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a=[/^Writing:/i,/^Grammar:/i,/^Grammar\/Writing:/i,/^Review\/Assessment:/i,/\bUnit\s+Assessment\b/i,/\bStudent\s+Assessment\b/i,/\bSpelling\s+Inventory\b/i,/\bCapitalization\b/i,/\bPunctuation\b/i,/^Demonstration\s+Story/i,/^Partner\s+Reading/i,/^Small\s+Group(?:\s+Reading)?$/i,/^Small\s+Group\s*\+\s*Partner\s+Reading/i,/^Whole\s+Group\s+Reading/i,/^Practice\s+reading\s+words?/i,/^Reading\s+Wiggle\s+Cards/i,/^Introduction\s+to\s+Phrases/i,/^Alphabet\/Letter\s+Names?\b/i,/^Letter\s+Recognition\b/i,/^Uppercase\s+[A-Z]-[A-Z]/i,/^Uppercase:/i,/^Review\s+Uppercase/i,/^Read\/spell\s+irregular\s+Trick\s+Words?/i,/^Cumulative\s+end-of-/i,/^End-of-G\d\s+cumulative/i,/^End-of-Unit\s+Assessment/i,/\bTricky\s+Words?\s+and\s+Punctuation\b/i,/^Sentence\s+dictation/i,/^Punctuation\s+marks?$/i,/^Question\s+mark\s+punctuation/i,/Introduce\s+Phonics\s+Boost/i,/Teach\s+Oral\s+Reading\s+(Marking|Scoring|Procedure)/i,/^Prefix\s+or\s+Not\??$/i,/^Suffix\s+or\s+Not\??$/i,/^Prefixes?$/i,/^Suffixes?$/i];function d(e){return a.some((function(n){return n.test(e)}))}var u=function(e,n,i){var o=arguments.length>3&&void 0!==arguments[3]&&arguments[3];return{unitNumber:e,lessonNumber:n,value:i,label:"Unit ".concat(e," - Lesson ").concat(n," - ").concat(i),disabled:o||d(i),exampleWords:r(i)}},c={K:[u(3,1,"/m/ > 'm'"),u(3,2,"/a/ > 'a'"),u(3,3,"/t/ > 't'"),u(3,4,"/d/ > 'd'"),u(3,5,"Review sound/spellings: /m/, /t/, /d/, /a/"),u(3,6,"/o/ > 'o'"),u(3,7,"/k/ > 'c'"),u(3,8,"/g/ > 'g'"),u(3,9,"/i/ > 'i'"),u(3,10,"Short Vowel Discrimination"),u(3,11,"Student Performance Assessment",!0),u(3,12,"Student Performance Assessment",!0),u(3,13,"Tricky Words: One and Two (+ assessment)",!0),u(3,14,"Tricky Words: Three (+ assessment)",!0),u(4,1,"/n/ > 'n'"),u(4,2,"/h/ > 'h'"),u(4,3,"/s/ > 's'"),u(4,4,"/f/ > 'f'"),u(4,5,"Review sound/spellings: /m/, /n/, /t/, /d/, /c/, /g/, /f/, /s/, /h/, /i/, /a/, /o/"),u(4,6,"/v/ > 'v'"),u(4,7,"/z/ >
1 'z'"),u(4,8,"/p/ > 'p'"),u(4,9,"/e/ > 'e'"),u(4,10,"Review sound/spellings: /m/, /n/, /p/, /t/, /d/, /f/, /v/, /c/, /g/, /s/, /z/, /h/, /i/, /a/, /o/"),u(4,11,"Student Performance Assessment",!0),u(4,12,"Student Performance Assessment",!0),u(4,13,"Student Performance Assessment",!0),u(4,14,"Tricky Words: The",!0),u(4,15,"Tricky Words: A",!0),u(5,1,"/b/ > 'b'"),u(5,2,"/l/ > 'l'"),u(5,3,"/r/ > 'r'"),u(5,4,"/u/ > 'u'"),u(5,5,"Tricky Words: Blue",!0),u(5,6,"/w/ > 'w'"),u(5,7,"/j/ > 'j'"),u(5,8,"/y/ > 'y' + Tricky Word: Yellow"),u(5,9,"/x/ > 'x'"),u(5,10,"/k/ > 'k' (alt)"),u(5,11,"Tricky Words: Look",!0),u(5,12,"Student Performance Assessment",!0),u(5,13,"Student Performance Assessment",!0),u(5,14,"Student Performance Assessment",!0),u(5,15,"Student Performance Assessment",!0),u(5,16,"Student Performance Assessment",!0),u(6,1,"Tricky Words: I",!0),u(6,2,"Consonant Clusters",!0),u(6,3,"'s' > /z/ (tricky)"),u(6,4,"'s' > /z/ (tricky)"),u(6,5,"Letter Names: Review Letter Names",!0),u(6,6,"Tricky Words: Are",!0),u(6,7,"Consonant Clusters",!0),u(6,8,"Spell one-syllable, short-vowel words"),u(6,9,"Spell one-syllable, short-vowel words"),u(6,10,"Spell one-syllable, short-vowel words"),u(6,11,"Tricky Words: Little",!0),u(6,12,"Spell one-syllable, short-vowel words"),u(6,13,"Spell one-syllable, short-vowel words"),u(6,14,"Letter Names/Rhyming Review",!0),u(6,15,"Spell one-syllable, short-vowel words"),u(6,16,"Spell one-syllable, short-vowel words"),u(6,17,"Unit Assessment",!0),u(7,1,"/ch/ > 'ch'"),u(7,2,"/sh/ > 'sh'"),u(7,3,"Tricky Words: Down",!0),u(7,4,"/th/ > 'th'"),u(7,5,"/th/ > 'th'"),u(7,6,"/ch/ > 'ch', /sh/ > 'sh', /th/ > 'th', and /th/ > 'th'"),u(7,7,"/qu/ > 'qu'"),u(7,8,"/ng/ > 'ng'"),u(7,9,"Tricky Words: Out",!0),u(7,10,"Single-Syllable, Short-Vowel Words"),u(7,11,"Tricky Word/Student Assessment: Introduce Of",!0),u(7,12,"Student Performance Assessment",!0),u(7,13,"Single-Syllable, Short-Vowel Words"),u(7,14,"Student Performance Assessment",!0),u(7,15,"Student Performance Assessment",!0),u(7,16,"Student Performance Assessment",!0),u(7,17,"Tricky Words: Down, Out, Of",!0),u(8,1,"Tricky Words: Funny",!0),u(8,2,"Tricky Words: All",!0),u(8,3,"Tricky Words Review",!0),u(8,4,"Tricky Words and Rhyming Words Review",!0),u(8,5,"Tricky Words: From",!0),u(8,6,"Spelling Review",!0),u(8,7,"Basic Code Review",!0),u(8,8,"Tricky Words: Was",!0),u(8,9,"Tricky Words and Rhyming Words Review",!0),u(8,10,"Double-Letter Spellings for Consonant Sounds (alt)",!0),u(8,11,"Double-Letter Spellings and Tricky Words Review",!0),u(8,12,"Double-Letter Spellings for Consonant Sounds (alt)",!0),u(8,13,"Double-Letter Spellings for Consonant Sounds Review",!0),u(8,14,"Double-Letter Spellings for Consonant Sounds (alt)",!0),u(8,15,"Student Performance Assessment: Word Recognition",!0),u(8,16,"Student Performance Assessment: Lowercase Letter Names",!0),u(8,17,"Student Performance Assessment: Tricky Words",!0),u(8,18,"Student Performance Assessment: Reading and Code Knowledge",!0),u(8,19,"Review/Assessment: Student Assessment"),u(8,20,"Review/Assessment: Unit Assessment",!0),u(9,1,"Tricky Words + Uppercase: When and Word and 'A', 'B', 'C', 'D'",!0),u(9,2,"Tricky Words: Why and To",!0),u(9,3,"Uppercase: 'E', 'F', 'G', 'H'"),u(9,4,"Tricky Words and Uppercase Letters Review",!0),u(9,5,"Tricky Words: Where and No",!0),u(9,6,"Uppercase: 'I', 'J', 'K', 'L', 'M'"),u(9,7,"Tricky Words + Uppercase: What and So and 'N', 'O', 'P', 'Q', 'R'",!0),u(9,8,"Tricky Words Review",!0),u(9,9,"Tricky Words Review",!0),u(9,10,"Assessment, Tricky Words, and Uppercase Letters: Introduce Which and 'S', 'T', 'U', 'V', 'W'",!0),u(9,11,"Tricky Words: Once",!0),u(9,12,"Uppercase: 'X', 'Y', 'Z'"),u(9,13,"Tricky Words: Said and Says",!0),u(9,14,"Tricky Words Review",!0),u(9,15,"Basic Code and Tricky Words Review",!0),u(9,16,"Tricky Words: Were",!0),u(9,17,"Tricky Words: Here and There",!0),u(9,18,"Tricky Words Review",!0),u(9,19,"Punctuation Marks Review",!0),u(9,20,"Student Performance Assessment: Tricky Words, Uppercase Letters, and Punctuation",!0),u(9,21,"Student Performance Assessment: Uppercase Letters and Punctuation",!0),u(9,22,"Student Performance Assessment: Uppercase Letters and Punctuation",!0),u(9,23,"Student Performance Assessment: Uppercase Letters and Punctuation",!0),u(9,24,"Student Performance Assessment: Word Reading",!0),u(9,25,"Student Performance Assessment: Sound Writing",!0),u(9,26,"Student Performance Assessment: Letter Names",!0)],1:[u(1,1,"Students will orally blend and segment single-syllable words with up to three phonemes. Students will decode CVC words using /a/, /i/, and /o/"),u(1,2,"Students will identify the following basic code letter-sound correspondences: /s/ > 's,' /z/ > 'z,' /h/ > 'h,' /w/ > 'w,' /e/ > 'e,' and /u/ > 'u.'"),u(1,3,"Basic Code, Nouns, and Tricky Words Review",!0),u(1,4,"Placement Assessment: Word Recognition",!0),u(1,5,"Placement Assessment: Story Reading",!0),u(1,9,"Basic Code Review",!0),u(1,10,"Basic Code and Tricky Words Review",!0),u(1,11,"Students will decode CVC, CCVC, and CVCC words, including those with the consonant digraphs 'ng' and 'qu.'"),u(1,12,"Advanced Code, Nouns, and Tricky Words Review",!0),u(1,13,"Tricky Words: was, when, why",!0),u(1,14,"Tricky Words: a, I, no, so, of, is, to, all, some, word, are, have, were, one, once, do, two, the, said, says, where, what, which, who, when, why",!0),u(1,15,"Tricky Words: here, there",!0),u(2,1,"/ee/ > 'ee'"),u(2,2,"Students will decode one-syllable words with /ee/ > 'ee', /e/ > 'e', /i/ > 'i'"),u(2,3,"/ae/ > 'a_e'"),u(2,4,"Common Nouns and /ae/ > 'a_e'"),u(2,5,"Tricky Words: They and Their",!0),u(2,6,"/ie/ > 'i_e'"),u(2,7,"Grammar, Review: Common and Proper Nouns and Tricky Words",!0),u(2,8,"/oe/ > 'o_e'"),u(2,9,"Long Vowels and Nouns Review",!0),u(2,10,"Tricky Words: My and By",!0),u(2,11,"Students will identify the following sound/spellings; /ae/ > 'a_e', /ie/ > 'i_e', /oe/ > 'o_e'"),u(2,12,"/ue/ > 'u_e'"),u(2,13,"Tricky Words: You",!0),u(2,14,"Tricky Words: Your",!0),u(2,15,"Tricky Words and Long and Short Vowels Review",!0),u(2,16,"Tricky Words and Long and Short Vowels Review",!0),u(2,17,"
1Students will distinguish words with long vowel, vowel-consonant-'e' sound/spellings from words with short vowel sound/spellings"),u(2,18,"Unit Assessment: Word Recognition and Reading Comprehension",!0),u(2,19,"Unit Assessment: Identifying Nouns",!0),u(3,1,"/oo/ > 'oo'"),u(3,2,"Students will provide the sounds for 'i', 'e', 'a', 'u', 'o', 'oo', and fourteen other spellings"),u(3,3,"Students will listen to and identify one-syllable words that have the /oo/ sound"),u(3,4,"Students will orally review the short vowel sounds /i/, /e/, /a/, /u/, and /o/ in isolation"),u(3,5,"Assessment and Basic Code: Spelling Assessment and Introduce /oo/ > 'oo'",!0),u(3,6,"Writing: Plan and Draft a Book Report"),u(3,7,"Students will read words with the tricky spelling 'oo' and will sort words with 'oo' > /oo/ or /oo/"),u(3,8,"Grammar and Writing: Identify Verbs and Publish a Book Report",!0),u(3,9,"/ou/ > 'ou'"),u(3,10,"Assessment, Grammar, and Tricky Word: Spelling Assessment, Identify Verbs, and Introduce: Down",!0),u(3,11,"Students will read and spell one-syllable words with 'oo' > /oo/ or /oo/ and previously taught sound/spellings"),u(3,12,"/oi/ > 'oi'"),u(3,13,"Students will orally produce single-syllable words with the /oi/ sound"),u(3,14,"Digraphs Review",!0),u(3,15,"/aw/ > 'aw'"),u(3,16,"Students will read previously taught Tricky Words",!0),u(3,17,"Vowel Digraphs Review",!0),u(3,18,"Vowel Digraphs Review",!0),u(3,19,"Unit Assessment: Word Recognition and Story Comprehension",!0),u(4,1,"/er/ > 'er'"),u(4,2,"Grammar: Introduce Contractions",!0),u(4,3,"Vowel Digraphs",!0),u(4,4,"/ar/ > 'ar'"),u(4,5,"Assessment: Spelling Assessment",!0),u(4,6,"Basic Code and Grammar Review",!0),u(4,7,"Two-Syllable Words and /or/ > 'or'"),u(4,8,"Tricky Words: Today, Yesterday, and Tomorrow",!0),u(4,9,"Practice: Two-Syllable Words"),u(4,10,"Assessment: Spelling Assessment",!0),u(4,11,"Spelling: Two-Syllable Words"),u(4,12,"Vowel Digraphs, Nouns, and Verbs Review",!0),u(4,13,"Grammar: Past-, Present-, and Future-Tense Verbs",!0),u(4,14,"Two-Syllable Words Review",!0),u(4,15,"Assessment: Spelling Assessment",!0),u(4,16,"Past-, Present-, and Future-Tense Verbs Review",!0),u(4,17,"Grammar: Review and Practice",!0),u(4,18,"Students will read and spell two-syllable words with the suffixes \u2013er, \u2013ness and \u2013less"),u(4,19,"Grammar: Past-Tense Verbs",!0),u(4,20,"Assessment and Writing: Spelling Assessment and Plan a Descriptive Paragraph",!0),u(4,21,"Writing: Draft a Descriptive Paragraph",!0),u(4,22,"Writing: Plan Informational Text",!0),u(4,23,"Writing: Draft Informational Text",!0),u(4,24,"Students will read two-syllable compound words and