Hot Sun Teacher Guide Secondary Newcomer Phonics • Week 1 • 45-Minute Lesson
Hot Sun Plants: CVC Decoding & Encoding
Grades 6–12 ELD • Target: ELPA21 Level 1 & 2
Focus Literacy Skills
CVC Decode & Encode
Content Objective (Phonics & Orthography)
Secondary students decode and encode 3-phoneme CVC words across varied short /a/ and /o/ patterns (pad, fog, rod, wax, sap, log, pan ), including auditory-only sound box dictation, with 80% accuracy.
ELPA21 Level 1 & 2 Language Targets
Level 1: Point to graphemes, repeat individual phonemes /s/-/a/-/p/ with desk-tapping rhythm.Level 2: Segment 3 sounds from oral dictation into blank boxes without visual letters, and read: "The desert pad is flat."
Structured 45-Minute Lesson Pacing Guide (Aligned with Activity Sheet & Slides)
0-8 Min Slide 1
Phoneme Warm-Up
Isolate sounds with desktop finger tapping using unique warm-up words: mad, box, cap .
8-16 Min Slide 2 • Part 1
Choral Decoding
Direct to Part 1 . Track sound dots and blend with class: pad, fog, hot, sun .
16-23 Min Slide 3 • Part 2
Guided Encoding
Direct to Part 2 . Model sound boxes: rod, wax, lot . Map 1 sound per box.
23-29 Min Slide 4 • Part 3
Listening Boxes
Direct to Part 3 . Teacher dictates sap, log, pan . Students write in blank boxes without seeing letters.
29-45 Min Slides 5-6
Read & Skill Check
Parts 4 & 5 practice (van, fox, pot, tag ) ➔ Page 2 reading & 4-word check (mop, tan, cob, bag ).
Part 3: Auditory Sound Box Dictation Teacher Protocol
Word 1: /s/ /a/ /p/ (sap) Say "sap" clearly. Direct students to tap 3 sounds quietly: /s/ (finger 1), /a/ (finger 2), /p/ (finger 3). Students write s-a-p in Box 1.
Word 2: /l/ /o/ /g/ (log) Say "log" clearly. Emphasize medial vowel /o/. Students segment /l/-/o/-/g/ and write each letter in Box 2.
Word 3: /p/ /a/ /n/ (pan) Say "pan" clearly. Students isolate /p/-/a/-/n/ and write each letter in Box 3. No letters shown on board or sheet.
4-Point Target Skill Check Rubric (Page 2 Assessment: mop, tan, cob, bag)
ELPA21 Rubric
Score Proficiency Level Student Performance Criteria 4/4 Advanced / Mastered Independently decodes all 4 transfer words (mop, tan, cob, bag ) with accurate vowel sounds and immediate phoneme blending. 3/4 Target / Proficient Accurately decodes 3 of 4 words using sound-dot tapping. Self-corrects minor vowel hesitation without teacher assistance. 2/4 Emerging / Approaching Identifies initial and final consonants accurately but confuses medial /a/ and /o/ vowels. Requires prompt to blend sounds continuously. 1/4 Beginning / Intensive Struggles to isolate individual phonemes without direct 1:1 modeling. Unable to blend 3 sounds independently.
Part 3 Dictation Prompt
"Pens down. Look at Part 3. Word 1 is SAP . Tap the sounds: /s/ /a/ /p/. Pick up your pen and write the letters in Box 1."
Teacher Transition Directive
"Now look at Part 4 on your sheet and Slide 5. We will read the sentences together in unison, then you will practice with your partner in Part 5."
Hot Sun Activity Sheet Secondary Phonics • Lesson 1 • Page 1
Hot Sun Plants: CVC Words (Short a, o)
Name:
Date:
Sight Words:
The is on in at can
Part 1: Touch & Decode (Touch dots ➔ Slide arrow ➔ Read)
Slide 2
Cactus Stem
p a d
Morning Air
f o g
Climate
h o t
Energy
s u n
Part 2: Guided Word Encoding (Model ➔ Tap ➔ Write)
Slide 3
1. /r/ /o/ /d/ (rod)
•••
2. /w/ /a/ /x/ (wax)
•••
3. /l/ /o/ /t/ (lot)
•••
Part 3: Listening Sound Boxes (Teacher reads 3 words • Write each sound)
Slide 4
Dictation Word 1
•••
Dictation Word 2
•••
Dictation Word 3
•••
Part 4: Read Sentences (Track with your finger)
Slide 5
1
The cactus pad is flat in the hot desert.
