Feedback Report
English Language Arts and Reading - Phonics
Publisher: hand2mind, Inc.
ELAR, Phonics, Grade 1 (IMRA25)
Program: Phonemic Awareness and Phonics Toolkit - Grade 1
Component: N/A (ISBN: N/A)
Question 2 reads, "What is the middle sound in the word "stone"? Of the options provided, the correct answer is listed as '/o/'. I think it would be more accurate to identify that sound as a long o sound.
We will make this change.
The publisher uses the sentence, "The hoe broke when I dug the hole." I feel the sentence should be revised to remove the word "hoe" which can be used as an inappropriate meaning from the homonym. A suggestion for replacing the sentence is "I hurt my toe when I kicked the mole." This change would allow the teacher to continue their lesson without snickering at a different meaning of the word "hoe."
The sentence used in the fluency section on the bottom right corner.
Thank you for your feedback.
Component: Phonemic Awareness and Phonics Toolkit R-Controlled Vowels Grade 1 (ISBN: N/A)
I would probably move the word "acorn" into the extension because it has 2 syllables and it would be tricky for students.
Bottom of Page. Phonics You do: Students repeat the activity (decoding) with chart, spark, and acorn.
Thank you for your feedback. We will consider this for the future.
Component: Phonemic Awareness and Phonics Toolkit Inflectional Endings Grade 1 (ISBN: N/A)
Adding -s to a word that ends in silent e is not the same as adding -es to a rule word like brush to brushes. I couldn't find any evidence of this TEKS in the entire curriculum.
Bottom of Page. Phonemic Awareness I do:• Say: The -s ending can also make a noun plural Listen to these words: ants, chicks, plants, lakes, trucks What is the same about them?• Say: Now listen as I say all the sounds in the word ants, /a-n-t-s/ How many sounds did you hear? Did you hear the inflectional ending -s?• Add a colored chip to a box for each sound in ants Then, say the word
We will accept this change and make edits as suggested.
Component: Phonemic Awareness and Phonics Toolkit High Frequency Words (ISBN: N/A)
The word list you keep providing does not mention the great research based HFW list (INCLUSION in Texas HFW list-- which you refer to in the HFW lesson on page 4). I think it would be great if you refer to the HFW list you chose on this overall word list for clarity to teachers. Maybe include 100 HFW you suggest using from the INCLUSION list as well. Right now on the list, I only see words taught in phonics and phonological awareness lessons that are not referred to as HFW.
p. 138-140 Phonemic Awareness and Phonics Toolkit, Grade 1 hand2mind.com© hand2mind, Inc.Word Lists Directions: The following pages include lists of words that were covered in each section. Use these word lists as needed to help students review skills they have not mastered before moving on to new concepts.
We are rejecting this change as this was an intentional choice.
Component: Phonemic Awareness and Phonics Toolkit TG Grade 1 (ISBN: N/A)
-tch is considered a trigraph, not a digraph because it is three letters that make one sound, not two letters that make one sound. -tch should probably have its own lesson with other trigraphs.
Top of page 37, Phonics: I do:• Say: The /ch/ sound is often made by the letters tch. I will show you some examples.• Say the word itch. Ask: What vowel sound do you hear? I will start with an i rod. • Say the word itch again, stressing the /ch/. Say: What sound do you hear after /i/? Does it sound any different than the letters ch? Let’s add a t and a ch rod. We do: • Ask: Let’s sound out a new word, ditch. How is it like itch? How is it different? • Together, add the d Reading Rod to ditch. •Guide students to change the first sound from ditch to make pitch. Choral read the word. You do:• Have students use their Reading Rods to build etch and fetch.
Thank you for your feedback. We will consider for the future.
Bottom of page 52, Phonemic Awareness
The lesson title is "Encoding and Decoding" and it is a blending activity and does not include encoding or decoding.
Bottom of page 52, Phonemic Awareness We do: • Say: Let’s try a new word! Listen to these sounds. /b-r-o-th/ • Say: Let’s place the colored chips in the Elkonin Boxes for each sound. • Ask: Now, blend the sounds to say the word. What is the word? broth
We will accept this change based on feedback.
As an educator who has experienced teaching first grade phonics for five years, I would recommend separating vowel digraphs (oa, oe) and vowel diphthongs (ow) into separate lessons to be less confusing for kids.
Top of page I do: t oe • Say: Remember that long o can be made from the vowel teams oe, oa, and ow. The team of oa is often in the middle of the word. The teams of ow and oe are usually at the end. • Use Reading Rods to construct the word toe. Model each sound. Remind students that the letters in this vowel team work together to make /o/.
Thank you for your feedback. We will consider this for the future.
The only word in this lesson with a blend is filth. Most of the words in this lesson have digraphs.
Top of page, Phoncs. I do: a • Say: I’m going to make a word. I will say the sounds as I build it. /b-a-th/ • As you say each sound, pick up the corresponding Reading Rod. Then, put them together. • Ask: Listen as I blend the sounds to say the word. What word do you hear?
Thank you for your feedback. We will consider this upon further revisions in the future.
Component: Phonemic Awareness and Phonics Toolkit Encode and Decode Consonant Blends (ISBN: N/A)
This part of the lesson is labeled phonemic awareness. It should be labeled Phonemic Awareness/ Phonics because students are working with print.
Bottom of page 4 in Phonemic Awareness. We do.
We will accept this change.