one- and two-syllable words with r-controlled digraphs and inflectional endings"),u(4,25,"Unit Assessment: Dictation and Grammar",!0),u(5,1,"/p/ > 'p' and 'pp' (alt)"),u(5,2,"Tricky Words: How",!0),u(5,3,"/b/ > 'b' and 'bb' (alt)"),u(5,4,"/k/ > 'c', 'k', 'ck', and 'cc' (alt)"),u(5,5,"/k/ > 'c', 'k', 'ck', and 'cc' (alt)"),u(5,6,"/ch/ > 'ch' and 'tch' (alt)"),u(5,7,"/g/ > 'g' and 'gg' (alt)"),u(5,8,"/j/ > 'j', 'g', and 'ge' (alt)"),u(5,9,"'g' > /g/ and /j/ (tricky)"),u(5,10,"Spelling Alternatives for /k/ and /j/ Review"),u(5,11,"/t/ > 't', 'tt', and 'ed' (alt)"),u(5,12,"Tricky Word and Code: Review /d/ > 'd', 'dd', and 'ed'; Introduce: Stagecoach (alt)"),u(5,13,"/f/ > 'f' and 'ff' (alt)"),u(5,14,"Tricky Word and Code: Introduce /v/ > 'v' and 've'; Introduce: Picture (alt)"),u(5,15,"Writing: Introduce Opinion Writing",!0),u(5,16,"Students will identify words with an initial /r/ sound based on oral riddle clues"),u(5,17,"Students will review the spellings for /j/, /g/, and /k/"),u(5,18,"Students will use sound-spelling patterns to write spellings for the following sounds: /ch/, /j/, /n/, /k/, /s/, /g/, /z/, and /m/"),u(5,19,"/l/ > 'l' and 'll' (alt)"),u(5,20,"Spelling Assessment; Tricky Words Review",!0),u(5,21,"Students will write spellings for the following sounds: /ch/, /m/, /j/, /n/, /k/, /s/, /g/, and /z/"),u(5,22,"Unit Assessment: Word Recognition; Grammar",!0),u(6,1,"/s/ > 'c' (alt)"),u(6,2,"'c' > /k/ and /s/ (tricky)"),u(6,3,"Students will identify the spellings for /oo/ > 'oo', /oo/ > 'oo', /oi/ > 'oi', /aw/ > 'aw', /ou/ > 'ou', and r-controlled vowel spellings"),u(6,4,"Students will read words with /s/ > 'ce', 'se', 'c', and 'ss'"),u(6,5,"Spelling Assessment (review)",!0),u(6,6,"'c' > /k/ and /s/ (tricky)"),u(6,7,"Students will segment and blend two-syllable words with up to seven ph
1onemes",!0),u(6,8,"'g' > /g/ and /j/ (tricky)"),u(6,9,"Grammar: Use Adjectives and Prepositions",!0),u(6,10,"/n/ > 'kn' (alt)"),u(6,11,"/n/ > 'kn', 'n', 'nn' and /s/ > 'c', 'ce', 'se' (alt)"),u(6,12,"Students will use previously taught Tricky Words to create an oral story",!0),u(6,13,"Students will segment and blend two-syllable words with up to six phonemes"),u(6,14,"Students will segment and blend two-syllable words with up to seven phonemes"),u(6,15,"Students will read plural nouns ending in \u2013s and \u2013es and sort words according to the pronunciation of their plural markers"),u(6,16,"/w/ > 'w' and 'wh' (alt)"),u(6,17,"Tricky Words and Spelling Alternatives (review)",!0),u(6,18,"/ng/ > 'ng' and 'n' (alt)"),u(6,19,"'n' > /n/ and /ng/ (tricky)"),u(6,20,"Spelling Assessment and Pronouns (review)",!0),u(6,21,"Grammar: Verb Tense and Root Words",!0),u(6,22,"Pronouns and Vowel Digraphs (review)",!0),u(6,23,"Students will segment and blend two-syllable words with up to seven phonemes",!0),u(6,24,"Unit Assessment: Word Recognition",!0),u(6,25,"Unit Assessment: Reading Comprehension",!0),u(7,1,"/ae/ > 'ai' and 'ay' (alt)"),u(7,2,"/ae/ > 'ai' and 'ay' (alt)"),u(7,3,"Grammar: Plural Nouns and Noun-Verb Agreement",!0),u(7,4,"Grammar: Conjunctions and Noun-Verb Agreement",!0),u(7,5,"Students will decode words with /ae/ > 'ai' and 'ay', and words with the r-controlled vowel sounds /er/, /ar/, and /or/"),u(7,6,"Grammar: Noun-Verb Agreement",!0),u(7,7,"Students will orally segment and blend two-syllable words into syllables and sounds and will provide the spelling for the segmented words"),u(7,8,"Grammar: Root Words with Inflectional Endings"),u(7,9,"Tricky Words and Punctuation (review)",!0),u(7,10,"Spelling Assessment (review)",!0),u(7,11,"/oe/ > 'oa' (alt)"),u(7,12,"Conjunctions and Long Vowel Spellings (review)",!0),u(7,13,"Writing: Introduce Instructional Writing",!0),u(7,14,"Instructional Writing: Sequencing Steps",!0),u(7,15,"Spelling Assessment (review)",!0),u(7,16,"Students will alphabetize a series of words to the second letter and use a dictionary to find words",!0),u(7,17,"Instructional Writing: Editing and Publishing",!0),u(7,18,"Grammar Review: Conjunctions and Punctuation",!0),u(7,19,"Silent Reading Comprehension: End-of-Year Assessment",!0),u(7,20,"Fluency: End-of-Year Assessment",!0),u(7,21,"Word Reading in Isolation: End-of-Year Assessment",!0)],2:[u(1,1,"Students will practice producing a series of rhyming words",!0),u(1,2,"Students will practice producing a series of rhyming words. Students will review the sound/spellings /e/ > 'e', /u/ > 'u', /o/ > 'o', /k/ > 'c', and /g/ > 'g'"),u(1,3,"Students will practice producing a series of rhyming words. Students will review the consonant sound/spellings /k/ > 'k', /g/ > 'g', /f/ > 'f', /v/ > 'v', /l/ > 'l', and /h/ > 'h', and the vowel sound/spellings /i/ > 'i', /e/ > 'e'"),u(1,4,"Review of /th/ > 'th', /th/ > 'th', /ng/ > 'ng', /sh/ > 'sh', and /ch/ > 'ch' in one-syllable words with short vowels"),u(1,5,"Review eight consonant sound/spellings, including /qu/ > 'qu' in one-syllable words with short vowels"),u(1,6,"Placement Assessment: Story Reading Assessment",!0),u(1,7,"Placement Assessment: Word & Story Reading Assessments",!0),u(1,8,"Placement Assessment: Word & Story Reading Assessments (continued)",!0),u(1,9,"Placement Assessment: Word & Story Reading Assessments (continued)",!0),u(1,10,"Placement Assessment: Word Reading Assessment",!0),u(1,11,"Tricky Words: the, he, she, we, be, me",!0),u(1,12,"Tricky Words: was, of, a. Two-syllable words with double consonants",!0),u(1,13,"Double consonant sound/spellings /b/ > 'bb', /d/ > 'dd', /k/ > 'cc', 'ck', /g/ > 'gg', /f/ > 'ff', /l/ > 'll'"),u(1,14,"Tricky Words and Tricky Spelling 'g' Review",!0),u(1,15,"Tricky Spelling 'c' Review (+ spelling assessment)"),u(1,16,"Consonant digraph sound/spellings /n/ > 'kn', /r/ > 'wr', /w/ > 'wh', /qu/ > 'qu'"),u(1,17,"Sound/spellings /j/ > 'ge' and /v/ > 've'"),u(1,18,"Tricky Words: once, one, two",!0),u(1,19,"Cumulative Tricky Words review (he, she, we, be, me, the, a, was, from, of, to, do, down, how, what, where, why, once, one, two)",!0),u(1,20,"Tricky Spelling 's' Review (+ spelling assessment)"),u(1,21,"Sound/Spellings and Tricky Words Review",!0),u(1,22,"End-of-Unit Assessment",!0),u(2,1,"/ae/ > 'a_e' and /ie/ > 'i_e'"),u(2,2,"/oe/ > 'o_e' and /ue/ > 'u_e'"),u(2,3,"/ee/ > 'ee' and 'ea' (alt)"),u(2,4,"Tricky Words: all, who",!0),u(2,5,"'oo' > /oo/ or /oo/ in simple sentences"),u(2,6,"Tricky Words: are, were, some",!0),u(2,7,"/ou/ > 'ou' and 'ow' words"),u(2,8,"Decode multisyllabic words with diphthongs"),u(2,9,"Grammar: Commas and Quotation Marks",!0),u(2,10,"Tricky Words: they, their",!0),u(2,11,"/or/ > 'or' and /ar/ >
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(tricky)"),u(1,21,"'n' > /n/ or /ng/ (tricky) + Tricky Words: could, would, should"),u(1,22,"Skills + Spelling Assessment",!0),u(1,"PP","Pausing Point",!0),u(2,1,"Basic code /ae/ /ie/ + Magic-e + Tricky Words: I, you, your, street"),u(2,2,"Basic code /oe/ /ue/ + Tricky Words: my, by, have"),u(2,3,"Basic code /ee/ + Magic-e"),u(2,4,"Tricky Words: all, who",!0),u(2,5,"'oo' tricky + Tricky Words: no, go, so"),u(2,6,"Tricky Words: are, were, some",!0),u(2,7,"/ou/ > ou, ow"),u(2,8,"/oy/ > oi, oy"),u(2,9,"Close Reading",!0),u(2,10,"Tricky Words: they, their + /er/ basic code",!0),u(2,11,"/or/ /ar/ basic code"),u(2,12,"Drafting a Narrative Book Report",!0),u(2,13,"Antonyms",!0),u(2,14,"Antonyms",!0),u(2,15,"Whole Group Reading",!0),u(2,16,"Reading Comprehension + WCPM Assessment",!0),u(2,"PP","Pausing Point",!0),u(3,1,"/ae/ alts"),u(3,2,"/ae/ > a_e, ai, ay"),u(3,3,"/ae/ > 'a' + 'a' tricky"),u(3,4,"Review /s/ /j/ alts + 'a' tricky"),u(3,5,"Review spelling alts",!0),u(3,6,"/oe/ alts"),u(3,7,"/oe/ > oa, oe"),u(3,8,"/oe/ > 'o' + 'o' tricky"),u(3,9,"Review kn, wr, wh + 'o' tricky"),u(3,10,"Review spelling alts",!0),u(3,11,"/ie/ alts"),u(3,12,"/ie/ > ie, i"),u(3,13,"'i' tricky + review"),u(3,14,"Partner/Independent Reading",!0),u(3,15,"Dictation Decoding Assessment",!0),u(3,16,"/ue/ alts"),u(3,17,"/ue/ > u, u_e, ue"),u(3,18,"Review /ue/ alts"),u(3,19,"/aw/ > aw, au"),u(3,20,"/aw/ > 'augh'"),u(3,21,"Review /aw/ alts"),u(3,22,"Action Verbs",!0),u(3,23,"Action Verbs",!0),u(3,24,"Edit Personal Narrative",!0),u(3,25,"Reading Comp + Noun-Verb Assessment",!0),u(3,"PP","Pausing Point",!0),u(4,1,"/er/ > er, ur, ir"),u(4,2,"/er/ > er, ur, ir"),u(4,3,"/i/ > 'y'"),u(4,4,"/ie/ > 'i' (1-syllable)"),u(4,5,"/ie/ > 'igh'"),u(4,6,"/ie/ > 'y' + y\u2192i+es"),u(4,7,"Singular and Plural Nouns",!0),u(4,8,"'o' tricky + /oe/ > 'o' (1-syllable)"),u(4,9,"/oe/ > 'ow' + 'ow' tricky"),u(4,10,"Singular and Plural Nouns",!0),u(4,11,"'e' tricky + /ee/ > 'e'"),u(4,12,"Proper Nouns",!0),u(4,13,"Proper Nouns",!0),u(4,14,"'to be' as Verb",!0),u(4,15,"Close Reading",!0),u(4,16,"Partner Reading",!0),u(4,17,"'y' tricky + /ee/ > 'y', 'ey'"),u(4,18,"'y' tricky + y\u2192i+es"),u(4,19,"Past Tense 'to be'",!0),u(4,20,"Grammar Review",!0),u(4,21,"/aw/ > 'a' + 'l'"),u(4,22,"Reading Comp + Grammar Assessment",!0),u(4,23,"Oral Reading Fluency Assessment",!0),u(4,24,"Oral Reading Fluency + Word ID Assessment",!0),u(4,25,"Oral Reading Fluency Assessment",!0),u(4,"PP","Pausing Point",!0),u(5,1,"/u/ > o, ou, o_e"),u(5,2,"/u/ > 'o'"),u(5,3,"/u/ > o_e, ou"),u(5,4,"Close Reading",!0),u(5,5,"Review /u/ alts"),u(5,6,"Review /u/ alts"),u(5,7,"Schwa /\u0259/ > a, e"),u(5,8,"Schwa /\u0259/ > a, e"),u(5,9,"Schwa /\u0259/ > a, e"),u(5,10,"Parts of Speech, Subject and Predicate",!0),u(5,11,"/\u0259/ + /l/ > al, il, ul"),u(5,12,"Review /\u0259/ + /l/: al, il, ul"),u(5,13,"/\u0259/ + /l/ > el, le"),u(5,14,"Review /\u0259/ + /l/: el, le"),u(5,15,"/sh/ /\u0259/ /n/ > 'tion'"),u(5,16,"Review /tion/"),u(5,17,"Action Verb Tense",!0),u(5,18,"Verb Tenses Review",!0),u(5,19,"Review vowel code"),u(5,20,"Partner Reading",!0),u(5,21,"'a' tricky"),u(5,22,"'e' tricky"),u(5,23,"'o' tricky"),u(5,24,"'o_e' tricky"),u(5,25,"'ou' tricky"),u(5,26,"Reading + Grammar Assessment",!0),u(5,27,"Decoding + Alphabetizing Assessment",!0),u(5,28,"Indiv
