Phonics First Curriculum Guide

SKU: RL2010

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Phonics First Curriculum Guide

Phonics First reading system, developed by RLAC (an IMSLEC Accredited MSL program), is a multisensory, systematic, structured, sequential, phonics-based, direct-instruction approach to teaching beginning, at-risk, struggling, learning disabled, dyslexic and ELL readers.

Rooted in the Orton-Gillingham principles of instruction, Phonics First uses scientifically research-based learning strategies to teach students systematic processes for decoding (reading) and encoding (spelling). Students who use the Phonics First Foundations system make significant gains in reading and spelling while building a lifelong understanding of the structure of language.

The Phonics First®  Curriculum Guide contains 145 lessons; over 145 reading/spelling concepts; 235 Sight Words (Red Words); and more than 100 syllabication lessons that include over 700 multisyllable words for decoding practice. Lessons emphasize a balance of reading and spelling for mastery of phonetic and non-phonetic words. In addition, lessons include structured syllabication study for decoding mastery of multisyllable words.

Phonics First lessons are divided into four Learning Layers:

  • Layer One - Basic short vowels, consonants and digraphs
  • Layer One Plus - A "shortcut" for beginning instruction for older students --emphasizes short vowel mastery through one- and two-syllable words
  • Layer Two - Blends, two-syllable words, plurals, simple spelling rules and familiar affixes
  • Layer Three - Silent-e, vowel pairs, consonant-le endings, y as a vowel, r-controls, homonyms, contractions, more affixes
  • Layer Four - Diphthong vowels, soft c and g, spelling rules, additional suffixes

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This curriculum guide is also used after completing RLAC's intensive Phonics First™ Professional Development course. RLAC trained teachers use thePhonics Firstcurriculum to implement structured, step-by-step multisensory lessons to teach reading and spelling skills in classroom, intervention and remediation settings. Instructors who have completed other, in-depth multisensory courses will also benefit from the Phonics Firstcurriculum guide..

Phonics First Professional Development

Grades K-3 general education; K-5 intervention

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Additional Learning

Kind Words

"Since coming to Brainspring, the hope that my son can learn has now become a reality. I now have tears and emotional feelings of joy, because at the age of seventeen, my son is finally reading." - Brainspring Parent

"You know you're on the right track when teachers are enthusiastically implementing what they have learned in the workshop and reporting terrific results! Firsthand training that includes skillful presentation, feedback and follow-up makes the difference." – Lynda Theiler, District Liaison for Special Education, Lakota Schools, OH

"My adolescent is dyslexic and Phonics First Orton-Gillingham method is just what she needs to build self-esteem and study skills. Also, the staff accommodates my athlete’s busy, ever-changing schedule." – Jan, Brainspring Parent, Troy, MI

"Our students showed remarkable progress and our MEAP state reading scores jumped from 56.2 to 82.5 after only 3 months of Phonics First® Academic Advantage On-site Tutoring. I would highly recommend it to any [urban] school wishing to make significant gains in student reading ability. No school should be without it!." - Steve Christian, Assistant Principal, Fleming Elementary, Detroit, MI

"Brainspring provides innovative, up to date learning techniques, I recommend them for ALL of your tutoring needs." - Brainspring Parent

"... Mitchell has fallen in love with books. He loves going to the bookstore, or even to the magazine section of the grocery store, and simply thumbing through books that he finds interesting. All of this is made possible because he has learned to read at Brainspring, and is getting better and better at reading all of the time." – Miles, Brainspring Parent

"My adolescent is dyslexic and Phonics First Orton-Gillingham method is just what she needs to build self-esteem and study skills. Also, the staff accommodates my athlete’s busy, ever-changing schedule." – Jan, Brainspring Parent, Troy, MI

"Since coming to Brainspring, my child can read." - Theresa, Brainspring Parent

"Since coming to Brainspring, the hope that my son can learn has now become a reality. I now have tears and emotional feelings of joy, because at the age of seventeen, my son is finally reading." - Brainspring Parent

"Brainspring provides innovative, up to date learning techniques, I recommend them for ALL of your tutoring needs." - Brainspring Parent

"My children attended another tutoring center for five years straight. My daughter is ADD and dyslexic. The other tutoring center was not working for us and my daughter now attends Brainspring, what a dramatic difference! She loves to attend without a fight. I strongly recommend this center." - Brainspring Mom

"I again want to thank you for teaching me the Orton-Gillingham method of teaching reading. It has been the best and most useful class I had in grad school!" - Donna Dunn, Teacher

"Our students showed remarkable progress and our MEAP state reading scores jumped from 56.2 to 82.5 after only 3 months of Phonics First® Academic Advantage On-site Tutoring. I would highly recommend it to any [urban] school wishing to make significant gains in student reading ability. No school should be without it!." - Steve Christian, Assistant Principal, Fleming Elementary, Detroit, MI

"You know you're on the right track when teachers are enthusiastically implementing what they have learned in the workshop and reporting terrific results! Firsthand training that includes skillful presentation, feedback and follow-up makes the difference." – Lynda Theiler, District Liaison for Special Education, Lakota Schools, OH

"All it takes is courage and commitment to achieve our goal that all children can read; Phonics First® is the key that is helping us achieve our goal." - Marian Horowitz, Curriculum & School Improvement Director, Tecumseh Schools, MI

"The Monday I returned from the CEC Convention I immediately started doing core words, which cannot be decoded using "spelling on the arm". I was totally amazed! ... I will stay in touch and keep you apprised of the successes we have!" – Kris Kenna, Academic Support Teacher, Central Manor Elementary

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