RS1 Jens Best Gift Ever Foundational Skills Guide

Foundational Skills Consolidation Page 1
Decodable Literature Library Foundational Skills Guide
Reading Series 1:
Jen’s Best Gift Ever
Deliver Day 1–4 instruction to help students read the words they will encounter in the
book Jen’s Best Gift Ever. Before guiding students through the activities with the words
provided, become familiar with the model lessons in the Model Lesson section of this
guide. Since students vary widely in their word reading skills, these activities and their Target Letter-Sound
pacing can be adjusted to provide the right amount of practice for each student. Post Correspondence
the Foundational Skills Purpose Statement before beginning each day’s activities. Foundational Skills
Consolidation
Day 1
Foundational Skills Instruction | pages 1–6 Spectrum of Literacy
Flyleaf’s Spectrum of Literacy is a comprehensive and
Introduce Target Letter-Sound Correspondence systematic phonics scope & sequence that progresses
Foundational Skills Consolidation from basic decoding to fluent independent reading.
Reading Series One books are designed to consolidate knowledge of English phonics
and spelling patterns; build automaticity with CVC, CCVC, CVCC, and CCVCC words,
with and without inflectional endings; and ensure that more words are recognized by Foundational Skills Purpose Statement
sight. As they progress in the series, students should also begin to recognize syllables nI can use strategies to read words
within multisyllabic words and understand the connection between the spelling and I do not know.
meaning of inflectional endings.
Vowel Pattern Sort 1
Words: lifts, quilt, from, next, she, o’clock, desk, last, seven, tell
REMINDERS
Sorting Tips
n Refer to the Vowe
from: Confirm that the word has neither a short /o/ vowel nor a long /ō/ vowel l Pattern Sort 1 M
Chart at the end aster
pronunciation. Then say: The word from only has one vowel, but the vowel is not accurate word/sy
of this guide for
pronounced as we would expect, so we can say it has an irregular pronunciation. I will write llable placemen
nO
nce the day’s activ t.
the word from in the “irregular pronunciation” section of the chart. Writing it here will help students read ba ity is complete, have
ck
us remember how to pronounce and read it when we see it in a book. Invite students to words that have all the syllables and
been recorded to
practice reading the word. reinforce the spell
ing and reading
connection.
o’clock: Divide the word into syllables (o’/clock) on the board. Determine that the first n If
identifying, sorti
syllable is an open syllable and the second is a closed syllable, then write each syllable in ng
syllables in multis , and recording
the appropriate column on the chart, followed by the word it is part of. Write a dash to yllabic words take
too much time, s
write some of th
indicate the syllable’s position in the word: o’– (o’clock), –clock (o’clock). After recording multisyllabic wo
rds
e
the syllables and complete word, invite students to practice reading them. the words into sy on the board, divide
lla
blending the sylla bles, and practice
bl
seven: Divide the word into syllables (sev/en) on the board. Determine that each syllable without taking th es back into words
e time to record
is a closed syllable, then write each syllable and the word it is part of in the appropriate on the chart. them
column on the chart. Write a dash to indicate the syllable’s position in the word: sev– n Sa
ve the chart crea
ted in this activity
(seven), –en (seven). After recording the syllables and complete word, invite students to use on Days 2–4.
You will add to th for
practice reading them. syllable chart ea e
ch day.
Practice Reading a Tricky Word

birthday: This word should be treated as a sight word. Write the word on the board and
have students practice reading it. Many students will already know this word by sight.
Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Reading Series 1:
Word Chains
Letter Cards: s(2), p, i, n, g, u, l, o, f, r TT
spins ➞ spin ➞ pin ➞ pig ➞ pug ➞ plug ➞ lug ➞ log ➞ fog ➞ frog
Word Chain to Emphasize Initial Blends:
•TEachER TI
P
Note that each stu
de
cards for this activ nt will need two letter s
Letter Cards: l, o, f, t, s, i, a, p, e, j, u, d, k, ity.
loft ➞ soft ➞ sift ➞ lift ➞ list ➞ last ➞ past ➞ pest ➞

Word Chain to Emphasize Final Blends:
jest ➞ just ➞ dust ➞ dusk ➞ desk
Close Reading Instruction

Complete the Day 1 activities in the Jen’s Best Gift Ever Close Reading Guide.
Foundational Skills Instruction, continued

