Scope and Sequence - Firefly Education

1 Ducks dive down d, d, d quack quackwormsbeakswimfishgrasshopperbugPret ty, pink pig pheatapplebeautifulduddcksdivevvdownd,d, dquauckigpScope and SequenceFoundationPO BOX 634, Buderim Qld 4556 Ph: (07) 5445 5749 Fax: (07) 5445 5171 E: soundwaves@fi refl Firefl y Education 2011 3 The Sound Wav Found ion ProgramThe Sound Waves Foundation Program is divided into two main phases: Exploring Sounds and Discovering Graphemes. These two phases are designed to be taught across a whole school year, with Exploring Sounds implemented in Term 1 and Discovering Graphemes in Terms 2, 3, and phase introduces and consolidates concepts and skills in a carefully graded progression.

2 It has been written with the intention that the students experience Exploring Sounds activities before moving onto Discovering Scope and Sequence document outlines two different options for effectively teaching the Sound Waves Foundation Program for students with different levels of phonemic NoteEven if your students demonstrate a knowledge of sounds, it is worth performing all the Chants and Actions daily to ensure they have awareness of all the 43 phonemes, and are ready to segment any word into individual sounds as they become profi cient writers and readers. See pages 10 11 for all of the Chants and the Sound Waves icon-sound association is fundamental to the success of Sound Waves throughout all levels of the whole school program.

3 It is also important to put the icons in context for students. Some icons may not be familiar the Introduce the Context section on each Exploring Sounds page provides relevant contextual 1 Introduces the 43 phonemes and their associated icons through Exploring Sounds in Term 1, and consolidates sound-letter correspondence with Discovering Graphemes in Terms 2, 3, and 4. Option 1 is the suggested overview for teaching the Sound Waves Foundation Program to students new to phonemic 2 Selects elements from both Exploring Sounds and Discovering Graphemes to teach concurrently in the classroom. Option 2 is the suggested teaching program for students who already posses an understanding of phonics.

4 Firefl y Education 2011 4 WeekMondayTuesdayWednesdayThursdayFriday 1b as in balloonk as in kited as in duckf as in fi shg as in girl2h as in housej as in jellyfi shl as in lizardm as in moonn as in net3ng as in ringp as in pigr as in robots as in sealt as in tiger4v as in vasew as in weby as in yoyoz as in zebras as in treasure5ch as in chickensh as in shellth as in thongth as in feathera as in apple6e as in eggi as in iglooo as in orangeu as in umbrellaai as in snail7ee as in beei_e as in ice-creamoa as in boatar as in starir as in bird8or as in horseoo as in bookoo as in bootou as in cloudoy as in boy9eer as in deerair as in chairer as in ladderWeekMondayTuesdayWednesdayThursday Friday1m for mm for ma for aama for aconsolidate2t for tat, mat, Tamt for ts for ssat, Sams for sconsolidate3i for iit, siti for id for dsad, Dadd for dIconsolidate4f for ffi t, fatf for fn for nin, and, fan, man, Dan, Natn for naconsolidate5p for ppat, tapp for po for oon, off, pot, topo for oconsolidate6r for rrat, ranr for rAg for ggot, pig, dogg for gisconsolidate7e for ered, peg, gete for ethe, Theh for hhat, hit, hoth for hconsolidate8k for kkid, kitk for klook, Lookc for k ccan, cap, cat, cotc for k cconsolidate9u for urun, sun, Mumu for uhasb for bbat, bed.

5 Bigb for bconsolidateOption 1 Term 1 Suggested OverviewTerm 2 Suggested OverviewIncluding List Words and Special Words Term 2, 3 and 4 overviews show the suggested order for introducing the sounds with graphemes. For specifi c teaching ideas, refer to the Discovering Graphemes page for each sound-letter correspondence (pages 61 167 in Sound Waves Foundation Teacher Book). Firefl y Education 2011 5 WeekMondayTuesdayWednesdayThursdayFriday 1l for llid, log, leg, letl for lj for jjet, jug, jogj for jtoconsolidate2y for yyes, yety for yyou, nov for vvan, vetv for vconsolidate3w for wwin, wet, webw for wwasz for zzap, zipz for zconsolidate4ck for k c ckback, neck, kick, sock, duckck for k c ckhisng for nghang, king, rung, songng for ngAdding sconsolidate5ss for s ssmess, miss, kiss, toss, fussss for s ssseeff for foff, puff, huff, cuffff for fheconsolidate6ll for l llbell, fi ll, will, doll, dullll for l llzz, s for z zz sjazz, fi zz, buzz, is, has, waszz, s for z zz sgoconsolidate7x(ks) fork c ck x(ks) s ss x(ks)

