Purchase Once Upon a Literacy Concept, Once Upon a Sound and Symbol, and Once Upon an Irregular and High-Frequency Word as a trio.

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When providing direct, explicit, and systematic phonics instruction, it is important to provide an introduction that includes opportunities for reading and spelling the new concept.

This resource provides an introductory page and a matching decodable text for the following literacy concepts:Digraphs, Short Vowel Flags: ck, tch, FLOSS, dge, Initial and Final Blends, Common Vowel Teams, Common Diphthongs, Soft c/g, Y as a Vowel, S spells /z/, Kind Old Words, All 6 Syllable Types, Syllable Division Patterns: VCCV, VCCCV, VCV, VV, CLE, Syllable Combining, Stable Endings: -tion, -sion, ture, Beginning Suffixes: -s, -es, -ing, -ed, -er, -est, Beginning Prefixes: pre-, un-, re-, dis-, in-If you have purchased the hard copy book Once Upon a Phonogram, this is set up in the same way, but with all new pages and stories (and digital)!

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Building a foundation of letter names and sound is important for early learners. This resource provides an introductory page for learning to write the letter, a new information page for introducing the sound and symbol, a decodable phrase page, and a decodable passage for all consonants, short vowels, digraphs ch, sh, wh, and th. The resource also includes introductory pages for Closed, Open, and Silent syllables. Students can work on vocabulary skills by matching the example words with pictures. Brief comprehension questions are provided after each decodable passage.

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This RIGHT-HANDED CURSIVE edition provides handwriting introductions and reinforcements with cursive models.  Other than the handwriting models and practice tasks, the content is the same as the Once Upon a Sound and Symbol Print Edition.

Building a foundation of letter names and sound is important for early learners.   This resource provides an introductory page for learning to write the letter, a new information page for introducing the sound and symbol, a decodable phrase page, and a decodable passage for all consonants, short vowels, digraphs ch, sh, wh, and th.  The resource also includes introductory pages for Closed, Open, and Silent syllables. Students can work on vocabulary skills by matching the example words with pictures. Brief comprehension questions are provided after each decodable passage. 

 Please also note the resource is protected by copyright and review the copyright guidelines below.  This is a protected digital resource.  In purchasing this resource, you are purchasing one license that does not include digital sharing electronically (such as Google Drive) without an additional license. 

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Do you need a resource and routine to directly and explicitly address irregular and high-frequency words? Once Upon an Irregular and High-Frequency Word takes the Fry First 100 Words and Dolch Word Lists Pre-Primer to Third Grade and categorizes them for systematic, structured, and multisensory teaching. Research says we should use a speech-to-print approach and move away from memorizing words, and this resource will support your students in doing just that. The instructor is provided an overview of the categories and a chart that outlines each word defining it is High-Frequency, Irregular, or Temporarily Irregular. The words are categorized using syllable types, spelling generalizations, common irregularities, and other helpful instructional components. Students are provided a word map where the instructor can support the student in hearing the sounds of the word, connecting the sounds to the spelling of the word, analyzing the regular and irregular parts of the word, and then using it for reading and spelling. Mini word cards are provided at the beginning to do an initial check, and the chart is built to revisit for progress monitoring.

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Note:  This deck is not meant for use in the visual or auditory drill component of an Orton-Gillingham or multisensory structured literacy lesson.  This is a separate exercise meant to build accuracy and efficiency with reading blends.  

The blending card deck contains a set of initial blend cards, final blend cards, vowels, and final consonants for practice exercises. The initial blends are color-coded in green, and the final blends are color-coded in red.  I explain to my students that “green means go” we are beginning with this blend in the initial position, and that “red means stop” and we will end our word with the blend in the final position.  I have also found that color-coding supports students with directional words such as beginning, initial, final, and ending until they have greater confidence in applying them.