Loading...
The URL can be used to link to this page
Your browser does not support the video tag.
Home
My WebLink
About
Kindergarten ECRI Unit 1
Enhanced Core Reading InstructionTier 2 Foundational Skills Intervention (K.1) For use with Journeys Common Core 2014 This program was developed and supported in part with funding from the Institute of Education Sciences, U.S. Department of Education, Grant No. R324A090104 to the Center on Teaching and Learning (CTL), University of Oregon. The principal investigators on the project include Scott K. Baker, Hank Fien, Jean Louise M. Smith, and Keith Smolkowski. This publication does not necessarily represent the policy of the U.S. Department of Education, nor does the federal government necessarily endorse the material. Enhanced Core Reading Instruction Author and Development Team: Carol Dissen, Jean Louise M. Smith, Lana Edwards Santoro, Patricia Travers, Scott K. Baker, Hank Fien, & Edward Kame’enui All trademarks referenced in this work remain the property of their respective holders, and are used by the University of Oregon and CTL solely to describe how this work supplements the referenced title. Their use in no way indicates any relationship between UO and the holders of said trademarks. Houghton Mifflin Harcourt and any associated Journeys identifiers are registered trademarks of Houghton Mifflin Harcourt, Inc.. Any usage of these terms anywhere in this work is done so simply as part of the description of how to use CTL's work. The description of such products does not indicate any endorsement or affiliation with Houghton Mifflin Harcourt. Inc. and UO is not an authorized distributor of Houghton Mifflin Harcourt, Inc. products. Moving Up!, Moving Up! Literacy, and Enhanced Core Reading Instruction are trademarks of the University of Oregon. Copyright © 2013 University of Oregon All rights reserved First Edition 10/15/2013 Acknowledgements We are indebted to a long history of research and outreach on instructional design at the University of Oregon. We would like to acknowledge our colleagues and research teams, including coordinators, data collectors, research assistants, and our business and administrative support staff members who worked diligently on the research of Moving Up! TM programs. We also want to thank the teachers, instructional assistants and school administrators across the country who partnered with us in our research and development work. Of course, and not least, we thank the thousands of students who participated in our research—they are the reason we come to work each day. Terms of Use This curriculum is provided to you solely under the product license you agreed to on the CTL Marketplace. No part of this work may be reproduced, scanned, or distributed in any printed or electronic form without permission. You may print the number of copies specified in your license invoice and may distribute those copies solely in accordance with the license agreement. If you would like a copy of your invoice or receipt, please call 888-497-4290 or email support@dibels.uoregon.edu. This curriculum may be used for educational purposes only. Tier 2 Foundational Skills Intervention The Tier 2 Foundational Skills Intervention provides interventionists with the tools necessary to explicitly and systematically pre-teach the Tier 1 core foundational skills for students at risk for reading problems in Kindergarten, Grade 1 and Grade 2. The intervention covers foundational skills in reading that are directly aligned with the Common Core State Standards and directly aligned with the core reading program’s scope and sequence. The Tier 2 Foundational Skills Intervention materials provide teachers with 150 ready-to-use 30-minute pre-teach lessons used in addition to the Tier 1 core reading instruction. Because Tier 2 instruction is pre-taught and there are more practice opportunities, students who receive Tier 2 intervention often are more engaged, more successful, and more confident about their learning. Complete Overview, Training, and Practice Refer to the Interventionist Workbook for the complete explanation and practice of all instructional routines used in the Tier 2 Foundational Skills Intervention lessons. See Foundational Skills Intervention Lesson Activities table on the following page for a complete list of all instructional routines. The Interventionist Workbook also explains how to increase explicitness through instructional routines, how to organize your small group setting and ways to establish rules and routines to support reading instruction. Examples and practice opportunities are provided for each of the instructional routines that are implemented in the Tier 2 Foundational Skills Intervention lessons. Pronunciation Guide Teachers can help prepare students for the blending practice by teaching students to hold continuous sounds (i.e., sounds that can be held without distortion) for a second or two