3—Miss enjoying participation in drama Phonics: Long reading words with as /ē/ in unaccented demonstrating self–confidence in audience y in Open syllables reading (la•zy) Syllables reading words with as /ī/ in accented syllables 19 96 50–61 27–28 reading orally to interpret a character’s y motives and moods (re•ply, fly) identifying information relating to a main character Industriousness (BAT: relating story content to biblical truth: talent is Phonics: 11—Baton 2e) a gift from God noting the sound of schwa Tapper 20 97–102 62–66 29–30 The Amazing interpreting a setting reading words with as /ǝs/ in unaccented –ous recognizing emotional responses of characters syllable Mozart (fa•mous) Biography Dedication (BAT: 2d) appreciating music and musicians Phonics: 11—Baton unattributed Exaltation of Christ relating and details to the story title reading words with and as /shǝn/ in Tapper –tion –sion 21 103–7 67–70 31–32 (BAT: 7b) recalling and details unaccented syllables (na•tion, mis•sion) Praise (BAT: 7c) noting the sound of schwa Phonics: 12—Giant identifying and as patterns signaling Cymbals ge, gi, gy Skill Station Day soft as /j/ in 13—Quiet g (g gem, gym) Soft and hard and c identifying and as patterns signaling Consonants ce, ci, cy g 22 108–11 270–73 soft as /s/ in c (c cereal, city, cymbal) Silent consonant recognizing silent consonant patterns: as /k/ lk patterns in as /m/ in as /n/ in walk, lm palm, kn know, as /m/ in as /r/ in mb plumb, wr write
19 96 50–61 27–28 3—Miss Long in Open Syllables enjoying participation in drama demonstrating self–confidence in audience reading reading orally to interpret a character’s motives and moods identifying information relating to a main character Phonics: reading words with y as /ē/ in unaccented syllables (la•zy) reading words with y as /ī/ in accented syllables (re•ply, fly) The Amazing Mozart Biography unattributed 20 97–102 62–66 29–30 11—Baton Tapper Industriousness (BAT: 2e) relating story content to biblical truth: talent is a gift from God interpreting a setting recognizing emotional responses of characters Phonics: noting the sound of schwa reading words with –ous as /ǝs/ in unaccented syllable (fa•mous) 21 103–7 67–70 31–32 11—Baton Tapper Dedication (BAT: 2d) Exaltation of Christ (BAT: 7b) Praise (BAT: 7c) appreciating music and musicians relating and details to the story title recalling and details Phonics: reading words with –tion and –sion as /shǝn/ in unaccented syllables (na•tion, mis•sion) noting the sound of schwa Skill Station Day Soft and hard c and g Silent consonant patterns 22 108–11 270–73 12—Giant Cymbals 13—Quiet Consonants Phonics: identifying ge, gi, and gy as patterns signaling soft g (g as /j/ in gem, gym) identifying ce, ci, and cy as patterns signaling soft c (c as /s/ in cereal, city, cymbal) recognizing silent consonant patterns: lk as /k/ in walk, lm as /m/ in palm, kn as /n/ in know, mb as /m/ in plumb, wr as /r/ in write
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