, handwriting, vocabulary enrichment, fluency,
ee, ie, oe, ue?
comprehension, and language arts... Theyre all taught
in support of each phonics lesson. In building block
Compo
From Start
und W
ords
a
ny + one
fashion students learn, practice, then apply skills in
lL
= anyon
e
up + set
meaningful, decodable stories they can really read.
=
l
bean + b
Confidence soars!
ag
ck Jam

______

____

50 Phonics Games for reading fluency

_____
______

______

____

___________

_ _ __

____

____

_ _ __

____

____

____

____

____

__
______
______
___________
______
x

=
out + sid
e=
any + th
ing =
sun + sh
ine =
wish + bo
ne =

Pams Bla

snacckk

Foundatio

____

____

_ _ __

____

Go Phonics

11
LLC

Founda
tions for
Learnin

____

g, LLC

__ _ _

____

____

Go Phon
ics

____

____

____

__ _

34

ns for Learning,

Go Phonics

To Finish

My oldest daughter has dyslexia and I struggled through

many different programs. Go Phonics turned her failures
into triumphs. Shes reading at grade level and her confidence has soared! I started my younger one at age 5 and she
has loved the program, especially the stories. I would heartily
recommend Go Phonics. The success it has achieved with
two very different learning styles attests to its versatility and
effectiveness.
Kim King, home school advisor/17-year home educator

L4: er lesson
A Gift for Mom
should

city other
mother friends
outfits
farm opened

L5: oi, o
y lesson
A Gift f
Noisoyr BMom
o
geyser

clothes
view
great
steak
break
bear
wear
tear
Boise
pear

should

Idaho

Heath are twins.

Jean and Jane
ch alike.
They are very mu
the same things.
They like to eat
es.
y the same gam
They like to pla
s. Heath,
Their mother, Mr
e.
dresses them alik

____

______

____

They cover phonemic awareness/phonics, handwriting,

and skills needed for the decodable story: grammar,
punctuation, comprehension, and language arts.

lass.
as a g
in it.
Pam h
ck jam
s
a
h bla
ss
la
g
.
The
e glass
ats th
crack.
Sam p
has a
ss
la
The g

______

2000

Workbooks with phonics and language arts

lesson
L 2: ck
k Jam
s Blac
Pam in

2000 Foundations for Learning, LLC

This is fun, hands-on practice sounding out many

words with the new code. It helps to more
automatically identify the codes in words when
reading a body of text. Many of these words will
appear in the new story and in future stories.

L3: ea lesson
Pod
Like Peas in a

____

Five pa
ir of ey_ _ _ _ _ _ _ _ _
x
es got as
____
x
_ _ _ _________ _ _ _ _ _ _ _as
_ _sa
__
__
uc_er
big
x
_ _ __
s as they
_
____
______
watche
_th
______
_is
_ _hu
__
______
d
ge_ _cr_ea
_ _tu
_re
_ ._ It
to watc
_ _wa
_ _s_ _fu
h, but th
_n
____
____
en they
the bear
_ _ __
in
were af
____
mig
raid
____
_ _ _ ht not go aw
____
blue
ay.
It was_th
____
glass.
__ _
en that
_
____
Pam has a
Mr. Jo_yn
in
a loud
____
in it.
er yelle
_ _ __
jam
voice, F
ck
_
bla
_
s
d
_ _ _ab
orget wh
_ ou
_ _t_ no
The glass ha
_ t_ m
at we sa
_ ak _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___
id
_g_no
Start ba _ ____ in
_ _ise
_ _, _bo
e glass.
__
ys.
nging on
____
Sam pats th
____
somethi
but be
_ 30
_ __ _
.
ck
ng
cra
ca
_
,
a
_
re
s
_
fu
____
l not to
____
The glass ha
break an
____
____
ything.
_ _ __
_
__

I N T E G R AT E D T O O L S F E AT U R E :

They support each explicit phonics lesson, following

an Orton-Gillingham based phonics sequence that
minimizes confusion. At least 93% decodable, they
build on the skills for ongoing reinforcement.

___________

_____
2

7 Decodable Storybook Volumes

___________

______
_ _ _ _ _ _12 1

Mom sat perched

on the step of the back
porch.
She was staring at her garde
n.
She was on the verge of
tears.

ys

Montana
Yellowsto
ne
Park
Yellowsto
ne

Loop

Wyomin
g

Mr. and
Mrs. Joyn
er and
their thre
e boys we
re lookin
to their
g forwar
first cam
d
ping trip.
in Boise,
They lived
Idaho, an
d were pla
to visit Ye
nning
M
om satllope
wstone
rc
national
th
he
e
oldest
on the st park in th d
It is in thep of the e United Stat
e northwe back po es.
Shofe was
Wyomsting
ar.ing atst corner rch.
A
he
bit
r
Shint
of it exga
e owM
asonon
terd
. rth
nden
s no
tana
th, eanve
d rg
weestof
intte
o ar
s. o.
Idah
71
72

44

The Joyn
er boys
were a no
All three
isy bunc
were wo
h.
uld-be dr
At home,
ummers.
Mrs. Joyn
er somet
put on ea
imes
r plugs.
For the
the boys
camping
were told
trip,
they wo
keep the
uld have
noise do
to
wn. They
to disturb
didnt wa
other ca
nt
mpers. Th
all their
ey left
noisy to
ys at ho
me.
The fam
ily left Bo
ise and
then north
drove ea
. They en
st,
tered Ye
at the no
llowstone
rthwest
corner of
the park
.

Go Phonics

For beginning readers who struggle,

have dyslexia, or need a hands-on approach:

CO N T E N TS :

Some students, no matter how bright and motivated, experience reading, spelling,
and/or writing difficulties. They exhibit weakness in auditory and/or visual processing
of the language. These students need to be taught the sounds of the language and
the letters which represent them. They need to learn how to put them together and
take them apart slowly and thoroughly. They have to use their hands, eyes, ears, and
voices simultaneously, with lots of practice and repetition to consciously organize
and retain their learning. An Orton-Gillingham approach (explicit, systematic, simultaneous multisensory phonics instruction) can be vital to their success.

Intro & Key Features p4

List of Integrated Tools p5
Strategies p6
Program Catalog p8-13
Lessons/Stories Sequence p14
Phonics Scope & Sequence p16
Knowing Where to Start p17
Teaching Process, The Pace p18
Sample Lessons p19-25
Lesson Profile p20
Reviews & Results p26
Scope aligns with CCSS p28

I wanted to use an Orton-Gillingham approach, so I invested in the

Go Phonics Program because all the work has been done for me. Its all
planned out in the Teachers Guide, with materials I can use to reach these
kids. When they come to me for reading, theyre excited about it because they
D. Evans - Resource Teacher
know they can do it.

For ALL students to become

accurate, fluent, comprehending readers:
Some students can easily memorize the primary words. Teach them a word and they
remember it forever. They rely on word memorizing/naming to read and spell. Any
phonics instruction is often minimal, incidental, or poorly sequenced.

Without phonics, there are bottlenecks from 3rd grade on:

IDEAL USES:
Used by reading specialists,
tutors, home educators, parents,
teachers and their aides,. ..
One-on-one/Small Group K-1 or 2...
curriculum or supplement
Tutoring, Remedial Reading/Rti,
Special Ed, Title 1differentiated
instruction, transition programs
Home School reading program
Parent Involvement to supplement
Older Beginning/Struggling
Readers (designed for all ages)
After School Programs

Students who havent learned and practiced the sound/letter relationships struggle
with longer words and guess. Rather than looking at the letters and phonetically decoding the word, they look at the whole wordthus confusing words like house and
horse. Example: A student with poor phonics skills glanced at the word hummingbird
and read aloud: Once a hamburger perched on her red jacket . . . Because of this,
accuracy and comprehension suffer.

I wanted a phonics program with books our kids can really read,
and practice sounding out meaningful text. Otherwise, they rely on
memorizing and guessing. With Go Phonics, they apply the skills in
each phonics lesson to read a delightful story thats more than 90%
decodable. Thats about as pure as it gets in decodable text.
F. Troutman, Curriculum Dir.

Students can have problems with spelling (encoding), not having learned the many
choices for spelling a sound. Example: long a can be spelled a-consonant-e (rake),
ai (rain), ai (hay), ei (vein), eigh (eight), ey (obey). If they dont know the choices for
spelling a word, they cant use the dictionary to independently look up and learn the
correct spelling. Writing suffers. In addition, they dont know how certain words can be
pronounced when reading them aloud.

With phonics, they can keep going!

3

Go Phonics
INTRO/KEY FEATURES

Strategies & Tools Beginning Readers Need to Succeed

Our mission: Sylvia S. Davison (author/veteran teacher) and daughter, Holly L. Davison
(designer/illustrator) created Go Phonics with love and a dream to empower teachers, tutors,
and parents to teach ALL beginning readers, especially those who struggle or have dyslexia.

Getting on track with the right approach: Sylvia draws from her training, insights,

Sylvia S. Davison, author of the

Go Phonics Reading Program:

As a classroom teacher, using

an Orton-Gillingham method,
I didnt have access to all the
strategies, techniques, and
tools available in Go Phonics.
Now theyre in one program,
along with gems I discovered
during 20 years of tutoring.

and experience as a veteran teacher for more than 40 years. She taught 2nd grade for 25 years.
During the first 7 years, she used the districts core language arts curriculum. Each year she
saw how some students just werent getting it. She wanted to do something about it,
so she trained in an Orton-Gillingham approach: systematic, simultaneous multisensory
phonics instruction (effective for dyslexia). For the next 18 years she taught whole classes
of struggling/dyslexic 2nd graders (and some years had some gifted students as well). Since
retirement, she has tutored for more than 20 years, averaging 22 students a week.

Decodable stories the missing link: To achieve success, students have to APPLY
the phonics skills AS THEY ARE TAUGHT in stories they can REALLY READ. The basal texts
(leveled readers) have had too many sight words that must be memorized. The phonetic readers have been either too simple, introduced too many codes at once, or have had a poor
sequence. When Sylvia retired and began tutoring, she partnered with Holly to do something
about it. Go Phonics was born. Sylvia designed the phonics sequence to
be Orton-Gillingham compatible as well as maximize the writing of over
90 decodable stories to support the explicit phonics lessons.

Make the practice fun 50 phonics games: Lessons and

integrated tools (workbooks, games, charts, songbook...) were created for
a seamless flow of strategized instruction that builds on the phonics skills.
Now students can make the connection as they learn, practice, then apply Holly L. Davison,
designer/illustrator
phonics and language arts to successfully read each decodable story.

KEY FEATURES
Streamlined learning for mainstream students:

A comprehensive primary phonics reading program

Its a seamless flow of strategized instruction for decoding

rather than memorizing words (especially multi-syllable),
and for learning the multiple ways sounds can be spelled.

Connects all the language skills: Alphabet, phonemic

awareness/phonics, reading, spelling, rules, handwriting,

fluency, comprehension, K-2 language arts...

Engaging integrated tools feature:

Explicit, systematic, multisensory phonics approach:

50 phonics games that build fluency for reading

7 volumes of decodable stories that build on skills
for reading accuracy, fluency, and comprehension

Orton-Gillingham based/compatible for direct

instruction one on one and groups leveled by ability
Research based: Fulfills National Reading Panel

A phonics sequence that minimizes confusion and

findings and is an evidence based intervention program

shows the patterns, for a well organized system of codes

that can be accessed more automatically

Effective for dyslexia/LLD: Remedial K4th and older

(doesnt talk down to those missing this foundation)

A balanced text-to-life perspective: Its secular yet

Guided lessons and strategies help solve problems with

Christian friendly (no fantasy or mysticism); approved by

the California Dept. of Ed. for legal and social compliance.

reversals, directionality, handwriting, spelling, retention...

Go Phonics
INTEGRATED TOOLS

At a Glance: Go Phonics Integrated Tools

Assessments for phonemic awareness, phonics, nonsense syllables, spelling,
reading, comprehension, to know where to start, find gaps and measure progress

Pig
A Bigey

User-friendly Teachers Guide is teacher-developed for direct instruction by

parents, teachers, tutors, aides... There are 79 guided lesson plans that steer your
course, taking it one step at a time, using strategies and valuable teaching tips
gained over years.

th

pit.
t in a
pig sa
acks,
A big
had sn
ig
p
ig
acks.
The b
and sn
ig.
acks,
FAT p
and sn
a big
s
a
w
ig
That p

Word Lists book serves as the instructors desk companion for daily use to
make comparisons to students, make spelling lists, create activities/games...
4 Chart Set: 3 Key Word Charts have 96 key words for teaching sounds/spellings
(in the order they appear in the stories). They come with a Prefix & Suffix Chart.
108 Letter Cards for daily visual review of sounds taughtvowels, consonants,
digraphs, trigraphs, and phonongrams
5 Workbooks (Levels 1-5) include phonics, grammar, punctuation, language arts,
and comprehension skills as they apply to each story.
Songs for Learning to Read has phonemic awareness, rhyme, phonetic rules, and
helps students grasp/retain language concepts (nouns, verbs, adjectives...)

thin
big
1

The students go through an amazing process with the games.

Rather than use flash cards, or dive right into reading, they
decode words with the new sound/spelling by playing a game.
At first they cant....then they stumble....then they can!
Its fun, builds confidence, and is preparation for reading success!

Minimal prep time:

Approximately 3.5 hours initial setup, and minimal to moderate prep
for each lesson; Daily lesson time:
Can vary from 25 to 45 minutes,
and can span over days

50 Phonics Games (over 1400 cards, 4 spinners, 12 boards) provide the practice
and repetition students need to fluently decode words with the new sound
(including blends)many to appear in the new story and in future stories.

7 Storybook Volumes Levels 1-5 (93% decodable/cumulative) support the

phonics sequence and lessons. They build on skills for ongoing practice. There are
over 90 stories and 600+ pages. Scat! Short a Stories are for Level 1-Alphabet
reading early on in. Levels 2-5 stories introduce a new vowel, digraph, trigraph or
phonogram and build on the skills. Text-to-life, they launch creative telling/writing.
5

Go Phonics

VI

TO
R

STRATEGIES

SYNERGY: Linking Proven Strategies

Intricately woven into Go Phonics are key strategies. They create a synergy thats effective
for students with dyslexia/language learning difficulties. By using them, your students will
learn properly and thoroughly, and your job of teaching them is going to be a lot easier.

KINESTHETIC

A visual learner may be a good reader but have poor auditory skills for spelling.

AU

AL

DI

Using simultaneous multisensory techniques helps all learning styles. All students

SU

A
Gateway
to Learning

Multisensory Triangle
If kinesthetic is not used,
the gateway collapses

learn differently. Rarely is a student strong in both reading and spelling.