and to hold stop sounds for just an instant (i.e., sounds that can not be held without distorting the sound). The table to the right identifies letters that are continuous sounds, letters that are stop sounds, and provides the pronunciation for each letter. Materials ü Chains of two, three, and four cubes or similar type of manipulative for the Phoneme Blending Routine (Grade K and Grade 1 only) ü Sound-spelling cards from the core reading program ü Copies of the core reading program decodable texts (one copy for each student) ü Paper and pens, or small white boards, markers and erasers (one for each student) for the Dictation Routine ü Blank index card, drop-e card, drop-y card for the Spelling-Focused Multisyllabic Blending Routine (Grade 1 and Grade 2 only) Continuous Sounds Pronounced Stop Sounds Pronounced a aaa b b e eee c c f fff d d i iii g g l lll h h m mmm j j n nnn k k o ooo p p r rrr t t s sss u uuu v vvv Stop then Continuous Sound Pronounced w woo q kwoo y yee x ksss z zzz 1 Foundational Skills Intervention Lesson Activities The following table includes the instructional routines that are used for each activity, an approximation of the instructional time requirements, and the Interventionist Workbook chapter to use as a reference for training and support. Lesson Activity Instructional Routines Instructional Time Interventionist Workbook Chapter Reference Irregular Word Reading • Irregular Word Reading Routine 2 minutes Chapter 4 Phoneme Blending • Phoneme Blending Routine 1 minute Chapter 2 Sound-Spelling Introduction and Practice • Letter Name Routine • Sound-spelling Card Introduction and Practice Routines • Sound-Spelling Review: Beginning Routine • Sound-Spelling Review: Advanced Routine 3 minutes Chapter 3 Regular Word Reading • Blending Routine 1: Continuous • Blending Routine 2: Sound-by-Sound • Contraction Card Introduction and Practice Routines • Affix Review Routine • Blending Routine 3: Spelling-Focused • Blending Routine 4: Spelling-Focused Multisyllabic • Regular Word Reading Routine 4 minutes Chapters 5 and 6 Reading in Connected Text • Decodable Text Routine 1: Introductory • Decodable Text Routine 2: Intermediate • Decodable Text Routine 3: Advanced • Decodable Text Fluency Practice Routine 15 minutes Chapters 8 and 9 Phoneme Segmentation • Phoneme Segmentation Routine 1 minute Chapter 2 Encoding Practice • Dictation Routine 1: Introductory • Dictation Routine 2: Advanced 4 minutes Chapter 7 2 How to Use the Presentation Book a. This presentation book contains directly aligned lessons for use with one Unit or Theme of the core reading program. Each page of the lesson includes a heading on the upper right side of the page that indicates the Unit or Theme, Week or Lesson, and Day. Each intervention lesson is designed to be taught prior to the classroom core reading lesson indicated on each page. b. A table with a white background and larger text should be displayed for all students to see. c. A table with a gray background and smaller text is for the teacher to use and is not displayed for the students to see. d. The instructional routine card name is located in the middle of each page. e. If materials are needed, the list will be on the bottom left side of each page. f. What the teacher will say is in bold type. What the teacher is supposed to do is in regular type. g. The indicates the directions for the signaling procedure that will be used to present each item on the page. h. The indicates the directions for correcting student errors. a. b. c. d . e f. g. h. 3 I ★I ! You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior(to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!1 Irregular(Word(Reading 4 I ★I ! You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!1 Irregular(Word(Reading((continued) 5 3 (did)3 (nap)3 (ham)3 (pan) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!1 Phoneme(Blending 6 !I I ★ You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!2 Irregular(Word(Reading 7 !I I ★ You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!2 Irregular(Word(Reading((continued) 8 3 (map)3 (mat)3 (hum)3 (mop) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!2 Phoneme(Blending 9 I !I ★ You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!3 Irregular(Word(Reading 10 I !I ★ You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!3 Irregular(Word(Reading((continued) 11 3 (dim)3 (tap)3 (man)3 (Sam) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!3 Phoneme(Blending 12 like I like I You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!4 Irregular(Word(Reading 13 like I like I You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!4 Irregular(Word(Reading((continued) 14 2 (at)3 (lap)3 (fan)2 (am) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!4 Phoneme(Blending 15 like I like I You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!5 Irregular(Word(Reading 16 like I like I