Finish the day’s instruction with a Connecting Spelling to Meaning activity. This will ensure that students are able to connect the
spelling of words to their meaning based on the text they have just read.
Connecting Spelling to Meaning
Inflectional Ending –s as a Tense Marker
Page Example from the book Base verb Word sum Pronunciation of ending
lift + s ➞ lifts
jump + s ➞ jumps
lift /s/
1 Jen lifts back her quilt and jumps from bed.
jump /s/
3 She runs to the calendar… run run + s ➞ runs /z/

sing + s ➞ sings
run + s ➞ runs
“I am seven-seven, seven, seven,” she sings sing /z/
5
as she runs to tell Mom and Dad. run /z/
REMINDER
If possible, save
the
Connecting Spell chart created in this
ing to Meaning
on Days 2–4. Yo activity for use
u can add to the
chart each day.

Reading Series 1:
Day 2
Foundational Skills Instruction | pages 7–14
Vowel Syllable Pattern Sort 1, continued

Words: rug, gift, a, kitten, happy, snug, black, ribbon
Sorting Tips
kitten, ribbon: One word at a time, divide the words into syllables (kit/ten, rib/bon) on the board. Determine that each syllable is a
closed syllable, then write the syllables in the appropriate column of the chart followed by the word it is part of. Remember to write a
dash to indicate the syllable’s position in the word: kit– (kitten), –ten (kitten), rib– (ribbon), –bon (ribbon). For kitten say: When we divide
the word kitten into syllables and pronounce each syllable alone, the second syllable sounds like the word ten. Pronouncing the syllable this
way when we divide the word will help us remember how to spell the word. But when we read the whole word back, we need to adjust our
pronunciation to make the word sound right: kitten. For ribbon say: When we divide the word ribbon into syllables and pronounce each
syllable alone, the second syllable sounds like /bon/ (pronounce the syllable with a short /o/ sound). Pronouncing the syllable this way
when we divide the word will help us remember how to spell the word. But when we read the whole word back, we need to adjust our
pronunciation to make the word sound right: ribbon. Invite students to practice reading the syllables and words after they have been
recorded on the chart.
happy: Divide the word into syllables (hap/py) on the white board. Determine that REMINDERS
n
the first syllable is a closed syllable and the second is an open syllable, then write each Use the chart sta
rte
syllable and the word it is part of in the appropriate column of the chart. Write a dash to Vowel Pattern So d on Day 1 for the Days 2–4
rt
Spelling to Meani activity and the Connecting
indicate each syllable’s position in the word: hap– (happy), –py (happy). After recording ng activity.
nOnce the day’s ac
the syllables and complete word, invite students to practice reading them. tivity is complet
read back all the e, have students
words that have
Phoneme-Grapheme Mapping to reinforce the been recorded
spelling and read
ing connection.
Words: snags, twists, desk, quilt, drags, strand
Mapping Tips
snags, twists: Tap five and six sound boxes in the grid. Ask students to segment the word s n a g s
into sounds as you guide them to write one sound in each box. Guide students in adding snags
the inflectional ending –s to form the third person singular.
t w i s t s
quilt: Tap five sound boxes in the grid. Explain to students that the /kw/ blend will need twists
two boxes because it will be spelled with the letter q for the /k/ sound and the letter u d e s k
for the /w/ sound. desk
drags: Tap five sound boxes in the grid. Guide students in using the letter d to spell the q u i l t
first sound in the consonant cluster sound /jr/. Guide students in adding the inflectional quilt
ending –s to form the third person singular.
d r a g s
strand: Tap six boxes in the grid. Monitor to be sure students hear and/or feel all of the drags
sounds in the initial triple blend, str, and the final blend, nd. Then direct students to s t r a n d
write the letters in separate boxes. strand
REMINDERS
n For explicit instr
uctio
with no instructio n on how to map a word
n noted here, re
model lesson. fer to the
n Be
sure to map wo
rds exactly as th
mapped on the ey are
sample grid.
nO
nce the activity
is
read back all the complete, have students
wo
reinforce the spell rds they have mapped to
ing and reading
connection.