An auditory learner may be a good speller but have trouble with reading.
Learners extremely weak in one or both areas struggle to learn and are often
diagnosed as having a language learning difficulty (LLD/dyslexia).

auditory and visual are

greatly diminished.

Typing on a key board

is NOT kinesthetic!
Youre not distinguishing
between the shapes of the

Hands, eyes, ears, and voice are used together. Example: As the student names the letter, she
forms it on the desk. It calls the different senses into action. This sends a stronger message to
the brain for a deeper impression and greater retention. Students who struggle can learn
using the stronger sense, while strengthening the weaker ones.

Teaching handwriting adds the important kinesthetic-tactile sense which helps retain
the visual (reading) and auditory (spelling). As letters are formed with fingers on a rough
surface and with full arm motion, they are spoken, seen, (and heard) for a simultaneous
multisensory effect. This creates a multisensory triangle for a gateway to learning.

letters by pushing a button.

Handwriting can trigger the correct spelling and reading response.

These are two of my everyday experiences:
Carson was reviewing the letters. When I showed him j he said, You never
taught me that. My lesson plans said I had. I asked him to form the letter on
his board. As he wrote, he exclaimed, j, /j/. When I wrote it, it came to my
head. Those are powerful words!
Cassidy read the word pant for paint. I asked her to write the phonogram ai
on the table reciting ai, /a /...Oh, paint. She instantly corrected herself!

This is a fabulous program!

It has helped my son tremendously. Within 6 weeks, I was able
to correct his directionality using
the stick and clock approach to
teaching the letters. I am home
schooling my son and take him
to the nearby school for educational therapy 2 times a week.
This program mirrors the
method they are teaching.
Michelle H., home educator

Sylvia Davison, Go Phonics author

The stick and clock approach to proper letter formation (not ball and stick), helps with
directionality (writing from left to right) and to prevent inverting and reversing letters that
often get confused (like b/d, u/n, and p/b). The Go Phonics type style and the way these
letters are formed allows for a smooth transition into cursive writing.

Spelling is part of every lesson. In Go Phonics, it starts early, after short a is taught
(Level 1 - lesson 8). Each lesson includes a list of spelling words that review the phonics
codes already taught including nonsense syllables and red flag (non-decodable) words.
They are presented in sequential order to strengthen sound-spelling word analysis (sack,
snack, cap, camp, sad, sand...). When a lesson is done over several days, spelling some of
these words should be done for a few minutes each day. It also serves as preparation for
reading the decodable story which will include these codes.
6

/a /
ae
ai
ay
ei
eigh

In reviewing our experience with

Go Phonics, the one word that
kept coming up again and again
is confidence! Were not seeing
the frustration from the students
(or the teachers). The ones who
arent interested to begin with,
the games pull them in!
Monica H., 1st grade teacher - WI

Teaching the choices for spelling a sound is an important part of the program.
A yellow card is created and you add the choices as you go. With each lesson that teaches
another spelling for that sound, the code is added to the yellow card. In building block
fashion, students gradually learn the major sound-spellings as well as the rulesto know
what the likely choices will be.

Wesley, a 3rd grade student shared with his tutor that he was writing a
paper in class and wanted to use the word weigh. He asked the teacher how
to spell it, and she told him to go look it up in the dictionary. I had no idea
what to look up! he exclaimed.

Fluency is practiced with 50 phonics games. To support each explicit phonics

lesson, students need to practice decoding words. The Go Phonics games make the practice fun and memorable. There are far more code base words in a game than could ever be
written into a story that would make sense. The games include consonant blends like
scrub, lunch, hunt, stump... Even if a student has memorized some of these primary
words, they are training the brain to more quickly process the codes. This builds fluency
(automaticity) when reading text so it flows with greater meaning.

Word play using the games provides vocabulary enrichment. The Game Rules
Guide tells how this is done. Reading a word and pronouncing it correctly is only part of it.
Words have meaning. In fact some have MANY meanings. A 1st grade teacher shared:

I didnt realize the power of the games until I really started using them.
Its fluency work! Its grammar work! Its vocabulary work!
Theyre not the dessert. Theyre like the appetizers, getting you ready to eat!

Worksheets dont just cover the phonics skills. They include language arts that will be
Red flag words and those
not yet decodable are taught
in advance..

Why?
ever pretty move danger tooth

in the story, preparing students in advance. Example: For Pams Black Jam, worksheets
include s for possessive and the colors (for teaching black), and ck words that rhyme.

The phonics sequence minimizes confusion. It shows the patterns and relationships
which helps those with good logical thinking math skills. Students better understand the
rules for reading, and learn good strategies for spelling. More words can be read sooner,
and so this allowed for more words to be used to write interesting, decodable stories.

Decodable stories are the main course. With over 90 text-to-life stories, students build
on the phonics skills for ongoing reinforcement. Each story is at least 93% decodable.
Why does a spider
spin a web?
The spider spins a web so it can
catch a fly. The web is sticky.
When a fly gets stuck on it,
the spider grabs it and eats it.
The spider has a slippery body
that keeps it from sticking
to its own web.
72

ACCURACY is the area of strength in this beginning reading program. With this method
of teaching each phonics skill, every part of the lesson is preparation for reading: daily
review with the letter cards, using the key word charts, handwriting with spelling and in
worksheets, word decoding practice in the gamesTHEN reading the decodable story.
Students are applying their decoding skills to read the words accurately. At the same time
youre tying in vocabulary, fluency, comprehension, and grammar basics. Strategies are
being applied during reading for content knowledge. Theyre becoming stronger readers!
7

IMPROVED
2ND EDITION

Go Phonics Reading Program

Go Phonics Basic Kit
(left) the instructional tools to teach a student

1 Set of 7 Storybook Volumes is included in the kit.

For reading groups: order enough storybooks to teach
a group, along with the Key Word Card Set of 96.
Home Edition: consumable workbooks (to be written in)
Teacher Edition: includes blackline master permission to
duplicate the worksheets and assessments for multiple
students in that teachers classroom, along with some
included masters

For the complete program package add:

Go Phonics 50 Game Set

to build word decoding fluency for reading and
increase automaticity when decoding new words

Go Phonics Tutorials

est. Fall 2015

Author Sylvia S. Davison provides valuable insights
beyond whats in the Teachers Guide. Ask for current
information or visit our web site: www.gophonics.com

INTEGRATED TOOLS

Go Phonics Basic Kit:

Set of 7 Storybook Volumes:

Go Phonics Basic Skills Assessments

1 Set of 5 Workbooks Levels 1-5

1 Set of 7 Storybook Volumes Levels 1-5

Letter Card Set of 108

Key Word Chart Set: 3 Key Word Charts

(96 key words),1 Prefix & Suffix Chart

Teachers Guide with strategies, lesson plans

Songbook with audio CD

Word Lists book
(Also sold separately)

Add for Reading Groups:

Key Word Card Set of 96 5.5 x 7.5 ideal for groups

L1: Scat! - Short a Stories 8 stories/110 pages

L2: The Fat Cat - Short Vowel Stories 22s/86p
L2: Jacks Cap - More Short Vowel Stories 21s/96p
L3: Sue and Joes Pies - Long Vowel Stories 9s/64p
L3: Noses and Roses - More Long Vowel Stories 9s/64p
L4: My Turn - Stories w/Vowels Controlled by r & l 10s/88p
L5: Cooking on the Front Burner Stories with More Vowel Pairs 13 stories/118 pages

Go Phonics 50 Game Set

1400+ sturdy full color cards: word decoding fluency
practice (prep for reading), with 63 phonetic codes, beginning
& ending blends, multi-syllable & compound words...
12 game boards 4 spinner cards
Game Rules game pieces card trays

Integrated Tools That Support

Go Phonics 50 Game Set
These interactive phonics games are an engaging way to master
word decoding and fluency skills. They also provide opportunities
to enrich students vocabulary and expand comprehension of
word meanings. The games focus on the vowels, digraphs, trigraphs,
and phonograms, with beginning and ending blends sprinkled throughout. As they learn a new code, a game exposes them to many words with that
code. They get lots of practice sounding them out to read them. This prepares
them for reading the words more fluently in a body of decodable text, so it
flows with greater meaning.

star
2

Hatch

startle
2

Go Phonics

match
sketch
2

Alphabet, 60 sounds,
plus blends! See page 16
Phonics Scope & Sequence

This is a tremendous program. The

lesson guides have been very clear.
Its all right there. My daughter has
really glommed-on to the games.
What really makes it for us
is the games.
Shirley H., home educator - AK

The games are the highlight of every lesson. Do we get to play a game today?
Many of the words will appear in the new story and future stories. If the student falters with some words during reading, just pull out the game for that code and play
it again. The games can be played one-on-one, in small groups, on game days, or as
an after school activity. There are 12 boards, 4 spinners, and 1400+ cards that when
disassembled store in 2 trays. GPGM2100

Each game has a different twist:

Big Foot card game oo = /oo
/

shook
cooking

The cards in this game have the foot of

a chicken, dog, duck, person, etc. The object
is to get as many matching pairs as you can.
Cards are placed face up on the table (words showing). A student
draws a card, reads it (shook, hook, or crook...). He reads the teachers
cards too but she gets her points. The card with Big Foot is a wild card. It is saved
until the end and used to make a pair with any unmatched foot but the sneaker.
Points are added at the end. This is preparation for reading the story
Cooking on the Front Burner.

Fat Cat card game has larger cards for practicing

Go Phonics

Prefixes and Suffixes

Prefixes
bi
dis
fore
im

(both, double) bicycle

(not, opposite) disable
(before in time) forecast
(not, opposite) impure

Suffixes
able

in
mis
non
re
tri
un

(not, opposite) incorrect

ing

(happening now,
past, future)
is singing, was singing,
will be singing

less

(without) hopeless
Nouns become adjectives.

ly

(like) nicely
Adjectives become adverbs.

(able, can do) enjoyable

Verbs becomes adjectives.

an, ian (native of, relating to)

American, Canadian
Nouns become adjectives.

ary

(relating to) honorary

Nouns become adjectives.

ed

(past tense for verbs)

hunted

en

(made of ) wooden
Nouns become adjectives.

ess

(female) actress

est

(the most) tallest

ful

(full of ) joyful
Nouns become adjectives.

(not, opposite) nonsense

(back, again) return
(three) triangle
(not) unhappy

reading phrases and sentences with short a words,

and gaining extra points for words that rhyme, form
a sentence, show ownership... The phrases also tie-in
to the story Brads Rash, as preparation for reading.

ran.
b
a
r
c
e
Th

ness (state of )

goodness
Adjectives become nouns.

s, es

(more than one)

boys, boxes
Suffix es is added for the
plural for words ending in
s, x, z, ch, and sh.

tion

(act of ) inspection
Verbs become nouns.

er, ar, or

(one who)
teacher, beggar, actor
Verbs become nouns.

(incorrect, bad) misprint

ward
y

4 Chart Set: 3 Key Word Charts

and 1 Prefix and Suffix Chart

(in the direction of )

backward

(inclined to) dirty

Nouns become adjectives.

These full-color wall charts have key words for letters of the

Copyright 2005 Foundations for Learning, LLC all rights reserved www.gophonics.com ISBN 10: 1-933546-09-3 ISBN 13: 978-1-933546-09-4

alphabet (in alphabetical order), and for digraphs, trigraphs, and

phonograms (in the order they are taught and appear in the
Go Phonics stories). The most commonly used prefixes and suffixes
(with definitions) are part of the set. (11 x 17.5) GPCH4001
9

ea Puz
zle

Go Phonics

1.
2.

INTEGRATED TOOLS

5.

3.

4.
6.

teach t
___________

___________

9.

7.

___________

8.
10.

Down
1.

___________

___________

___________

___________

b Jean

_ _ _ _ _ _ _ _ ______ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

___________

Illustrations 2000 Go Phonics/ Holly Davison

___________

___________

Mom
Reed

Worksheets
for ea lesson

9.

____

____

____

_ _ _5. _

____
7.

_ _ __

_ _ __

_ _ _ _ 10.
____
_

____

_ _ _ _1
_1._ _ _

____

____

____
___
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____________ __ _ _ _ _ _ _ _ _ _ _ _
____
____
37
___

____

____

____

____

____

____

_ _ __

_ __ _

____

_ _ __

____
___
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ __ __ __ __ __ __ _ _ _ _ _ _ _ _ _ _ _
____
____
____
__

____

_ __ _

____
_ __ _
____
___
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ _ _ _ _
__
__
_ _ _ _ _ _ _ _ _ _ __ _
____
____
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _
____
____
____
__
____
____
__
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _
_
_ _ _ __ __ __ _ _ _ _ _ _ _ _ _ _ _ _ _
____
____
____
____
____
__
_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _34_ _ _ _ _ _ _ _ _ _ _

___________

32

____

2000
Go Phoni
cs

_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _

eam

_ _ __

___________

33

Dad
___________

4.

____

3.

5.

each

____

8.

Mikes

ComApcrooss
und

Words
any + on
e = anyo
ne
up + set
=
bean + b
Contractions
ag =
out + sid
he is
hese =
any + th
she is
ing =
sun + sh
ine =
it is
wish + b
what is one =

___________

_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _

___________

11.

6.

2.

___________

Illustrations 2000 Go Phonics/ Holly Davison

eat

___________

1983

36

where is
Dad is
Joe is

_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _

_ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _

Worksheets address skills that will

be coming up in the story like the
use of s for possessive. Lessons also
address these skills with questions
during oral reading.