6 Mix, six, fi x, fox, boxx(ks) fork c ck x(ks) s ss x(ks)q for k c ck x(ks) u for w uquit, quick, quizq for k c q ck x(ks) u for w uof consolidate8ch for chchat, check, chips, chopch for chhave, for sh for shshell, ship, shop, shut, fi shsh for shconsolidate9th for th thick, thin, thong, with th for th th for th th for th this, that, then, thems for s thereconsolidateTerm 3 Suggested Overview Including List Words and Special WordsWeekMondayTuesdayWednesdayThursdayF riday1ai, ay, a_e for ai ay a_erain, tail, day, play, cake, gameai, ay, a_e for ai ay a_etheyee, e, ea for ee e easee, bee, we, she, eat, seatee, e, ea for ee e eacome, someconsolidate2i_e, y for i_e ylike, fi ve, nine, by, my, whyi_e, y for i_e yoneoa.

7 O_e, o for oa o_e oboat, road, home, nose, go, sooa, o_e, o for oa o_e ogoes, goingconsolidate3ar, a for ar acar, card, far, farm, ask, fastar, a for ar aare, afterir, ur for ir urgirl, bird, third, fur, turn, hurtir, ur for ir urher, wereconsolidate4or, a for or aor, for, fork, all, ball, callor, a for or afour, youroo, u for oo utook, good, putoo, u for oo ucould, would, shouldconsolidate5oo for ootoo, room, cooloo for oodo, two, whoou, ow for ou owour, out, house, how, now, downou, ow for ou owconsolidate6oy for oyboy, boys, toy, toysoy for oysaideer, ear for eer earear, hear, dear, deereer, ear for eer earhereconsolidate7air for airair, chairair for airwhereer for ermother, father, sister, brotherer for erconsolidate8 Two-syllable Wordsinto, inside, cannot, upon, along, todayTwo-syllable WordsExtra Wordswhen, what, want, talk, walkExtra WordsconsolidateTerm 4 Suggested Overview Including List Words and Special Words Firefl y Education 2011 6 Option 2 Immersion Weeks 1 4 Oral work onlyWhile your students may come to you with some understanding of phonics, most will not have been formally taught the 43 sounds which make up the words of Australian English.

8 These sounds are the core components of the Sound Waves Program. Therefore it is important to provide your students with a range of orientation activities that explore all 43 sounds and their corresponding Sound Waves you should set aside at least the fi rst 4 weeks for this. Time spent on these important oral activities will help students prepare for the more complex Discovering Graphemes phase in the Foundation starting the Discovering Graphemes phase students need to have achieved:For help go to Chants and Actions pages 10 & 11 and Exploring Sounds pages 17 60 of Sound Waves Foundation Teacher Book: a thorough knowledge of all 43 sounds we use in Australian spoken words Perform the Sound Waves Chants and Actions 2 3 times daily.

9 They are also listed on the back of every Sound Card. See Identify Sounds and Introduce the Chant and Action activities. a thorough knowledge of the sound-icon correspondence for all 43 soundsGo through all the Sound Cards showing the icon pictures as you perform the Chants and Actions an understanding of the icons in context See the Introduce the Context section and the Introduce the Sound Card and Icon activity. the ability to listen carefully See the activities about sounds in the Introduce the Context sections. the ability to segment words into individual soundsSee the Segment, Blend and Select activities on pages 18 42 the ability to blend sounds to form wordsSee the Segment, Blend and Make activities on pages 43 60 the ability to identify sounds in the initial, medial and fi nal position of words See the Play and Learn section and Brainstorm activities.

10 To complete, confi dently, the activities on pages 23, 27,41, 45, 49, 59, 63, 67, 83 91 in their Sound Waves Foundation may fi nd it more manageable to concentrate on 3 specifi c sounds and their icons each day. It is also important to go through all the Sound Waves Chants and Actions 2 3 times daily. Teach the Chants and Actions as you would a nursery rhyme. The students will learn them very quickly. Once they are familiar with all 43 sounds they will be equipped to segment words into individual sounds and blend sounds to form words confi dently. They will be able to identify the sounds in their names as well as words that arise in class discussions, reading and writing.