You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!5 Irregular(Word(Reading((continued) 17 3 (ran) 3 (fan)3 (sip)3 (pin) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!1,!Day!5 Phoneme(Blending 18 like I I like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!1 Irregular(Word(Reading 19 like I I like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!1 Irregular(Word(Reading((continued) 20 3 (man)3 (fan)3 (sun)3 (Pat) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!1 Phoneme(Blending 21 like I I like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!2 Irregular(Word(Reading 22 like I I like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!2 Irregular(Word(Reading((continued) 23 3 (sin)3 (pin)3 (tin)3 (hop) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!2 Phoneme(Blending 24 I like I like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!3 Irregular(Word(Reading 25 I like I like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!3 Irregular(Word(Reading((continued) 26 3 (mash)3 (sat)3 (bet)3 (dip) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!3 Phoneme(Blending 27 the I like I You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!4 Irregular(Word(Reading 28 the I like I the like I like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!4 Irregular(Word(Reading((continued) 29 3 (Matt)3 (sin)3 (ham)3 (pot) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!4 Phoneme(Blending 30 I the like I You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!5 Irregular(Word(Reading 31 I the like I the like I the You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!5 Irregular(Word(Reading((continued) 32 3 (cap)3 (nap)3 (tin)3 (did) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!2,!Day!5 Phoneme(Blending 33 the I the like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!1 Irregular(Word(Reading 34 the I the like the I like the You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!1 Irregular(Word(Reading((continued) 35 3 (tap)3 (cap)3 (nap)3 (gap) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!1 Phoneme(Blending 36 the like I the You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!2 Irregular(Word(Reading 37 the like I the I like the I You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!2 Irregular(Word(Reading((continued) 38 3 (cat)3 (top)3 (pan)2 (at) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!2 Phoneme(Blending 39 I like I like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!3 Irregular(Word(Reading 40 I like I like the like the the You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!3 Irregular(Word(Reading((continued) 41 3 (can)3 (nip)3 (pin)3 (fit) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!3 Phoneme(Blending 42 and I like the You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!4 Irregular(Word(Reading 43 and I like the like and the and You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!4 Irregular(Word(Reading((continued) 44 3 (cat)3 (pot)3 (lap)3 (fat) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!4 Phoneme(Blending 45 Mimi Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 46 m ★m ! You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!4 Letter(Name(Review 47 m ★m ! You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!4 Sound8Spelling(Review:((Beginning 48 I and the like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!5 Irregular(Word(Reading 49 I and the like the and I like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!5 Irregular(Word(Reading((continued) 50 3 (pan)3 (zap)3 (Pam)3 (bit) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!5 Phoneme(Blending 51 Mimi Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 52 m !★m You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!5 Letter(Name(Review 53 m !★m You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!3,!Day!5 Sound8Spelling(Review:((Beginning 54 the and I like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!1 Irregular(Word(Reading 55 the and I like the and like the You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Unit!1,!Lesson!4,!Day!1 Irregular(Word(Reading((continued) 56 3 (man)3 (gum)3 (map)3 (mat) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!1 Phoneme(Blending 57 Mimi Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!1 Sound8Spelling(Card(Practice 58 m !m ★ You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!1 Letter(Name(Review 59 m !m ★ You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!1 Sound8Spelling(Review:((Beginning 60 and like I the You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!2 Irregular(Word(Reading 61 and like I the and like the I You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!2 Irregular(Word(Reading((continued) 62 3 (hum)3 (mop)3 (dim)3 (jam) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!2 Phoneme(Blending 63 Mimi Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!2 Sound8Spelling(Card(Practice 64 ★m m ! You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!2 Letter(Name(Review 65 ★m m ! You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!2 Sound8Spelling(Review:((Beginning 66 I like and like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!3 Irregular(Word(Reading 67 I like and like and like the I You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!3 Irregular(Word(Reading((continued) 68 3 (him)3 (map)3 (Sam)3 (mug) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!3 Phoneme(Blending 69 Mimi Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!3 Sound8Spelling(Card(Practice 70 m !