2
The wax skin stops rot at midday.
3
A plant rod stands firm on the dry soil.
Part 5: 4-Point Practice Check (Independent & Peer Practice)
Practice Score: [ 4 • 3 • 2 • 1 ]
Task A: Read 2 Words with a Peer
v a n
f o x
Tap sounds and blend with your partner.
Task B: Write 2 Dictated Words
Word 1: /p/ /o/ /t/
Word 2: /t/ /a/ /g/
Secondary Phonics • Lesson 1 • Page 2
Fluency Reading Passage & Target Skill Check
Slide 6
3-Step Reading Protocol (Check each box as completed)
1
Teacher Model
Track words with finger
2
Choral Read
Read in unison with class
3
Partner Read
Read aloud to a peer
Reading Passage: The Desert Cactus Pad Decodable Text
1 The morning fog clears as the desert sun rises.
2 A prickly pear cactus grows a broad green pad that traps moisture.
3 A thick layer of natural wax prevents the plant from drying out
Hot Sun Slides Secondary ELD • Lesson 1 • Phonics
Hot Sun Plants: CVC Patterns
Warm-Up
0 - 8 Min
Sound Tapping Routine
Every English CVC word has 3 distinct phonemes. Tap fingers on your desk:
👉 Finger 1: Initial Consonant Sound (/m/)
👉 Finger 2: Medial Vowel Sound (/a/ or /o/)
👉 Finger 3: Final Consonant Sound (/d/)
Whole-Class Sound Isolation
😠
/m/ /a/ /d/
mad
📦
/b/ /o/ /x/
box
🧢
/c/ /a/ /p/
cap
Tap 1 ➔ Tap 2 ➔ Tap 3 ➔ Slide whole hand to blend Slide 1 of 6
Activity Sheet Page 1 • Part 1
Part 1: Touch & Decode CVC Words
Whole Class
8 - 16 Min
Item 1 (Sheet)
p a d
All: "PAD!"
Item 2 (Sheet)
f o g
All: "FOG!"
Item 3 (Sheet)
h o t
All: "HOT!"
Item 4 (Sheet)
s u n
All: "SUN!"
Look at Part 1 on your paper ➔ Touch each dot and blend aloud with the class! Slide 2 of 6
Activity Sheet Page 1 • Part 2
Part 2: Guided Word Encoding
Encode
16 - 23 Min
Encoding Procedure:
1. Teacher dictates target word: "ROD"
2. Students tap 3 sounds: /r/ /o/ /d/
3. Class air-writes each letter in unison
4. Write 1 letter per box in Part 2 !
Target Word: ROD
r
o
d
Now complete Box 1 (ROD), Box 2 (WAX), and Box 3 (LOT) on your sheet!
Write one letter in each box on your Activity Sheet Part 2! Slide 3 of 6
Activity Sheet Page 1 • Part 3
Part 3: Listening Sound Boxes
Listen & Write
23 - 29 Min
Listening Challenge Routine:
1. Listen closely as your teacher says each word.
2. Tap the 3 sounds quietly on your desktop.
3. Write each sound into the blank boxes in Part 3 !
4. No letters on screen — trust your ears!
Listen to Teacher Dictation:
Word 1:
Word 2:
Word 3:
Birds Peck Teacher Guide Secondary Newcomer Phonics • Week 2 • 45-Minute Lesson
Birds That Peck: CVC Short e, i, u
Grades 6–12 ELD • Target: ELPA21 Level 1 & 2
Focus Literacy Skills
CVC /e/, /i/, /u/
Content Objective (Phonics & Orthography)
Secondary students decode and encode varied short /e/, /i/, and /u/ CVC words (red, dig, bug, mud, pin, leg, wet, pit, rug ), including auditory sound box dictation, with 80% accuracy.
ELPA21 Level 1 & 2 Language Targets
Level 1: Point to graphemes, repeat phonemes /w/-/e/-/t/ with desk-tapping rhythm.Level 2: Segment 3 sounds from oral dictation into blank boxes without visual letters, and read: "The woodpecker digs a cavity."
Structured 45-Minute Lesson Pacing Guide (Aligned with Activity Sheet & Slides)
0-8 Min Slide 1
Phoneme Warm-Up
Isolate sounds with warm-up words: net, zip, hut . Contrast vowel mouth shapes.
