The Emergent Reading Kit (ERK) is a complete reading and writing (spelling and handwriting) program that spans from learning the alphabet to reading decodable books and writing sentences. Utilize the free-online training course to successfully implement assessments, lesson plans, and mostly the explicit,
direct instruction strategies that teach children how to read and write at the Kinder and early First Grade levels. On completion of this kit, students will independently read and write 48-sight words and all short vowel CVC words utilizing their unique reading portfolio workbooks and decodable readers.
Reading Portfolios: Each color group has specific blackline masters that are duplicated and stapled together into reading portfolios. Students use their portfolios daily in reading groups, as well as for independent practice. The portfolios are filled with pages that display letters, CV blends (for coarticulation practice), CVC words and sight words, as well as sentences. Students read and reread these pages for automaticity. After many days of practice, students then read books with these new and previously learned words.
Lesson Plans: There are three different lesson plans in this program: the 5-Day Red Lesson Plan, the 10-Day Orange and Yellow Lesson Plan, and the 5-day Green and Blue Lesson Plan.
This program introduces letters in the order of their frequency in text. Each reading color group is assigned specific letters for students to learn. In these groups, students master the assigned letters’ names and sounds, words that begin with the letters’ sounds, and how to print them. Use the “Letters!” puppet (pictured below) as a cue for students to read and print the letters “as fast as a snap”!
Students use the letters learned to blend CV letter combinations, then advance to decode CVC words. Use the “I Decode It!” puppet (below) as a cue for students to read these words by blending the letters together.
When introducing the CV blends or CVC words, the teacher writes the different combinations on the board. Students blend CV letters using the “Tap-Tap-Sing-Say” method. The teacher taps a letter as a cue to say the sound. After each letter is tapped, the students then sing the sounds to blend them, and finally end by saying the CV blends. Students read the CVC words using Sing-Say. They sing to blend the CVC sounds and then say the word. After this instruction, students practice reading CV blends or CVC words in their reading portfolios.
In their reading groups, students also learn to read and write sight words. Use the “I Know it!” puppet (below) as a cue for students to memorize these words so they can read them “as fast as a snap”. Introduce the new sight words using the chants, cheers, or mnemonic cues followed by the “Build a Word” activity. After introducing these words, students then practice reading and writing new and previously-learned sight words repeatedly for mastery
Once students master reading the new CVC words and sight words, they then read both types of words mixed together on word and sentences’ boards in their portfolios. This unique and vital activity explicitly guides students to switch between strategies of “how” to read words. Sight words need to be read by memory, “as fast as a snap”. On the other hand, CVC words are read by blending together the letter sounds. Notice both puppets are used as cues for students to determine how to read the words.
Dictation reinforces newly learned words using the spelling strategies “I Know-It!” and “I Slow-Mo-It!”. (See puppets below.) Students use the same strategy, “I Know It!”, for reading and writing sight words. However, writing CVC words requires students to segment, or separate the sounds in the words, in order to write them. Notice, (in the
photoon page 23) both puppets are displayed during the dictation lessons as cues for students to determine how to spell words.
Finally, after intense practice reading sight words and CVC words mixed together in their portfolios, students then read their new books that are written with the new and previously learned sight words and CVC blends. For more support before reading the text, students box the sight words and highlight the first two letters of each CVC word on the pages. This coding of the text will help students determine the strategy to read each word. Notice the “Know it!” and the “Decode it!” puppets are used as cues for students to determine how to read the words.
Once students read their books fluently, the teacher may work on comprehension skills using the Language Walk, Summary Sentence, and Depth of Knowledge Questions.
On completion of this kit, students will independently read 48-sight words and all short vowel CVC words in decodable texts.
Box the Sight Words and Highlight the first two letters of CVC Words.
Comprehension Activities include: Language Walk, Summary Sentence, and Depth of Knowledge Questions
Independent Work: Students practice skills learned in their reading groups by reading or writing in their portfolios, and by watching and interacting with the Nancy Fetzer’s Emergent Reading Kit’s FREE Online Videos.
Portfolios and Reading Books: Students reread portfolio pages and familiar books that were introduced and practiced during their reading groups. Additionally, students may be assigned to write letters or sight words on worksheets in their portfolios.
Free Online Videos: The online videos are approximately 8-10 minutes in length. Click here to view our Free Online Courses
This kit includes a teacher manual and digital blackline masters for decodable books and reading portfolios that can be printed. Students use their portfolios daily in reading groups for instruction and guided practice, as well as for independent practice or seatwork. The portfolios are filled with pages that display letters, CV blends (to introduce coarticulation), CVC words and sight words, as well as sentences. Students read and reread these pages for automaticity. Additionally, students practice letter formation, followed by spelling at the word and sentence level. After many days of practice, students then read books with these new and previously learned CVC and sight words. Finally, students write one-sentence summaries for each book. This program is designed specifically for Kindergarten students and as an intervention for grades 1-3.
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