1idual Decoding + High-Frequency Word Assessment",!0),u(5,29,"Individual Decoding + High-Frequency Word Assessment",!0),u(5,30,"Individual Decoding + High-Frequency Word Assessment",!0),u(5,"PP","Pausing Point",!0),u(6,1,"/f/ > 'ph'"),u(6,2,"/f/ > 'ph'"),u(6,3,"'ea' > /e/ (tricky)"),u(6,4,"Whole Group Reading",!0),u(6,5,"Tricky Words: Great Britain, Europe, native, Americans, signature, war",!0),u(6,6,"/er/ alts"),u(6,7,"Adverbs",!0),u(6,8,"/er/ > ar, or"),u(6,9,"Adverbs",!0),u(6,10,"Complete vs. Incomplete Sentences",!0),u(6,11,"Tricky Words: imagine, soldier, Washington + /k/ > 'ch'",!0),u(6,12,"Run-On Sentences",!0),u(6,13,"Tricky Word: iron + 'i' tricky"),u(6,14,"'i' tricky"),u(6,15,"Tricky Word: special",!0),u(6,16,"'i' tricky"),u(6,17,"Tricky Word: shoe",!0),u(6,18,"Small Group/Independent Reading",!0),u(6,19,"Tricky Word: Fort McHenry + /\u0259/ alts"),u(6,20,"Partner Reading",!0),u(6,21,"Tricky Words: early, whose, broad, bomb",!0),u(6,22,"Topic Sentence",!0),u(6,23,"Tricky Words: Andrew, new",!0),u(6,24,"Capitalization and Punctuation Review",!0),u(6,25,"/o/ > 'a'"),u(6,26,"/o/ > 'a'"),u(6,27,"War of 1812 Reading Assessment",!0),u(6,28,"'a' tricky review"),u(6,29,"Drafting a Report",!0),u(6,30,"Partner Reading",!0),u(6,31,"Whole Group Reading",!0),u(6,32,"Whole Group Reading",!0),u(6,33,"Silent Reading Comprehension Assessment",!0),u(6,34,"Optional Fluency Assessment",!0),u(6,35,"Optional Word Reading Assessment",!0),u(6,36,"Optional Word Reading Assessment",!0),u(6,"PP","Pausing Point",!0)]},m=function(e,n,i){return{lessonNumber:e,value:i,label:n,disabled:d(i)||void 0,exampleWords:r(i)}},p={"Pre-K":[m(1,"PreK \xb7 Week 1 \u2014 Rhyme Repetition + Onset Fluency + Blending Compound Words","Rhyme Repetition; Initial phoneme isolation via Onset Fluency; Blend two parts of a compound word"),m(2,"PreK \xb7 Week 2 \u2014 Rhyme Repetition + Onset Fluency + Blending Compound Words","Continued Rhyme Repetition, Onset Fluency, Compound blending"),m(3,"PreK \xb7 Week 3 \u2014 Rhyme Repetition + Onset Fluency + Blending Compound Words","Continued Rhyme Repetition, Onset Fluency, Compound blending"),m(4,"PreK \xb7 Week 4 \u2014 Rhyme Repetition + Onset Fluency + Blending Compound Words","Continued Rhyme Repetition, Onset Fluency, Compound blending"),m(5,"PreK \xb7 Week 5 \u2014 Rhyme Repetition + Onset Fluency + Blending Syllables","Rhyme; Onset Fluency; Blend syllables of 2-syllable words"),m(6,"PreK \xb7 Week 6 \u2014 Rhyme Repetition + Onset Fluency + Blending Syllables","Continued Rhyme, Onset Fluency, Syllable blending"),m(7,"PreK \xb7 Week 7 \u2014 Rhyme Repetition + Onset Fluency + Blending Syllables","Continued Rhyme, Onset Fluency, Syllable blending"),m(8,"PreK \xb7 Week 8 \u2014 Rhyme Recognition + Onset Fluency + Blending Body-Coda","Rhyme Recognition; Onset Fluency (alliteration: generate same-initial-phoneme word); Body-Coda blending"),m(9,"PreK \xb7 Week 9 \u2014 Rhyme Recognition + Onset Fluency + Blending Body-Coda","Continued Rhyme Recognition, alliteration, Body-Coda"),m(10,"PreK \xb7 Week 10 \u2014 Rhyme Recognition + Onset Fluency + Blending Body-Coda","Continued Rhyme Recognition, alliteration, Body-Coda"),m(11,"PreK \xb7 Week 11 \u2014 Initial phoneme isolation (b, h, m, n, p)","Initial phoneme categorization \u2014 same vs. different \u2014 with focus phonemes /b/, /h/, /m/, /n/, /p/"),m(12,"PreK \xb7 Week 12 \u2014 Initial phoneme isolation (f, g, k, t, m, d)","Initial phoneme categorization with /f/, /g/, /k/, /t/, /m/, /d/"),m(13,"PreK \xb7 Week 13 \u2014 Initial phoneme isolation (f, k, w, t, p)","Initial phoneme categorization with /f/, /k/, /w/, /t/, /p/"),m(14,"PreK \xb7 Week 14 \u2014 Initial phoneme isolation (d, h, g, w, p, t)","Initial phoneme categorization with /d/, /h/, /g/, /w/, /p/, /t/"),m(15,"PreK \xb7 Week 15 \u2014 Initial phoneme isolation (p, m, h, n, w, b)","Initial phoneme categorization with /p/, /m/, /h/, /n/, /w/, /b/"),m(16,"PreK \xb7 Week 16 \u2014 Initial phoneme isolation (k, g, d, t, f, h)","Initial phoneme categorization with /k/, /g/, /d/, /t/, /f/, /h/"),m(17,"PreK \xb7 Week 17 \u2014 Initial phoneme isolation (ch)","Initial phoneme categorization with the /ch/ digraph sound"),m(18,"PreK \xb7 Week 18 \u2014 Initial phoneme isolation (j, s)","Initial phoneme categorization with /j/, /s/"),m(19,"PreK \xb7 Week 19 \u2014 Initial phoneme isolation (sh, y)","Initial phoneme categorization with /sh/, /y/"),m(20,"PreK \xb7 Week 20 \u2014 Initial phoneme isolation (continuous sounds)","Generate words with continuous initial sounds; Onset-Rime blending; Final phoneme isolation begins"),m(21,"PreK \xb7 Week 21 \u2014 Initial phoneme isolation (stop sounds)","Generate words with stop initial sounds; Onset-Rime blending; Final phoneme isolation"),m(22,"PreK \xb7 Week 22 \u2014 Initial phoneme isolation (mixed review, vocab focus)","Mixed initial phoneme review with vocabulary focus; Onset-Rime blending; Final phoneme isolation"),m(23,"PreK \xb7 Week 23 \u2014 Onset-Rime blending + Final phoneme isolation","Blend onset and rime; Isolate final sound in series of words"),m(24,"PreK \xb7 Week 24 \u2014 Onset-Rime blending + Final phoneme isolation","Continued Onset-Rime blending and Final phoneme isolation"),m(25,"PreK \xb7 Week 25 \u2014 Body-Coda blending + Final phoneme categorization","Body-Coda blending; Categorize final phonemes"),m(26,"PreK \xb7 Week 26 \u2014 Body-Coda blending + Final phoneme categorization (m, p, k, d, n)","Body-Coda blending; Final phoneme categorization with /m/, /p/, /k/, /d/, /n/"),m(27,"PreK \xb7 Week 27 \u2014 Blending two phonemes + Final phoneme categorization (n, b, h, p, m)","Blend 2 phonemes; Final phoneme categorization with /n/, /b/, /h/, /p/, /m/"),m(28,"PreK \xb7 Week 28 \u2014 Blending two phonemes + Medial phoneme isolation (focused short vowels)","Blend 2 phonemes; Isolate medial short vowel sounds"),m(29,"PreK \xb7 Week 29 \u2014 Blending three phonemes + Medial short vowels","Blend 3 phonemes; Medial short vowel isolation"),m(30,"PreK \xb7 Week 30 \u2014 Blending three phonemes + Medial short vowels","Continued 3-phoneme blending; Medial short vowel isolation"),m(31,"PreK \xb7 Week 31 \u2014 Segmenting compound words + Medial long & short vowel sounds","Segment compound words into parts; Distinguish long vs short medial vowels"),m(32,"PreK \xb7 Week 32 \u2014 Segmenting syllables + Add syllables","Segment 2-syllable words; Add a syllable"),m(33,"PreK \xb7 Week 33 \u2014 Segmenting onset-rime + Substitute initial phoneme","Segment onset and rime; Substitute the initial phoneme"),m(34,"PreK \xb7 Week 34 \u2014 Segmenting words into 2 phonemes + Delete syllables + Substitute initial phoneme","Segment 2-phoneme words; Delete a syllable; Substitute initial phoneme"),m(35,"PreK \xb7 Week 35 \u2014 Segmenting words into 3 phonemes + Add/Delete/Substitute initial phoneme","Segment 3-phoneme words; Add, delete, and substitute initial phonemes")],K:[m(1,"K \xb7 Week 1 \u2014 Rhyme Repetition + Onset Fluency + Blending Compound Words","Rhyme repetition; Initial phoneme isolation; Blend compound words"),m(2,"K \xb7 Week 2 \u2014 Rhyme Repetition + Onset Fluency + Blending Compound Words","Continued rhyme, onset fluency, compound blending"),m(3,"K \xb7 Week 3 \u2014 Rhyme Recognition + Onset Fluency + Blending Syllables","Rhyme recognition; Onset fluency; Blend syllables"),m(4,"K \xb7 Week 4 \u2014 Rhyme Recognition + Onset Fluency + Blending Syllables","Continued rhyme recognition, onset fluency, syllable blending"),m(5,"K \xb7 Week 5 \u2014 Rhyme Recognition + Initial Phoneme Isolation + Blending Onset-Rime","Rhyme recognition; Initial phoneme isolation; Onset-Rime blending"),m(6,"K \xb7 Week 6 \u2014 Rhyme Recognition + Initial Phoneme Isolation + Blending Onset-Rime","Continued rhyme recognition, initial phoneme isolation, onset-rime blending"),m(7,"K \xb7 Week 7 \u2014 Rhyme Production + Initial Phoneme Isolation + Blending Body-Coda","Rhyme production; Initial phoneme isolation; Body-Coda blending"),m(8,"K \xb7 Week 8 \u2014 Rhyme Production + Initial Phoneme Isolation + Blending Body-Coda","Continued rhyme production, initial phoneme isolation, body-coda blending"),m(9,"K \xb7 Week 9 \u2014 Rhyme Production + Final Phoneme Isolation + Blending 2 Phonemes","Rhyme production; Final phoneme isolation; Blend 2 phonemes"),m(10,"K \xb7 Week 10 \u2014 Rhyme Production + Final Phoneme Isolation + Blending 2 Phonemes","Continued rhyme production, final phoneme isolation, 2-phoneme blending"),m(11,"K \xb7 Week 11 \u2014 Final Phoneme Isolation + Blending 3 Phonemes (CVC)","Final phoneme isolation; Blend 3 phonemes (CVC)"),m(12,"K \xb7 Week 12 \u2014 Final Phoneme Isolation + Blending 3 Phonemes (CVC)","Continued final phoneme isolation; 3-phoneme blending"),m(13,"K \xb7 Week 13 \u2014 Medial Phoneme Isolation (short vowels) + Blending 3 Phonemes","Medial short vowel isolation; 3-phoneme blending"),m(14,"K \xb7 Week 14 \u2014 Medial Phoneme Isolation (short vowels) + Blending 3 Phonemes","Continued medial short vowel isolation; 3-phoneme blending"),m(15,"K \xb7 Week 15 \u2014 Medial Phoneme Isolation + Segmenting Compound Words","Medial phoneme isolation; Segment compound words"),m(16,"K \xb7 Week 16 \u2014 Medial Phoneme Isolation + Segmenting Compound Words","Continued medial phoneme isolation;
1 Compound segmenting"),m(17,"K \xb7 Week 17 \u2014 Medial Phoneme Isolation + Segmenting Syllables","Medial phoneme isolation; Segment syllables"),m(18,"K \xb7 Week 18 \u2014 Medial Phoneme Isolation + Segmenting Syllables","Continued medial phoneme isolation; Syllable segmenting"),m(19,"K \xb7 Week 19 \u2014 Medial Phoneme Isolation + Segmenting Onset-Rime","Medial phoneme isolation; Segment onset and rime"),m(20,"K \xb7 Week 20 \u2014 Medial Phoneme Isolation + Segmenting Onset-Rime","Continued medial phoneme isolation; Onset-Rime segmenting"),m(21,"K \xb7 Week 21 \u2014 Segmenting 2 Phonemes + Add Initial Phoneme","Segment 2-phoneme words; Add an initial phoneme"),m(22,"K \xb7 Week 22 \u2014 Segmenting 2 Phonemes + Add Initial Phoneme","Continued 2-phoneme segmenting; Add initial phoneme"),m(23,"K \xb7 Week 23 \u2014 Segmenting 3 Phonemes + Add Final Phoneme","Segment 3-phoneme (CVC) words; Add a final phoneme"),m(24,"K \xb7 Week 24 \u2014 Segmenting 3 Phonemes + Add Final Phoneme","Continued 3-phoneme segmenting; Add final phoneme"),m(25,"K \xb7 Week 25 \u2014 Segmenting 3 Phonemes + Delete Initial Phoneme","Segment 3 phonemes; Delete the initial phoneme"),m(26,"K \xb7 Week 26 \u2014 Segmenting 3 Phonemes + Delete Initial Phoneme","Continued 3-phoneme segmenting; Delete initial phoneme"),m(27,"K \xb7 Week 27 \u2014 Segmenting 3 Phonemes + Delete Final Phoneme","Segment 3 phonemes; Delete the final phoneme"),m(28,"K \xb7 Week 28 \u2014 Segmenting 3 Phonemes + Delete Final Phoneme","Continued 3-phoneme segmenting; Delete final phoneme"),m(29,"K \xb7 Week 29 \u2014 Segmenting 4 Phonemes (CVCC/CCVC) + Substitute Initial Phoneme","Segment 4-phoneme words; Substitute initial phoneme"),m(30,"K \xb7 Week 30 \u2014 Segmenting 4 Phonemes + Substitute Initial Phoneme","Continued 4-phoneme segmenting; Substitute initial phoneme"),m(31,"K \xb7 Week 31 \u2014 Segmenting 4 Phonemes + Substitute Final Phoneme","4-phoneme segmenting; Substitute final phoneme"),m(32,"K \xb7 Week 32 \u2014 Segmenting 4 Phonemes + Substitute Final Phoneme","Continued 4-phoneme segmenting; Substitute final phoneme"),m(33,"K \xb7 Week 33 \u2014 Segmenting 4 Phonemes + Substitute Medial Phoneme","4-phoneme segmenting; Substitute medial vowel"),m(34,"K \xb7 Week 34 \u2014 