8-16 Min Slide 2 • Part 1
Choral Decoding
Direct to Part 1 . Track sound dots: red, dig, bug, web .
16-23 Min Slide 3 • Part 2
Guided Encoding
Move to Part 2 . Model sound boxes: mud, pin, leg . Write 1 letter per box.
23-29 Min Slide 4 • Part 3
Listening Boxes
Direct to Part 3 . Teacher dictates wet, pit, rug into blank boxes without letters shown.
29-45 Min Slides 5-6
Read & Skill Check
Parts 4 & 5 practice (rip, tub, hen, lid ) ➔ Page 2 reading & 4-word check (fit, men, cup, rib ).
Part 3: Auditory Sound Box Dictation Teacher Protocol
Word 1: /w/ /e/ /t/ (wet) Say "wet" clearly. Students tap 3 sounds: /w/ (finger 1), /e/ (finger 2), /t/ (finger 3). Students write w-e-t in Box 1.
Word 2: /p/ /i/ /t/ (pit) Say "pit" clearly. Emphasize short /i/ vowel. Students segment /p/-/i/-/t/ and write each letter in Box 2.
Word 3: /r/ /u/ /g/ (rug) Say "rug" clearly. Students isolate /r/-/u/-/g/ and write each letter in Box 3 without visual letter prompts.
4-Point Target Skill Check Rubric (Page 2 Assessment: fit, men, cup, rib)
ELPA21 Rubric
Birds Peck Activity Sheet Secondary Phonics • Lesson 2 • Page 1
Birds That Peck: CVC Words (Short e, i, u)
Name:
Date:
Sight Words:
The can see on a for
Part 1: Touch & Decode (Touch dots ➔ Slide arrow ➔ Read)
Slide 2
Crown Feather
r e d
Excavate
d i g
Prey Insect
b u g
Silk Trap
w e b
Part 2: Guided Word Encoding (Model ➔ Tap ➔ Write)
Slide 3
1. /m/ /u/ /d/ (mud)
•••
2. /p/ /i/ /n/ (pin)
•••
3. /l/ /e/ /g/ (leg)
•••
Part 3: Listening Sound Boxes (Teacher reads 3 words • Write each sound)
Slide 4
Dictation Word 1
•••
Dictation Word 2
•••
Dictation Word 3
•••
Part 4: Read Sentences (Track with your finger)
Slide 5
1
The woodpecker taps on a dry plant stem.
2
The bird can dig a safe pit for shelter.
3
I see a small bug rest on the wet mud.
Part 5: 4-Point Practice Check (Independent & Peer Practice)
Practice Score: [ 4 • 3 • 2 • 1 ]
Task A: Read 2 Words with a Peer
r i p
t u b
Tap sounds and blend with your partner.
Task B: Write 2 Dictated Words
Word 1: /h/ /e/ /n/
Word 2: /l/ /i/ /d/
Secondary Phonics • Lesson 2 • Page 2
Fluency Reading Passage & Target Skill Check
Slide 6
3-Step Reading Protocol (Check each box as completed)
1
Teacher Model
Track words with finger
2
Choral Read
Read in unison with class
3
Partner Read
Read aloud to a peer
Reading Passage: The Gila Woodpecker Decodable Text
1 A desert woodpecker has a distinctive red crown on top of its head.
2 Its sharp beak strikes the cactus stem with a rhythmic tap to dig into the plant.
3 Inside the fresh cavity, it hunts for an insect or fat bug to feed its young.
Birds Peck Slides Secondary ELD • Lesson 2 • Phonics
Birds That Peck: CVC Short e, i, u
Warm-Up
0 - 8 Min
Sound Tapping Routine
Tap 3 fingers against your desk to isolate each individual sound:
👉 Finger 1: Initial Consonant (/n/)
👉 Finger 2: Short Vowel Sound (/e/, /i/, or /u/)
👉 Finger 3: Final Consonant (/t/)
Contrast Short Vowels
🕸️
/n/ /e/ /t/
net (short e)
⚡
/z/ /i/ /p/
zip (short i)
🛖
/h/ /u/ /t/
hut (short u)
Tap 1 ➔ Tap 2 ➔ Tap 3 ➔ Slide whole hand to blend Slide 1 of 6
Activity Sheet Page 1 • Part 1
Part 1: Touch & Decode CVC Words
Whole Class
8 - 16 Min
Item 1 (Sheet)
r e d
All: "RED!"
