Curriculum Content and Skill Progression: Lessons 31-35
This section maps the sequential introduction of new phonetic concepts, vocabulary, and reading material across Lessons 31-35. This analysis demonstrates the curriculum's incremental and cumulative design, where each lesson methodically builds upon the skills and knowledge established in the preceding ones. The careful pacing ensures that students are not overwhelmed and can achieve mastery at each step before moving forward.
The following table outlines the core learning objectives and content for each of the five lessons in this sequence.
| Lesson Number | New Sound(s) / Sight Word(s) Introduced | Key Vocabulary Practice | Story Text for Reading Application |
|---|---|---|---|
| Lesson 31 | Sound: w | lock, and, sand, fun, luck, sun, little, lick | a man sat in the sand. a little ant can see the man. the ant is mad. |
| Lesson 32 | Review of previously learned sounds | duck, win, will, luck, with, we, fill, feel, mud | this little cat can run in sand. that little cat can sit on sand. see the feet. |
| Lesson 33 | Sound: g | we, cat, run, lick, duck, win, will, with, can | we see a duck. we can sit in the sun with that duck. it is fun in the sun. |
| Lesson 34 | Sight Word: I | got, sun, gun, win, rug, rag, duck, luck, with | we will run. I will win. I am not a duck. I am an ant. |
| Lesson 35 | Sound: sh (digraph) | lot, rug, got, log, little, lick, win, we, duck | a cat sat on a little rug. the cat got mud on that rug. mom got mad at the cat. |
The progression illustrated in the table is deliberate and highly effective. Each lesson introduces only one new phoneme or a single high-frequency sight word. This new element is then immediately integrated into carefully constructed "decodable passages." These texts are composed almost entirely of phonemes and sight words that have been explicitly taught, allowing students to apply their new skills with a high rate of success. Furthermore, Lesson 35 marks a crucial step from single letter-sound correspondences to digraphs ('sh'), where two letters represent a single sound, indicating an increase in phonetic complexity. This design ensures that students build a strong, interconnected foundation of phonetic knowledge.
This structured content progression serves as the vehicle for developing a range of interconnected literacy competencies.
My Reading Practice Stories: Lessons 31-35
A Note for Our New Reader!
Hello, Super Reader! You have been working so hard learning new words and sounds. Now it's time for the really fun part. Each story uses the special sounds and words you just practiced in your lessons, from 31 to 35. This is your special chance to show off all your amazing new reading skills. I know you can do it!
1. Story from Lesson 31: The Mad Ant
a man sat in the sand. a little ant can see the man. the ant is mad.
2. Story from Lesson 32: Cats in the Sand
this little cat can run in sand. that little cat can sit on sand. see the feet.
3. Story from Lesson 33: Fun in the Sun
we see a duck. we can sit in the sun with that duck. it is fun in the sun.
4. Story from Lesson 34: The Race
we will run. I will win. I am not a duck. I am an ant.
5. Story from Lesson 35: The Muddy Cat
a cat sat on a little rug. the cat got mud on that rug. mom got mad at the cat.
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