35

Set of 5 Workbooks* Levels 1-5

As sounds are taught, worksheets include Level 1 writing practice for proper
letter formation and picture identification with the letter/sound (phonemic awareness). Worksheets flow in sequence with the Go Phonics stories to provide practice
in the phonics, grammar, punctuation, and language arts that will be in the reading.
Worksheets also include blends, rhyme, words with the same beginning/different
ending (phonemic awareness), and simple sentences. There are exercises in writing
compound words,contractions,abbreviations,suffixes,doing crossword puzzles,
reading phrases for comprehension...
GPWBC105 consumable

GPWBBB205 blackline master permission

Teachers Guide for all 5 phonics levels includes techniques, rules, definitions,
reference charts, how to teach spelling, phonics, grammar, punctuation, comprehension... 79 lesson plans for direct instruction Rules for spelling and reading as they
can be applied How to hold a pencil Explicit instruction in proper letter formation (U & L case) Reinforcement activities for teaching the letters Spelling lists
Quick reference charts for procedures in teaching a letter, reading a word, spelling
Questions during reading for comprehension and language skills (in addition to
the worksheets) including making predictions and inferences, sequencing events
Suggestions for creative writing activities (working off the story) GPTG5001
108 Letter Cards are for auditory and visual review of letters,
capitals, vowels, consonants, digraphs, trigraphs, and phonograms.
They have head, belt, and foot lines. Cherry for vowels
and white for consonants 4.25 x 5.5 GPLC0108

96 Key Word Cards A supplement to the kit,

the 5.5 x 7.5 color cards are ideal for group instruction.
GPCD9602

10

Go Phonics
Basic Skills Assessments

Summary Form

Student:___________________________________

Level 2 - Short Vowels

Administrator:___________________Date:_______

2A. Sounds of Digraphs and Trigraphs

Score
___/17_____%

2B. Short Vowel Sounds

Go Phonics

Score

Basic Skills Assessments

___/14_____%

2C. Directionality of Words

2D

2D. Nonsense Syllables

___/16_____%

Score
___/30_____%

2E. Red Flag Words

Score

*san

___/45_____%

2F. Choices for Spelling Sounds

Score
___/23_____%

jan

2G. Reading Short Vowel Story

strag

Score

cran

___/106_____%

2H. Comprehension

sib

kitch

Score

___ / 9 _____%

2I . Spelling

dex

Score

2J. Handwriting

fon

zith

hep

snick

___/20_____%

Score

Bar Graph: Level 2 - Short Vowels Gray area in bar represents % correct for each skill.

trum

100%
90

Student: ____________________________________
Administrator:______________________Date:______

chim

2A. Sounds of Digraphs/Trigraphs 2B. Short Vowel Sounds

2C. Directionality of Words 2D. Nonsense Syllables

You give sounds, student points.

You read, student points.

Student reads.

1. rub

1. pit

*san

2. /th/ not voiced

2. tap

2. bat

1. jan

3. /sh/

3. bet

3. but

2. sib

4. /ink/

4. lot

4. dog

3. fon

5. /f/

5. sit

5. tug

4. hep

6. /ang/

6. big

6. net

5. trum

7. /onk/

7. cot

7. nap

6. plas

8. /ong/

8. ham

8. nip

7. sprock

9. /th/ voiced

9. cup

9. lap

10. /unk/

10. leg

10. top

11. /j/

11. pit

11. nod

10. yon

12. fan

12. got

11. strag

13. tap

12. kitch

Go Phonics Basic Skills Assessments - L2

quin

Frans Red Sled

12. /ing/
13. /ch/
14. /ank/

lunk

You read, student points.

1. /k/

lang

___ / 4 _____%

TOTAL Score

Recording Form
Level 2 - Short Vowels

Phonemic Awareness/Phonics Mark errors, then tabulate percentage correct.

Score

22

2G 13. ten

14. hot

/
15. /hw/ or /oo

Total correct ____

9. gath

13. zith

15. tips

14. snick

16. stab

17. /ung/
rope home blue little
Total correct ______

8. shud

14. nab
%

16. /ch/

15. chim

Total correct ____

70

plas

60

spack

50
40

sprock

30
20

lond

10
0

2A

2B

2C

2D

shud
2E

2F

27

2G

2H

satch
2I

Songs for Learning to Read

gath

whin

Songbook with audio CD has songs,

poems, and raps that are used in the
lessons. They include phonemic awareness, rhyming words, letter recognition,
punctuation, color recognition, short
vowel sounds recognition, digraphs ck,
ch, sh, nouns, adjectives, verbs, ing,
syllables... GPSO1001

yon

wang

Go Phonics Basic Skills Assessments - L2

2J

When Fran was 1.six

a
9. for*
yest
2. the
10. you*
she got a red sled as
a gift.
3. was*
11. have
4.
to
12. I*
Thanks! Thanks! she yelled.
shrap
5. they
13. gives
6. are
14. of
Quick as a wink she
got on
7. go*
15. be*
splena hat, jacket, and mittens.
8. he*
16. oh
________
________
scavShe dragged her sled
to the top of the big hill.

16. spack
17. lond
18. satch

2E. Red Flag Words Student reads

80

19. whin

17. no*

25. Mr.

32. we*

39. one

20. wang

18. wants*

26. Mrs.

33. what

40. were

21. cran

19. she*

27. by*

34. there

41. their

22. dex

20. dance*

28. does

35. put

42. from

23. lang

21. come

29. goes

36. been

43. some

24. quin

22. said

30. do

37. under*

44. where

25. lunk

23. her*

31. live
38. into
________
________

45. done
________

26. yest

24. so*
________

__

27. shrap
Note: Words with a star* will become
decodable as more skills are taught.

28. splen

Total correct ______ 45 x 100 = _____%

30. bling

29. scav
Total correct ____

bling

22

Lots of kids were sledding.

Fran hopped on her sled fast.
She went to grab the thick

18

22

Go Phonics Basic Skills Assessments

These are designed for leveling prior to instruction and monitoring progress.
They go level by level and include:
A Knowledge of Phonics level by level:
Phonemic Awareness and Phonics sound/letter recognition
Nonsense Syllables using parts of words to check decoding skills
Choices for Spelling Sounds listing the ways a given sound can be spelled
Red Flag Words reading non-decodable words
Applied Phonics level by level:
Reading a Decodable Story containing most of that levels phonics skills
Comprehension answering questions about the story
Phonetic Spelling words written, with students handwriting observed
See more about assessing on page 17 - Knowing Where to Start.
Users Manual and Student Book print from a file. GPBSA200

actual size

r/
ir = /u

nics
Go Pho

81
admiral
affirm
birch
bird
birth
chirp
circle

82

circuit
circus
confirm
dirge
dirt
fir
firm

ds

irk

ur

r/
ir = /u
third
thirst
thirty
virgin
virtue
whir
whirl

further
furtive
hurdle
hurry
r/
ur = /u
hurtle
lit

first
rcirtuit
cisqu
flirt
s
u
r
sti
rc
ci p
gird
stirru
sir
irlfirm
co
swn
girdle
skirmish
dirge
girl
= /ur/
t
surf
dir
irth
purge
surge g
fur
rl
pu
r
f
fi
tur
l
fur
irk
purse
turn
hurl
r
spu
rm
e
fi
urg
rt
hu

mirth
quirk
shirk
shirr
shirt

first
flirt
gird
girdle
girl
girth

skirt
squirm
squirrel

curb
curd
curl
curse
curt
curve

rds
able wo
one-syll
burr
blur
spurn
burst
urn
lurch
blurb
spurt
church
rt
nurse
blu
churl
turban
burn
surfeit
churn
turbine
rpose
on
pu
rp
ge
bu
sur
tureen
furrow
pursue
rds
surgery
turkey
llable wo
further
rsuit
pu
multi-sy
ly
current
y sur
turnip
furtive
se
Saturda
mi
absurd
sur
quoise
curry
hurdle
t tur
un
Saturn
mo
burble
r
sur
curso
turret
hurry
s
scurry
plu
burden
il
sur
curta
turtle
hurtle
scurvy
rey
burglar
in
sur
curta
urban
liturgy
splurge
burlap
surround
curtsy
urbane
murmur
sturdy
burrow
survey
disturb
urchin
nurture
suburb
bursar
survive
ent
flurry
perturb
y urg
da
sulfur
urs
h
concur
Th
furbis
purchase
surface
curdle
furlong
purple
h
curfew
furnis
currant

ords
llable w
burr

curb
curd
l

mirth
quirk
shirk
shirr
shirt

skirt
squirm
squirrel
squirt
stir
stirrup
swirl

th
t

Go Phonics Word Lists Book 2nd Edition Revised

Categorized by the Phonetic Sounds of the English Language

This is the phonics instructors desk companion with useful reading

and spelling rules, and over 140 phonetically based lists. Its a time
saver when developing games, spelling lists, and text for phonics
purge
fur
purl instructionprimary level and beyond. Use it to write additional phrases
furl
purse
hurl
ur
orspphonetically
based stories. You can also use it during daily instruction to
show the lists to students to compare the more likely choices for spelling.

sir
h
skirmis

GPWL2100

50

11

7 Leveled Volumes
of Decodable Stories

Go Phonics
INTEGRATED TOOLS

by Sylvia S. Davison

The stories are a big advantage: Theyre uniquely written with highly controlled vocabulary (93% decodable or better) that supports the phonics lessons.
There are just a few non-decodable words to be taught in advance. Everything
else can be decoded based on skills learned thus far in this phonics sequence.
Seven volumes (over 90 stories/600+ pages) help students apply what theyve
just learned and practiced, in a meaningful story they can really read. Text-to-life,
the stories include people of all ages and nationalities, making them acceptable
1 Set of all 7 volumes: GPSB7000
to older beginning readers as well.

Pams Black Jam

A Ducks Luck

in

there get

Bud and Max are going

to the pond. They have
a sack. They have hot dogs
and buns in the sack.

Pam has a glass.

The glass has black jam in it.
Sam pats the glass.
The glass has a crack.

54

L2: The Fat Cat Short Vowel Stories

Short vowels a, i, o, u, and e and gradual introduction of consonant blends, digraphs, trigraphs
GPSBL201
86 pages, 22 stories

old other mother

brother another all

55

L2: Jacks Cap More Short Vowel Stories

These stories, written in the same sequence as
The Fat Cat, extend the short vowel reading practice
for each lesson. 96 pages, 21 stories GPSBS201

When Jean tossed the frog up,

it seemed as if the frog
was leaping.

Moms Scare
days robber under dinner

Jean was six years old.

Her mother baked a cake.
Six of her friends came
to her home for games,
and cake and ice cream.
It was a lot of fun.

Mom had fun on fishing trips,

but she was not going on this one.
Her club had planned a bake sale.
She had to bake cakes and help
at the sale.

Mom made cakes all day.

She was glad to get to bed.
She was just nodding off
when there was a tapping
on the pane. Was it a robber?

Each of Jeans friends had

a gift for her. She liked
her gifts. There was one
she liked best. It was a green
beanbag shaped like a frog.

Kate and Dad were going

on a fishing trip. They planned
to be at the lake for 2 days.
4

44

Plastic covers
on the books for
durability

They jog on the grass.

Max runs fast. Bud can toss
the sack up. It will land
back in his hand.

Sam has black jam,

and black jam,
and black jam.

The Beanbag

L1: Scat! Short a Stories

These stories help apply Level 1 Alphabet
skills. As the 15th letter is taught, students
begin reading the first of 8 meaningful
stories. 110 pages, 8 stories GPSBL101

45

L3: Sue and Joes Pies Long Vowel Stories

Long vowels include vowel-consonant-e (a-e, i-e,
o-e, u-e, e-e)and vowel pairs (ee, ie, oe, ue, ea,
oa, ai, ay) 64 pages, 9 stories GPSBL301

She began to shake.

L3: Noses and Roses More Long
She had to be brave.
Vowel Stories These stories, written in
the same sequence as Sue and Joes Pies,
extend the long vowel reading practice for each lesson.
64 pages, 9 stories GPSBS301
6

12

1 Set of all 7 volumes: GPSB7000

They can also be ordered by title.

Non-decodable words, shown at the beginning

of each story, are taught in advance.

My Turn
taste tasty iron now funny
mind sure always whatever two

Three-year-old Beth had

a sixteen-year-old brother, Martin.
Beth wanted to be just like Martin.
Martin was a big help at home.
Whatever he did, Beth wanted
to do it too. She would yell,
My turn!

Jan, Mom, and Dad

were back. Jan ran to Grans
to get Muffin.

When Martin wiped dishes,

if she yelled, My turn,
he let her wipe the silver.

Muffin

My turn.
Beth had been told that
she should always take her turn
with Mom, Dad, or Martin nearby.
They did not want her to get hurt.
Sometimes Beth forgot that advice.
One Saturday, Beth saw Mom
putting curls in her hair with
a curling iron. Mom was set to go
to her job. She grabbed her purse
and left.

There were many things Beth

could help with. When Martin ran
the sweeper, if Beth yelled,
My turn, he let her run
the sweeper for a bit.

at Grans.
So Muffin was
T think
NO
But Muffin did
dog
big
e
th
If
.
o.k
it was
d hid.
an
n
ra
was in, Muffin
.
ot
sp
e
th
t
jus
She had
68

Grans big dog was in.

Muffin, Muffin, yelled Gran.
But Muffin hid.
69

36

Muffin from
Jacks Cap Storybook:
Beth thought, Now its my turn.

She plugged the curling iron in

L4: My Turn Stories with
and started to curl her hair.
Vowels Controlled by r and l
Sequence: ar, or, er, ir, ur, ear, (w)or,
a(l), y=// and /e/, igh=// 86 pages, 10 stories GPSBL401
38

clouds

cold air

rain
trees

warm air with

water vapor

land

river, lake, or sea

There was so much more to learn

about weather. Heather kept asking
and learning. She visited weather
stations and studied the weather maps
spread on the wall. She listened
to weather forecasts on the news daily.
It was that same year that Heather
started asking about rainbows.
Her grandma gave her a prism.
She explained that sunlight was made
of six colors. Sunlight shining through
the prism was broken up

This is a story about a cat named Muffin who is

left with Gran while the family goes on vacation.
Gran has a big dog, which Muffin doesnt like.
When the family returns, and Jan and Gran hunt
for Muffin, its fun to discover how Muffin has
resolved her issue with the big dog.

into six colors. The same thing

happens when sunlight shines
through raindrops. That prism became
one of Heathers dearest treasures.
In school, whenever the teacher
asked a question about weather,
Heathers hand was the first one up.
The children began teasing her.
They called her Heather, the weather
She didnt mind the teasing at all.

Now Heather is twenty-two years

old. She has finished her schooling.
She has a job at the TV station
in her town. What kind of job
do you think she has? Youre right!
Shes Heather the Weather Girl
on the morning news.

88

Now, if youre interested

in the weather, and study as hard
as Heather, perhaps you too can be
a Heather the Weather Girl.
And if youre a boy, perhaps youll be
Dan the Weatherman.

L5: Cooking on the Front Burner

Stories with More Vowel Pairs
Sequence: oo, ow, ou, ew, aw, au, oi, oy,
ea=/e/, ey, ie=/e/, ei, and eigh...118 pages, 13 stories

GPSBL501

Copyright 2015 Foundations for Learning, LLC All rights reserved.

13

Reading Specialist: Your books are....

funny, theyre text-to-world... You introduce the mechanics of our language at
a very early level. You have prepositional
phrases... The stories get longer as you
get more advanced, (to) do book reports.
I truly have not seen anything that
matches your books for teaching beginning reading on a phonics level.
Kathy Jensen, reading specialistNY

Go Phonics
LESSON SEQUENCE

Lessons/Stories Sequence
Level 1: Letters of the Alphabet Scat! book . . . . . . . . . . . . . . . . . . Page

With over 90 decodable stories,

Lessons Story
Quick Reference Chart:

students apply the learning

in meaningful reading that
builds on the phonics skills for
ongoing reinforcement.

