The Saxon Phonics and Spelling K materials do not meet the expectations for alignment to standards and research-based practices for foundational skills instruction. The materials contain a defined sequence and explicit instruction for all 26 uppercase and lowercase letters; however there are limited opportunities for students to practice letter identification and print concepts. The materials have inconsistent explicit instruction of phonics skills and limited modeling of decoding and encoding of phonetically regular words. There are some opportunities to read decodable words. There are limited opportunities to read phonetically spelled words in sentences, and there are no opportunities for students to encode words in writing tasks. The materials provide limited explicit instruction in high-frequency words and word analysis skills. The materials utilize memorization of high-frequency words. There are limited opportunities for students to write high-frequency words. The materials provide some decoding opportunities for students to practice automaticity and accuracy when students read Decodable Readers or participate in the Daily Letter and Sound Review section of the lessons.
Saxon phonics program lesson 45
The Saxon Phonics and Spelling K materials contain isolated, systematic, and explicit instruction for all 26 upper and lowercase letters. The letter instruction is completed in 104 daily lessons. The instructional routine for recognizing and naming upper- and lowercase letters is consistent throughout the program and occurs on the first day of the four-day lesson sequence. There is a defined sequence for letter identification of all 26 letters. The sequence introduces visually similar letters separately.
In the Saxon Phonics and Spelling K lessons, some, but not all lessons, contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. Several lessons have the teacher model an example, then students practice with a few words/sounds and move to worksheet practice. Many lessons do not have repeated teacher modeling over time. Some lessons ask the students to figure out the letter-sound patterns rather than the teacher explicitly teaching the letter-sound patterns.
The Saxon Phonics and Spelling K materials do not provide explicit, systematic practice for decoding phonetically regular words in a sentence. Students have the opportunity to practice reading complete words in a sentence using the Decodable Readers and Fluency Readers. There are 16 Decodable Readers in the program. Students have their first opportunity to read a Decodable Reader in Lesson 27. The opportunity continues once in every five-lesson sequence except Lessons 136 to 140, where students have the opportunity to read two Decodable Readers. There are also 15 optional Fluency Readers for each of the three levels in the program. Students have the first opportunity to read a Fluency Reader in Lesson 31. The opportunity continues approximately once in every five-lesson sequence. The materials also indicate students may use the Fluency Reader during independent reading.
The Saxon Phonics and Spelling K materials include limited explicit instruction of high-frequency words. The materials use the phrases Sight Word and High-Frequency Word. The materials limit the explicitness of the lesson to the teacher writing the word on the board, telling students the word once, and asking students to read the word from a Sight Word Card. The teacher reads a sight word when introducing it in the New Increment section of the lesson. The teacher does not model spelling the word. Students practice identifying and reading high-frequency words in isolation when written on the board, when the teacher uses the Sight Word and High Frequency Word Card decks, and on worksheets. It is optional for the teacher to have students individually read the high-frequency words on the worksheet. There are 23 sight words in the Sight Word Card deck and 87 high-frequency words in the High-Frequency Word Box in the worksheets throughout the program. All 23 sight words are in the High-Frequency Word Box in the worksheets.
Decoding requires phonological awareness, phonics, and blending and segmenting. Students should be able to hear and manipulate sounds in words, understand relationships between graphemes and phonemes, and manipulate parts of words. These are the things you will focus on in your phonics lessons and activities.
The earliest Montessori materials in the Casa classroom are used to strengthen the child's hand and develop a accurate pincer grip in preparation for writing. Students learn the sounds that each letter makes, using the Sandpaper Letters and then use a moveable alphabet to build words, using the sounds they hear in the words. After much repetition building words and sentences with the classroom materials, young students transition to writing these words and sentences on paper. Casa students at KMS learn to write in cursive. The benefits of this include more natural hand movements, letter recognition, and brain development. Beginning at the Casa level, students are introduced to grammar concepts, spelling programs, and lessons in writing conventions such as punctuation and sentence structure. 2ff7e9595c
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