Segmenting 4 Phonemes + Substitute Medial Phoneme","Continued 4-phoneme segmenting; Substitute medial vowel"),m(35,"K \xb7 Week 35 \u2014 Cumulative Review (all 8 PA skills, 4-5 phoneme words)","Cumulative end-of-K review across all 8 PA skills")],1:[m(1,"Gr 1 \xb7 Primary Week 1 \u2014 Phoneme Isolation (initial, final, medial) + Blending 3-4 Phonemes","Isolate initial/final/medial phonemes; Blend 3-4 phoneme words"),m(2,"Gr 1 \xb7 Primary Week 2 \u2014 Phoneme Isolation + Blending 4 Phonemes (CVCC)","Phoneme isolation; Blend 4-phoneme CVCC words"),m(3,"Gr 1 \xb7 Primary Week 3 \u2014 Phoneme Isolation + Blending 4 Phonemes (CCVC)","Phoneme isolation; Blend 4-phoneme CCVC words"),m(4,"Gr 1 \xb7 Primary Week 4 \u2014 Segmenting 3 Phonemes + Add Initial Phoneme","Segment 3 phonemes; Add initial phoneme"),m(5,"Gr 1 \xb7 Primary Week 5 \u2014 Segmenting 4 Phonemes + Add Final Phoneme","Segment 4 phonemes; Add final phoneme"),m(6,"Gr 1 \xb7 Primary Week 6 \u2014 Segmenting 4 Phonemes + Delete Initial Phoneme","Segment 4 phonemes; Delete initial phoneme"),m(7,"Gr 1 \xb7 Primary Week 7 \u2014 Segmenting 4 Phonemes + Delete Final Phoneme","Segment 4 phonemes; Delete final phoneme"),m(8,"Gr 1 \xb7 Primary Week 8 \u2014 Segmenting 4-5 Phonemes + Delete Initial Phoneme of a Blend","Segment longer words; Delete initial phoneme in a blend (e.g., stop \u2192 top)"),m(9,"Gr 1 \xb7 Primary Week 9 \u2014 Segmenting 4-5 Phonemes + Delete Final Phoneme of a Blend","Segment longer words; Delete final phoneme in a blend (e.g., last \u2192 lass)"),m(10,"Gr 1 \xb7 Primary Week 10 \u2014 Segmenting 4-5 Phonemes + Substitute Initial Phoneme","Segment 4-5 phonemes; Substitute initial phoneme"),m(11,"Gr 1 \xb7 Primary Week 11 \u2014 Segmenting 4-5 Phonemes + Substitute Final Phoneme","Segment 4-5 phonemes; Substitute final phoneme"),m(12,"Gr 1 \xb7 Primary Week 12 \u2014 Segmenting 4-5 Phonemes + Substitute Medial Phoneme (short vowel)","4-5 ph
1oneme segmenting; Substitute medial short vowel"),m(13,"Gr 1 \xb7 Primary Week 13 \u2014 Phoneme Chaining (substitute any position) + Long Vowels","Phoneme chaining across positions; Introduce long vowels"),m(14,"Gr 1 \xb7 Primary Week 14 \u2014 Phoneme Chaining + Long Vowels (a_e, i_e)","Phoneme chaining; Long a, long i"),m(15,"Gr 1 \xb7 Primary Week 15 \u2014 Phoneme Chaining + Long Vowels (o_e, u_e, e_e)","Phoneme chaining; Long o, u, e"),m(16,"Gr 1 \xb7 Primary Week 16 \u2014 Phoneme Chaining + R-controlled Vowels (ar, or)","Phoneme chaining; R-controlled ar, or"),m(17,"Gr 1 \xb7 Primary Week 17 \u2014 Phoneme Chaining + R-controlled Vowels (er, ir, ur)","Phoneme chaining; R-controlled er, ir, ur"),m(18,"Gr 1 \xb7 Primary Week 18 \u2014 Phoneme Chaining + Vowel Teams (ai, ay, ee, ea)","Phoneme chaining; Long a/e vowel teams"),m(19,"Gr 1 \xb7 Primary Week 19 \u2014 Phoneme Chaining + Vowel Teams (oa, ow, ie, igh)","Phoneme chaining; Long o/i vowel teams"),m(20,"Gr 1 \xb7 Primary Week 20 \u2014 Phoneme Chaining + Diphthongs (oi, oy, ou, ow)","Phoneme chaining; Diphthongs /oi/, /ou/"),m(21,"Gr 1 \xb7 Primary Week 21 \u2014 Phoneme Chaining + Vowel Teams (oo, ew, au, aw)","Phoneme chaining; oo/ew and au/aw teams"),m(22,"Gr 1 \xb7 Primary Week 22 \u2014 Cumulative Phoneme Chaining (all 8 PA skills, advanced manipulation)","End-of-G1 cumulative phoneme manipulation review")],2:[m(6,"Gr 2 \xb7 Primary Week 6 \u2014 Phoneme Isolation + Blending 4-5 Phonemes (CCVCC)","Review phoneme isolation; Blend 4-5 phoneme words"),m(7,"Gr 2 \xb7 Primary Week 7 \u2014 Segmenting 4-5 Phonemes + Delete Initial Phoneme of a Blend","Segment longer words; Delete initial phoneme of a blend"),m(8,"Gr 2 \xb7 Primary Week 8 \u2014 Segmenting 4-5 Phonemes + Delete Final Phoneme of a Blend","Segment longer words; Delete final phoneme of a blend"),m(9,"Gr 2 \xb7 Primary Week 9 \u2014 Substitute Initial Phoneme + Long Vowels","Initial phoneme substitution; Long vowel words"),m(10,"Gr 2 \xb7 Primary Week 10 \u2014 Substitute Final Phoneme + Long Vowels (VCe)","Final phoneme substitution; VCe pattern"),m(11,"Gr 2 \xb7 Primary Week 11 \u2014 Substitute Medial Phoneme + R-controlled Vowels","Medial phoneme substitution; R-controlled vowels"),m(12,"Gr 2 \xb7 Primary Week 12 \u2014 Phoneme Chaining (any position) + Vowel Teams (ai, ay, ee, ea)","Phoneme chaining; Long a/e vowel teams"),m(13,"Gr 2 \xb7 Primary Week 13 \u2014 Phoneme Chaining + Vowel Teams (oa, ow, ie, igh)","Phoneme chaining; Long o/i vowel teams"),m(14,"Gr 2 \xb7 Primary Week 14 \u2014 Phoneme Chaining + Diphthongs (oi, oy, ou, ow)","Phoneme chaining; Diphthongs"),m(15,"Gr 2 \xb7 Primary Week 15 \u2014 Phoneme Chaining + Vowel Teams (oo, ew, au, aw)","Phoneme chaining; oo/ew/au/aw teams"),m(16,"Gr 2 \xb7 Primary Week 16 \u2014 Syllable Manipulation (add, delete, substitute)","Add/delete/substitute syllables in multisyllabic words"),m(17,"Gr 2 \xb7 Primary Week 17 \u2014 Syllable Manipulation + Schwa Awareness","Continued syllable manipulation; Identify schwa"),m(18,"Gr 2 \xb7 Primary Week 18 \u2014 Phoneme Manipulation in Multisyllabic Words","Phoneme manipulation across syllable boundaries"),m(19,"Gr 2 \xb7 Primary Week 19 \u2014 Phoneme Manipulation in Multisyllabic Words","Continued multisyllabic phoneme manipulation"),m(20,"Gr 2 \xb7 Primary Week 20 \u2014 Cumulative Phoneme Manipulation (all 8 skills, multisyllabic)","Cumulative review across all PA skills with multisyllabic words"),m(21,"Gr 2 \xb7 Primary Week 21 \u2014 Cumulative Phoneme Manipulation + Affixes (-s, -ed, -ing)","Cumulative PA review; Manipulate base + suffix words"),m(22,"Gr 2 \xb7 Primary Week 22 \u2014 Cumulative Phoneme Manipulation + Affixes (-er, -est, prefixes)","End-of-G2 cumulative review with morphologically complex words")]},v=function(e,n,i,o){var s=arguments.length>4&&void 0!==arguments[4]&&arguments[4];return{unitNumber:"number"===typeof e?e:void 0,lessonNumber:"".concat("Bonus"===e?"B":e,".").concat(n),value:o,label:i,disabled:s||d(o),exampleWords:r(o)}},y={K:[v(1,1,"K \xb7 Level K \xb7 Unit 1 \u2014 Letter-Keyword-Sound for consonants","Introduce the Letter-Keyword-Sound association for all c
1onsonants"),v(1,2,"K \xb7 Level K \xb7 Unit 1 \u2014 Letter-Keyword-Sound for short vowels","Introduce the Letter-Keyword-Sound association for short vowels a, e, i, o, u"),v(1,3,"K \xb7 Level K \xb7 Unit 1 \u2014 Letter Formation (lowercase a-z)","Lowercase letter formation",!0),v(1,4,"K \xb7 Level K \xb7 Unit 1 \u2014 Sound recognition: consonants and short vowels","Recognize and produce the sound when shown the consonant or short vowel letter"),v(1,5,"K \xb7 Level K \xb7 Unit 1 \u2014 Print and word awareness","Print and word awareness",!0),v(1,6,"K \xb7 Level K \xb7 Unit 1 \u2014 Phonological awareness: rhyming, alliteration, syllable awareness","PA: rhyme, alliteration, syllable counting"),v(1,7,"K \xb7 Level K \xb7 Unit 1 \u2014 Phonemic awareness: initial and final sounds","Isolate the initial and final phoneme in spoken words"),v(1,8,"K \xb7 Level K \xb7 Unit 1 \u2014 Story retelling","Story retelling",!0),v(1,9,"K \xb7 Level K \xb7 Unit 1 \u2014 Beginning composition skills","Beginning composition skills",!0),v(1,10,"K \xb7 Level K \xb7 Unit 1 \u2014 Fluency/phrasing with echo and choral reading","Fluency/prosody routine",!0),v(2,1,"K \xb7 Level K \xb7 Unit 2 \u2014 PA: blending, segmenting, manipulation of sounds","Blend, segment, and manipulate phonemes in spoken words"),v(2,2,"K \xb7 Level K \xb7 Unit 2 \u2014 Blending and reading 3-sound short vowel words","Blend CVC short vowel words for reading"),v(2,3,"K \xb7 Level K \xb7 Unit 2 \u2014 Story prediction","Story prediction",!0),v(2,4,"K \xb7 Level K \xb7 Unit 2 \u2014 Alphabetical Order","Alphabetical Order",!0),v(2,5,"K \xb7 Level K \xb7 Unit 2 \u2014 Uppercase letter formation","Uppercase handwriting",!0),v(2,6,"K \xb7 Level K \xb7 Unit 2 \u2014 CVC sample words: map, sad, rat","Decode/spell short vowel CVC words"),v(2,7,"K \xb7 Level K \xb7 Unit 2 \u2014 Phonetically regular HFW: fit, led, gas, sun, box, yet","Decode and spell phonetically regular high-frequency CVC words"),v(3,1,"K \xb7 Level K \xb7 Unit 3 \u2014 PA: blending, segmenting, manipulation of sounds","Continued PA practice with blending, segmenting, manipulating phonemes"),v(3,2,"K \xb7 Level K \xb7 Unit 3 \u2014 Blending sounds in nonsense CVC words","Decode nonsense CVC words to confirm sound-spelling mastery"),v(3,3,"K \xb7 Level K \xb7 Unit 3 \u2014 Segmenting and spelling 3-sound short vowel words","Segment and spell CVC short vowel words"),v(3,4,"K \xb7 Level K \xb7 Unit 3 \u2014 Distinguish long and short vowel sounds","Discriminate long vs short vowels in spoken words"),v(3,5,"K \xb7 Level K \xb7 Unit 3 \u2014 Narrative story form: character, setting, main events","Narrative story form",!0),v(3,6,"K \xb7 Level K \xb7 Unit 3 \u2014 Fluency and phrasing with echo and choral reading","Fluency/prosody routine",!0),v(3,7,"K \xb7 Level K \xb7 Unit 3 \u2014 Beginning composition skills","Beginning composition skills",!0),v(3,8,"K \xb7 Level K \xb7 Unit 3 \u2014 Trick Words (HFW): the, a, and, are, to, is, his, as, has, was","Read/spell irregular high-frequency Trick Words"),v(3,9,"K \xb7 Level K \xb7 Unit 3 \u2014 Phonetically regular HFW: had, ten, six, not, up, bad","Decode and spell phonetically regular HFW"),v(3,10,"K \xb7 Level K \xb7 Unit 3 \u2014 CVC sample words: cut, tap, wet","Decode/spell CVC short vowel words"),v(4,1,"K \xb7 Level K \xb7 Unit 4 \u2014 PA: blending, segmenting, manipulation of sounds","Continued PA work"),v(4,2,"K \xb7 Level K \xb7 Unit 4 \u2014 Phoneme segmentation","Segment spoken words into phonemes"),v(4,3,"K \xb7 Level K \xb7 Unit 4 \u2014 Consonant digraphs: wh, ch, sh, th, ck (keyword + sound)","Introduce digraphs wh, ch, sh, th, ck with keywords"),v(4,4,"K \xb7 Level K \xb7 Unit 4 \u2014 Decoding 3-sound words with digraphs","Read 3-sound words containing wh/ch/sh/th/ck"),v(4,5,"K \xb7 Level K \xb7 Unit 4 \u2014 Spelling 3-sound words with digraphs","Spell 3-sound words with digraphs"),v(4,6,"K \xb7 Level K \xb7 Unit 4 \u2014 Spelling of ck at end of words","Use ck at the end of CVC words after a short vowel"),v(4,7,"K \xb7 Level K \xb7 Unit 4 \u2014 Narrative story form: character, setting, main events","Narrative story form",!0),v(4,8,"K \xb7 Level K \xb7 Unit 4 \u2014 Sample words: bath, chop, thick","Decode/spell digraph CVC words"),v(4,9,"K \xb7 Level K \xb7 Unit 4 \u2014 Trick Words (HFW): we, she, he, be, me, I, you, they","Read/spell irregular Trick Words"),v(4,10,"K \xb7 Level K \xb7 Unit 4 \u2014 Phonetically regular HFW: when, much, ship, them, back, with","Decode and spell phonetically regular HFW with digraphs"),v(5,1,"K \xb7 Level K \xb7 Unit 5 \u2014 PA: blending, segmenting, mani