Jacks Cap
extended reading:

Letters/Skills

1-7

27

Lesson Pages

l, t, f, h, b, c, a, student reads 5 at words

Procedure for Teaching a Letter

33
40-51

Quick Reference Charts:

Procedure for Reading and Spelling Words

52-53

8 -15

Scat!

54-68

16

A Tan Van

117 -18

A Map

119

Zap

20

A Fan

21 -22

Ham and Yams

23 -24

The Tan Cab

225 -26

A Fat Rat

d, g, r, n, m, s, p, i, !, schwa sound for word a

v
j, o
z
w, ?
u, y
x, e
k, qu

69-70
71-74
75-76
77-78
81-82
83-86
87-90

Level 2: Short Vowels The Fat Cat book . . . . . . . . . . . . . . . . . . . . . . . Page

Lesson

91

Page

Lesson/Story

New Phonetic Elements and Grammar

1. The Rat

1. The Fat Cat

/a /, suffix s, quotations, !

96

2. Jacks Cap

2. Pams Black Jam

Dans Cab

ck = /k/, possessives, compound word, ss

99

3. Pats Van

3. Brads Rash

sh

101

4. The Big Pit

4. A Big Pig

/ /, th, ll

103

5. Milk and Chips

5. Masks and Shin Pads

ch = /ch/

105

6. The Bat

6. Tab and Jip

tch = /ch/

107

7. A Big Bash

7. Jills String

ing, ang

109

8. Mitchs Hat

8. Hank

ink, ank 2-syllable word (closed syllable)

111

9. The Back Pack

9. The Snack

suffix ing

113

10. At Camp

10. A Hot Pot

/o /, suffix es, contractions with is (s)

115

11. A Big Hit

11. Moms Tom-tom

hyphenated word, c(e) =/s/

117

12. The Fog

12. The Picnic

1-1-1 rule

119

13. The Frog

13. Dot Jogs

abbreviations

121

14. Mixed Up!

14. The Clock

15. A Ducks Luck

15. The Bug Jug

/u/, ong, ung

125

16. Lumps! Mumps!

16. The Dump Truck

onk (Level 2 Workbook), unk

127

17. Stuck in the Muck

17. The Fish Pond

suffix ed, contractions with not (nt)

129

18. Muffin

18. The Skunk

19. Red is Best

19. A Wet Pet

20. The Trunk in the Attic

20. Teds Trunk

21. Hot Pads

21. The Camp Robber

123

131

/e/

133
135

suffix er, wh

14

137

Noses and Roses

extended reading:

Level 3: Long Vowels Sue and Joe's Pies book . . . . . . . . . . . . . . . Page 141
Lesson/Story

New Phonetic Elements and Grammar

1. At the Lake

a-consonant-e = /a /, contractions with are (re)

silent e rule, 2-syllable word (open syllable)

144

2. Mikes Kite

i-consonant-e = / /, c before e, i, y = /s/

148

3. Noses and Roses

3. Spots Bones

151

4. Pete and His Flute

4. Isnt That Cute

o-consonant-e = /o /
/, e-consonant-e = /e /, ph
u-consonant-e = /u/ and /oo

5. Hide and Seek

5. Youll See

155

6. Sues Blue Vase

6. Sue and Joes Pies

ee = /e /, contractions with will (ll)

/
ie = / /, oe = /o/, ue = /u / and /oo

7. Like Peas in a Pod

7. The Beanbag

159

8. Frog or Toad?

8. The Goat

ea = /e /
oa = /o/

161

9. Rain, Rain Go Away!

9. Kays Braids

ai = /a /, ay = /a /

163

1. Moms Scare
2. A Gift for Dad

kn

Lesson Page

153

157

Go Phonics

Level 4: Vowels Controlled by r and l My Turn book . . . . . . . Page 167

Lesson Sequence

Lesson/Story

New Phonetic Elements and Grammar

1. Fun on the Farm

ar = /ar/, shwa, suffix ful

168

2. The Big Storm

or, (w)ar, = /or/, (qu)ar = /or/ (Level 4 Workbook)

172

________________________________

3. A Gift for Mom

174

Go Phonics gives me a clear

progression of skills, and lots
of built in practice. It provides
more flexibility so I can have
more students in a level and
fewer reading groups.

4. Cupcakes and Birds

er = /u r/
ir = /u r/

5. My Turn

ur = /u r/

178

6. Earthworms

ear, (w)or, ar and or (not accented) = /u r/

180

continued

Monica H., 1st grade teacher

Go Phonics Levels 1-5 rough correlation w/LLI Reading Levels A to K...

Level 1 LLI level A, B
Level 2 LLI level C, D, E, F, G
Level 3 LLI level H, I, J
Levels 4 and 5 LLI level K and up
________________________________

Lesson Page

176

a(l) = /o/, g before e, i, y = /j/, possessive with s, suffix est

7. Not Bad at All

182

8. A Harvest Party

silent e syllable, change f to v rule, suffix ly

184

9. Why?

y = / /, y = /e /, y as a suffix
igh = / /, suffix en, prefix un

186

10. Night Light

188

Level 5: More Vowel Pairs Cooking on the Front Burner . . . . . . . Page 191
Lesson/Story

New Phonetic Elements and Grammar

1. Raccoons

/, ch = /k/, dge = /j/, suffix or

oo = /oo

Lesson Page

2. Cooking on the Front Burner oo = /oo

/, ind words
3. Snowflakes
4. The Shoemaker

194
196

/ 198
ow = /o /, homographs, antonyms, (w)a, (qu)a = /o /, ui = /oo
ow = /ou/
200

5. A Mouse in Our House ou = /ou/, wr = /r/, tion = /shu n/, suffix tion, prefix non

202

/ and /u /, suffix est

6. Everything Old is New ew = /oo

204

7. Awful or Awesome?

aw = /o/, u = /oo
/, sion = /shu n/ or /zhu n/
suffixes al, ful, some, contractions with would ( d )

206

*In this story, an inspector

8. The Haunted House

au = /o/, suffix age

208

solves the mysteries to prove

9. Noisy Boys

the house is not haunted.

10. Weather Reporter

ea = /e/, prefixes fore, dis

212

11. Funny Money

ey = /e /, y = / /

214

12. A Piece of Cake

ie = /e /
/, ei =/a /, eigh =/a /
ou =/oo

216

13. Soups On

oi = /oi/, oy = /oi/, mb = /m/, suffixes ness and ward, ture =/chur/

15

210

218

Go Phonics Scope & Sequence

LEVEL 1: Alphabet
Scat! Short a Stories

l L lamp /l/
t T turtle /t/
f F fish /f/
h H house /h/
b B bat /b/
c C cake /k/
a A apple /a/
d D duck /d/
g G goat /g/
r R rug /r/
n N nest /n/
m M mittens /m/
s S sun /s/
p P pig /p/
i I igloo / /
v V vase /v/
j J jam /j/
o O octopus /o/
z Z zebra /z/
/
w W wagon /oo
u U umbrella /u /
y Y yellow /e/
x X box /ks/
e E elephant /e/
k K kite /k/
/
qu QU queen /coo

LEVEL 2: Short Vowels

The Fat Cat stories
Jacks Cap stories
With gradual introduction of
consonant blendsbl, br, gl...

a apple /a/
ck sock /k/
sh ship /sh/
i igloo / /
th thimble /th/
th there /th /
cho chair /cho/
tch catch /cho/
ing ring /ing/
ang bang /ang/
ink sink /ink/

ank bank /ank/

o octopus /o/
ong song /ong/
u umbrella /u /
ung lung /ung/
onk honk /onk/
unk junk /unk/
e elephant /e/
wh wheel /wh/

LEVEL 3: Long Vowels

Sue and Joes Pies stories
Noses and Roses stories

a-e rake /a/

i-e pine / /

kn knife /n/
c(e,i,y) cent /s/
o-e bone /o/
ph phone /f/
u-e cube /u_/
u-e flute /oo /
e-e Pete /e /
ee feet /e /
ie tie / /
oe hoe /o /
ue barbecue
_ /u /
ue blue /oo /
ea dream /e /
oa boat /o /
ai rain /a /
ay hay /a /

LEVEL 4: Vowels
Controlled by r and l
My Turn stories

ar star /a r/
or corn /or/
(w)ar warm /or/
er fern /ur/
ir girl /ur/
ur burn /ur/
ear earth /ur/
(w)or worm /ur/
a(l) walk /o /
g(e, i, y) angel /j/
16

Note: These are foundational primary phonics codes.

Some codes are not taught in Go Phonics because
theyre not in the programs stories and there are only
a few words with that code. Examples: cho (chef)
/sh/, ough (dough) /o / The Word Lists book, with
over 140 phonetically based lists, includes these.

dle candle /dl/

y fly / /
y baby /e/
igh night / /

LEVEL 5: More Vowel Pairs

Cooking on the
Front Burner stories

/
moon /oo
cho school /k/
dge bridge /j/
oo book /oo
/
ow snow /o/
/
ui fruit /oo
(w)a watch /o/
ow cow /ou/
ou ouch /ou/
wr wrist /r/
tion lotion /shu n/
ew pew /u/
/
ew screw /oo
aw saw /o/
u bull /oo
/
sion mansion /shu n/
also: sion vision /zhu n/
au saucer /o /
oi oil /oy/
oy boy /oy/
ture picture /chur/
mb thumb /m/
ea bread /e /
sure treasure /zhur/
ey money /e /
y crystal / /
ie shield /e /
/
ou soup /oo
ei reindeer /a /
eigh eight /a /

oo

Consonant sound
Vowel sound
Go Phonics Game

Go Phonics
Getting Started
________________________________

Paulina began learning to read

using GoPhonics at age 4-1/2.
A natural reader, she completed
Level 5 by age 6-1/2 and was able
to go into a 3rd grade basal text.

Knowing Where to Start

Go Phonics Basic Skills Assessments help you find dyslexic tendencies (directionality-- seeing letters flipped or reversed), difficulties, and gaps. They help establish a base
line and know where to start. They check skills level by level. For those who can read common words they've memorized, Levels 2-5 have a Nonsense Syllables assessment. These
"non-words" have to be decoded (read aloud) based on a knowledge of phonics. They are
parts of real words, but are not words by themselves. These will reveal the student who
has a high sight word memory, but doesnt have the phonics skills to sound out longer
words. Choices for Spelling assessments give you further insights.
All kindergarten students should be assessed at the beginning of the K year to reveal
a knowledge of letter names, letter sounds, proper formation of letters, and ability to
decode short vowel a words.

Here are some examples of placement in Go Phonics:

________________________________

With good comprehension skills,

14-year old Josh slowly read the
first line of the Go Phonics short
vowels story aloud. He stared at
the word on the next line.
Thats not a word, he said.
He was looking at the word nap
and seeing uab.
I know what your problem is,
said Sylvia. I can help you.
As Josh made progress, he was able to
read the menu at McDonalds! He was
looking forward to taking his drivers
license test. He was reading in Level 5
when he moved to live with his dad.

________________________________

If help is given in 4th grade, rather

than in late kindergarten, it takes
four times as long to improve the
same skills by the same amount.
From Straight Talk about
Reading by Susan Hall and
Louisa Moats

1. A K student failed the Letter Name Recognition assessment. His parents insisted he
knew the alphabet. It turned out that he knew only capital letters. Knowing lower case
letters is most essential, since those are the predominant letters appearing in the reading.
He started at the beginning, learning name, formation, and sound of the letters (emphasis
on lower case).
2. A 1st grade boy, a non-reader, knew all the letters and their names but none of the
sounds. He began in Level 1: Alphabet, but moved more quickly than the K student
mentioned above.
3. A 1st grade student knew letter names and sounds, but was not reading. He could,
however, spell any 3-letter word. His auditory skills were exceptionally strong and visual
skills very poor. If given a list of words to spell, he did it correctly, but could not read the
words back. The solution: As lessons were taught, he was asked to spell one or two words
at a time, read them back, then find them on the workbook page. Gradually, he was able
to read back more words at a time, and with daily visual and auditory review (using the
letter cards), was able to improve reading.
4. A 2nd grader did well until Vowel-Consonant & Vowel-Consonant-e discrimination.
She began at the end of Level 2: Short Vowels (to instill confidence), then on to Level 3.
5. A 3rd grader made errors on the long vowels, but when asked to read a story, did well.
Further observations, showed that her handwriting and spelling were very poor. She had
memorized words and had no phonics skills. She began at Level 3: Long Vowels, with and
emphasis on phonics, handwriting (addressed in Level 1), and spelling.
6. A 6th grade girl had memorized many words she needed to read but didnt have the
phonics skills to decode a multi-syllable word she had never seen. She needed to go
through the explicit phonics lessons to get the necessary saturation with each code. This
trained her brain to recognize and distinguish between the codes in words more automatically. (Without this ability, the 2nd syllable in a word can be misread and the meaning
lost.) Based on the assessment, instruction started with the long vowels. Daily review was
part of this, using the letter cards and yellow cards (for adding the multiple spellings).
17

Go Phonics
TEACHING PROCESS
________________________________

I am a process-oriented person.
I have found that my students learn
the best when they are taught one
skill at a time and build on those
skills. Go Phonics is the most
process-oriented reading program
I have found. To me, thats the way
a reading program should be.
Jean Zincteacher/home educator, IA
________________________________

The Teaching Process

Phonics-based lesson plans guide you each step of the way. A carefully prescribed
series of 79 strategized lessons are designed for direct instruction. The lessons are divided
into 5 phonics levels. Explicit and systematic, guided directions help both beginning and
experienced teachers maximize instruction. Study the introduction with strategies and
techniques. There are quick reference charts for procedures youll be using. Each level
begins with the guidance youll be needing to teach that level. The first lesson in that
lesson is done in greater detail for reference.
Start at the beginning - Level 1 to work with a non-reader thats at the Pre-K to K level.
If a student has some knowledge at this level, you may move more quickly bypassing the
activities. Some will simply need a review of the letters, focusing on handwritingproper
letter formation using the stick and clock approach. Tie-in the key word/sound as you go.

Levels 2-5 flow in this manner:

1. Daily auditory review with letter cards, of sounds/letters already taught
2. Daily spelling with handwriting segmenting/writing words with phonics skills learned
3. Daily visual review with letter cards of letters already taught
4. Teaching a new phonics skill with reading and spelling rules
5. Playing a phonics word decoding game to blend/read words with the new skill

The Pace:
The teaching pace will vary with
the age, maturity, ability, and attitude
of the student. It can range from
taking several sessions to teach one
letter and sound, to teaching several
letters and sounds in one session.
This sample lesson planner page
(master provided) shows how a lesson
can be taught over a week or several
days. Adjust your lesson plan to fit the
best pace for that student or group.