Reading Series 1:


Connecting Spelling to Meaning, continued
get + s ➞ gets
stop + s ➞ stops
Just as Jen gets to Mom and Dad’s bed get /s/
7
she stops… stop /s/
11 She lifts the lid… lift lift + s ➞ lifts /s/

Reading Series 1:
Day 3
Vowel Syllable Pattern Sort 1, continued

Words: I, name, hidden, cannot, out, pulls, strand, drags, snags, twists, flips REMINDER
Sorting Tips Once the day’s ac
tiv
name, out: Working on one word at a time, determine that name and out each have read back all the ity is complete, have students
words that have
to reinforce the be
two vowels. Write the words in the “more than one vowel” section of the chart and spelling and read en recorded
ing connection.
invite students to practice reading them.
hidden: Divide the word hidden into syllables (hid/den) on the board. Identify each
syllable as a closed syllable, then write each syllable and the word it is part of in the
appropriate column of the chart. Write a dash to indicate the syllable’s position in the
word: hid– (hidden), –den (hidden). After recording the syllables and words, invite
students to practice reading them.
cannot: Identify the word cannot as a compound word, then divide it into syllables
(can/not) on the board. Identify each syllable as a closed syllable, then write each syllable
and the word it is part of in the appropriate column of the chart. Write a dash to indicate
the syllable’s position in the word: can– (cannot), –not (cannot). After recording the
syllables and words, invite students to practice reading them.
pulls: Confirm that the word pulls has neither a short vowel nor long vowel pronunciation.
Then say: The word pulls only has one vowel, but the vowel is not pronounced as we would
expect, so we can say it has an irregular pronunciation. I will record the word pulls in the
“irregular pronunciation” section of the chart. Writing it here on our chart will help us
remember how to pronounce and read it when we see it in a book. Invite students to
practice reading the word.
Phoneme-Grapheme Mapping: Rabbit Word Strategy
Words: kitten, hidden
Rabbit Word Strategy v c c v

1. Identify the vowels in the word and make a red dot above each vowel.
k i t t e n
2. Connect the dots with a straight line.
3. Label each of the vowels with a V (write above the dots).
4. Identify the letters between the vowels as consonants and label them each
with a C. v c c v
5. Recognize the pattern as VCCV and dissect the word by drawing a vertical h i d d e n
line between the two consonants.
6. Draw a loop under each syllable.
7. Read each syllable.
8. Blend the syllables to read the word.
REMINDER
Save the phonem
e-
in this activity fo grapheme map created
r use on Day 4.

Reading Series 1:


17 …the kitten jumps… jump jump + s ➞ jumps /s/

land + s ➞ lands
run + s ➞ runs
land /z/
17 He lands on the rug and runs…
run /z/
pull + s ➞ pulls
She pulls a strand of ribbon
21 pull /s/
from the gift box.
23 Jen drags the ribbon on the rug… drag drag + s ➞ drags /z/
run + s ➞ runs
snag + s ➞ snags
run /z/
23 The kitten runs out and snags the ribbon.
twist + s ➞ twists
snag /z/
flip + s ➞ flips
He jumps and twists and twist /s/
23
flips as he runs after it. flip /s/

Reading Series 1:
Day 4
Vowel Pattern Sort 1, continued

Words: frolic, so, spins, until, rest, lap, thanks, best, ever REMINDER
Sorting Tips Once the day’s ac
tiv
frolic, until: Working with one word at a time, divide the words into syllables (frol/ic, read back all the ity is complete, have students
words that have
to reinforce the be
un/til) on the board. Identify each syllable as a closed syllable, then write each syllable spelling and read en recorded
ing connection.
and the word it is part of on the chart. Write a dash to indicate each syllable’s position
in the word: frol– (frolic), –ic (frolic), un– (until), –til (until). After recording the syllables
and words, invite students to practice reading them.
Phoneme-Grapheme Mapping: Rabbit Word Strategy, continued
Words: blanket, ribbon, until
Rabbit Word Strategy v c c v

1. Identify the vowels in the word and make a red dot above each vowel.
b l a n k e t
2. Connect the dots with a straight line.
3. Label each of the vowels with a V (write above the dots).
4. Identify the letters between the vowels as consonants and label them each
with a C. v c c v
5. Recognize the pattern as VCCV and dissect the word by drawing a vertical r i b b o n
line between the two consonants.
6. Draw a loop under each syllable.
7. Read each syllable.
v c c v
8. Blend the syllables to read the word.
u n t i l

Reading Series 1:


25 Jen tells Emma. tell tell + s ➞ tells /z/

run + s ➞ runs
jump + s ➞ jumps
run /z/
flip + s ➞ flips
Frolic runs and jumps and flips jump /s/
27
spin + s ➞ spins
and spins until he has to rest. flip /s/
spin /z/
27 She thanks Mom and Dad. thank thank + s ➞ thanks /s/