Item 2 (Sheet)
d i g
All: "DIG!"
Item 3 (Sheet)
b u g
All: "BUG!"
Item 4 (Sheet)
w e b
All: "WEB!"
Look at Part 1 on your paper ➔ Touch each dot and blend aloud with the class! Slide 2 of 6
Activity Sheet Page 1 • Part 2
Part 2: Guided Word Encoding
Encode
16 - 23 Min
Encoding Procedure:
1. Teacher dictates target word: "MUD"
2. Students tap 3 sounds: /m/ /u/ /d/
3. Class air-writes each letter in unison
4. Write 1 letter per box in Part 2 !
Target Word: MUD
m
u
d
Now complete Box 1 (MUD), Box 2 (PIN), and Box 3 (LEG) on your sheet!
Write one letter in each box on your Activity Sheet Part 2! Slide 3 of 6
Activity Sheet Page 1 • Part 3
Part 3: Listening Sound Boxes
Listen & Write
23 - 29 Min
Listening Challenge Routine:
1. Listen closely as your teacher says each word.
2. Tap the 3 sounds quietly on your desktop.
3. Write each sound into the blank boxes in Part 3 !
4. No letters on screen — trust your ears!
Listen to Teacher Dictation:
Word 1:
Word 2:
Word 3:
Night Owls Teacher Guide Secondary Newcomer Phonics • Week 3 • 45-Minute Lesson
Little Night Owls: Initial Blends (CCVC)
Grades 6–12 ELD • Target: ELPA21 Level 1 & 2
Focus Literacy Skills
4-Phoneme Blends
Content Objective (Blends & Orthography)
Secondary students isolate, blend, and encode 4-phoneme words with initial consonant clusters (flap, spot, nest, step, crop, slip, trap, snug ), including auditory sound box dictation, with 80% accuracy.
ELPA21 Level 1 & 2 Language Targets
Level 1: Point to 4 sound dots, isolate blend /s/-/l/, repeat full word with 4-finger rhythm.Level 2: Segment 4 sounds from oral dictation into blank boxes without visual letters, and read: "The nocturnal owl flaps into flight."
Structured 45-Minute Lesson Pacing Guide (Aligned with Activity Sheet & Slides)
0-8 Min Slide 1
Blend Warm-Up
Contrast 3 vs 4 sounds using warm-up words: clap, swim, plum .
8-16 Min Slide 2 • Part 1
Choral Decoding
Direct to Part 1 . Track 4 sound dots: flap, spot, nest, twig .
16-23 Min Slide 3 • Part 2
Guided Encoding
Move to Part 2 . Model sound boxes: step, crop, dusk . Map into 4 distinct boxes.
23-29 Min Slide 4 • Part 3
Listening Boxes
Direct to Part 3 . Teacher dictates slip, trap, snug into blank 4-boxes without letters shown.
29-45 Min Slides 5-6
Read & Skill Check
Parts 4 & 5 practice (drop, spin, fast, trip ) ➔ Page 2 reading & 4-word check (frog, stem, flag, dust ).
Part 3: Auditory Sound Box Dictation Teacher Protocol
Word 1: /s/ /l/ /i/ /p/ (slip) Say "slip" clearly. Students tap 4 sounds: /s/ (finger 1), /l/ (finger 2), /i/ (finger 3), /p/ (finger 4). Students write s-l-i-p in Box 1.
Word 2: /t/ /r/ /a/ /p/ (trap) Say "trap" clearly. Retain both /t/ and /r/ consonants in the cluster. Students write t-r-a-p in Box 2.
Word 3: /s/ /n/ /u/ /g/ (snug) Say "snug" clearly. Students isolate /s/-/n/-/u/-/g/ and write each letter in Box 3 without visual letter prompts.
4-Point Target Skill Check Rubric (Page 2 Assessment: frog, stem, flag, dust)
ELPA21 Rubric
Night Owls Activity Sheet Secondary Phonics • Lesson 3 • Page 1
Little Night Owls: Initial Blends (CCVC)
Name:
Date:
Sight Words:
The is in can out at
Part 1: Touch & Decode 4-Sound Words (4 dots ➔ Slide arrow ➔ Read)
Slide 2
Wing Motion
f l a p
Locate Prey
s p o t
Cavity Home
n e s t
Branch Perch
t w i g
Part 2: Guided Word Encoding (Model ➔ Tap 4 Sounds ➔ Write)
Slide 3
1. /s/ /t/ /e/ /p/ (step)
••••
2. /c/ /r/ /o/ /p/ (crop)
••••
3. /d/ /u/ /s/ /k/ (dusk)
••••
Part 3: Listening Sound Boxes (Teacher reads 3 words • Write 4 sounds)
Slide 4
Dictation Word 1
••••
Dictation Word 2
••••
Dictation Word 3
••••
Part 4: Read Sentences (Track with your finger)
Slide 5
1
The little elf owl leaves its snug cavity at dusk.