6. Worksheets include phonics, rhyme, same beginning sounds, sentence structure,

punctuation, vocabulary, crossword puzzles, language arts, phrases from the story...
7. Teaching the non-decodable words that will be in the story
8. Oral reading of the text-to-life decodable story with new and previous skills
Questions are provided that include vocabulary, comprehension, language arts.
Creative telling/writing suggestions connect the story to their world.

2
Lesson 10: A Hot Pot
Go Phonics Lesson Plan Level________________________________________
__________
GROUP / STUDENT

Skill
Auditory review/
handwriting practice
Spelling
(with handwriting)

The time spent teaching a lesson

can be 20 minutes for a 4 to 5 yr. old,
30 minutes for a 6 or 7 year old, and
possibly 45 minutes for an older
student. Work with the student to
determine the best pace.
The time to complete the course
can take from 1-1/2 to 3 years,
depending on the age, ability, and
maturity of the student.

Visual review
w/letter cards
(taught to date)

New sound

Monday

Oral reading
& teaching stories
(teach red flag words)

Wednesday

Thursday

Friday
Review all

/a/, //,

/a/, //, /o
/,

/a/, //, /o
/,

/a/, //, /o
/,

/ing/, /ang/, /sh/

/ing/, /ang/, /sh/

/sh/, /ch/, /ck/,

/ink/, /ank/, /ck/

pit, pat

hit, hat, hot,

chip, chop,

pink, bank,

Test on

sing, sang, rash

wing, bang, shop

dish, dash, rock

stop, lock

selected words

All vowels,
digraphs,
trigraph, b, d

Review o

Teach s, es

(taught in Level 1)

for plural
Pop

Thermometer

XXXX

w/vocabulary
enrichment

p.24 rhyming
p.25 same
beginning

p.26
plurals adding s
p.27 plurals - es

The Back Pack

Fluency practice
and/or Creative
writing JC p. 33

A Hot Pot FC
1st read,
decoding/
accuracy, p. 35

Game

Worksheets

Tuesday

DATE

18

XXXX

XXXX

XXXX

Add thing, think,

thank, they, o

XXXX

Add /o
/ words
(optional)

XXXX

XXXX

XXXX

A Hot Pot
comprehension
w/questions

sh

At Camp JC
1st read,
decoding/
accuracy, p. 37

At Camp
comprehension
w/questions

Level 1 - Letters of the Alphabet

Go Phonics
LEV1: Lesson 22.2

This level focuses on explicit and systematic instruction

in each letter its name, proper formation, key word,
and sound all taught in the same lesson. In this way,
phonemic awareness, phonics, and handwriting are
integrated from the start. Students practice the new
letter-sound in spelling, worksheets (including letter
writing practice), phonics games, activities, suggested
read-alouds, and songs. The letter sequence starts with
the simplest one to forml, then related letters based
on stroke. Lower case letters are stressed.

Visual Review of letters taught to date (Do this every day.)

___________________________________________________________________

Game: Play a version of the Scat Cat! game, adding the word yam.
___________________________________________________________________

Oral Reading & Teaching the Stories:

+
%
+
%
+
%
+
%
+
%
+
%
+
%
+
%
+
%
+
%
+

The next story has a plural word. Teach the student that we often add s to
a word to make it mean more than one. Practice with cat cats, pan pans,
yam yams.

d Yams
Ham an

Ham and YamsMini-story

Note: Have a raw yam and a can of sliced yams to show the student.

What are yams? Have you ever had them for Thanksgiving dinner?

onics
Go Ph

Did you like them?

page 3: Whats in the bowl? (cut up yams)

Note:

page 4: Do you think Jan likes yams? How can you tell?

Show the student a yam

and a can of yams.

Why is Pal drooling?

page 5: Why is Jan napping?

Go Phonics

Lesson 22: Letter y, Y

LEV1: Lesson 22.1

Auditory Review: a, t, m, h, r, n (See Reference Chartpage 53.)

page 6-7: Does Pal like yams? How did he feel when he ate so much?
page 8: Why is Jan upset?

Spellingpage
Words:
hat, ham, rat, ram, han (nonsense)
9: Why did Pal get a scolding?
1

yY

____________
1

___________________________________________________________________
pageNew
10: Where
did Pal
end up?
Teach the
Letter:
(Trace-Copy-Write)

Teaching note: The sound of the letter y is often taught as /yuh/. When this

As a vowel, y has the most

sound is used in decoding words beginning with y, the word is distorted.

It is preferable to use the sound /e /. This makes y sound like a vowel. Like
w, the y is not a true vowel because it is never followed by a consonant at

(my, myth, baby, type).

happens at this level. Once 7 letters have been taught,

students can read 5 rhyming words: at, fat, hat, bat, cat.
As soon as short a has been taught, spelling and reading words is a part of every lesson. Lessons progress to
words with the same beginning and different ending:
cat, can, cap... As soon as 15 letters have been taught
in the Go Phonics sequence, students begin reading
the 8 short a stories. By the end of Level 1, students are
able to name each letter as they form it, then give the
sound. Theyre able to read,
write, and spell 3-letter
words with short a.

to the foot line onTell

thea right
the letter
space, continue
below the foot
little side
storyof
about
your favorite
meal.
line with a fishhook or candy cane curving to the left one letter space,
and stop.

Note:

prominent sound in a syllable

Handwriting instruction, spelling, and reading

page To
11: make
Who got
little ytreat
the end
of the
Lower Case:
the aletter
, putatyour
fingers
onstory?
the belt line on the
Whospace.
are the
main the
characters
in this
left side of the letter
Follow
directions
for story?
making u. When you get

the beginning of a word, and is not always the most prominent sound in a
syllable. Y is more like a vowel than a consonant.
Capital: To make capital Y, put your fingers on the head line on the left side

of the letter space. Make a line slanting down to the belt to the middle of the
letter space, and stop. Pick up your fingers and put them on the head line on
the right side of the letter space. Make a line slanting back to the belt line
and to the middle of the letter space, and stop. Without lifting your fingers,
make a straight line down to the foot line, and stop.
82
___________________________________________________________________

Teach the Key Word and Sound: y, yellow, /e /

___________________________________________________________________

Worksheets:
Workbook pages 53 and 54These may be done on subsequent days.
Workbook page 5Do Mini-Crosswords 7 and 8. (Use capitals.)

___________________________________________________________________

Reinforcement Activities: These can be spread over several days, with

DAILY visual review of the letters. Choose from the list (pp 36-38), note here:

Go Phonics
SAMPLE LESSON

___________________________________________________________________
continued

Lesson: y Y = /e/

81

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _

Name
1

yY

_ _ _ _ _ _ _ _ _1_ _ 2_ _ _ _ _ _ _
12

yY

_ _ _ _ _ _ _ _ _1 _ _2 _ _ _ _ _ _ _
12

y yellow /e /

_ _x _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _x_ _ _ _ _ _ _ _x _ _ _ _

_ _x _ _ _ _ _ _x _ _ _ _ _ _ x_ _ _ _ _ _ _x _ _ _ _ _ _x _ _ _ _ _ _ x_ _ _ _ _ _

Reading begins early on.

_ _x _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _x_ _ _ _ _ _ _ _x _ _ _ _
x

_______________________________________

This story is called Ham and Yams.

Its read after y is taught.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _

yY

_ _x _ _ _ _ _ _ _ _ _ _ _ _ _ x_ _ _ _ _ _ _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _ _ _ _ _ _ _x _ _ _ _ _ _ _ _ _ _ _

yam
2

Activities and Games

2000 Foundations for Learning, LLC

Go Phonics

54

nap
1

2000 Foundations for Learning, LLC

This Scat Cat game provides practice reading words with short a as letters are taught.

Go Phonics

53

Worksheets provide phonemic

awareness, vocabulary enrichment,
and handwriting practice.

19

Go Phonics
LESSON PROFILE

Short Vowel Lesson Profile Digraph ck

A step a time you are giving your student the practice and preparation for reading success.

Step 1 Auditory Review:

The sounds /a/, /h/, /t/, /f/, /c/, /s/
Hold the letter card so the student doesnt see it.

Teacher: What says /a /?

Student: a, apple, /a /
naming the letter as she forms it on
the work surface

The teacher then shows the card.

Step 2 Spelling with Handwriting:

jam, pat, mad, grab...

Teacher: jam using word in sentence, then repeating word

Student: jam, /a /, a

Author Sylvia Davison plays Stuck Truck with a student to

give her practice decoding words with ck. She sweeps
a finger across the word on the card to encourage
smoother blending of the sounds.

writing the letter in the air or on the work surface as she names it

Teacher says: Repeat the word. jam What do you hear (that
opens your throat)? /a / How do you spell it? a while forming it
on a surface. Student then writes the word on primary paper, as she says
the sounds of the letters softly. If she falters, the teacher asks, What do
you hear first? ...last? After spelling it, the student reads the word.

f
Letter card

Step 3 Visual Review:

The teacher shows the letter cards one
at a time, reviewing the letters taught to date.

Student: f, fish, /f/

Step 5 Phonics Games:

Play two Go Phonics games, one to practice
decoding short a words with blends and
another with ack words.

writing the letter on the work surface

as she names it

Step 4 Teach the Digraph ck:

c
k
ck
yellow card for /k/

As you refer to the Key Word Chart, teach that ck will come after one
short vowel. Explain that digraphs are two consonants that have a unique
sound, not the individual sound of the separate letters. Use the marker to
add ck to the yellow card for the sound /k/ (started in Level 1 instruction).

Teacher: What says /k/?

Student: c, cake, /k/....k, kite, /k/....ck, sock, /k/
Each letter is written on the work surface as it is named.

(You add to it gradually.)

20

Step 6 Worksheets and instruction

for phonics and language arts

The worksheets prepare

students for reading
the story.

Pams

_ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _

Workbook Page 5: rhyming words

Workbook Page 6: Teach possessive case s
(Explain that s does two jobs contraction for is)

_ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _

______

___ _

am a

___
______

Pams

_ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _

Go Phonics Songbook
____
___ __

___

Dans

_ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ __ _

cs/ Holly

ag a

Go Phoni

___

Illustrations

Who is Wearing Red?

______
______

2000

Lets Rap with ck

Davison

Workbook Page 7: Teach or review primary colors.

Sams

__
______

(Use colors red, yellow, black, and blue.)

b la

ck

_
___ __

ack a

______

Step 7 Teach Red Flag Words:

_ _ _The pan is
______
black.
______

The ba
g is b
lue.
The ca
b is ye
llow.
The ha
t is blu
e
.
The pa
d is y
ellow.
The ta
g is re
d.

Write each non-decodable word (appearing under

the title of each story) on a 3 x 5 white index card.
Tell the student what the word is and
have her repeat it.

nics
Go Pho

Play Grab Bag:

If the student needs many repetitions
to learn the words, place the cards
in a grab bag. Players draw cards
in turn and earn points. Points are
based on the number of letters
in a word. If playing with a teacher,
the student reads all the words.
Additional options are provided.

Pams B
lack
in

Jam

Pam ha
s a glass
.
The gla
ss has b
lack jam
Sam pa
in it.
ts the g
lass.
The gla
ss has a
crack.

Sam ha
s black
jam,
and bla
ck jam,
and bla
ck jam.

Step 8 Student Reads Aloud:

Pams Black Jam, Dans Cab, and Jacks Cap stories are read.
They include words with short a and ck. Beginning and ending
blends in the story are practiced in the games and worksheets
glass, black, glass...
The Teachers Guide provides questions that include
grammar, punctuation, making predictions, making inferences,
sequencing events. There are also suggestions for creative writing,
and doing activities for teaching across the curriculum.

Jacks
Cap
is in on
have

Jack ha
s a sack
.
Jacks ca
p is
in the sa
ck.
A tag is
on the
cap.
7

More Teaching Strategies Added:

Word play, vocabulary enrichment, modeling
the story, word search with the game cards...

Go Phonics
21

Go Phonics
Go Phonics

SAMPLE LESSON

Oral Reading & Teaching the Stories:

LEVEL 2: Lesson 2.2

Teach or review the non-decodable words in Pams Black Jamin,

Dans Cabwas, to, went; Jacks Cap supplementis, in, on, have.

Vowel sounds
open the throat.

Level 2 - Short Vowels:

Pams Black JamThe Fat Cat book pages 6-8

They are made with

Note: Explain the meaning of s in the title (ownership possessive case).

no obstruction of the lips,

after one vowel (glass) and ck after one vowel (black).

page 6: What mischief is Sam into now?

on the Key Word Chart.

_______________

page 7: Does Sam like jam? How can you tell?

Consonants
are letters that are not vowels.
_______________

Special Letters
are y and w. The sounds for
these letters are made with

page 8: How does Pam feel? How does she solve the problem?
Why is Sam napping? What word on this page has 2 words in it? (ragbag)
Teach compound words. (Two words that are related and are written
together as one word) Give more examples sidewalk, football, into.

no obstructionbut they are not

Dans CabThe Fat Cat book pages 9-12

pure vowels. A vowel is the most

Note: Explain the dollar mark on the tag. (Capital S with one line drawn

prominent sound in a syllable.

This characteristic is never
sometimes by y.

Go Phonics

top to bottom through the S.)

page 9: What does s mean in the title? How does Dan feel about his cab?
What word tells you this?

fulfilled by w, and only

LEVEL 2: Lesson 2.1

In Level 2 the first few short stories have short a and

words with consonant blends (like flat and grab). The
games give decoding practice prior to reading. There
are several stories for each vowel. The order is: a, i, o,
u and e. The sound of short e is often confused with
short a and short i, and so it is taught last because it is
the most difficult. The digraphs and trigraphs (two or
three consonants that make their own sound like sh
in ship and tch in catch) are taught one at a time,
and sprinkled throughout the instruction.

Review vowels and consonants. Teach that it is common to have double s

teeth, or tongue.
They are underlined in red

Lesson
2 Pams Black Jam, Dans Cab
page 1011: What is Dan dreaming about? How does he feel?
Auditory
/a/, aplus
consonants that are in the spelling words
Have Review:
you ever had
bad any
dream?
page has,
12: What
doesmad,
Dansgrab,
dad do?
then?
Spelling:
jam, pat,
rag, How
brag,does
nap,Dan
mat,feel
had,
cab,What words

Prepare:
Yellow card for /k/
Use the marker to
add ck to the yellow
card made in level 1.

c
k
ck

Materials Needed:
Letter cards for auditory review:
a plus any consonants that
occur in the spelling list
For visual review use letter
the word
cards for allExplain
the letters
in nab.
(It means to take hold
the alphabet
NEW: letter card digraph
ck
of something.)
Stuck Truck board game
Apple 2 card game
Box of color crayons

doesbad,
Dadlad,
say?glad,
Hownonsense
can you syllables:
tell hes talking?
(quotation
What mark
tag, sad,
san, jan,
sab, red marks)
flag words:
youthe
Danred
is really
happy?
Tell this
story
your own
the, a tells
(Write
flag words
on (exclamation)
paper over screen
board
or in
canvas.
The words.
student traces and names each letter of the word, then says the word.)
Jacks CapJacks Cap supplement book pages 7-9
___________________________________________________________________
Note:
The new
is ckcards.
. Review
is common
to student
have ck after
Visual
Review:
Use digraph
all the letter
As that
eachitcard
is shown,
vowelforming
(Jack, sack,
backwork
). Teach
that then
adding
thethe
suffix
to a and
verb tells
namesone
it while
it on the
surface,
says
key sword
sound.that it happens now (grabs).
___________________________________________________________________
page 7: Where do you think Jack has been? What did he get besides groceries?