1pulation of sounds","Cumulative PA practice"),v(5,2,"K \xb7 Level K \xb7 Unit 5 \u2014 Sentence structure","Sentence structure",!0),v(5,3,"K \xb7 Level K \xb7 Unit 5 \u2014 Sentence dictation","Sentence dictation",!0),v(5,4,"K \xb7 Level K \xb7 Unit 5 \u2014 Narrative fiction vs. informational books","Genre awareness",!0),v(5,5,"K \xb7 Level K \xb7 Unit 5 \u2014 Fluency and expression","Fluency/prosody",!0),v(5,6,"K \xb7 Level K \xb7 Unit 5 \u2014 Trick Words (HFW): or, for, of, have, from, by, my, do, one","Read/spell irregular Trick Words"),v(5,7,"K \xb7 Level K \xb7 Unit 5 \u2014 Phonetically regular HFW: rock, such, that, which, when, shop","Decode and spell phonetically regular HFW")],1:[v(1,1,"Gr 1 \xb7 Level 1 \xb7 Unit 1 \u2014 Letter-Keyword-Sound for consonants","Review consonant letter-keyword-sound"),v(1,2,"Gr 1 \xb7 Level 1 \xb7 Unit 1 \u2014 Letter-Keyword-Sound for short vowels","Review short vowel letter-keyword-sound"),v(1,3,"Gr 1 \xb7 Level 1 \xb7 Unit 1 \u2014 Letter Formation (lowercase a-z)","
1Lowercase letter formation",!0),v(1,4,"Gr 1 \xb7 Level 1 \xb7 Unit 1 \u2014 Alphabetical Order","Alphabetical Order",!0),v(1,5,"Gr 1 \xb7 Level 1 \xb7 Unit 1 \u2014 Phonological awareness: alliteration, rhyme","PA: alliteration & rhyme"),v(1,6,"Gr 1 \xb7 Level 1 \xb7 Unit 1 \u2014 First sound fluency","Isolate the initial phoneme in spoken words"),v(1,7,"Gr 1 \xb7 Level 1 \xb7 Unit 1 \u2014 Phonemic awareness: sound manipulation","Manipulate phonemes in spoken words"),v(1,8,"Gr 1 \xb7 Level 1 \xb7 Unit 1 \u2014 Sound recognition for consonants and short vowels","Recognize sound when shown the letter"),v(2,1,"Gr 1 \xb7 Level 1 \xb7 Unit 2 \u2014 PA: sound manipulation (initial, final, medial)","Manipulate phonemes in initial/final/medial position"),v(2,2,"Gr 1 \xb7 Level 1 \xb7 Unit 2 \u2014 Blending and reading 3-sound short vowel words","Decode CVC short vowel words"),v(2,3,"Gr 1 \xb7 Level 1 \xb7 Unit 2 \u2014 Segmenting and spelling 3-sound short vowel words","Segment and spell CVC short vowel words"),v(2,4,"Gr 1 \xb7 Level 1 \xb7 Unit 2 \u2014 Sentence dictation procedures","Sentence dictation: capitalization, period, proofreading",!0),v(2,5,"Gr 1 \xb7 Level 1 \xb7 Unit 2 \u2014 PA: alliteration, onset and rime, syllable awareness, rhyme","PA: onset/rime, syllables, rhyme"),v(2,6,"Gr 1 \xb7 Level 1 \xb7 Unit 2 \u2014 Story retelling in detail and sequence","Story retelling",!0),v(2,7,"Gr 1 \xb7 Level 1 \xb7 Unit 2 \u2014 Trick Words (HFW): the, a, and, is, his, of","Read/spell irregular Trick Words"),v(2,8,"Gr 1 \xb7 Level 1 \xb7 Unit 2 \u2014 Phonetically regular HFW: sat, fun, leg, him, box, yes","Decode and spell phonetically regular CVC HFW"),v(2,9,"Gr 1 \xb7 Level 1 \xb7 Unit 2 \u2014 CVC sample words: map, lit, job, fix, quit","Decode/spell CVC short vowel words"),v(3,1,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Phoneme segmentation","Segment phonemes in spoken words"),v(3,2,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Consonant digraphs: wh, ch, sh, th, ck (keyword + sound)","Digraphs wh/ch/sh/th/ck"),v(3,3,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Spelling of ck at end of words","ck after short vowel at end of CVC"),v(3,4,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Punctuation (question mark)","Question mark punctuation",!0),v(3,5,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Narrative story form: character, setting, main events","Narrative story form",!0),v(3,6,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(3,7,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Retelling with picture notes and visualization","Retelling",!0),v(3,8,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Trick Words (HFW): as, has, to, into, we, he, she, be, me, for, or","Read/spell irregular Trick Words"),v(3,9,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Phonetically regular HFW: when, this, shop, such, back, wish","Decode/spell phonetically regular HFW with digraphs"),v(3,10,"Gr 1 \xb7 Level 1 \xb7 Unit 3 \u2014 Sample words: wish, chop, sock","Decode/spell digraph CVC words"),v(4,1,"Gr 1 \xb7 Level 1 \xb7 Unit 4 \u2014 Bonus letter spelling rule: ff, ll, ss, sometimes zz","FLSZ doubling rule at end of CVC"),v(4,2,"Gr 1 \xb7 Level 1 \xb7 Unit 4 \u2014 Glued sound: all","Glued sound -all"),v(4,3,"Gr 1 \xb7 Level 1 \xb7 Unit 4 \u2014 Narrative story form: character, setting, main events","Narrative story form",!0),v(4,4,"Gr 1 \xb7 Level 1 \xb7 Unit 4 \u2014 Punctuation: exclamation point, quotation marks","Punctuation marks",!0),v(4,5,"Gr 1 \xb7 Level 1 \xb7 Unit 4 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(4,6,"Gr 1 \xb7 Level 1 \xb7 Unit 4 \u2014 Trick Words (HFW): you, your, I, they, was, one, said","Read/spell irregular Trick Words"),v(4,7,"Gr 1 \xb7 Level 1 \xb7 Unit 4 \u2014 Phonetically regular HFW: off, fell, miss, call, less, all","Decode/spell HFW with bonus letters & all"),v(4,8,"Gr 1 \xb7 Level 1 \xb7 Unit 4 \u2014 Sample words: hill, puff, bill, miss, call","Decode/spell bonus letter & glued sound words"),v(5,1,"Gr 1 \xb7 Level 1 \xb7 Unit 5 \u2014 Glued sounds: am, an","Glued sounds am/an"),v(5,2,"Gr 1 \xb7 Level 1 \xb7 Unit 5 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(5,3,"Gr 1 \xb7 Level 1 \xb7 Unit 5 \u2014 Proofreading","Proofreading",!0),v(5,4,"Gr 1 \xb7 Level 1 \xb7 Unit 5 \u2014 Trick Words (HFW): from, have, do, does","Read/spell irregular Trick Words"),v(5,5,"Gr 1 \xb7 Level 1 \xb7 Unit 5 \u2014 Phonetically regular HFW: am, an, can, man, ran, than","Decode/spell HFW with am/an glued sounds"),v(5,6,"Gr 1 \xb7 Level 1 \xb7 Unit 5 \u2014 Sample words: ham, can, fan","Decode/spell am/an words"),v(6,1,"Gr
11 \xb7 Level 1 \xb7 Unit 6 \u2014 Base word and suffix -s","Suffix -s on base words"),v(6,2,"Gr 1 \xb7 Level 1 \xb7 Unit 6 \u2014 Pluralization","Pluralization with -s"),v(6,3,"Gr 1 \xb7 Level 1 \xb7 Unit 6 \u2014 Narrative fiction vs. informational books","Genre awareness",!0),v(6,4,"Gr 1 \xb7 Level 1 \xb7 Unit 6 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(6,5,"Gr 1 \xb7 Level 1 \xb7 Unit 6 \u2014 Trick Words (HFW): were, are, who, what, when, where, there, here","Read/spell irregular Trick Words"),v(6,6,"Gr 1 \xb7 Level 1 \xb7 Unit 6 \u2014 Phonetically regular HFW with -s: fills, sits, dogs, ships, maps, rocks","Decode/spell base+s HFW"),v(6,7,"Gr 1 \xb7 Level 1 \xb7 Unit 6 \u2014 Sample words: hills, bugs, chills","Decode/spell -s plural words"),v(7,1,"Gr 1 \xb7 Level 1 \xb7 Unit 7 \u2014 Glued sounds: ang, ing, ong, ung, ank, ink, onk, unk","Glued sounds -ang/-ing/-ong/-ung/-ank/-ink/-onk/-unk"),v(7,2,"Gr 1 \xb7 Level 1 \xb7 Unit 7 \u2014 Blending and reading words with ng or nk","Decode -ng/-nk glued sound words"),v(7,3,"Gr 1 \xb7 Level 1 \xb7 Unit 7 \u2014 Segmenting and spelling words with ng or nk","Spell -ng/-nk glued sound words"),v(7,4,"Gr 1 \xb7 Level 1 \xb7 Unit 7 \u2014 Narrative fiction vs. informational books","Genre awareness",!0),v(7,5,"Gr 1 \xb7 Level 1 \xb7 Unit 7 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(7,6,"Gr 1 \xb7 Level 1 \xb7 Unit 7 \u2014 Trick Words (HFW): why, by, my, try, put, two, too, very, also, some, come","Read/spell irregular Trick Words"),v(7,7,"Gr 1 \xb7 Level 1 \xb7 Unit 7 \u2014 Phonetically regular HFW: long, sing, ring, song, bank, think","Decode/spell -ng/-nk HFW"),v(7,8,"Gr 1 \xb7 Level 1 \xb7 Unit 7 \u2014 Sample words: bang, bank, pink, chunks","Decode/spell -ng/-nk words"),v(8,1,"Gr 1 \xb7 Level 1 \xb7 Unit 8 \u2014 Consonant blends and digraph blends","Blends and digraph blends (e.g., bl, str, shr)"),v(8,2,"Gr 1 \xb7 Level 1 \xb7 Unit 8 \u2014 Blending and reading words with up to four sounds","Decode CCVC, CVCC, CCVCC words"),v(8,3,"Gr 1 \xb7 Level 1 \xb7 Unit 8 \u2014 Segmenting and spelling words with up to four sounds","Spell 4-sound blend words"),v(8,4,"Gr 1 \xb7 Level 1 \xb7 Unit 8 \u2014 Suffix -s added to words with four sounds","Add -s to 4-sound base words"),v(8,5,"Gr 1 \xb7 Level 1 \xb7 Unit 8 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(8,6,"Gr 1 \xb7 Level 1 \xb7 Unit 8 \u2014 Trick Words (HFW): would, could, should, her, over, number","Read/spell irregular Trick Words"),v(8,7,"Gr 1 \xb7 Level 1 \xb7 Unit 8 \u2014 Phonetically regular HFW: and, best, milk, spot, dress, small","Decode/spell blend HFW"),v(8,8,"Gr 1 \xb7 Level 1 \xb7 Unit 8 \u2014 Sample words: bump, stash, bled, past, pinch, shrug, steps","Decode/spell blend & digraph-blend words"),v(9,1,"Gr 1 \xb7 Level 1 \xb7 Unit 9 \u2014 R-controlled vowel sounds: ar, or, er, ir, ur","R-controlled vowels ar/or/er/ir/ur"),v(9,2,"Gr 1 \xb7 Level 1 \xb7 Unit 9 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(9,3,"Gr 1 \xb7 Level 1 \xb7 Unit 9 \u2014 Trick Words (HFW): say, says, see, between, each","Read/spell irregular Trick Words"),v(10,1,"Gr 1 \xb7 Level 1 \xb7 Unit 10 \u2014 Closed-syllable concept with short vowels","Closed syllable type"),v(10,2,"Gr 1 \xb7 Level 1 \xb7 Unit 10 \u2014 Closed syllable vs. open syllable","Distinguish closed vs open syllables"),v(10,3,"Gr 1 \xb7 Level 1 \xb7 Unit 10 \u2014 Vowel team sounds: ai, ay, ee, ea, ey, oi, oy","Vowel teams ai/ay/ee/ea/ey/oi/oy"),v(10,4,"Gr 1 \xb7 Level 1 \xb7 Unit 10 \u2014 Story retelling","Story retelling",!0),v(10,5,"Gr 1 \xb7 Level 1 \xb7 Unit 10 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(10,6,"Gr 1 \xb7 Level 1 \xb7 Unit 10 \u2014 Sample words: click, chunk, sniffs","Decode/spell closed syllable & cumulative words"),v(11,1,"Gr 1 \xb7 Level 1 \xb7 Unit 11 \u2014 Segmenting and blending up to 5 sounds","Segment/blend 5-sound words"),v(11,2,"Gr 1 \xb7 Level 1 \xb7 Unit 11 \u2014 Suffix -s added to words with 5 sounds","-s suffix on 5-sound base words"),v(11,3,"Gr 1 \xb7 Level 1 \xb7 Unit 11 \u2014 Suffixes -ed, -ing on unchanging closed-syllable bases","Add -ed, -ing without spelling change"),v(11,4,"Gr 1 \xb7 Level 1 \xb7 Unit 11 \u2014 Vowel team sounds: oa, oe, ow, ou, oo, ue, ew, au, aw","Vowel teams oa/