★m You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!3 Letter(Name(Review 71 m !★m You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!3 Sound8Spelling(Review:((Beginning 72 and I like the You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!4 Irregular(Word(Reading 73 and I like the like and the and You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!4 Irregular(Word(Reading((continued) 74 3 (sat)3 (mix)3 (me)3 (Sam) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!4 Phoneme(Blending 75 Sammy Seal Mimi Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 76 s m s m You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!4 Letter(Name(Review 77 s m s m You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!4 Sound8Spelling(Review:((Beginning 78 I and the like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!5 Irregular(Word(Reading 79 I and the like the and I like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!5 Irregular(Word(Reading((continued) 80 3 (mat)3 (ham)3 (Gus)3 (sum) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!5 Phoneme(Blending 81 Sammy Seal Mimi Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 82 s m m s You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!5 Letter(Name(Review 83 s m m s You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!4,!Day!5 Sound8Spelling(Review:((Beginning 84 like I and like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!1 Irregular(Word(Reading 85 like I and like the I like the You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!1 Irregular(Word(Reading((continued) 86 3 (sum)3 (map)3 (Sam)3 (mug) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!1 Phoneme(Blending 87 Sammy%Seal Mimi%Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!1 Sound8Spelling(Card(Practice 88 s s m m m s s m You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!1 Letter(Name(Review 89 s s m m m s s m You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!1 Sound8Spelling(Review:((Beginning 90 3 (mat)3 (ham)3 (Gus)3 (sum) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!1 91 the like I and You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!2 Irregular(Word(Reading 92 the like I and I like and I You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!2 Irregular(Word(Reading((continued) 93 3 (him)3 (mix)3 (me)3 (Tam) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!2 Phoneme(Blending 94 Sammy%Seal Mimi%Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!2 Sound8Spelling(Card(Practice 95 s m m s m s m s You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!2 Letter(Name(Review 96 s m m s m s m s You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!2 Sound8Spelling(Review:((Beginning 97 3 (sum)3 (map)3 (Sam)3 (mug) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!2 98 and like I like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!3 Irregular(Word(Reading 99 and like I like the like and I You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!3 Irregular(Word(Reading((continued) 100 3 (mat)3 (ham)3 (mug)3 (sum) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!3 Phoneme(Blending 101 Sammy%Seal Mimi%Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!3 Sound8Spelling(Card(Practice 102 m s s m m s m s You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!3 Letter(Name(Review 103 m s s m m s m s You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!3 Sound8Spelling(Review:((Beginning 104 3 (him)3 (mix)3 (me)3 (Tam) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!3 105 see I and the You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!4 Irregular(Word(Reading 106 see I and the like and see and and like the see You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!4 Irregular(Word(Reading((continued) 107 3 (man)3 (gum)3 (map)3 (mat) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!4 Phoneme(Blending 108 Andy%Apple Sammy%Seal Mimi%Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 109 a m m s m s a s You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!4 Letter(Name(Review 110 a m m s m s a s You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!4 Sound8Spelling(Review:((Beginning 111 am Sam You’re'going'to'practice'blending'sounds'to'read' words.'You'will'say'the'sounds'when'I'point'to' the'letters.'When'you'blend,'don’t'stop'between' sounds.'I’ll'show'you'how'to'blend'and'read'the' first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Words!beginning!with!continuous!sounds:! Touch!to!the!left!of!the!word.!Blend.! 