Digraph:
the Jack
digraph
, sock
, /k/. away,
(Referwhat
to thedoes
Key Wag
Worddo?
Chart.)
page Teach
8: While
putsck
the
groceries
It will How
comedoes
afterJack
one feel?
short vowel. Explain that digraphs are two consonants
that have a unique sound, not the individual sound of the separate letters.
page
9:
How
does
the problem?
Haveofyou
Use the yellow card with Jack
c, k,solve
ck (multiple
spellings
/k/ever
) had a pet run off
with anreview:
article of clothing? Tell a little story about it.
c
for auditory
___________________________________________________________________
k
Teacher:
What
says /k/
? Writing:
Creative
Telling
and

ck

Student:
, cake
/k/. .Does
. k, kite
. . ckget
, sock

Do youchave
a pet?
your/k/
pet. ever
into, /k/
trouble?
Can you tell a little
story
about
it? 1. Tell
your
name.
Tell in 2 or 3 sentences what your
Each letter
is written
on the
workpets
surface
as it is2.named.
yellow card
pet did.
3. Tell
the card.
problem was taken care of.
Teacher
shows
thehow
yellow

Workbook pages 5, 6, 7

Go Phonics Songbook
suggested rap:

Lets Rap with ck

Teaching Note

Teaching Notes: The white cards for c, k, ck will be used for visual
review only. The yellow card will be used for auditory review.

Spelling patterns: k is used after a consonant (mask), 2 vowels (meek),

and in silent e words (make).

c before a, o, u

The white cards for c, k, ck will

be used for visual review only.
The yellow card will be used

By the time Level 2 is completed, students will know

the name, formation, and sound of each short vowel,
digraph, and trigraph. They will be reading stories,
and writing and spelling words with these sounds.

k before e, i, y

ck after one short vowel

Lesson for ck = /k/

___________________________________________________________________

Games: (ck and short a words with blends decoding practice)

for auditory review.

Play Stuck Truckcard game with board. Use only the words with a.

Go Phonics Songbook
suggested song:
Who is Wearing Red?
(Use colors red, yellow,
black, and blue.)

Play the Apple card game. Use all the cards. Note the double s after one

___
______

______

Pams

vowel, as in glass.
___________________________________________________________________

Worksheets:

_ _ __ _

The pa
n is b
lack.
_
_
T
h
_
e bag
_ __ _
____
_
_
_
is
Workbook page 7Teach or review the primary colors.
_
_
_
b
_
lue.
_ _ on color crayons.
_ _ __ _
Compare the words at the top of worksheet
_ _to_ words
The ca
______
____
b is y
Color the pictures of the_crayons.
continued
_
ellow.
___
The ha
_ _ _ _ 99
t is blu
e.
The pa
d is y
_ _ _ __ _
_
_
_
_
e
_
llow.
___
_
The ta
____
______
g is re
_ _ _ _ Pams Black Jam
_
d
_
.
in
____
Workbook page 5rhyming words

Workbook page 6Teach possessive case. To show ownership s is used.

a
am

bl

ac

/ Hol
Phonics

____

a
ack

____

Pam has a glass.

_ _ _ __ _
The glass has black jam in it.
__ _ _ _ _
_
_
_
_
_
Sam pats the glass. _ _ _
The_glass
_ _ _ has a crack.
____
0 Go

____
____

ison
ly Dav

ag a

Pams

200

___

__
__ _
____

ions
Illustrat

See Lesson Profile,

page 20.

Sams

_ _

Dans
6

onics
Go Ph

Sam has black jam,

and black jam,
and black jam.
6

22

Level 3 - Long Vowels starts with the

Go Phonics

Lesson 1 At the Lake (Detailed Instructions)

LEV3: Lesson 1.1

Auditory Review: /a /, /e /, / /, /o /, /u /, /sh/, /wh/

vowel-consonant-e pattern, with ee last, to

smoothly move into the next pattern of sounds:
take the consonant out of ee and you have ee.
This makes the same sound. This is done to the
other vowelsie, oe, ue all have the long sound.
This pattern is also taught: that ee will often end a
word, but more often will be followed by a consonant. The others always come at the end of words.
This provides a good strategy for spelling.

Teacher holds cards so they cant be seen.

Materials Needed:

Teacher: What says /a /?

Letter cards a, e, i, o, u,

Student: a, apple, /a /

sh, wh

writing the letter with fingertips on the work surface as she names it

New cherry card a-e

Teacher shows the letter card.

Snake Snack card game

This procedure is repeated for each letter.

Workbook pages 1 to 7

Spelling: For spelling, use some or all from the list provided, or use words
from the Words Lists book.
Reminder:

hot, pot, top, stop, stopping, mess, less, ress (nonsense), dress, jug, hug, rug,
sug (nonsense), shrug, jump, dump, lump, fun, mun (nonsense), sun, run,
running, swim, swam, sash, lash, splash, hen, when, hip, whip;
red flag words: want, one, were

Bold letter indicates

the letter name.

a, apple /a/

Teacher: hot (Use it in a sentence, then repeat the word.)

Letter between slash marks

indicates the sound.

Student: hot /o /, o

Students learn that ai and ay function in the same

way. The i and y can be called twins. When students
see that ai is always followed by a consonant, and
ay is at the end of a word or syllable, they gain
additional spelling strategies.

writing the letter in the air as she names it

Student writes the letter a on primary paper. On the next line she writes
the spelling word, and reads it aloud hot. When writing the spelling word,
the student should segment it, saying each sound in a whisper as she writes
the letter for that sound. Whisper: / h/-/o /-/t/ Student reads the word.
This procedure is repeated for each word.
___________________________________________________________________
Visual Review: Use letter cards for vowels, digraphs, and trigraphs taught
to date. As phonograms are taught, add them to the visual review. Example:
Teacher shows the card with the letter u.
Student: u, umbrella, /u /

Demonstrate what the

dash stands for in a-e.

writing the letter with fingertips on the work surface as she names it

(It stands for a consonant.)

___________________________________________________________________

Consonants are letters that

Phonogram: Teach the phonogram ae, rake, /a/.

are not vowels. The following

On the Key Word Chart, remove the Post-it note from ae.

are all a-consonant-e words

Explain that in this case the dash () stands for consonant.

with different consonants

safe

Teacher: In words ending in aconsonante, the e is almost always silent.

It changes the sound of a from the short sound /a / to the long sound /a /.
Different consonants can be used. Examples: cancane, taptape, matmate.
Have the student use her fingertips to practice writing ae on the work
surface. She will say aconsonante (as she writes), then rake, /a /.

sane
sake
same
sale

Lesson for a-e = /a/

continued
144

e
Plus
_
__

__
__
___
__
_ __ _ _ _ _ _ _ _

__

maanke

_
__

man
_
__

_
__

_
____

dig
wpo
diggi
p
ng
run Contract
ions
drip that i
s
thats
wed here i
s
w
stop as n
ot
slip are n
ot
we a
re
you a
re
tvhaney
are
___

______

_____

__

_ _ oclock out
my_ _friend
too began your dont

One of my friends is
having a wedding, said Dad.
Were going to go.

__

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__

for
tions
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LLC

______
_ _ ______ _ _ _ _
______
__
_____
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_
__ _

_
__

ics
Phon
Go

20

Mom, Dad, and Jane

dressed in their best things.
Then they got in the van
to make the trip.

___

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_ __

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_ __
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_ __
_____ _____
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_
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_
_
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_
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_
_
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It was hot in the van.
__ _
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_ __
__ _
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__ _
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___
___
___
Jane felt dripping wet.
___
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_ __
_ __
__ _
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_ __
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_
_
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______
_
_
_
_
_
_
___
____ _____
___
_
_
_
_
_
_
_
______
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_
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_ _
__
_ _ __ _ __ _ _
___
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____
__
_ _ __ __ _ _
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____
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_ _ __ _ _ _
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__ ____ __
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1
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6
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_ __
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_
_
They came to a lake.
___
___
_
___
___
It is so hot, said Jane.
___
___
___
___
___
_ __
Can we stop at this lake?
__
___
___
___
3
If I can wade in the lake,
___
___
___
I will not be so hot.
___
_ __
_
4
5
3

ane

At the_ Lake
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_
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______
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____
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_
_
__ _____ _
____

wake w

______
_ ___
_ _ _ __ _ _ _
____

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____

11
1 Ru
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g, LLC
Learnin
tions for
Founda
2000

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2000 Found

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Go Phonics

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snake
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23

Go Ph
onics

Lesson for a-e = /a/

Go Phonics
SAMPLE LESSON

continued

For visual review, teacher shows the ae letter card.

Go Phonics

Student: aconsonante, rake, /a /

writing a e on the work surface as she names them

LEV3: Lesson 1.2

Teacher shows the card.

NOTE:

Moms Scare

Mom had fun on fishing trips,

but she was not going on this one.
Her club had planned a bake sale.
She had to bake cakes and help
at the sale.

days robber under dinner

Explain that the SOUNDS of

This procedure is the same for the next 3 lessons.

___________________________________________________________________

the letters are what we use in

Worksheets:

reading. We cannot write sounds,

only speak and hear them.

Workbook page 1Short vowel words become long vowel words with the
addition of silent e.

We write the letters that represent

Workbook page 2rhyming words

the sounds. Therefore, formation

of the letter must be completed

Workbook page 3words with same beginnings but different endings

___________________________________________________________________

before the sound is given.

Game: (ae decoding practice)

c
k
ck

Play Snake Snack card game.

For words ending in /k/, remind the student of the rules:

words with one vowel are followed by ck (rack) and those
words with vowel-consonant-e will have just the k (rake).

yellow card

With game cards that are appropriate, have the student use the
word in a sentence. Do word play by asking, What does this word mean
to you? Then ask, What other meanings does it have? Discuss these as
you use each of them in sentence.
___________________________________________________________________

Kate and Dad were going

on a fishing trip. They planned
to be at the lake for 2 days.

Long vowels story

Moms Scare
Copyright 2003 Foundations for Learning, LLC/Go Phonics All rights reserved.

Reminder:

Worksheets:

A contraction is a way to
shorten a word by taking out

Review contractions with is (hes) and not (isnt).

Teach contractions with are (were). Workbook page 4contractions

a letter (or letters) and replacing

Review quotations markstalking marks.

it with an apostrophe.

Workbook page 5quotation marks

we are were

Reminder: Quotation marks come after the punctuation mark: comma,

period, question mark, exclamation point ( , .

Mom made cakes all day.

She was glad to get to bed.
She was just nodding off
when there was a tapping
on the pane. Was it a robber?

Many one syllable words end with 1 vowel and 1 consonant

(tap). To add a suffix that begins with a vowel, double the
final consonant (the third 1).

There was a lot of wind.

Mom got under the blankets
and nodded off, but not for long.
There it was, the tapping
on the pane. She jumped up
and lifted the shade a bit.

She began to shake.

She had to be brave.
Copyright 2005 Foundations for Learning, LLC/Go Phonics All rights reserved.

Workbook page 61-1-1 rule

Review the 1-1-1 rule:

Mom lifted the shade a bit.

There was not a thing there,
so she went back to bed.

? ! )

Example: taptapping, fatfatterfatty

This rule works for all suffixes that begin with a vowel.
They are: able, er, ed, est, ing, y
This rule applies to multi-syllable words (upset), where
the final syllable is accented. Example: upsetupsetting

Introduce the silent e rule. For a word

ending with silent e, drop the silent e
before adding a suffix that begins with
a vowel (bakebaking). Draw attention
to this on the Prefix and Suffix Chart.
Workbook page 7crossword puzzle

(Use all capital letters.)

__________________________________
continued

145

Mom spent the next day

at the bake sale. She got back
at six, just as Kate and Dad
came in. They had a lot of fish.
They7 all helped to fix
a grand fish dinner.

The lesson continues with questions that can

be asked as the student reads both stories.

Copyright 2015 Foundations for Learning, LLC

All rights reserved. Go Phonics is a registered trademark
of Foundations for Learning, LLC

Oh my! Mom had to grin.

It was just a shrub with long
branches. The branches waved
in the wind. They were hitting
the pane of glass. Mom went
back to bed, still grinning.

Mom had saved a cake

from the bake sale.
Kate and Dad smacked their lips.
Kate held up her plate.

Not yet, said Mom.

Then she began to tell the tale
of her scare with the tapping
branch. They all had to grin.

Copyright 2005 Foundations for Learning, LLC/Go Phonics All rights reserved.

Reading the Decodable

Stories: Students read aloud
At the Lake (Sue and Joes Pies book),
Moms Scare (Noses and Roses book)
Stories are read several times, focusing
on accuracy, fluency, and comprehension.

