Advantages Over Other Trade Books: 

• Targets Science of Reading phonics skills regardless of program or terminology
• Follows sound reading research 
• Applies learned phonics skills from decodable books to trade books
• Enriches vocabulary
• Promotes fluency
• Reignites a love of reading
• Range of difficulty insures a “just right” book, not too hard, not too easy 
• Suits small group instruction, independent reading, take-home practice
• Affordable pricing includes shipping 
• One-stop shopping includes 60 books sourced from multiple publishers with 1 po
• Includes a list of each SOR phonics skill and books that support that skill 
• Includes a list of books with a detailed list of accompanying SOR phonics skills 

SOR Phonics Skills With Corresponding Titles

This is just a sample of our multi-page list of SOR skills and corresponding book titles enclosed with each bookset:

r-controlled pairs/bossy r:

• ar: About Sea Stars, Anthony’s New Glasses; Danny And The Monarch Butterfly; Fluffy And Charlie Go Camping; I Love To Write; The Hungry Sea Star; The Lost Dog; The Sleepover Party
• er, ir, ur: All By Myself; Danny And The Monarch Butterfly; Fluffy And Charlie Go Camping; George’s Story; Horses; I Love To Write; Pilgrim Children Had Many Chores; The Lost Dog; The Sleepover Party; The Turtle Race; A Snow Day For Rusty; All About Cars; Baron Rescue Dog; Casey And The Nest;George’s Story; Horses; I Love To Write; My Mom’s Apron; Quack And The Race; Sammy Gets A Ride; The Big Spider Goes To A Party; The Turtle Race
  

Suffixes:

• s: A Trip To The Beach; Baron Rescue Dog
• ed: A Little Crab In Big Trouble; A Trip To The Beach; Anthony’s New Glasses; Best Friends (Eaglecrest); Coyote Plants A Peach Tree; Danny And The Monarch Butterfly; Muddy Pig, Clean Pig; Pat And Pea Soup; Quack And The Race; Rusty’s Big Move; Tess And The Waves
• ing: Danny And Dad Go On A Picnic; Danny And The Bully; Danny And The Monarch Butterfly; Horses; Quack And The Eggs; Spring In The Woods; Why Bear Has A Short Tail
• er: I Love To Write; Quack And The Eggs
• ly: Caring For Your Dog
• y (cry): Fluffy And Charlie Go Camping; Super Hammy Makes A New Friend

Complete List of SOR Phonics Skills Used in Phonics Forward

This is the suggested list of Grade 1 phonics skills common to most SOR programs. They are arranged in no particular order to fit this page, although each program introduces them in a different sequence and a few skills are taught at a different grade level as indicated. Select skills appropriate to your class.

• blends (beginning): bl-, cl-, fl-, gl-, pl-, br-, cr-, fr-, gr-, pr-, tr-, sc-, sk-, sl-, sm-, sn-, sp-, st-, sw-, squ- (-squ grade 1 or 2)
• blends (ending): -ft, -lk, -mp, -dge, -ck, -ng, -nk, -tch
• suffixes: -s (grade K or 1), -ed, -ing, (grade 1) -er, -ly (grade 1 or 2)
• digraphs: -ch, -sh, -th, -wh (grade K or 1) -ph (grade 1 or 2)
• vowel teams/ vowel combinations: ai, ay; ea, ee; ie; oa, oe
• diphthongs: -ou, -ow, -oy, -oi (grade 1 or 2)
• hyphenated words
• magic e
• double consonants: ss, ll, ff, zz -igh (grade 1 or 2)
• contractions
• oo (look/moon): grade 1 or 2)
• compound words
• y (cry)
• y (baby) 
• y/ies (grade 1 or 2)

SOR Titles With Corresponding Phonics Skills

This is a sample of a list of some titles in our Phonics Forward Set with corresponding phonics skills, vocabulary, and optional SEL’s for discussion. The complete 10 page list is included with each bookset.

Below are just a few of the many findings that form the foundation of our new Phonics Forward Bookset. 

• No one program is effective for ALL children as evidenced in the Science of Reading Handbook, 2nd edition.
• The National Reading Panel (NRP; 2000) recommends that “effective decoding” become a small part of every kindergarten and grade 1 reading lesson. “What Really Matters When Working With Struggling Readers” Richard L. Allington The Reading Teacher Vol.66 Issue 7
• “…the amount of instruction that was associated with the greatest reading gains was between 5 and 18 hours…based on individual needs…approximately 15 minutes per day for a semester of kindergarten. However, some children will not require this much instruction, and some may need more.” The National Reading Panel Report: Practical Advice for Teachers
• …as few as 11-15 hours of intensive phonemic awareness training spread out over an appropriate time period produced results.” (Honig, 1995) A Fresh Look At Phonics by Wiley Blivens p.7 [This translates to 7.5 minutes per day]
• Among the 10 research-based best literacy practices are the use of high-quality literature and giving students plenty of time to read in class.” Gambrell et al 1999. In: Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice p. 232.
• ”…Students need to be immersed in great literature from the beginning – books that inspire their curiosity about words, expose them to new vocabulary and ideas, and delight them.” A Fresh Look At Phonics by Wiley Blivens p.xv,
• “The progress to skilled reading crucially depends on effective experience that can come only through reading itself.” The Science of Reading A Handbook 2nd edition
• “Progress in Reading Science” by Charles Perfetti & Anne Helder. “Students need reading practice, and this practice should include the sound-symbol correspondences and spelling patterns being taught, but the text can be fairly natural and certainly does not have to repeat the patterns to such a thorough extent.” The National Reading Panel Report: Practical Advice for Teachers (2005) Timothy Shanahan p.16.
• “…explicit phonics instruction…is a transitory phase of learning to read, and never keeps students from reading and engaging with high-quality trade books.” A Fresh Look At Phonics by Wiley Blivens xvi
• “…entrepreneurial enterprises continue to hold more sway on daily practice than do research activities.” (Shannon & Edmondson, 2010) Richard L Allington The Reading Teacher Vol.66 Issue 7
• “While phonetic interventions are appropriate for many children with dyslexia, we should be wary of taking a blanket “one-sizefits-all approach here.” The Science of Reading A Handbook 2nd edition “Teaching Children to Read” by Robert Savage p.221
• “Children learn to read by a variety of materials and methods…No one approach is so distinctly better in all situations and respects than the others that it should be considered the one best method and the one to be used exclusively. (Bond & Dykstra, 1967/1997, p.416) Evidence-Based Reading Instruction: Putting The National Reading Panel Report Into Practice p.232