1.!Words!beginning!with!stop!sounds:!Touch! under!the!first!letter.! Blend. 2.!Loop!finger!from!letter!to!letter.!Pause!under! each!letter!for!1!second!for!continuous!sounds! and!an!instant!for!stop!sounds. 3.!Touch!again!to!the!left!of!the!word.!Word? 4.!Slide!finger!under!the!word.! !!!!!!!!!!! !!!!!!!!!!Correcting!Student!Errors •!Sound!Error:!My'turn.'This'sound'is'[sound].' Your'turn.'Sound?!Tap!under!spelling.!Let’s' start'over.Continue!presenting!the!words!on! the!chart. •!Blending!Error:!My'turn.'Watch'me'blend' this'word.!Demonstrate!blending.!Your'turn.' Blend.!Loop!finger!from!letter!to!letter.!Let’s' start'over.!Continue!presenting!the!words!on! the!chart. •!Word!Error:!My'turn.'This'word'is'[word].' Your'turn.'Word?!Slide!finger!under!the!word.! Let’s'start'over.!Continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!4 Continuous(Blending 112 am Sam You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!4 Regular(Word(Reading 113 3 (mat)3 (ham)3 (mug)3 (sum) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!4 114 see and the like You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!5 Irregular(Word(Reading 115 see and the like the see I like and see the I You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!5 Irregular(Word(Reading((continued) 116 3 (sap)3 (mop)3 (mad)3 (jam) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!5 Phoneme(Blending 117 Andy%Apple Sammy%Seal Mimi%Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 118 a m a s m s a a You’re'going'to'practice'saying'letter'names.' When'I'point'to'a'letter,'say'the'letter'name'in' your'head.'When'I'tap,'say'the'letter'name'out' loud.'I’ll'show'you'how'to'say'the'names'for'the' first'two'letters. 1.!My'turn.!Use!the!signal!for!each!letter! name.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!letter!on!the! chart.!Use!the!signal!for!each!letter!name.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'letter;'everyone'will'say'the'name'of' the'letter'in'their'head.'I'will'call'one' student’s'name'and'only'that'student'will'say' the'letter'name'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal!for!each!letter!name 1.!Touch!to!the!left!of!the!letter.!Name?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger!under!the!letter. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!ReDpresent!the!missed!letter!name. 2.!Your'turn.!ReDpresent!the!missed!letter! name. 3.!Back!up!two!letters!and!continue!presenting! the!letter!names!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!5 Letter(Name(Review 119 a m a s m s a a You’re'going'to'practice'saying'sounds.'When'I' point'to'a'letter,'say'the'sound'in'your'head.' When'I'touch'under'the'letter,'say'the'sound'out' loud'as'long'as'I'touch'under'the'letter.'I’ll'show' you'how'to'say'the'sounds'for'the'first'two' letters. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundJspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!For!stop!sounds,!tap!finger!under!the!soundD spelling. !!–!or!– For!continuous!sounds,!touch!under!the!soundD spelling!for!2!seconds. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!5 Sound8Spelling(Review:((Beginning 120 am Sam You’re'going'to'practice'blending'sounds'to'read' words.'You'will'say'the'sounds'when'I'point'to' the'letters.'When'you'blend,'don’t'stop'between' sounds.'I’ll'show'you'how'to'blend'and'read'the' first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Words!beginning!with!continuous!sounds:! Touch!to!the!left!of!the!word.!Blend.! 1.!Words!beginning!with!stop!sounds:!Touch! under!the!first!letter.! Blend. 2.!Loop!finger!from!letter!to!letter.!Pause!under! each!letter!for!1!second!for!continuous!sounds! and!an!instant!for!stop!sounds. 3.!Touch!again!to!the!left!of!the!word.!Word? 4.!Slide!finger!under!the!word.! !!!!!!!!!!! !!!!!!!!!!Correcting!Student!Errors •!Sound!Error:!My'turn.'This'sound'is'[sound].' Your'turn.'Sound?!Tap!under!spelling.!Let’s' start'over.Continue!presenting!the!words!on! the!chart. •!Blending!Error:!My'turn.'Watch'me'blend' this'word.!Demonstrate!blending.!Your'turn.' Blend.!Loop!finger!from!letter!to!letter.!Let’s' start'over.!Continue!presenting!the!words!on! the!chart. •!Word!Error:!My'turn.'This'word'is'[word].' Your'turn.'Word?!Slide!finger!under!the!word.! Let’s'start'over.!Continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!5 Continuous(Blending 121 am Sam You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!5 Regular(Word(Reading 122 3 (man)3 (gum)3 (map)3 (mat) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!5,!Day!5 123 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (K.1) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014