No cake until you trim

the long branches on that
big shrub, she said.
Did they do the job fast?
What do you think?
10

11

24

y
penn
kitty
y
hirty dy jell
t
y
n
happ ddy ca
da

Level 4 - Vowels Controlled by r and l

Noun +
y = Adje
ctive
add y

starts with the phonogram ar. This is one of

1. Somet
hing wit
h lots o
ff
the few sounds in English for which there is only
u
f dirt is
t
s
t
ee
y
v
w
a
s
n
.
1
dy
ti
2
r
.
e
S
zy
o
h
.
mething
y
fat lazy cra
b
a
r
b
one spelling. There are two ways to spell the
fo
full of sp
d
gravy
ice** is
r wor
lady
e
h
t
o
2. an
3. Somet
or sound. Then come the other vowels and
.
hing wit
h lots of
sand is
ad
s
e
t
lu
b
o
combinations to make the common sound er.
3. n
1. dark
4. When
.
theres lo
ts of sun
t
a
c
*, its
ll
a
An important concept taught here is that of all
e
m
n
s
o
e
a
tl
4.
2. a lit
5. Somet Who, What, Where, When?
.
hing full
of smoke
of these, er is the most important. True, the list
toast
** is
n
o
n
e
a
ic
m
n
a
.
t
5
6. Lots
3. no
.
of w1.indwhen a fly gets stuck
of one-syllable words is short, but er comes at
makes th
e day
t
rk
n
o
e
w
c
e
e
lik
n
t
o
n
.
es
o
6
7. Lots
4. d
the end of hundreds of multi-syllable words.
.
of mu2.d*a slippery body
makes th
ings
ber
**silent
m
u
n
e
rule *1
More importantly, it is used as a suffix
ne
7. a
3. under
-1-1 your
5. not sa
.
rule tree
Why do birds sing?
to turn a verb into a noun, and make
Why?
use
t words to talk. Birds use
4. a little baby
. nea
6We
ever pretty move danger tooth
songs. They may be singing,
adjectives comparative.
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LLC
rning,
for Lea

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onics
Go Ph

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2000

The spider spins a web so it can

catch a fly. The web is sticky.
When a fly gets stuck on it,
the spider grabs it and eats it.
The spider has a slippery body
that keeps it from sticking
to its own web.

ing, LLC
ns for Learn
Foundatio

y = /e /, y as a suffix

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oud

_
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orth
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4. not sw

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protect
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with this
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instruct
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2006

nics
Go Pho

Foundatio
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for Learn
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Go Pho
nics

_ _ _ _ _ _ _ _ _ ____

_ _ _ _ _ _ _ _ _ ____

6. not right
_ _ _ _ _ _ _ _ _ ____

7. You do it to a wet towel.

Pete, a twelve-year-old, lived

in the town of Mount Vernon with his
mom and dad. Pete was a match box
car collector. Match box cars
are tiny cars about two inches long.
32

28

33

25

____

_ _ __

_ _ __

_ _ __

_ _ __

_ _ __

____
____
_ _ _ _ _ _ _ _ _ ________ _ _ _ _

_ _ _ _ _ _ _ _ _ ____

Go Phonics

____

____
_ _ __ __ _ _ _ _ _ _ _ _ _

____
_ __ __ _ _ __ _ _ _ _ _ _ _

Go Pho
nics

_ _ _ _ _ _ _ _ _ ____

_ _ _ _ _ _ _ _ _ ____

_ _ _ _ _ _ _ _ _ ____

_ _ _ _ _ _ _ _ _ ____

7. a different pattern

_ _ _ _ _ _ _ _ _ ____

8. at night
2000 Foundations for Learning, LLC

Go Phonics

42

In these two levels, worksheets

focus more on vocabulary and
comprehension.

_ __

Lesson for: ou = /ou/, wr = /r/,

__

__

__

__

__

__

____

hang it on your door.

2006 Foundations for Learning, LLC

____
_ _ _ __ __ _ _ __ _ _ _ _ _

tion = /shun/, suffix tion, prefix non

____

5. You do it to a gift.

Pete made many trips to the store.

Each time he would come home
with another car for his collection.
Each time he would unwrap the car
and throw the wrappings in his
wastebasket. His wastebasket was
a large woven basket. It sat beside
his desk in front of the heat outlet.

____

____

____

27

onics
Go Ph

200

____

____
_
_ _ _ _ _ _ _ _ _ ____ _ _ _ _ _ _ __

___
3.
_ _ _ _ find it in a toolbox.
_ _ Youll

____

In the summer,
Pete
dog money
__
tingearned
_ _ . a hun
__
7 grass. He worked
by_ mowing
__
4.26 You
__
in his yard as well as other yards.
He earned lots of money. He saved part
of it. Part, he spent on match box cars.
ing, LLC
ns for Learn
Foundatio
2006

____

_ _ _ _ _ _ _ _ _ ____

_
_ __ _ _ _ _ _
1. part
_ _ _ _ of your_ arm
____

____

6. the

wonder laugh furnace

__

__

____

__

____

A Mouse
in Our House
_
__

_
__

____

_ _ __

collect
inject
wrench wrap wring wrist
wreath
reflewrong
ct write
____

_
____

ouch

__

d of fish
2. a kin

____

____

___

__

___
____

____

_ ____

Verb +
ion = N
tion
oun

= /shun
/
act
action
inspect

hound
south
trout
sour
flour
round
ce
n
bou

____

_ ____

6. a tiny airplane

73

____

LLC

5. near you

nics
Go Pho

72

____

____

_ _ __

This is myoplace.
meatThe male
nice n
7. sing
may
to a female, Say,
40
pretty bird, will you be my wife?
A bird may call to another bird,
Take care! Theres a kitty
under your tree
spying on you.
Sometimes birds sing
for the fun of it,
just like we do.

Why does a spider

spin a web?

this.
ll does
1. A ba

ns for Learn
ing,

41

___
____

Lesson for: y = / /,

____

Foundatio

200

2000

_ ____

_ _ __

_ __

39

s
ndation
0 Fou

____

_ _ __

____

___

____

_ ____

__

___
____

____
____
_ __
___

____

Level 5 - More Vowel Pairs

has a pattern worth noting. These
pairs of phonograms are taught:
ow ou, ew eu, aw au.
These pairs make the same sounds,
but the ones with u never occur at
the end of wordsanother strategy
for spelling. With oi and oy, the i
and y are acting like twins again.
The oi is always followed by a
consonant, and oy comes at the
end of a word or syllable.

Go Phonics
REVIEWS & RESULTS
Go Phonics alignment with
the core standards:
As I go through the year teaching Go Phonics, I check off the
standards being covered as I go.
Its all there within the instruction and materialsexcept the
non-fiction vs. fiction component is missing. To address that,
I supplement with leveled books
and discuss it during creative
telling and writing.
Monica H., 1st grade teacher - WI

Resource: I wanted to use an

Orton-Gillingham approach, so I
invested in the Go Phonics Program
because all the work has been done
for me. Its all planned out in the
Teachers Guide, with materials I can
use to reach these kids. When they
come to me for reading, theyre
excited about it because they
know they can do it.
D. Evans - resource teacher - WA

Foundations for Learning, LLC

Call us, order by mail with the

Order Form, or order on-line at
www.gophonics.com
We accept school purchase orders.
Phone: 1-800-553-5950 Pacific Time
Fax: 1-877-687-8804
[email protected]

District Level: Go Phonics Kits and books were purchased mid-school year for use by
50 elementary teachers to support the Anchorage School District Multisensory Program.
"These first grade classrooms are definitely being utilized for placement of at-risk students
for learning to read, write, and spell. The data shows that teachers using Go Phonics in the
classroom had a 37% increase in proficient readers."
Vicki Hodge - Anchorage SD, AK
Classroom: I used the Go Phonics Kit during a long-term substitute position for 7 months
of the school year, teaching 2nd grade struggling readers. I was introduced to Go Phonics at
a workshop by the Anchorage School District. I found the games to be a great benefit. The
students loved them. It improved their vocabulary, reading skills and thinking skills. The
books are wonderful. The words in the games are tied to the books. I loved what I experienced in working with this program. All of my students were reading at grade level by the
end of the year. I attribute this to this wonderful program. Mary Duer, reading specialist - AK
Home Education: "I homeschooled my daughter using your program. She entered public
school this year as a 3rd grader. As I knew, she was put in special ed. The amazing part is the
teachers and the principal noticed what a good reader she was. They all said she would not
be at grade level if it was not for homeschooling. This is my daughter who could not read
3 letter words at the beginning of 1st grade. They are keeping her in special ed so she does
not fall behind. Her main teacher commented on what a good reader she was and how she
could tell I worked with her. This is only possible because of your amazing program!!!
Christina B., home educator - AK

Learning Center: With the addition of the Go Phonics Multisensory Reading Program,
Clever Minds is equipped to teach students who are having a difficult time learning to read
due to speech and language delays and/or learning disabilities. It walks students through
5 levels of reading through games, books, and activities. We invested in Go Phonics for
many reasons. It has a strong correlation with the National Reading Panels (reading
research) recommendations. With the programs strong phonics foundation, students will
learn to decode and encode words to better increase fluency and comprehension.
Go Phonics is also consistent with the Houghton Mifflin Reading Curriculum provided
in TTUSD. Finally, this program is regarded... as one of the best tutoring tools available to
teach students with dyslexia.
Clever Minds Educational Services - Truckee, CA
Home Education: We started Go Phonics when my daughter started Kindergarten. We
have absolutely loved it! I became interested in using Go Phonics shortly after I was diagnosed with dyslexia as an adult. It was my daughter's difficulty with learning the alphabet
that led to my own diagnosis, so I wanted to start out with a strong, Orton Gillingham based
program. Go Phonics has been wonderful! We have loved the games, the multisensory
approach, the well-illustrated stories with interesting characters, and the workbooks with
just the right balance of being visually interesting without being distracting.
My daughter has developed an avid love for reading --it is her favorite subject in school. It
has meant the world to me to see her eagerness to read anything she can get her hands on.
What a gift to have had such a strong program starting out, and not to have gone through
the heartache of reading being a burden and struggle!
A. Weber, home educator - MN
26

Kindergarten Class
In August
5 students: Did not know names of
letters or sounds
8 students: Knew the names of letters
4 students: Knew letter names
and sounds
ALL students started at Level 1:
Alphabetname, formation, sound
Mid March
12 students: halfway through Level 2,
reading short vowel stories
5 students: beginning Level 3,
reading long vowel stories

Go Phonics
REVIEWS & RESULTS

Kindergarten: This has been the second year I have used Go Phonics in my kindergarten classroom and I want to shout from the roof top how well my kids are reading and
writing! Their accomplishments have been absolutely amazing. Your methods started
them from day one holding their pencils the correct way, and have eliminated letter
reversals. As of mid-March, one group is now half way through Level 2 (short vowels).
I also have another group in Level 3 (long vowels) reading with ease. This program is so
very teacher friendly and it supplies everything needed to teach no matter what the
individual students needs are. That is essential today when we teachers are given
students with such a wide array of beginning capabilities and special needs.
Rita Newmarker, kindergarten teacherGA

1st Grade Classroom:

The following are results from the Woodcock Johnson III Diagnostic Reading Battery given
to 9 first grade students from two classrooms. Students were tested at the beginning of the
school year (9/24) for skills shown. The Go Phonics Program (First Edition) was used as the
core reading curriculum during this 2004-05 school year. NOTE: As of mid-March, students
began transitioning into Open Court (adopted program) as they completed Go Phonics
Level 4Vowels Controlled by r and l, and supplemented with Level 5More Vowel Pairs.
Woodcock Johnson III Diagnostic Reading Battery
Word Attack

Teachers need to better understand

the science of reading. Our district
is focusing on this research. As
elementary teachers, weve been
getting LETRS training. What were
learning aligns well with the way
Sylvia Davison has designed the
Go Phonics Program. She does
such a wonderful job preparing
teachers in the Teacher's Guide for
common student misconceptions
(ie: tr sounding like chr). This knowledge allows us as teachers to better
prevent or correct these errors.
Monica H., 1st Grade Teacher - WI

Reading
Fluency

St. Josephs School in Issaquah, WA

Passage
Comprehension

Spelling
of Sounds

9/24

3/15

9/24

3/15

9/24

3/15

9/24

3/15

Student #1

1.8

4.7

<K.9

3.0

K.8

3.2

1.4

5.9

Student #2

1.8

2.7

<K.9

2.4

1.0

1.9

1.4

5.3

Student #3

1.6

3.4

<K.9

3.7

1.3

2.6

3.0

4.4

Student #4

1.9

4.4

2.0

3.4

1.6

2.6

2.7

7.1

Student #5

1.8

6.8

2.5

3.9

1.9

3.0

1.6

5.9

Student #6

1.6

3.7

<K.9

3.2

<K.0

3.0

2.0

2.7

Student #7

1.0

3.4

<K.9

2.1

K.7

2.1

1.2

4.0

Student #8

1.9

4.4

<K.9

2.9

1.1

2.7

2.1

4.0

Student #9

1.0

2.1

<K.9

2.3

K.6

1.8

K.2

3.7

2nd Grade Classroom:

Im not a remedial teacher... I'm a classroom
teacher with an intense desire to see kids
succeed in school. Many of the children in my
2nd grade class started the school year reading
at below beginning 1st grade level (<1.0).
I used Go Phonics as my prime reading program
(supplemented with read-alouds from our
district's anthology). With Go Phonics, I saw
the positive results first hand.
Kristine Kukla, 2nd grade teacherNY

27

Student #1
Student #2
Student #3
Student #4
Student #5
Student #6
Student #7
Student #8
Student #9
Student #10
Student #11

Sept.
<1.0
<1.0
<1.0
<1.0
<1.0
<1.0
<1.0
<1.0
<1.0
<1.0
1.2

Jan.
2.1
1.7
1.6
1.1
1.7
2.2
2.0
1.5
2.0
1.6
2.7

June
2.3
2.8
3.1
2.1
2.2
3.5
2.7
2.5
2.8
2.0
3.0

Go Phonics Scope of Phonics & K-2 Language Arts CCSS Requirements:

use present tense to indicate current action
write declarative sentences
Level 1: Alphabet
use period to end declarative sentence
name, formation, and sound of all lowercase
capitalize proper nouns: a persons name,
and capital letters (identify and match phonemes)
the pronoun I, geographic names
read, write, spell 2 and 3 letter words with
use commas with salutations of letter
short a (ending in a consonant) identify and
use plural and singular forms of pronouns
match personal pronouns to person
read (decode) rhyming words with short a
(he/she, it, they, etc.)
identify rhyming sounds in print reading
summarize
stories:
short a stories schwa sound of a make preidentify
main idea of story (uncued)
dictions distinguish difference between
make
inferences
about lesson stories:
phrases and sentences know use of capital
infer (unstated) character emotions from
letters for proper nouns, beginning of sentence,
story elements,
titles of books become acquainted with
describe character attribute
nouns, verbs give sequence of events in a story
draw conclusions from reading:
identify the main characters in a story
comprehends action not directly described
red flag words taught all 5 levels
analyze character motivation
use context clues to comprehend new words
Level 2: Short Vowels
comprehend literal meaning of lesson stories:
apply word attack skills:
comprehend sequence of events
match short vowel sounds
identify events in a story
read and spell short vowel words
identify characters in story and story detail
with sequence short a, i, o, u, and e
evaluate story elements:
know the name, formation, and sound
predict what character may say or do next
of each vowel, digraph, trigraph
writing process: write a very short story
ck=/k/, sh, th, ch=/ch/, tch=/ch/
sentences follow in sequence
ink, ank, ong, kn, ung, onk, unk, wh
story sticks to subject
consonant blends, quotations,
exclamation mark, possessive (s)
Level 4: Vowels Controlled
compound word, ss, ll
by r and l
statement and question
the phonograms ar, or, er, ir, ur,
suffixes s, ing, ed, er
ear, (w)or, a(l), g(e, i, y), dle
two syllable word (closed syllable)
y (as in my), y (as in baby),
contractions with is (s)
silent e syllable (as in candle)
hyphenated word, double ff
letter combination igh
1-1-1 rule, abbreviations
suffixes ful, y, en, prefix un
contractions with not (nt)
possessive with s

Skills in a level are repeated in higher levels.