2
The bird will flap silent wings to catch moths in flight.
3
It can spot insects crawling on a thin branch.
Part 5: 4-Point Practice Check (Independent & Peer Practice)
Practice Score: [ 4 • 3 • 2 • 1 ]
Task A: Read 2 Words with a Peer
d r o p
s p i n
Tap 4 sounds and blend with your partner.
Task B: Write 2 Dictated Words
Word 1: /f/ /a/ /s/ /t/
Word 2: /t/ /r/ /i/ /p/
Secondary Phonics • Lesson 3 • Page 2
Fluency Reading Passage & Target Skill Check
Slide 6
3-Step Reading Protocol (Check each box as completed)
1
Teacher Model
Track words with finger
2
Choral Read
Read in unison with class
3
Partner Read
Read aloud to a peer
Reading Passage: The Elf Owl in the Desert Night Decodable Text
1 As night settles over the desert, the tiny elf owl wakes inside an abandoned cactus nest.
2 It perches on an upright twig, scanning the brush with acute nocturnal vision.
Night Owls Slides Secondary ELD • Lesson 3 • Phonics
Little Night Owls: Initial Blends (CCVC)
Warm-Up
0 - 8 Min
4-Sound Tapping Routine
Consonant blends contain two separate consonant sounds . Tap 4 fingers:
👉 Fingers 1 & 2: Initial Blend Sounds (/c/ + /l/ ➔ /cl/ )
👉 Finger 3: Short Vowel Sound (/a/)
👉 Finger 4: Final Consonant Sound (/p/)
Blend Isolation Routine
👏
/c/ /l/ /a/ /p/
clap
🏊
/s/ /w/ /i/ /m/
swim
🫐
/p/ /l/ /u/ /m/
plum
Tap 4 fingers across desk ➔ Continuous blending without pause Slide 1 of 6
Activity Sheet Page 1 • Part 1
Part 1: Touch & Decode 4-Sound Words
Whole Class
8 - 16 Min
Item 1 (Sheet)
f l a p
All: "FLAP!"
Item 2 (Sheet)
s p o t
All: "SPOT!"
Item 3 (Sheet)
n e s t
All: "NEST!"
Item 4 (Sheet)
t w i g
All: "TWIG!"
Look at Part 1 on your paper ➔ Touch each dot and blend aloud with the class! Slide 2 of 6
Activity Sheet Page 1 • Part 2
Part 2: 4-Sound Encoding in Sound Boxes
Encode
16 - 23 Min
Encoding Procedure:
1. Teacher dictates target word: "STEP"
2. Students tap 4 sounds: /s/ /t/ /e/ /p/
3. Class air-writes each letter in unison
4. Write 1 letter per box in Part 2 !
Target Word: STEP
s
t
e
p
Now complete Box 1 (STEP), Box 2 (CROP), and Box 3 (DUSK) on your sheet!
Write one letter in each box on your Activity Sheet Part 2! Slide 3 of 6
Activity Sheet Page 1 • Part 3
Part 3: Listening Sound Boxes
Listen & Write
23 - 29 Min
Listening Challenge Routine:
1. Listen closely as your teacher dictates 4-sound words.
2. Tap 4 sounds quietly on your desktop.
3. Write each sound into the blank 4-box grids in Part 3 !
4. Retain both consonants in the blend cluster!
Desert Rats Teacher Guide Secondary Newcomer Phonics • Week 4 • 45-Minute Lesson
Desert Rats Dig: Final Blends & Digraphs
Grades 6–12 ELD • Target: ELPA21 Level 1 & 2
Focus Literacy Skills
Blends & Digraphs
Content Objective (Orthography & Decoding)
Secondary students isolate, blend, and encode words with terminal blends (-nd, -mp, -st) and consonant digraphs (sh, ch, th) across varied patterns (sand, jump, shed, fast, dust, chin, camp, hand, rich, hunt ), including auditory sound box dictation, with 80% accuracy.