1oe/ow/ou/oo/ue/ew/au/aw"),v(11,5,"Gr 1 \xb7 Level 1 \xb7 Unit 11 \u2014 Narrative fiction vs. informational books","Genre awareness",!0),v(11,6,"Gr 1 \xb7 Level 1 \xb7 Unit 11 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(11,7,"Gr 1 \xb7 Level 1 \xb7 Unit 11 \u2014 Trick Words (HFW): any, many, how, now, down, out, about, our","Read/spell irregular Trick Words"),v(11,8,"Gr 1 \xb7 Level 1 \xb7 Unit 11 \u2014 Phonetically regular HFW: bring, plant, string, printed, French, strong","Decode/spell multisyllabic blend HFW"),v(11,9,"Gr 1 \xb7 Level 1 \xb7 Unit 11 \u2014 Sample words: stump, clasp, strap, slashing, blended","Decode/spell suffix + blend words"),v(12,1,"Gr 1 \xb7 Level 1 \xb7 Unit 12 \u2014 Vowel-consonant-e (VCe) syllable in one-syllable words","VCe / Magic E syllable type"),v(12,2,"Gr 1 \xb7 Level 1 \xb7 Unit 12 \u2014 Long vowel sounds","Long vowel sounds in VCe context"),v(12,3,"Gr 1 \xb7 Level 1 \xb7 Unit 12 \u2014 Narrative fiction vs. informational books","Genre awareness",!0),v(12,4,"Gr 1 \xb7 Level 1 \xb7 Unit 12 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(12,5,"Gr 1 \xb7 Level 1 \xb7 Unit 12 \u2014 Trick Words (HFW): friend, other, another, none, nothing","Read/spell irregular Trick Words"),v(12,6,"Gr 1 \xb7 Level 1 \xb7 Unit 12 \u2014 Phonetically regular HFW: here, safe, fine, those, use, wide","Decode/spell VCe HFW"),v(12,7,"Gr 1 \xb7 Level 1 \xb7 Unit 12 \u2014 Sample words: stove, hope, caves","Decode/spell VCe words"),v(13,1,"Gr 1 \xb7 Level 1 \xb7 Unit 13 \u2014 Concept of syllable in multisyllabic words","Multisyllabic word concept"),v(13,2,"Gr 1 \xb7 Level 1 \xb7 Unit 13 \u2014 Compound words","Compound words"),v(13,3,"Gr 1 \xb7 Level 1 \xb7 Unit 13 \u2014 Syllable division rules","Syllable division"),v(13,4,"Gr 1 \xb7 Level 1 \xb7 Unit 13 \u2014 Reading and spelling 2-syllable words (closed + closed / closed + VCe)","Decode/spell 2-syllable words"),v(13,5,"Gr 1 \xb7 Level 1 \xb7 Unit 13 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(13,6,"Gr 1 \xb7 Level 1 \xb7 Unit 13 \u2014 Paragraph structure","Paragraph structure",!0),v(13,7,"Gr 1 \xb7 Level 1 \xb7 Unit 13 \u2014 Trick Words (HFW): people, month, little, been, own, want, Mr., Mrs.","Read/spell irregular Trick Words"),v(13,8,"Gr 1 \xb7 Level 1 \xb7 Unit 13 \u2014 Phonetically regular HFW: cannot, until, visit, entire, object, subject","Decode/spell 2-syllable HFW"),v(13,9,"Gr 1 \xb7 Level 1 \xb7 Unit 13 \u2014 Sample words: sunset, finish, reptile","Decode/spell multisyllabic words"),v(14,1,"Gr 1 \xb7 Level 1 \xb7 Unit 14 \u2014 Suffixes -s, -ing, -ed on multisyllabic words","Add -s/-ing/-ed to multisyllabic bases"),v(14,2,"Gr 1 \xb7 Level 1 \xb7 Unit 14 \u2014 Suffix -es on closed-syllable bases","-es plural after sibilants"),v(14,3,"Gr 1 \xb7 Level 1 \xb7 Unit 14 \u2014 Reading with accuracy and prosody","Fluency/prosody",!0),v(14,4,"Gr 1 \xb7 Level 1 \xb7 Unit 14 \u2014 Paragraph structure","Paragraph structure",!0),v(14,5,"Gr 1 \xb7 Level 1 \xb7 Unit 14 \u2014 Trick Words (HFW): work, word, write, being, their, first, look, good, new","Read/spell irregular Trick Words"),v(14,6,"Gr 1 \xb7 Level 1 \xb7 Unit 14 \u2014 Phonetically regular HFW: insects, products, branches, inches","Decode/spell suffix HFW"),v(14,7,"Gr 1 \xb7 Level 1 \xb7 Unit 14 \u2014 Sample words: trombones, picnics, boxes, finishes","Decode/spell suffix + multisyllabic words")],2:[v(1,1,"Gr 2 \xb7 Level 2 \xb7 Unit 1 \u2014 Letter-Keyword-Sound for consonants and vowels","Review L-K-S for all consonants and vowels"),v(1,2,"Gr 2 \xb7 Level 2 \xb7 Unit 1 \u2014 Consonant digraphs (concept + letter-keyword-sound)","wh, ch, sh, th, ck"),v(1,3,"Gr 2 \xb7 Level 2 \xb7 Unit 1 \u2014 Concept of consonant blends","Two- and three-letter blends"),v(1,4,"Gr 2 \xb7 Level 2 \xb7 Unit 1 \u2014 Concept of digraph blends","Digraph blends (e.g., shr, thr)"),v(1,5,"Gr 2 \xb7 Level 2 \xb7 Unit 1 \u2014 Spelling of /k/ sound (c, k, ck)","Choose c/k/ck for the /k/ sound"),v(1,6,"Gr 2 \xb7 Level 2 \xb7 Unit 1 \u2014 Closed-syllable type","Closed syllable concept"),v(1,7,"Gr 2 \xb7 Level 2 \xb7 Unit 1 \u2014 Phonetically regular HFW: soft, just, that, check, milk, kept","Decode/spell closed syllable HFW"),v(1,8,"Gr 2 \xb7 Level 2 \xb7 Unit 1 \u2014 Sample words: quilt, elf, shred, kick, crush","Decode/spell closed syllable & blend words"),v(2,1,"Gr 2 \xb7 Level 2 \xb7 Unit 2 \u2014 Bonus letter spelling rule: ff, ll, ss, sometimes zz","FLSZ doubling rule"),v(2,2,"Gr 2 \xb7 Level 2 \xb7 Unit 2 \u2014 Glued sounds: all, am, an, ang, ing, ong, ung, ank, ink, onk, unk","All Level 1 glued sounds"),v(2,3,"Gr 2 \xb7 Level 2 \xb7 Unit 2 \u2014 Blending and reading words with glued sounds","Decode glued sound words"),v(2,4,"Gr 2 \xb7 Level 2 \xb7 Unit 2 \u2014 Segmenting and spelling words with bonus letters and glued sounds","Spell bonus letter & glued sound words"),v(2,5,"Gr 2 \xb7 Level 2 \xb7 Unit 2 \u2014 Prosody","Prosody",!0),v(2,6,"Gr 2 \xb7 Level 2 \xb7 Unit 2 \u2014 Fluent passage reading","Fluency",!0),v(2,7,"Gr 2 \xb7 Level 2 \xb7 Unit 2 \u2014 Story retelling","Story retelling",!0),v(3,1,"Gr 2 \xb7 Level 2 \xb7 Unit 3 \u2014 R-controlled vowels: ar, er, ir, or, ur","R-controlled syllable type"),v(3,2,"Gr 2 \xb7 Level 2 \xb7 Unit 3 \u2014 Trick Words (HFW): shall, pull, full, both, talk, walk","Read/spell irregular Trick Words"),v(3,3,"Gr 2 \xb7 Level 2 \xb7 Unit 3 \u2014 Phonetically regular HFW: small, will, off, than, strong, think","Decode/spell phonetically regular HFW"),v(3,4,"Gr 2 \xb7 Level 2 \xb7 Unit 3 \u2014 Sample words: spill, string, stand, toss","Decode/spell cumulative review words"),v(4,1,"Gr 2 \xb7 Level 2 \xb7 Unit 4 \u2014 Closed-syllable exceptions concept","Closed syllable exceptions"),v(4,2,"Gr 2 \xb7 Level 2 \xb7 Unit 4 \u2014 Glued sounds: ild, ind, old, olt, ost","Long VCC patterns"),v(4,3,"Gr 2 \xb7 Level 2 \xb7 Unit 4 \u2014 Story retelling","Story retelling",!0),v(4,4,"Gr 2 \xb7 Level 2 \xb7 Unit 4 \u2014 Fluent passage reading","Fluency",!0),v(4,5,"Gr 2 \xb7 Level 2 \xb7 Unit 4 \u2014 Vowel teams: ai, ay, ea, ee, ey, oi, oy","Long a/e and oi/oy vowel teams"),v(4,6,"Gr 2 \xb7 Level 2 \xb7 Unit 4 \u2014 Trick Words (HFW): done, goes, pretty","Read/spell irregular Trick Words"),v(4,7,"Gr 2 \xb7 Level 2 \xb7 Unit 4 \u2014 Phonetically regular HFW: child, hold, kind, most, find, old","Decode/spell exception HFW"),v(4,8,"Gr 2 \xb7 Level 2 \xb7 Unit 4 \u2014 Sample words: wild, find, cold, colt, post","Decode/spell long VCC exception words"),v(5,1,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Review suffixes: -s, -es, -ed, -ing","Review baseline suffixes"),v(5,2,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Additional sounds of -ed suffix: /d/, /t/","The three sounds of -ed"),v(5,3,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Comparison suffixes: -er, -est","Comparative & superlative suffixes"),v(5,4,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Spelling procedure for words with suffixes","How to spell base + suffix"),v(5,5,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Forming plurals","Plural formation rules"),v(5,6,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Forming present and past tense","Present and past tense via suffixes"),v(5,7,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Categorizing vowel and consonant suffixes","Vowel suffix vs consonant suffix"),v(5,8,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Fluent passage reading","Fluency",!0),v(5,9,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Vowel teams: oa, oe, ow, ou, oo, ue, ew","Long o/u vowel teams"),v(5,10,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Trick Words (HFW): again, please, animal, sure, use, used","Read/spell irregular Trick Words"),v(5,11,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Phonetically regular HFW: called, branches, filled, jumped, passed, picked","Decode/spell suffix HFW"),v(5,12,"Gr 2 \xb7 Level 2 \xb7 Unit 5 \u2014 Sample words: stronger, tallest, spilled, passed","Decode/spell suffix words"),v(6,1,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Reading and spelling two-syllable words","Two-syllable word work"),v(6,2,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Compound words","Compound words"),v(6,3,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Syllable division rules (between closed syllables)","Syllable division (VC/CV, VC/V)"),v(6,4,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Spelling -ic at end of multisyllabic words","-ic spelling at word end"),v(6,5,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Suffixes: -ful, -ment, -ness, -less, -able, -en, -ish","New suffix introduction"),v(6,6,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Prefixes: mis-, un-, non-, dis-, trans-","Prefix introduction"),v(6,7,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Vowel teams: au, aw","/aw/ vowel teams au & aw"),v(6,8,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Trick Words (HFW): against, knew, know, always, often, once","Read/spell irregular Trick Words"),v(6,9,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Phonetically regular HFW: cannot, expect, object, visit, finish, until","Decode/spell 2-syllable HFW"),v(6,10,"Gr 2 \xb7 Level 2 \xb7 Unit 6 \u2014 Sample words: catnip, habit, tonic, mascot, hundred, freshen, boldness","Decode/spell multisyllabic + suffix words"),v(7,1,"Gr 2 \xb7 Level 2 \xb7 Unit 7 \u2014 Vowel-consonant-e (VCe) syllables review","VCe syllable review"),v(7,2,"Gr 2 \xb7 Level 2 \xb7 Unit 7 \u2014 s saying /s/ vs. /z/","Two sounds of s"),v(7,3,"Gr 2 \xb7 Level 2 \xb7 Unit 7 \u2014 Two-syllable words with closed and VCe syllables","Combine closed + VCe in 2-syllable words"),v(7,4,"Gr 2 \xb7 Level 2 \xb7 Unit 7 \u2014 Compound words","Compound words"),v(7,5,"Gr 2 \xb7 Level 2 \xb7 Unit 7 \u2014 VCe exception (-ive)","VCe exception in -ive"),v(7,6,"Gr 2 \xb7 Level 2 \xb7 Unit 7 \u2014 Suffix -ive","-ive suffix"),v(7,7,"Gr 2 \xb7 Level 2 \xb7 Unit 7 \u2014 Trick Words (HFW): only, house, move, right, place, together","Read/spell irregular Trick Words"),v(7,8,"Gr 2 \xb7 Level 2 \xb7 Unit 7 \u2014 Phonetically regular HFW: use, close, these, entire, give, statement","Decode/spell VCe HFW"),v(7,9,"Gr 2 \xb7 Level 2 \xb7 Unit 7 \u2014 Sample words: hope, confuse, reptile, olive, inventive","Decode/spell multisyllabic VCe"),v(8,1,"Gr 2 \xb7 Level 2 \xb7 Unit 8 \u2014 Open syllable type","Open syllable concept"),v(8,2,"Gr 2 \xb7 Level 2 \xb7 Unit 8 \u2014 y as a vowel","y functioning as a vowel"),v(8,3,"Gr 2 \xb7 Level 2 \xb7 Unit 8 \u2014 Combining open syllables with closed and VCe syllables","Two-syllable open + closed/VCe combinations"),v(8,4,"Gr 2 \xb7 Level 2 \xb7 Unit 8 \u2014 Additional syllable division rules","Open syllable division (V/CV)"),v(8,5,"Gr 2 \xb7 Level 2 \xb7 Unit 8 \u2014 Suffixes: -y, -ly, -ty","-y/-ly/-ty suffixes"),v(8,6,"Gr 2 \xb7 Level 2 \xb7 Unit 8 \u2014 Trick Words (HFW): eight, large, change, city, every, family, night, carry, something","Read/spell irregular Trick Words"),v(8,7,"Gr 2 \xb7 Level 2 \xb7 Unit 8 \u2014 Sample words: no, music, relate, cry, baby, chilly","Decode/spell open syllable & y-as-vowel words"),v(9,1,"Gr 2 \xb7 Level 2 \xb7 Unit 9 \u2014 R-controlled syllable type","R-controlled syllable type"),v(9,2,"Gr 2 \xb7 Level 2 \xb7 Unit 9 \u2014 Sounds of ar and or","ar /ar/ and or /or/"),v(9,3,"Gr 2 \xb7 Level 2 \xb7 Unit 9 \u2014 Combining r-controlled syllables