Level 3: Long Vowels

read and spell long vowel words
with vowel-consonant-e:
a-e, i-e, o-e, u-e, e-e
read and spell words with vowel pairs:
ee, ie, oe, ue, ea, oa, ai, ay
able to distinguish short vowel words
from long vowel words
apply word attack skills
match long vowel sounds
silent e rule, contractions with are (re)
2-syllable words (open syllable)
c(e, i, y) = /s/

ph=/f/, g(e ) =/j/

contractions with will ( ll)
write basic sentences correctly:
identify, correct sentence fragments
with missing subjects

read stories with several paragraphs in length

demonstrate grade level vocabulary
comprehension: apply synonyms, apply antonyms
use context clues to discern word meaning
deconstruct the literal meaning of
metaphors and idioms
apply common adjectives
analyze reading selections:
draw unstated conclusion
generalize details to draw conclusions
synthesize details, and draw inferences
infer abstract meaning from concrete statements
recall stated information in grade level story:
tell what happened, and identify events
tell who the characters are in the story
identify facts
evaluate reading selections:
predict actions of characters
evaluate characters moral orientation
apply information about story to hypothetical event
analyze words (word study):
identify compound words, root words of verbs
identify root words of adjectives/adverbs
identify descriptive and action words
deconstruct contractions into original word group
Teaching open and closed syllable words

Level 5: More Vowel Pairs

read and spell words with the two sounds of oo,
two sounds of ou
the sounds of the vowels with w and u
ow, ou, ew, aw, au
the vowel pairs oi, oy, ey, ei
the letter combination eigh,
the short sound of ea
ch=/k/, dge=/j/, ind words, wr, mb
suffixes ion, or, est, al, ful, some,
age, ness, ward
prefixes non, fore, dis
u=/oo
/, sion=/shun/
(w)a=/o/, ey=/e/, y=/ /, ie =/e/
homographs, antonymns
contractions with would ( d)
more reinforcement of skills previously taught

f to v rule
subject and predicate
punctuate the ends of sentences:
declarative sentences with period
end of interrogative sentences with
a question mark
differentiate statements from questions
apply rules of capitalization:
first person singular, proper nouns,
Levels 2-5: Practice/review dividing between
the first word of a sentence
and decoding 2 syllable words
the greeting in a friendly letter
words with 2 consonants in middle (vc/cv)
use commas correctly
words with 1 consonant in middle, accent on
use commas to punctuate close of a letter
1st syllable: short (vc/v) and long (v/cv) sound
apply rules for use of personal pronouns:
words with silent e syllable
match pronoun to its antecedent in number
words with accent on the second syllable
match pronoun to its antecedent in gender
open syllable words (cv/vc), 1st vowel - long sound
differentiate types of literature:
CCSS: Common Core State Standards
identify the conventions of storybooks
28

2015 PROGRAM PACKAGES Go Phonics Kit & Go Phonics 50 Game Set Ordering Books in Sets

Go Phonics (Basic) Kit:

Go Phonics

Go Phonics Basic Skills Assessments

7 Storybook Volumes Levels 1-5:
Level 1: Scat! Short a Stories 8 stories/110p NEW
L2: The Fat Cat - Short Vowel Stories 22 stories/86p
L2: Jacks Cap - More SV Stories 21 stories/96p
L3: Sue and Joe's Pies - Long Vowel Stories 9st./64p
L3: Noses and Roses-More LV Vowel Stories 9/64p
L4: My Turn - Vowels Controlled by r & l 10 st./88p
L5: Cooking on the Front Burner More Vowel Pairs 13 stories/118pages

Go Phonics 50 Game Set

Valuable word decoding
fluency practice Levels 1-5
1400+ cards
12 game boards
4 spinner cards
Game Rules Guide
2 card trays, carry case
game pieces

Edition
Edition 2.1
2.1
+ New Carry Cases

Teachers Guide
Set of 5 Workbooks Levels 1-5
108 Letter Cards Set
Key Word Chart Set: 3 Key Word
1 Prefix and Suffix Chart
Songbook with audio CD
Word Lists book
2 Level One Card Games**
**When purchased without game set

Program Package Curriculum for 1 Student:

Go Phonics Kit with Go Phonics 50 Game Set
NOW
Go Phonics Kit
and 50 Game Set
come in storable
carry cases

Key Word Card Set

96 full color cards, ideal
for group instruction
(same images as the
Key Word Charts in kit)

Some deperforating & assembly

If you need a
quote for a special
order, call us at:
1-800-553-5950

Go Phonics is Ideal for Teachers:

Sample Reading Group Book Purchases:

Ideal for teachers, tutors, aides, it includes blackline master permission*

to duplicate/use with multiple students: the Assessments, the 5 workbooks,
3 Level 1 story masters, 5 B&W charts (key word, prefix/suffix, letter formation)

Set = 1 of each of title listed. Add sets based on the number in a reading group.

Teacher* Program Package for curriculum includes: GPTP2105 $485.00

Teacher Edition* (Basic) Kit
Go Phonics 50 Game Set

reg. price GPTB2105 $325.00*

reg. price GPGM2100 $179.00

*Blackline Master Permission for multiple student use (to duplicate, copy,
project on whiteboard...) on-site use in a classroom or by a tutor/teacher.
ADD for groups/class: Set of 96 Key Word Cards color GPCD9602 $29.00
___________________________________________________________

Program Also Ideal for Parents, Home Educators

Ideal for home/school use, this is the same kit but the workbooks are
consumable (written in). Lesson plans with strategies, tips, are user friendly.

Home Program Package for curriculum includes:

GPHP2106 $430.00

Home Ed. (Basic) Kit (consumable workbks) reg. price GPHB2106 $270.00
reg. price GPGM2100 $179.00
Go Phonics 50 Game Set

To reduce start-up costs you can get the Go Phonics Kit first and
start with Level 1: Alphabet instruction (two Level 1 card games are
included). When youre ready to start Level 2 - Short Vowels, get the 48
phonics games that support Levels 2-5 lessons. Use the Special Offer
that comes with a basic kit purchase: $10 off Go Phonics 50 Game Set.
This offer is good for 1 year from date of purchase (nontransferable).
Go Phonics 50 Game Set GPGM2100 $179.00 (-$10 Offer = $169.00)
For a 2nd student, add 1 set consumable workbooks

GPWBC105 $ 43.00

Pre-K: 5 Storybook Volumes Levels 1-3

GPSB0123 $ 84. per set
Level 1: Scat! Short a Stories,
Level 2: The Fat Cat, Jacks Cap
Level 3: Sue and Joes Pies, Noses and Roses (69 stories in all)

1st/2nd Grade:
4 storybook volumes Levels 2-5
GPSB4000 $ 78. per set
Level 2: The Fat Cat,
Level 3: Sue and Joes Pies, (54 stories in all)
Level 4: My Turn,
Level 5: Cooking on the Front Burner
6 storybook volumes Levels 2-5
GPSB6000 $113. per set
Level 2: The Fat Cat, Jacks Cap
Level 3: Sue and Joes Pies, Noses and Roses
Level 4: My Turn
Level 5: Cooking on the Front Burner (84 stories in all)

Intervention Options
All 7 storybook volumes Levels 1-5
(7 titles, 92 stories in all)

GPSB7000 $127. per set

APPLY Storybook Volume Discount based on total book

order: $77 - $300: 5% $301 - $600:10% $601 and up:15%
2014 Prices - See the Price List page for more ordering options.

Foundations for Learning, LLC

246 W. Manson Hwy., PMB 144 Chelan, WA 98816
Email: [email protected] Order on-line: gophonics.com (MC/Visa/Disc),
send School P.O. , or call: 800-553-5950 509-687-1513 Pacific Time
Updated: 08/11/15

Go Phonics (Basic) Kit contents: Phonics levels 1-5 (Add set of 50 Phonics Games for complete program package.)

Go Phonics

Teachers Guide Go Phonics Basic Skills Assessments 5 Workbooks (Levels 1-5) Word Lists book 108 Letter Cards
Key Word Chart Set Songbook w/audio CD 7 Storybook Volumes (600+ pages): Level 1: Scat!, L2: The Fat Cat,
Jacks Cap, L3: Sue and Joes Pies, Noses and Roses, L4: My Turn, L5: Cooking on the Front Burner
_____________________________________________________________________________________________

2015 Price List

Unit Price QTY/$

KIT OPTIONS/PACKAGES:

How To Order
Call: 800-553-5950 or 509-687-1513
Fax: 877-687-8804 or 509-687-8804
Web site: www.gophonics.com/order.htm
E-mail: [email protected]

Foundations for Learning, LLC

246 W. Manson Hwy., PMB 144
Chelan, WA 98816

485.00
GPTP2105 Teacher* Program Package Basic Kit w/BLMP*, 50 Phonics Games
_____________________________________________________________________________________________
325.00
GPTB2105 Teacher* Edition (Basic) Kit BLMP* includes 2 Level One games
Kit purchase includes10% off remaining 48 Phonics Games in Set - Good for 1 yr./non-transferable
_____________________________________________________________________________________________
BLMP = * Blackline master permission to duplicate for multiple student use on-site by an instructor,
or in a classroom: 5 workbooks, Assessments, masters for 3 Short a Stories and 5 Charts
_____________________________________________________________________________________________
GPHP2106 Home Program Package Basic Kit w/consumable workbooks, 50 Phonics Games 430.00
_____________________________________________________________________________________________
GPHB2106 Home Edition (Basic) Kit consumable workbooks and 2 - Level 1 card games

We accept: school purchase orders,

Master Card, VISA, Discover, checks,
money orders payable in U.S. funds to:
Foundations for Learning, LLC

270.00

Kit purchase includes10% off remaining 48 Phonics Games in Set - Good for 1 yr./non-transferable
_____________________________________________________________________________________________

GPGM2100 Set of 50 Phonics Games Lev 1-5, (word decoding fluency practice each lesson) 179.00
_____________________________________________________________________________________________
GPCD9602

SUPPLEMENT: Key Word Card Set of 96 color for groups (not in kit/pkg.)

KIT ITEMS - ALSO SOLD SEPARATELY:

Unit Price

29.00

QTY/$

Shipping Guidelines

GPTG5001 Teachers Guide (Strategies, techniques, rules, lesson plans... for levels 15)
57.00
_____________________________________________________________________________________________

Shipping and handling are additional,

USPS insured for smaller packages
USPS or UPS Ground for larger purchases
Prices below are for each U.S. address
and are only an estimate.

GPBSA200 Go Phonics Basic Skills Assessments CD with printable Manual/Student Bk

35.00
_____________________________________________________________________________________________
GMCDL106 2 Card Games Set Lev1 Alphabet & Short a words (in Basic Kit & 50 Game Set)
5.00
_____________________________________________________________________________________________

Go Phonics Pkg. $25.- $38. (USPS - UPS)

USPS Priority to Alaska, Hawai: $63.00,
Priority Intl Canada: $82. (Estimate only)
Subtotal
Minimum
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Charge
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Call for
additional S&H
prices or allow
10% and well
adjust it down
when shipped.

GPLC0108

Letter Cards Set of 108

Prices in U.S. $ and subject to change, 08/11/2015

We Accept:

P.O. CHECK MONEY ORDER

MASTER DISCOVER

CREDIT CARD: VISA

USE SECURE ON-LINE ORDER FORM, OR CALL

1-800-553-5950 PACIFIC TIME

Provide Your Preferred Shipping Method:

USMAIL PRIORITY ORDERS OVER $100 -

GPWL2100 Word Lists Book

17.00
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GPSO1001 Songbook with Audio CD
11.00
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GPWBC101 Workbook Level 1 consumable 10.00
GPWBB101 Workbook w/BLMP
20.00
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GPWBC201 Workbook Level 2 consumable 10.00
GPWBB201 Workbook w/BLMP
20.00
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GPWBC301 Workbook Level 3 consumable 8.00
GPWBB301 Workbook w/BLMP
16.00
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GPWBC401 Workbook Level 4 consumable 8.00
GPWBB401 Workbook w/BLMP
16.00
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GPWBC501 Workbook Level 5 consumable 10.00
GPWBB501 Workbook w/BLMP
20.00
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7 STORYBOOK VOLUMES:

L1 Scat! - Short a Stories volume 110 pg/8 stories (replaces 5 Mini-stories)

GPSBL101
14.00
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GPSBL201 L2 The Fat Cat - Short Vowel Stories volume 86 pg/22 stories
19.00

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GPSBS201 L2 Jacks Cap - More Short Vowel Stories volume 96 pg/21 stories
19.00
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GPSBL301 L3 Sue and Joes Pies - Long Vowel Stories volume 64 pg/9 stories
16.00
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GPSBS301 L3 Noses and Roses - More Long Vowel Stories volume 64 pg/9 stories
16.00
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GPSBL401 L4 My Turn-Stories w/ Vowels Controlled by r & l volume 88 pg/10 stories
19.00
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GPSBL501 L5 Cooking on the Front Burner - More Vowel Pairs 118 pg/13 stories
24.00
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GPSB7000

Set of 7 Storybook Volumes, Levels 1-5 price per set: 127.00 x #

SHIP TO:____________________________________________________________

P.O.#______________________________________
HARD COPY OF P.O. MUST BE ATTACHED VIA
FAX, EMAIL, OR US MAIL w/SALES TAX EXEMPT CERT.

of sets =

Scat!, The Fat Cat, Jacks Cap, Sue and Joes Pies, Noses and Roses, My Turn, Cooking on the Front Burner
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STORYBOOK QUANTITY ORDERS: (applies to sets and a la carte) Subtotal book order: $_______
()
GPVOL000 Storybook Volume Discount $77 - $300: 5% $301 - $600:10% $601 up:15%

SIGNATURE REQUIRED

W/SIGNATURE RELEASE

15.00

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GPWBC105 Set of 5 Workbooks, Levels 15 consumable (Ask for quote on QTY order.)
43.00
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GPWBB205 Set of 5 Workbooks, Levels 15 with blackline master permission (BLMP)
89.00

Return Policy: Refund of purchase price is based

on goods returned in salable condition within 30
days of delivery. Call in advance. Dont take apart
the game cards, but can remove the clear wrapping to view them. Save the outer brown box
and packing for the return shipment. Insure the
package. Items must be in salable condition.
A restocking fee may be charged depending
on condition of items/packaging.

OR: UPS GROUND

GPCH4001 Key Word Chart Set (3 Key Word Charts/1 Prefix & Suffix Chart)
10.00
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_

ATTN: ______________________________________________________________

Subtotal $
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TOTAL

ADDRESS____________________________________________________________________CITY_____________________________________

See the Program Packages page

for more prices/options.

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