Reading Series 1:
Post-Reading
Once you have completed Foundational Skills and Close Reading instruction for this
•TEachER TI
book, monitor skill development, specifically the reading of initial and final blends, n
PS
Pattern Being As
with the assessment below. Use a blank sheet of paper to cover everything other than se
Initial and final bl ssed
the Progress Monitoring Assessment chart, and then ask students to read the words ends.
n Fo
r your own teac
in each column. Record student responses on individual response sheets found in the hi
blends can also be ng knowledge, consonant
Blackline Master section of this guide. referred to as co
nsonant clusters.
Progress Monitoring Assessment TT
Target Letter-Sound Correspondence Nonsense Words Real Words High-Frequency Puzzle Words
flob flaps out

twelt twist she
frust desk so
strask lift they
quimp quilt pulls
Oral Reading Fluency Assessment and Miscue Analysis

A passage for oral reading fluency and miscue analysis is available for each book in the
Blackline Master section of this guide.

Reading Series 1:
Vowel Pattern Sort 1 Master Chart
Open Syllable Closed Syllable Not an Open or

V VC Closed Syllable
Day 1 Day 1 Day 2 Day 3 Day 4 More than one vowel or
she lifts rug hid– (hidden) frol– (frolic) r-controlled vowel
o’– (o’clock) quilt gift –den (hidden) –ic (frolic)
next kit– (kitten) can– (cannot) spins Day 1 (no words)
Day 2 –clock (o’clock) –ten (kitten) –not (cannot) un– (until) Day 2
a desk hap– (happy) strand –til (until) they
–py (happy) last snug drags rest –ter (sister)
sev– (seven) black snags lap
Day 3 –en (seven) rib– (ribbon) twists thanks Day 3
I tell –bon (ribbon) flips best name
he six* gets lifts ev– (ever) out
just Mom will on– (onto) –der (under)
Day 4 up Dad asks –ter (after)
so Jen stops hands
bed big lands Day 4
back box rug –er (ever)
jumps top runs for
runs sis– (sister) un– (under)
lid plan Irregular pronunciation
soft af– (after)
Day 1
from
to
the
Day 2 (no words)
Day 3
pulls
what
Day 4
–to (onto)
*Words printed in black typeface are recommended for the Vowel Pattern Sort activity. If those words are too challenging for students, or if students need extra practice with high-
frequency words, use words printed in gray typeface.

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Foundational Skills Consolidation Page 1

Decodable Literature Library Foundational Skills Guide

Practice Reading a Tricky Word

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Decodable Literature Library Foundational Skills Guide

loft ➞ soft ➞ sift ➞ lift ➞ list ➞ last ➞ past ➞ pest ➞

jest ➞ just ➞ dust ➞ dusk ➞ desk

Close Reading Instruction

Foundational Skills Instruction, continued

Inflectional Ending –s as a Tense Marker

3 She runs to the calendar… run run + s ➞ runs /z/

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Decodable Literature Library Foundational Skills Guide

Vowel Syllable Pattern Sort 1, continued

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Decodable Literature Library Foundational Skills Guide

Close Reading Instruction

Foundational Skills Instruction, continued

Inflectional Ending –s as a Tense Marker

11 She lifts the lid… lift lift + s ➞ lifts /s/

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Decodable Literature Library Foundational Skills Guide

Vowel Syllable Pattern Sort 1, continued

Rabbit Word Strategy v c c v

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Decodable Literature Library Foundational Skills Guide

Close Reading Instruction

Foundational Skills Instruction, continued

Inflectional Ending –s as a Tense Marker

17 …the kitten jumps… jump jump + s ➞ jumps /s/

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Decodable Literature Library Foundational Skills Guide

Vowel Pattern Sort 1, continued

Rabbit Word Strategy v c c v

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Decodable Literature Library Foundational Skills Guide

Close Reading Instruction

Foundational Skills Instruction, continued

Inflectional Ending –s as a Tense Marker

25 Jen tells Emma. tell tell + s ➞ tells /z/

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Decodable Literature Library Foundational Skills Guide

Progress Monitoring Assessment TT

flob flaps out

Oral Reading Fluency Assessment and Miscue Analysis

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

Decodable Literature Library Foundational Skills Guide

Vowel Pattern Sort 1 Master Chart

Open Syllable Closed Syllable Not an Open or

Copyright 2016 Flyleaf Publishing Please Do Not Duplicate 800-449-7006 www.FlyleafPublishing.com

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