ELPA21 Level 1 & 2 Language Targets
Level 1: Identify digraph grapheme pairs (s-h = /sh/, c-h = /ch/), distinguish 1 sound from 2-letter blend clusters.Level 2: Map digraphs into 1 box and blends into 2 boxes from oral dictation, and read: "The kangaroo rat burrows in arid sand."
Structured 45-Minute Lesson Pacing Guide (Aligned with Activity Sheet & Slides)
0-8 Min Slide 1
Phoneme Warm-Up
Contrast patterns using warm-up words: band, pump, fish . Blends have 2 sounds; digraphs have 1 sound.
8-16 Min Slide 2 • Part 1
Choral Decoding
Direct to Part 1 . Track sound dots: sand, jump, shed, fast .
16-23 Min Slide 3 • Part 2
Guided Encoding
Move to Part 2 . Model words: dust, chin, camp . Highlight "ch" shares 1 box.
23-29 Min Slide 4 • Part 3
Listening Boxes
Direct to Part 3 . Teacher dictates hand, rich, hunt into blank boxes without letters shown.
29-45 Min Slides 5-6
Read & Skill Check
Parts 4 & 5 practice (land, mash, lamp, thin ) ➔ Page 2 reading & 4-word check (tent, ship, bent, chop ).
Part 3: Auditory Sound Box Dictation Teacher Protocol
Word 1: /h/ /a/ /n/ /d/ (hand) Say "hand" clearly. Students tap 4 sounds: /h/ (1), /a/ (2), /n/ (3), /d/ (4). Students write h-a-n-d across 4 distinct boxes in Box 1.
Word 2: /r/ /i/ /ch/ (rich) Say "rich" clearly. Remind students that /ch/ is ONE sound that occupies the final box. Students write r-i-ch in Box 2.
Word 3: /h/ /u/ /n/ /t/ (hunt) Say "hunt" clearly. Students isolate /h/-/u/-/n/-/t/ and write each letter across 4 distinct boxes in Box 3 without visual letter prompts.
Desert Rats Activity Sheet Secondary Phonics • Lesson 4 • Page 1
Desert Rats Dig: Blends & Digraphs
Name:
Date:
Sight Words:
The can jump on in fast
Part 1: Touch & Decode (Touch sound dots ➔ Slide arrow ➔ Read)
Slide 2
Arid Soil
s a n d
Locomotion
j u m p
Digraph /sh/
sh e d
High Speed
f a s t
Part 2: Guided Word Encoding (Remember: Digraph 'ch' shares 1 box!)
Slide 3
1. /d/ /u/ /s/ /t/ (dust)
••••
2. /ch/ /i/ /n/ (chin)
• (ch)••
3. /c/ /a/ /m/ /p/ (camp)
••••
Part 3: Listening Sound Boxes (Teacher reads 3 words • Write each sound)
Slide 4
Dictation Word 1
••••
Dictation Word 2
•••
Dictation Word 3
••••
Part 4: Read Sentences (Track with your finger)
Slide 5
1
The kangaroo rat hops fast across the desert sand.
2
The rodent stays safe in a deep, damp subterranean burrow.
3
It can rush along a narrow path to avoid night predators.
Part 5: 4-Point Practice Check (Independent & Peer Practice)
Practice Score: [ 4 • 3 • 2 • 1 ]
Task A: Read 2 Words with a Peer
l a n d
m a s h
Tap sounds and blend with your partner.
Task B: Write 2 Dictated Words
Word 1: /l/ /a/ /m/ /p/
Word 2: /t/ /h/ /i/ /n/
Secondary Phonics • Lesson 4 • Page 2
Fluency Reading Passage & Target Skill Check
Slide 6
3-Step Reading Protocol (Check each box as completed)
1
Teacher Model
Track words with finger
2
Choral Read
Read in unison with class
3
Partner Read
Read aloud to a peer
Reading Passage: The Kangaroo Rat in the Arid Sand Decodable Text
1 The kangaroo rat thrives across dry expanses of desert sand.
2 Long hind legs propel the animal in a vertical jump to evade hunting owls.
3 It moves with fast acceleration into subterranean tunnels to conserve water.
Desert Rats Slides Secondary ELD • Lesson 4 • Phonics
Desert Rats Dig: Blends & Digraphs
Warm-Up
0 - 8 Min
Blends vs. Digraphs Routine
Learn the difference between consonant clusters and digraphs:
👉 Terminal Blends: 2 letters, 2 sounds (/n/ + /d/ = /nd/ in band)
👉 Digraphs: 2 letters, 1 sound (s + h = /sh/ in fish)
👉 Digraph rule: Write both letters in one sound box !