with other syllable types","2-syllable words with r-controlled"),v(9,4,"Gr 2 \xb7 Level 2 \xb7 Unit 9 \u2014 Trick Words (HFW): world, answer, different","Read/spell irregular Trick Words"),v(9,5,"Gr 2 \xb7 Level 2 \xb7 Unit 9 \u2014 Phonetically regular HFW: or, for, sharp, before, report, party","Decode/spell ar/or HFW"),v(9,6,"Gr 2 \xb7 Level 2 \xb7 Unit 9 \u2014 Sample words: fort, part, orbit, party","Decode/spell ar/or words"),v(10,1,"Gr 2 \xb7 Level 2 \xb7 Unit 10 \u2014 Sounds of er, ir, and ur","er/ir/ur as /er/"),v(10,2,"Gr 2 \xb7 Level 2 \xb7 Unit 10 \u2014 Spelling option procedure for /er/ sound","Choose er/ir/ur for /er/"),v(10,3,"Gr 2 \xb7 Level 2 \xb7 Unit 10 \u2014 Combining er/ir/ur r-controlled with other syllable types","2-syllable er/ir/ur words"),v(10,4,"Gr 2 \xb7 Level 2 \xb7 Unit 10 \u2014 Dictionary skills","Dictionary skills",!0),v(10,5,"Gr 2 \xb7 Level 2 \xb7 Unit 10 \u2014 Trick Words (HFW): picture, learn, earth, father, brother, mother","Read/spell irregular Trick Words"),v(10,6,"Gr 2 \xb7 Level 2 \xb7 Unit 10 \u2014 Phonetically regular HFW: her, number, over, first, turn, surprise","Decode/spell er/ir/ur HFW"),v(10,7,"Gr 2 \xb7 Level 2 \xb7 Unit 10 \u2014 Sample words: burst, termite, dirty","Decode/spell er/ir/ur words"),v(11,1,"Gr 2 \xb7 Level 2 \xb7 Unit 11 \u2014 Double vowel (vowel team) syllable type","Vowel team syllable type"),v(11,2,"Gr 2 \xb7 Level 2 \xb7 Unit 11 \u2014 Sounds of ai and ay","Long a vowel teams ai/ay"),v(11,3,"Gr 2 \xb7 Level 2 \xb7 Unit 11 \u2014 Spelling option procedure for /\u0101/ sound","Choose ai/ay for /\u0101/"),v(11,4,"Gr 2 \xb7 Level 2 \xb7 Unit 11 \u2014 Combining double vowel syllables with other syllable types","Multisyllabic words with vowel teams"),v(11,5,"Gr 2 \xb7 Level 2 \xb7 Unit 11 \u2014 Homophones","Homophones tied to vowel team spellings"),v(11,6,"Gr 2 \xb7 Level 2 \xb7 Unit 11 \u2014 Trick Words (HFW): great, country, away, America, school, thought","Read/spell irregular Trick Words"),v(11,7,"Gr 2 \xb7 Level 2 \xb7 Unit 11 \u2014 Phonetically regular HFW: say, way, Saturday, Thursday, rain, detail","Decode/spell ai/ay HFW"),v(11,8,"Gr 2 \xb7 Level 2 \xb7 Unit 11 \u2014 Sample words: paint, display","Decode/spell ai/ay words"),v(12,1,"Gr 2 \xb7 Level 2 \xb7 Unit 12 \u2014 Sounds of ee, ea, and ey","Long e vowel teams ee/ea/ey"),v(12,2,"Gr 2 \xb7 Level 2 \xb7 Unit 12 \u2014 Spelling option procedure for /\u0113/ sound","Choose ee/ea/ey for /\u0113/"),v(12,3,"Gr 2 \xb7 Level 2 \xb7 Unit 12 \u2014 Trick Words (HFW): whose, won, son, breakfast, head, ready","Read/spell irregular Trick Words"),v(12,4,"Gr 2 \xb7 Level 2 \xb7 Unit 12 \u2014 Phonetically regular HFW: see, between, each, green, teachers, valley","Decode/spell ee/ea/ey HFW"),v(12,5,"Gr 2 \xb7 Level 2 \xb7 Unit 12 \u2014 Sample words: cheap,
1keep, chimney","Decode/spell ee/ea/ey words"),v(13,1,"Gr 2 \xb7 Level 2 \xb7 Unit 13 \u2014 Sounds of oi and oy","Diphthongs oi/oy"),v(13,2,"Gr 2 \xb7 Level 2 \xb7 Unit 13 \u2014 Spelling generalizations of /oi/ sound","oi medial vs oy at end"),v(13,3,"Gr 2 \xb7 Level 2 \xb7 Unit 13 \u2014 Trick Words (HFW): favorite, early, ocean","Read/spell irregular Trick Words"),v(13,4,"Gr 2 \xb7 Level 2 \xb7 Unit 13 \u2014 Phonetically regular HFW: boy, enjoy, joined, oil, point, soil","Decode/spell oi/oy HFW"),v(13,5,"Gr 2 \xb7 Level 2 \xb7 Unit 13 \u2014 Sample words: moist, toys, paperboy","Decode/spell oi/oy words"),v(14,1,"Gr 2 \xb7 Level 2 \xb7 Unit 14 \u2014 Sounds of oa, oe, ow, ou (long o)","Long o vowel teams oa/oe/ow/ou"),v(14,2,"Gr 2 \xb7 Level 2 \xb7 Unit 14 \u2014 Spelling option procedure for /\u014d/ sound","Choose oa/ow/oe for /\u014d/"),v(14,3,"Gr 2 \xb7 Level 2 \xb7 Unit 14 \u2014 Trick Words (HFW): work, word, write, being, their, first, look, good, new","Read/spell irregular Trick Words"),v(14,4,"Gr 2 \xb7 Level 2 \xb7 Unit 14 \u2014 Phonetically regular HFW: own, coast, hoe, follow, window, yellow","Decode/spell long o vowel team HFW"),v(15,1,"Gr 2 \xb7 Level 2 \xb7 Unit 15 \u2014 The /\u016b/ sound of oo, ou, ue, ew","Long u vowel teams oo/ou/ue/ew"),v(15,2,"Gr 2 \xb7 Level 2 \xb7 Unit 15 \u2014 The /y\u016b/ sound of ue","ue as /y\u016b/"),v(15,3,"Gr 2 \xb7 Level 2 \xb7 Unit 15 \u2014 The /\u016d/ sound of oo","Short oo /\u016d/"),v(15,4,"Gr 2 \xb7 Level 2 \xb7 Unit 15 \u2014 Spelling option procedure for /\u016b/ and /y\u016b/ sounds","Choose oo/ou/ue/ew for /\u016b/ vs /y\u016b/"),v(15,5,"Gr 2 \xb7 Level 2 \xb7 Unit 15 \u2014 Fluent passage reading","Fluency",!0),v(15,6,"Gr 2 \xb7 Level 2 \xb7 Unit 15 \u2014 Trick Words (HFW): January, February, July, enough, special, December","Read/spell irregular Trick Words"),v(15,7,"Gr 2 \xb7 Level 2 \xb7 Unit 15 \u2014 Phonetically regular HFW: look, good, new, you, too, blue","Decode/spell oo/ou/ue/ew HFW"),v(15,8,"Gr 2 \xb7 Level 2 \xb7 Unit 15 \u2014 Sample words: spoon, soup, overdue, blew, argue","Decode/spell oo/ou/ue/ew words"),v(16,1,"Gr 2 \xb7 Level 2 \xb7 Unit 16 \u2014 Sounds of au and aw","au/aw vowel teams"),v(16,2,"Gr 2 \xb7 Level 2 \xb7 Unit 16 \u2014 Spelling generalizations for the /\xf4/ sound","au medial vs aw at end"),v(16,3,"Gr 2 \xb7 Level 2 \xb7 Unit 16 \u2014 Trick Words (HFW): August, laugh, daughter","Read/spell irregular Trick Words"),v(16,4,"Gr 2 \xb7 Level 2 \xb7 Unit 16 \u2014 Phonetically regular HFW: draw, drawing, law, saw","Decode/spell au/aw HFW"),v(16,5,"Gr 2 \xb7 Level 2 \xb7 Unit 16 \u2014 Sample words: claw, aunt","Decode/spell au/aw words"),v(17,1,"Gr 2 \xb7 Level 2 \xb7 Unit 17 \u2014 Consonant-le syllable type","C-le syllable type"),v(17,2,"Gr 2 \xb7 Level 2 \xb7 Unit 17 \u2014 Spelling consonant-le words","Spelling -le pattern"),v(17,3,"Gr 2 \xb7 Level 2 \xb7 Unit 17 \u2014 Review of all 6 syllable types","All six syllable types cumulative"),v(17,4,"Gr 2 \xb7 Level 2 \xb7 Unit 17 \u2014 Trick Words (HFW): trouble, couple, young","Read/spell irregular Trick Words"),v(17,5,"Gr 2 \xb7 Level 2 \xb7 Unit 17 \u2014 Phonetically regular HFW: little, apple, example, single, table, middle","Decode/spell -le HFW"),v(17,6,"Gr 2 \xb7 Level 2 \xb7 Unit 17 \u2014 Sample words: gobble, tumble, noble","Decode/spell -le words")],3:[v(1,1,"Gr 3 \xb7 Level 3 \xb7 Unit 1 \u2014 Closed-syllable concept","Closed syllable type review"),v(1,2,"Gr 3 \xb7 Level 3 \xb7 Unit 1 \u2014 Glued sounds: all, an, am","-all/-an/-am glued sounds"),v(1,3,"Gr 3 \xb7 Level 3 \xb7 Unit 1 \u2014 Glued sounds: ng/nk","-ng/-nk family glued sounds"),v(1,4,"Gr 3 \xb7 Level 3 \xb7 Unit 1 \u2014 Closed-syllable exceptions: olt, old, ost, ind, ild","Long VCC patterns olt/old/ost/ind/ild"),v(1,5,"Gr 3 \xb7 Level 3 \xb7 Unit 1 \u2014 ck and tch spelling","ck after short vowel; tch after short vowel"),v(1,6,"Gr 3 \xb7 Level 3 \xb7 Unit 1 \u2014 w and qu effect on a (/\xf6/)","w + a and qu + a sound shift"),v(1,7,"Gr 3 \xb7 Level 3 \xb7 Unit 1 \u2014 Lowercase cursive letters: l, e, h, b, f, k","Cursive handwriting",!0),v(1,8,"Gr 3 \xb7 Level 3 \xb7 Unit 1 \u2014 Sample words: quilt, elf, shred, kick, crush, string, pitch, colt, squash","Decode/spell closed syllable & exception words"),v(1,9,"Gr 3 \xb7 Level 3 \xb7 Unit 1 \u2014 Sound-alike words: know/no, which/witch","Homophones tied to spelling"),v(2,1,"Gr 3 \xb7 Level 3 \xb7 Unit 2 \u2014 Review suffixes: -s, -es, -ed, -ing, -ive, -able, -en, -er, -est, -ish, -y, -ful, -less, -ness, -ly, -ty, -ment","Cumulative suffix review"),v(2,2,"Gr 3 \xb7 Level 3 \xb7 Unit 2 \u2014 Forming plurals with -s and -es","Plural rules with -s/-es"),v(2,3,"Gr 3 \xb7 Level 3 \xb7 Unit 2 \u2014 Irregular plurals","Irregular plural forms"),v(2,4,"Gr 3 \xb7 Level 3 \xb7 Unit 2 \u2014 Three sounds of -ed: /ed/, /d/, /t/","The three pronunciations of -ed"),v(2,5,"Gr 3 \xb7 Level 3 \xb7 Unit 2 \u2014 1-1-1 Doubling Spelling Rule (vowel suffix)","Double final consonant before vowel suffix"),v(2,6,"Gr 3 \xb7 Level 3 \xb7 Unit 2 \u2014 Lowercase cursive letters: i, j, p, r, s, t, u, w","Cursive handwriting",!0),v(2,7,"Gr 3 \xb7 Level 3 \xb7 Unit 2 \u2014 Sample words: stronger, tallest, shipped, shipment","Decode/spell suffix words"),v(2,8,"Gr 3 \xb7 Level 3 \xb7 Unit 2 \u2014 Sound-alike words: son/sun, some/sum, banned/band, guest/guessed, missed/mist","Homophones"),v(3,1,"Gr 3 \xb7 Level 3 \xb7 Unit 3 \u2014 Review vowel-consonant-e (VCe) syllables","VCe syllable type review"),v(3,2,"Gr 3 \xb7 Level 3 \xb7 Unit 3 \u2014 Spelling of /k/ in a VCe syllable","k vs c choice in VCe context"),v(3,3,"Gr 3 \xb7 Level 3 \xb7 Unit 3 \u2014 s saying /z/ between two vowels","Voiced s between vowels"),v(3,4,"Gr 3 \xb7 Level 3 \xb7 Unit 3 \u2014 Review division of multisyllabic words","Syllable division review"),v(3,5,"Gr 3 \xb7 Level 3 \xb7 Unit 3 \u2014 Two-syllable words with closed + closed and closed + VCe syllables","Multisyllabic decoding combinations"),v(3,6,"Gr 3 \xb7 Level 3 \xb7 Unit 3 \u2014 Spelling multisyllabic words","Multisyllabic spelling procedure"),v(3,7,"Gr 3 \xb7 Level 3 \xb7 Unit 3 \u2014 Lowercase cursive letters: c, a, o","Cursive handwriting",!0),v(3,8,"Gr 3 \xb7 Level 3 \xb7 Unit 3 \u2014 Sample words: rose, invent, splendid, theme, confuse, reptile","Decode/spell multisyllabic VCe words"),v(3,9,"Gr 3 \xb7 Level 3 \xb7 Unit 3 \u2014 Sound-alike words: plain/plane","Homophones"),v(4,1,"Gr 3 \xb7 Level 3 \xb7 Unit 4 \u2014 -ve at the end of a word (/v/)","English words don't end in v\u2014use -ve"),v(4,2,"Gr 3 \xb7 Level 3 \xb7 Unit 4 \u2014 -ive as a suffix","-ive suffix"),v(4,3,"Gr 3 \xb7 Level 3 \xb7 Unit 4 \u2014 Silent e spelling rule","Drop silent e before vowel suffix"),v(4,4,"Gr 3 \xb7 Level 3 \xb7 Unit 4 \u2014 Lowercase cursive letters: d, g, q","Cursive handwriting",!0),v(4,5,"Gr 3 \xb7 Level 3 \xb7 Unit 4 \u2014 Sample words: captive, hoping, concluded, bravely","Decode/spell -ve, -ive, silent e words"),v(4,6,"Gr 3 \xb7 Level 3 \xb7 Unit 4 \u2014 Sound-alike words: mail/male, mind/mined, find/fined","Homophones"),v(5,1,"Gr 3 \xb7 Level 3 \xb7 Unit 5 \u2014 Identifying schwa","Schwa as the unaccented vowel sound"),v(5,2,"Gr 3 \xb7 Level 3 \xb7 Unit 5 \u2014 Reading words with a schwa in an unaccented syllable","Decode schwa in unaccented syllables"),v(5,3,"Gr 3 \xb7 Level 3 \xb7 Unit 5 \u2014 Spelling words with a schwa in an unaccented syllable","Spell schwa"),v(5,4,"Gr 3 \xb7 Level 3 \xb7 Unit 5 \u2014 -et spelling at end of words (e.g., jacket)","Final -et spelling pattern"),v(5,5,"Gr 3 \xb7 Level 3 \xb7 Unit 5 \u2014 Dictionary skills","Dictionary skills",!0),v(5,6,"Gr 3 \xb7 Level 3 \xb7 Unit 5 \u2014 Lowercase cursive letters: n, m, v, y","Cursive handwriting",!0),v(5,7,"Gr 3 \xb7 Level 3 \xb7 Unit 5 \u2014 Sample words: random, method, rockets","Decode/spell schwa words"),v(5,8,"Gr 3 \xb7 Level 3 \xb7 Unit 5 \u2014 Sound-alike words: weather/whether, father/farther","Homophones"),v(6,1,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 Open syllable review","Open syllable type"),v(6,2,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 y as a vowel: /\u012b/ and /\u0113/","y as long i and long e"),v(6,3,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 Schwa in an open syllable with a","Schwa-a (e.g., a-bout)"),v(6,4,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 Schwa in an open syllable with i","Schwa-i in open syllables"),v(6,5,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 Open-syllable exception","Open syllable exceptions"),v(6,6,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 Soft c: ce, ci, cy (reading)","Soft c triggered by e/i/y"),v(6,7,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 Soft g: ge, gi, gy (reading)","Soft g triggered by e/i/y"),v(6,8,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 Lowercase cursive letters: z, x","Cursive handwriting",!0),v(6,9,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 Sample words: music, relate, cry, giant, Alaska, indicate, champion, recent","Decode/spell open syllable & soft c/g words"),v(6,10,"Gr 3 \xb7 Level 3 \xb7 Unit 6 \u2014 Sound-alike words: hi/high, by/buy/bye, oh/owe","Homophones"),v("Bonus",1,"Gr 3 \xb7 Level 3 \xb7 Bonus Unit \u2014 Review of closed syllables (with nonsense words)","Cumulative closed syllable practice"),v("Bonus",2,"Gr 3 \xb7 Level 3 \xb7 Bonus Unit \u2014 Concepts of prefixes and roots","Prefix + root morphology"),v("Bonus",3,"Gr 3 \xb7 Level 3 \xb7 Bonus Unit \u2014 Review of syllable division for multisyllabic words","Multisyllabic syllable division"),v("Bonus",4,"Gr 3 \xb7 Level 3 \xb7 Bonus Unit \u2014 Closed/open syllable prefixes: con-, dis-, un-, en-, em-, ex-, in-, im-, il-, ir-, mis-, non-, sub-, trans-, de-, e-, pre-, pro-, re-","Common Latin prefixes"),v("Bonus",5,"Gr 3 \xb7 Level 3 \xb7 Bonus Unit \u2014 Closed-syllable roots: dict, duct, fect, fract, ject, junct, lect, min, scrib, sist, spec, struct, tract","Common Latin roots"),v(7,1,"Gr 3 \xb7 Level 3 \xb7 Unit 7 \u2014 Pluralizing words ending in y and o","Plural rules for -y and -o words"),v(7,2,"Gr 3 \xb7 Level 3 \xb7 Unit 7 \u2014 Y and suffix spelling rule","Change y to i before suffix"),v(7,3,"Gr 3 \xb7 Level 3 \xb7 Unit 7 \u2014 Uppercase cursive letters: A, O, C, G, E","Cursive handwriting",!0),v(7,4,"Gr 3 \xb7 Level 3 \xb7 Unit 7 \u2014 Sample words: happiest, studied, tries, duties, volcanoes","Decode/spell y-to-i suffix words"),v(7,5,"Gr 3 \xb7 Level 3 \xb7 Unit 7 \u2014 Sound-alike words: flour/flower, thrown/throne","Homophones"),v(8,1,"Gr 3 \xb7 Level 3 \xb7 Unit 8 \u2014 Final stable syllable","Final stable syllable concept"),v(8,2,"Gr 3 \xb7 Level 3 \xb7 Unit 8 \u2014 Consonant-le syllable","C-le syllable type"),v(8,3,"Gr 3 \xb7 Level 3 \xb7 Unit 8 \u2014 Suffixes -tion, -sion","Suffixes -tion and -sion"),v(8,4,"Gr 3 \xb7 Level 3 \xb7 Unit 8 \u2014 Consonant-le exception","C-le exceptions"),v(8,5,"Gr 3 \xb7 Level 3 \xb7 Unit 8 \u2014 Final syllable with schwa vs. consonant-le","Distinguish schwa-l from c-le"),v(8,6,"Gr 3 \xb7 Level 3 \xb7 Unit 8 \u2014 Consonant-le: adding suffixes","Suffixes added to c-le bases"),v(8,7,"Gr 3 \xb7 Level 3 \xb7 Unit 8 \u2014 Uppercase cursive letters: F, T, B, P, R, L","Cursive handwriting",!0),v(8,8,"Gr 3 \xb7 Level 3 \xb7 Unit 8 \u2014 Sample words: tumble, noble, bugle, whistle, bagel, settling, settlement, expansion, construction, vision","Decode/spell c-le and -tion/-sion words"),v(8,9,"Gr 3 \xb7 Level 3 \xb7 Unit 8 \u2014 Sound-alike words: principal/principle, wear/where, weight/wait, week/weak, meet/meat","Homophones"),v(9,1,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 All sounds of ar, er, ir, or, ur (incl. /\u0259r/ for ar/or)","R-controlled vowels including unstressed schwar"),v(9,2,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 Combining er/ir/ur r-controlled syllables with other syllable types","Multisyllabic r-controlled words"),v(9,3,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 war and wor patterns","w + ar/or sound shift"),v(9,4,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 -ward and -or as a suffix","Suffixes -ward, -or"),v(9,5,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 Spelling option procedure for /\u0259r/ sound","Choose ar/or for unstressed /er/"),v(9,6,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 Dictionary skills","Dictionary skills",!0),v(9,7,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 R-controlled exception (rr)","Doubled r exception"),v(9,8,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 1-1-1 spelling rule with r-controlled words","Doubling rule applied to r-controlled"),v(9,9,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 Uppercase cursive letters: H, K, N, M, D, W","Cursive handwriting",!0),v(9,10,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 Sample words: burst, termite, orbit, solar, cherry, warmth, furry, stirred","Decode/spell r-controlled words"),v(9,11,"Gr 3 \xb7 Level 3 \xb7 Unit 9 \u2014 Sound-alike words: heard/herd, berry/bury, warn/worn","Homophones"),v(10,1,"Gr 3 \xb7 Level 3 \xb7 Unit 10 \u2014 Double vowel (vowel team) syllable","Vowel team syllable type"),v(10,2,"Gr 3 \xb7 Level 3 \xb7 Unit 10 \u2014 Additional vowel teams: eigh, ei, ea, ie, igh, oo, ui","Less common vowel teams"),v(10,3,"Gr 3 \xb7 Level 3 \xb7 Unit 10 \u2014 Adding suffixes to double vowel words","Suffix attachment to vowel team bases"),v(10,4,"Gr 3 \xb7 Level 3 \xb7 Unit 10 \u2014 Double vowel exception","Vowel team exceptions"),v(10,5,"Gr 3 \xb7 Level 3 \xb7 Unit 10 \u2014 Uppercase cursive letters: U, V, Y, Z","Cursive handwriting",!0),v(10,6,"Gr 3 \xb7 Level 3 \xb7 Unit 10 \u2014 Sample words: understood, delighted, destroying","Decode/spell vowel team words"),v(10,7,"Gr 3 \xb7 Level 3 \xb7 Unit 10 \u2014 Sound-alike words: sail/sale, led/lead, break/brake, pail/pale","Homophones"),v(11,1,"Gr 3 \xb7 Level 3 \xb7 Unit 11 \u2014 Contractions","Contraction formation and decoding"),v(11,2,"Gr 3 \xb7 Level 3 \xb7 Unit 11 \u2014 Uppercase cursive letters: Q, X","Cursive handwriting",!0),v(11,3,"Gr 3 \xb7 Level 3 \xb7 Unit 11 \u2014 Sample words: doesn't, can't, don't","Decode/spell contractions"),v(11,4,"Gr 3 \xb7 Level 3 \xb7 Unit 11 \u2014 Sound-alike words: it's/its, there/their/they're","Homophones (contractions vs possessives)"),v(12,1,"Gr 3 \xb7 Level 3 \xb7 Unit 12 \u2014 Soft c before e, i, y (spelling)","Soft c spelling"),v(12,2,"Gr 3 \xb7 Level 3 \xb7 Unit 12 \u2014 Soft g before e, i, y (spelling)","Soft g spelling"),v(12,3,"Gr 3 \xb7 Level 3 \xb7 Unit 12 \u2014 Spelling English words ending with /j/ s
1ound","-ge / -dge endings"),v(12,4,"Gr 3 \xb7 Level 3 \xb7 Unit 12 \u2014 dge after a short vowel","-dge trigraph after short vowel"),v(12,5,"Gr 3 \xb7 Level 3 \xb7 Unit 12 \u2014 Silent e spelling rule after soft g and c","Silent e to keep c/g soft"),v(12,6,"Gr 3 \xb7 Level 3 \xb7 Unit 12 \u2014 Uppercase cursive letters: S, I, J","Cursive handwriting",!0),v(12,7,"Gr 3 \xb7 Level 3 \xb7 Unit 12 \u2014 Sample words: gentleman, entrance, bridges, replacing","Decode/spell soft c/g and dge words"),v(12,8,"Gr 3 \xb7 Level 3 \xb7 Unit 12 \u2014 Sound-alike words: cell/sell, peace/piece, cent/sent/scent, scene/seen","Homophones"),v(13,1,"Gr 3 \xb7 Level 3 \xb7 Unit 13 \u2014 New sounds: ch /k/ (chorus), ph /f/ (phone)","Greek-origin spellings ch=/k/ and ph=/f/"),v(13,2,"Gr 3 \xb7 Level 3 \xb7 Unit 13 \u2014 Silent letter clusters: wr, rh, gn, kn, mn, mb, gh","Silent letter consonant patterns"),v(13,3,"Gr 3 \xb7 Level 3 \xb7 Unit 13 \u2014 Sample words: chorus, triumph, column, wrinkle","Decode/spell ch=/k/, ph=/f/, silent letter words"),v(13,4,"Gr 3 \xb7 Level 3 \xb7 Unit 13 \u2014 Sound-alike words: knew/new, knight/night, knows/nose","Homophones"),v(14,1,"Gr 3 \xb7 Level 3 \xb7 Unit 14 \u2014 Review: ch /k/ (chorus), ph /f/ (phone)","Cumulative review of Greek-origin patterns"),v(14,2,"Gr 3 \xb7 Level 3 \xb7 Unit 14 \u2014 Review: silent letters wr, rh, gn, kn, mn, mb, gh","Cumulative silent letter review"),v(14,3,"Gr 3 \xb7 Level 3 \xb7 Unit 14 \u2014 Sample words: chorus, triumph, column, wrinkle","Decode/spell cumulative review words"),v(14,4,"Gr 3 \xb7 Level 3 \xb7 Unit 14 \u2014 Sound-alike words: knew/new, knight/night, knows/nose","Homophones cumulative review")]},b=function(e,n,i,o){return{unitNumber:o,lessonNumber:n,value:i,label:"".concat(e," \xb7 Week ").concat(n," \u2014 ").concat(i),disabled:d(i)||void 0,exampleWords:r(i)}},f={K:[b("Smart Start",1,"Letter Recognition (Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh)",0),b("Smart Start",2,"Letter Recognition (Ii, Jj, Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr)",0),b("Smart Start",3,"Letter Recognition (Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz)",0),b("Unit 1",1,"initial/final consonant (m /m/)",1),b("Unit 1",2,"initial/medial vowel (a /\u0103/)",1),b("Unit 1",3,"initial consonant (s /s/)",1),b("Unit 2",1,"initial/final consonant (p /p/)",2),b("Unit 2",2,"initial/final consonant (t /t/)",2),b("Unit 2",3,"review (m /m/, a /\u0103/, s /s/, p /p/, t /t/)",2),b("Unit 3",1,"medial vowel (i /\u012d/)",3),b("Unit 3",2,"consonant (n /n/)",3),b("Unit 3",3,"consonant (c /k/)",3),b("Unit 4",1,"initial/medial vowel (o /\u014f/)",4),b("Unit 4",2,"initial/final consonant (d /d/)",4),b("Unit 4",3,"review (i /\u012d/, n /n/, c /k/, o /\u014f/, d /d/); S-blends (sn, sp, st)",4),b("Unit 5",1,"initial consonant (h /h/)",5),b("Unit 5",2,"initial/medial vowel (e /\u0115/)",5),b("Unit 5",3,"initial/final consonant (f /f/); initial consonant (r /r/)",5),b("Unit 6",1,"initial/final consonant (b /b/); initial consonant (l /l/)",6),b("Unit 6",2,"initial consonant (k /k/); final consonant (ck /k/)",6),b("Unit 6",3,"review (h /h/, e /\u0115/, f /f/, r /r/, b /b/, l /l/, k /k/, ck /k/); L-blends (bl, cl, fl, sl)",6),b("Unit 7",1,"initial/medial vowel (u /\u016d/)",7),b("Unit 7",2,"initial/final consonant (g /g/); initial consonant (w /w/)",7),b("Unit 7",3,"final consonant (x /ks/); initial consonant (v /v/)",7),b("Unit 8",1,"initial consonant (j /j/); initial consonant (qu /kw/)",8),b("Unit 8",2,"initial consonant (y /y/); initial consonant (z /z/)",8),b("Unit 8",3,"review (u /\u016d/, g /g/, w /w/, x /ks/, v /v/, j /j/, qu /kw/, y /y/, z /z/); R-blends (br, cr, dr, gr, tr)",8),b("Unit 9",1,"long vowel a (a_e)",9),b("Unit 9",2,"long vowel i (i_e)",9),b("Unit 9",3,"long vowel o (o_e)",9),b("Unit 10",1,"long vowel u (u_e)",10),b("Unit 10",2,"long vowel e (e /\u0113/, ee, e_e)",10),b("Unit 10",3,"long vowels (a, e, i, o, u); 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