Scope and Sequence Chart

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Level: Beginning
Level: Basic Blue
Level: Intermediate
New – September 1, 2006
• Beginning Green Teacher’s Manual
• Beginning Green Reading Book One
• Beginning Green Reading Book Two
• Beginning Green Workbook A
• Beginning Green Workbook BOriginal
• Beginning I Teacher-Student Manual
• Beginning I Reading Book One
• Beginning I Reading Book Two
• Beginning I Workbook A
• Beginning I Workbook B
• Beginning Level Spelling ManualThe Lonely Vowels Teacher’s Manual, Reading
Book and Workbook are optional.
Many supplementary materials available
• Basic Blue Core Manual
• Basic Blue Reading Book One
• Basic Blue Reading Book Two
• Basic Blue Reading Book Three
• Basic Blue Workbook A
• Basic Blue Workbook B
• Basic Blue Workbook C
• Basic Blue Spelling Manual
• Supplementary materials also available
• Intermediate 1 Teacher-Student Manual
• Intermediate 1 Student Book
• Intermediate 1 Workbook
• Frostings, Doilies and More
• Teacher’s Manual
• Frostings, Doilies and More Student Book
• Intermediate II Teacher’s Manual (Draft Version)
• Intermediate II Student’s Book (Draft Verison)
• Stevenson’s Essential Grammar (See Catalogue)
READING – In every lesson. Begins as soon as first five letters are learned.SPELLING – In every lesson. Students trained to discriminate vowel sounds. Teacher feeds clues.

VOCABULARY – In every lesson. Unfamiliar words are introduced early for language development exercise.

TYPING – Optional. Important for special students with hand/eye problems.

PRINTING – In most lessons. Important clues for preventing and remediating reversals.

COMPREHENSION – Foundation exercises. Fill-ins. Following directions. Answering questions with yes or no in complete sentences.

GRAMMAR – Categorizing nouns, verbs and adjectives with special concrete techniques.

DEFINITION – Defining verbs in simple sentences.

READING – In every lesson.SPELLING – In every lesson. Student is weaned from clues and masters encoding procedure.

COMPREHENSION – Structured sequence of exercises becomes increasingly extensive as level progresses. Students learn to answer who, what, where, when and naming questions in complete sentences in writing.

VOCABULARY – Continued language development activities throughout.

PENMANSHIP – Cursive writing available.

GRAMMAR – Prepositions added to continued work with nouns, verbs, adjectives.



READING – In every lesson. Focus on multisyllable words.SPELLING – In every lesson. Multisyllable words including special procedure for prefixes (doilies) and suffixes (frostings).

VOCABULARY – Meanings of more sophisticated words. Changing of meanings of words by addition of prefixes and suffixes.

COMPREHENSION – Answering more complicated questions requiring inference.

DICTATION – Sentences with more complex vocabulary.

GRAMMAR – All parts of speech and all functions of parts of speech in simple sentences (Stevenson’s Essential Grammar).

INTEGRALS 1-102 (See Integral List for details)500 to 600 word reading and spelling vocabulary mastered INTEGRALS 103-155 (See Integral List)Previous Integrals form building blocks for increased vocabulary development

Approximately 2000 words

Most common sound patterns of English mastered

compound words
re, ex, in, de, con, pro, pre, etc.
ei vs. ie, short ea
cle, dle, ble, etc.
tion, ion, ti=sh
-es, -ify, -ity, -ic, -ous, -al, etc.
-ly, ness,-less, -ment, etc.
• Sounds and shapes of 24 lower case letters (all but x and q)
• 21 capital letters and two functions of capitals
• r vs. l, d vs. t, m vs. n, aural, oral and visual discrimination
• CVVC pattern (e.g. coat, beet, meat, pail)
• VVC pattern (e.g. oat, eat)
• CVV pattern (e.g. bee, sea)
• Two reading games, individual and group
• Homonyms ee vs. ea (mnemonics to begin resolution of these spellings)
• Would, could
• Y replacing terminal i
• ai=ay
¥ ee=y
• CVCV pattern (e.g. lake, dime note, cube) • VCV pattern (e.g. ape, ate)
• Hard g vs. soft g
• Hard c vs. soft c
• Suffix s (decoration)
• Buzzing s vs. letter z
• 22 two-letter consonant blends (e.g. bl, gr, st, etc.)
• 3 three-letter consonant blends (str, scr, spr)
• CCVVC, CVVCC, VVCC, CCVV, CCVCV, CCCVCV patterns (blends added to previous patterns)
• But, buy, you, your, from, said, eye
• Long vowel words ending in ce, ve, se, ze
• Review of all previous Integrals built in as comprehension work increases
• Remaining letters
• All letter names
• Resolutions of spelling ee vs. ea
• Suffixes ing, ed, er (frostings)
• Words with ing (e.g. sing, ring)
• to do who too
• Abbreviations of Mr., Mrs., Dr., Ms.
• Compound words
• ight, ild, ind, old
• Digraphs th, ch, sh, wh
• Diphthongs oi, oy
• Words with all (e.g. call, fall)
• Words with ei (e.g. weight)
• R-controlled vowels (e.g. ar, er, ir, ur, wor)
• Diphthongs ou, ow (e.g. loud, clown)
• Contrast pronunciation of oa, o-e vs. ou, ow, vs. oo, ew
• Introduction of w
• Resolution of spelling er, ir, ur, wor, etc.
• Resolution of spelling ou vs. ow
• Short vowels in reading and spelling
• au and aw
• Recognition of prepositions in sentences
• ea (e.g. head) and ea (e.g. great)
• ow (e.g. snow)
• Compound Words Using Basic Blue integrals
• Special word attack steps for multisyllable words
• Introduction of prefixes (doilies)
• Long vowel, first syllable (e.g., hotel)
• Many new suffixes (frostings and decorations)
• ti and si as /sh/ sound
• Language development with question answering exercises
• Writing exercises with different grammatical structures
• Multi-sensory and mnemonic presentation of letters
• Mnemonic approach to printing to prevent reversals
• Long vowel sounds to improve weak auditory discrimination
• Six Special Steps for isolating and articulating letter sounds
• Seven Special Steps for decoding, blending and encoding
• Peanut Butter & Jelly Sandwich mnemonic for CVVC pattern
• Open Sandwich mnemonic for VVC and CVV patterns
• Layer Cake mnemonic for CVCV pattern
• Open Cake mnemonic for VCV pattern
• Concrete activities to identify nouns as name words and verbs as action words
• Feed words to avoid drilling of sight words.
• Continuation of Peanut Butter and Jelly Sandwich and Layer Cake mnemonics to resolve difficult new materials
• New mnemonics for new vowel patterns
• Special sequence for comprehension development
• Frosting and decoration mnemonics for suffixes
• New mnemonics for digraphs
• Mnemonic resolution using stories for difficult spelling problems (e.g. unlike spellings of identical sounds)
• Mnemonic resolution of pronunciation problems
• Specific decoding procedure for short vowel words using Seven Special Steps
• Identifying most prepositions concretely as “position words”
• Suffix and prefix addition using mnemonic images and concrete models (frostings and doilies)
• Scanning multisyllable words for vowel patterns
• Sequenced decoding strategy for multisyllable words
• Auditory discrimination exercises for multisyllable words
• Visual discrimination exercises for multisyllable words
• Transferring grammar skills to writing skills
• Managing silent consonants