Compare Sound Patterns
🎺
/b/ /a/ /n/ /d/
band (blend)
⛽
/p/ /u/ /m/ /p/
pump (blend)
🐟
/f/ /i/ /sh/
fish (digraph)
Blends = 2 boxes • Digraphs = 1 box Slide 1 of 6
Activity Sheet Page 1 • Part 1
Part 1: Touch & Decode Blends & Digraphs
Whole Class
8 - 16 Min
Item 1 (Sheet)
s a n d
All: "SAND!"
Item 2 (Sheet)
j u m p
All: "JUMP!"
Item 3 (Digraph)
sh e d
All: "SHED!"
Item 4 (Sheet)
f a s t
All: "FAST!"
Look at Part 1 on your paper ➔ Touch each dot and blend aloud with the class! Slide 2 of 6
Activity Sheet Page 1 • Part 2
Part 2: Encoding Blends & Digraphs
Encode
16 - 23 Min
Digraph vs. Blend Box Rule:
1. Target word: "CHIN" ➔ /ch/ /i/ /n/
2. /ch/ is 1 sound ! Write 'c-h' in box 1.
3. Target word: "DUST" ➔ 4 sounds, 4 boxes.
4. Now write in Part 2 on your sheet!
Target Word: CHIN (Digraph)
ch
i
n
Now complete Box 1 (DUST), Box 2 (CHIN), and Box 3 (CAMP) on your sheet!
Complete Part 2 on your Activity Sheet with your pencil! Slide 3 of 6
Activity Sheet Page 1 • Part 3
Part 3: Listening Sound Boxes
Listen & Write
23 - 29 Min
Listening Challenge Routine:
1. Listen closely as your teacher dictates each word.
2. Tap sounds quietly on your desktop.
3. Write each sound into the blank boxes in Part 3 !
Desert Web Teacher Guide Secondary Newcomer Phonics • Week 5 • 45-Minute Lesson
Desert Animal Web: Compound Decodables
Grades 6–12 ELD • Target: ELPA21 Level 1 & 2
Focus Literacy Skills
Compound Decodables
Content Objective (Orthography & Chunking)
Secondary students break multi-syllable compound words into CVC and blend chunks (sunset, bugnet, sandpit, sunlit, hotbed, sunbat, nutmeg, dustpan ), including auditory sound box dictation, with 80% accuracy.
ELPA21 Level 1 & 2 Language Targets
Level 1: Point to Chunk 1 and Chunk 2, blend syllables together from oral dictation.Level 2: Segment both chunks into dual sound boxes without visual letters, and chorally read: "Desert organisms form an interconnected web."
Structured 45-Minute Lesson Pacing Guide (Aligned with Activity Sheet & Slides)
0-8 Min Slide 1
Chunking Warm-Up
Syllabic decomposition using warm-up words: hotdog, cobweb, pigpen . Break into CVC bases.
8-16 Min Slide 2 • Part 1
Choral Decoding
Direct to Part 1 . Track chunk dots: sunset, bugnet, sandpit, webnet .
16-23 Min Slide 3 • Part 2
Guided Encoding
Move to Part 2 . Model words: catfish, sunlit, hotbed . Encode into dual box sets.
23-29 Min Slide 4 • Part 3
Listening Boxes
Direct to Part 3 . Teacher dictates sunbat, nutmeg, dustpan into blank boxes without letters shown.
29-45 Min Slides 5-6
Read & Skill Check
Parts 4 & 5 practice (bobcat, mudpit, sunlamp ) ➔ Page 2 reading & 4-word check (sunup, bedbug, redcap, catnip ).
Part 3: Auditory Sound Box Dictation Teacher Protocol
Word 1: /sun/ + /bat/ (sunbat) Say "sunbat" clearly. Base 1: /s/-/u/-/n/ into first 3-box set. Base 2: /b/-/a/-/t/ into second 3-box set.
Word 2: /nut/ + /meg/ (nutmeg) Say "nutmeg" clearly. Base 1: /n/-/u/-/t/ into first 3-box set. Base 2: /m/-/e/-/g/ into second 3-box set.
Word 3: /dust/ + /pan/ (dustpan) Say "dustpan" clearly. Base 1: /d/-/u/-/s/-/t/ (4 boxes). Base 2: /p/-/a/-/n/ (3 boxes) without visual letter prompts.
4-Point Target Skill Check Rubric (Page 2 Assessment: sunup, bedbug, redcap, catnip)
ELPA21 Rubric
Desert Web Activity Sheet Secondary Phonics • Lesson 5 • Page 1
Desert Animal Web: Compound Words
Name:
Date:
Sight Words:
The is at all can together
Part 1: Touch & Decode Chunks (Read Base 1 ➔ Read Base 2 ➔ Blend)
Slide 2
Twilight
sun • set
/sun/ + /set/
Spider Web
bug • net
/bug/ + /net/
Burrow Trench
sand • pit
/sand/ + /pit/
Predator Snare
web • net
/web/ + /net/
Part 2: Guided Compound Encoding (Write Chunk 1 + Chunk 2)
Slide 3
1. /cat/ + /fish/
[cat] + [fish]
2. /sun/ + /lit/
[sun] + [lit]
3. /hot/ + /bed/
[hot] + [bed]
Part 3: Listening Sound Boxes (Teacher reads 3 compound words • Write chunks)
Slide 4
Dictation Word 1
[Base 1] + [Base 2]
Dictation Word 2
[Base 1] + [Base 2]
Dictation Word 3
[Base 1] + [Base 2]
Part 4: Read Sentences (Track with your finger)
Slide 5
1
The hot sun sets across the vast expanse of desert flora.
2
The bat, red woodpecker, and elf owl hunt as daylight fades.
3
All organisms interact together within the balanced food web.
Part 5: 4-Point Practice Check (Independent & Peer Practice)
Practice Score: [ 4 • 3 • 2 • 1 ]
Task A: Read 2 Words with a Peer
b o b • c a t
m u d • p i t
Read base 1, then base 2 with your partner.
Task B: Write 1 Dictated Word
Word: /sun/ + /lamp/
Secondary Phonics • Lesson 5 • Page 2
Fluency Reading Passage & Target Skill Check
Slide 6
3-Step Reading Protocol (Check each box as completed)
1
Teacher Model
Track words with finger
2
Choral Read
Desert Web Slides Secondary ELD • Lesson 5 • Synthesis
Desert Animal Web: Compound Decodables
Warm-Up
0 - 8 Min
Syllabic Chunking Strategy
Multi-syllable compound words can be broken into two familiar CVC bases :
👉 Syllable 1: First CVC Base Word (HOT )
👉 Syllable 2: Second CVC Base Word (DOG )
👉 Synthesize: Blend bases into one compound term: HOTDOG !
Deconstruct Compound Words
🌭
hot + dog
hotdog
🕸️
cob + web
cobweb
🐷
pig + pen
pigpen
Break long words into CVC bases ➔ Blend syllables together Slide 1 of 6
Activity Sheet Page 1 • Part 1
Part 1: Touch & Decode Chunks
Whole Class
8 - 16 Min
Item 1 (Sheet)
sun • set
/sun/ + /set/
All: "SUNSET!"
Item 2 (Sheet)
bug • net
/bug/ + /net/
All: "BUGNET!"
Item 3 (Sheet)
sand • pit
/sand/ + /pit/
All: "SANDPIT!"
Item 4 (Sheet)
web • net
/web/ + /net/
All: "WEBNET!"
Look at Part 1 on your paper ➔ Decode base 1, base 2, then blend together! Slide 2 of 6
Activity Sheet Page 1 • Part 2
Part 2: Encoding Compound Words
Encode
16 - 23 Min
Compound Encoding Steps:
1. Teacher dictates: "CATFISH"
2. Segment Base 1: /c/ /a/ /t/ into box 1
3. Segment Base 2: /f/ /i/ /sh/ into box 2
4. Complete Part 2 on your Activity Sheet!
Target Word: CATFISH
c
a
t
f
i
sh
Now write CATFISH, SUNLIT, and HOTBED on your Activity Sheet!
Write one base word in each box set on your Activity Sheet Part 2! Slide 3 of 6
Activity Sheet Page 1 • Part 3
Part 3: Listening Sound Boxes
Listen & Write
23 - 29 Min
Listening Challenge Routine:
