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HomeMy WebLinkAboutKindergarten ECRI Unit 2Enhanced Core Reading InstructionTier 2 Foundational Skills Intervention (K.2) 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 see the 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!2,!Lesson!6,!Day!1 Irregular(Word(Reading 4 see the and like the I like see I see the 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!2,!Lesson!6,!Day!1 Irregular(Word(Reading((continued) 5 3 (man)3 (Sam)2 (at)3 (sat) 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!2,!Lesson!6,!Day!1 Phoneme(Blending 6 Andy Apple 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!2,!Lesson!6,!Day!1 Sound8Spelling(Card(Practice 7 a s m a s a 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!2,!Lesson!6,!Day!1 Letter(Name(Review 8 a s m a s a 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!2,!Lesson!6,!Day!1 Sound8Spelling(Review:((Beginning 9 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!2,!Lesson!6,!Day!1 Continuous(Blending 10 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!2,!Lesson!6,!Day!1 Regular(Word(Reading 11 3 (sap)3 (mop)3 (mad)3 (jam) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Phoneme(Segmentation 12 the see 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$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Irregular(Word(Reading 13 the see I and see like and I the like see and You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!6,!Day!2 Irregular(Word(Reading((continued) 14 3 (tap)2 (am)3 (ran) 3 (fan) 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!2,!Lesson!6,!Day!2 Phoneme(Blending 15 Andy Apple 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!2,!Lesson!6,!Day!2 Sound8Spelling(Card(Practice 16 a m m s m a s 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!2,!Lesson!6,!Day!2 Letter(Name(Review 17 a m m s m a s 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!2,!Lesson!6,!Day!2 Sound8Spelling(Review:((Beginning 18 Sam am 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!2,!Lesson!6,!Day!2 Continuous(Blending 19 Sam am 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!2,!Lesson!6,!Day!2 Regular(Word(Reading 20 3 (man)3 (Sam)2 (at)3 (sat) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Phoneme(Segmentation 21 am Sam Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 22 and see 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!2,!Lesson!6,!Day!3 Irregular(Word(Reading 23 and see I like the like see I see 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Irregular(Word(Reading((continued) 24 3 (nap)3 (ham)3 (pan)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!2,!Lesson!6,!Day!3 Phoneme(Blending 25 Andy Apple 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!2,!Lesson!6,!Day!3 Sound8Spelling(Card(Practice 26 m a s m m a s 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!2,!Lesson!6,!Day!3 Letter(Name(Review 27 m a s m m a s 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!2,!Lesson!6,!Day!3 Sound8Spelling(Review:((Beginning 28 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!2,!Lesson!6,!Day!3 Continuous(Blending 29 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!2,!Lesson!6,!Day!3 Regular(Word(Reading 30 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 For use with: Aa Decodable(Text(Reading(1:((Introductory 31 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 For use with: Aa Decodable(Text(Fluency(Practice 32 3 (tap)2 (am)3 (ran) 3 (fan) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Phoneme(Segmentation 33 Sam am Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 34 we and see the You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Irregular(Word(Reading 35 we and see the like we see see we and the we You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!6,!Day!4 Irregular(Word(Reading((continued) 36 3 (rag)3 (sip)3 (pin)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!2,!Lesson!6,!Day!4 Phoneme(Blending 37 Tiggy Tiger 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!2,!Lesson!6,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 38 t m a s m t a s a t 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!2,!Lesson!6,!Day!4 Letter(Name(Review 39 t m a s m t a s a t 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!2,!Lesson!6,!Day!4 Sound8Spelling(Review:((Beginning 40 mat Sam am sat 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!2,!Lesson!6,!Day!4 Continuous(Blending 41 mat Sam am sat 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!2,!Lesson!6,!Day!4 Regular(Word(Reading 42 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 For use with: I See Decodable(Text(Reading(1:((Introductory 43 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 For use with: I See Decodable(Text(Fluency(Practice 44 3 (nap)3 (ham)3 (pan)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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Phoneme(Segmentation 45 am Sam Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 46 see we 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$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Irregular(Word(Reading 47 see we the like and see we like and see the we You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!6,!Day!5 Irregular(Word(Reading((continued) 48 3 (nap)3 (sat)3 (bad)3 (tap) 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!2,!Lesson!6,!Day!5 Phoneme(Blending 49 Tiggy Tiger 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!2,!Lesson!6,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 50 t m a t m t s a s t m 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!2,!Lesson!6,!Day!5 Letter(Name(Review 51 t m a t m t s a s t m 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!2,!Lesson!6,!Day!5 Sound8Spelling(Review:((Beginning 52 at am Sam sat 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!2,!Lesson!6,!Day!5 Continuous(Blending 53 at am Sam sat 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!2,!Lesson!6,!Day!5 Regular(Word(Reading 54 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Re-read U2L6 Decodables Decodable(Text(Fluency(Practice 55 3 (rag)3 (sip)3 (pin)3 (did) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Phoneme(Segmentation 56 mat Sam am sat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 57 we see 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$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Irregular(Word(Reading 58 we see I like the see we like I we I and You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!7,!Day!1 Irregular(Word(Reading((continued) 59 3 (pan)3 (Sam)3 (bat)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!2,!Lesson!7,!Day!1 Phoneme(Blending 60 Tiggy Tiger Andy Apple 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!2,!Lesson!7,!Day!1 Sound8Spelling(Card(Practice 61 t s m a s a t s m t a t s m t 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!2,!Lesson!7,!Day!1 Letter(Name(Review 62 t s m a s a t s m t a t s m t 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!2,!Lesson!7,!Day!1 Sound8Spelling(Review:((Beginning 63 sat am mat 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!2,!Lesson!7,!Day!1 Continuous(Blending 64 sat am mat 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!2,!Lesson!7,!Day!1 Regular(Word(Reading 65 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Re-read U2L6 Decodables Decodable(Text(Fluency(Practice 66 3 (nap)3 (sat)3 (bad)3 (tap) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Phoneme(Segmentation 67 at am Sam sat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 68 see we the 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!2,!Lesson!7,!Day!2 Irregular(Word(Reading 69 see we the and I the and we we we like 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!2,!Lesson!7,!Day!2 Irregular(Word(Reading((continued) 70 3 (Pam)3 (bit)3 (cat)3 (kit) 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!2,!Lesson!7,!Day!2 Phoneme(Blending 71 Tiggy Tiger Andy Apple 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!2,!Lesson!7,!Day!2 Sound8Spelling(Card(Practice 72 t m a s m t s a m a t s t a 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!2,!Lesson!7,!Day!2 Letter(Name(Review 73 t m a s m t s a m a t s t a 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!2,!Lesson!7,!Day!2 Sound8Spelling(Review:((Beginning 74 at mat am sat 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!2,!Lesson!7,!Day!2 Continuous(Blending 75 at mat am sat 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!2,!Lesson!7,!Day!2 Regular(Word(Reading 76 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Re-read U2L6 Decodables Decodable(Text(Fluency(Practice 77 3 (pan)3 (Sam)3 (bat)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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Phoneme(Segmentation 78 sat am mat Sam Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 79 like see we I You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Irregular(Word(Reading 80 like see we I like we like see I we see we You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!7,!Day!3 Irregular(Word(Reading((continued) 81 3 (tax)3 (ham)2 (at)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!2,!Lesson!7,!Day!3 Phoneme(Blending 82 Tiggy Tiger Andy Apple 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!2,!Lesson!7,!Day!3 Sound8Spelling(Card(Practice 83 m t s a m a s t t m a s s t a 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!2,!Lesson!7,!Day!3 Letter(Name(Review 84 m t s a m a s t t m a s s t a 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!2,!Lesson!7,!Day!3 Sound8Spelling(Review:((Beginning 85 mat sat 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!2,!Lesson!7,!Day!3 Continuous(Blending 86 mat sat 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!2,!Lesson!7,!Day!3 Regular(Word(Reading 87 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 For use with: Tt Decodable(Text(Reading(1:((Introductory 88 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 For use with: Tt Decodable(Text(Fluency(Practice 89 3 (Pam)3 (bit)3 (cat)3 (kit) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Phoneme(Segmentation 90 at mat am sat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 91 a the we 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!2,!Lesson!7,!Day!4 Irregular(Word(Reading 92 a the we I see we a see I a the we 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Irregular(Word(Reading((continued) 93 3 (lap)3 (cat)3 (pan)3 (zap) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Phoneme(Blending 94 Callie Cat Tiggy Tiger Andy Apple Sammy Seal Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!2,!Lesson!7,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 95 c t a s t c a m s c t s m a c t 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!2,!Lesson!7,!Day!4 Letter(Name(Review 96 c t a s t c a m s c t s m a c t 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!2,!Lesson!7,!Day!4 Sound8Spelling(Review:((Beginning 97 cat sat am at 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!2,!Lesson!7,!Day!4 Continuous(Blending 98 cat sat am at 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!2,!Lesson!7,!Day!4 Regular(Word(Reading 99 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 For use with: We Like Toys Decodable(Text(Reading(1:((Introductory 100 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 For use with: We Like Toys Decodable(Text(Fluency(Practice 101 3 (tax)3 (ham)2 (at)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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Phoneme(Segmentation 102 mat sat am Sam Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 103 we a 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!2,!Lesson!7,!Day!5 Irregular(Word(Reading 104 we a and like a we and see like we a 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Irregular(Word(Reading((continued) 105 3 (back)3 (map)3 (am)3 (pot) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Phoneme(Blending 106 Callie Cat Tiggy Tiger Andy Apple Sammy Seal Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!2,!Lesson!7,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 107 c m t a s t c t c m a s c t c 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!2,!Lesson!7,!Day!5 Letter(Name(Review 108 c m t a s t c t c m a s c t c 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!2,!Lesson!7,!Day!5 Sound8Spelling(Review:((Beginning 109 sat cat Sam mat 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!2,!Lesson!7,!Day!5 Continuous(Blending 110 sat cat Sam mat 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!2,!Lesson!7,!Day!5 Regular(Word(Reading 111 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Re-read U2L7 Decodables Decodable(Text(Fluency(Practice 112 3 (lap)3 (cat)3 (pan)3 (zap) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Phoneme(Segmentation 113 cat sat am at Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 114 a see we 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!2,!Lesson!8,!Day!1 Irregular(Word(Reading 115 a see we I a see a we I a like 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!2,!Lesson!8,!Day!1 Irregular(Word(Reading((continued) 116 3 (lid)3 (lip)3 (did)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!2,!Lesson!8,!Day!1 Phoneme(Blending 117 Callie Cat Tiggy Tiger Andy Apple 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!2,!Lesson!8,!Day!1 Sound8Spelling(Card(Practice 118 c t c a t s a c t c t m m a s c 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!2,!Lesson!8,!Day!1 Letter(Name(Review 119 c t c a t s a c t c t m m a s c 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!2,!Lesson!8,!Day!1 Sound8Spelling(Review:((Beginning 120 cat at mat 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!2,!Lesson!8,!Day!1 Continuous(Blending 121 cat at mat 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!2,!Lesson!8,!Day!1 Regular(Word(Reading 122 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Re-read U2L7 Decodables Decodable(Text(Fluency(Practice 123 3 (back)3 (map)3 (am)3 (pot) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Phoneme(Segmentation 124 sat cat Sam mat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 125 we a see the You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Irregular(Word(Reading 126 we a see the and the a we I a see like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!8,!Day!2 Irregular(Word(Reading((continued) 127 3 (fin)3 (fig)3 (him)3 (his) 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!2,!Lesson!8,!Day!2 Phoneme(Blending 128 Callie Cat Tiggy Tiger Andy Apple 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!2,!Lesson!8,!Day!2 Sound8Spelling(Card(Practice 129 m c t a s t t c c a m s c t c 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!2,!Lesson!8,!Day!2 Letter(Name(Review 130 m c t a s t t c c a m s c t c 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!2,!Lesson!8,!Day!2 Sound8Spelling(Review:((Beginning 131 sat cat am mat 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!2,!Lesson!8,!Day!2 Continuous(Blending 132 sat cat am mat 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!2,!Lesson!8,!Day!2 Regular(Word(Reading 133 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Re-read U2L7 Decodables Decodable(Text(Fluency(Practice 134 3 (lid)3 (lip)3 (did)3 (dip) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Phoneme(Segmentation 135 cat at mat Sam Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 136 like we a 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!2,!Lesson!8,!Day!3 Irregular(Word(Reading 137 like we a I a I we like and the a 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!2,!Lesson!8,!Day!3 Irregular(Word(Reading((continued) 138 3 (fan)3 (sun)3 (lap)3 (fan) 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!2,!Lesson!8,!Day!3 Phoneme(Blending 139 Callie Cat Tiggy Tiger Andy Apple 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!2,!Lesson!8,!Day!3 Sound8Spelling(Card(Practice 140 t c a s c t a m s t c s m a t c 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!2,!Lesson!8,!Day!3 Letter(Name(Review 141 t c a s c t a m s t c s m a t c 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!2,!Lesson!8,!Day!3 Sound8Spelling(Review:((Beginning 142 am at cat sat 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!2,!Lesson!8,!Day!3 Continuous(Blending 143 am at cat sat 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!2,!Lesson!8,!Day!3 Regular(Word(Reading 144 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 For use with: Cc Decodable(Text(Reading(1:((Introductory 145 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 For use with: Cc Decodable(Text(Fluency(Practice 146 3 (fin)3 (fig)3 (him)3 (his) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Phoneme(Segmentation 147 sat cat am mat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 148 to a we see You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Irregular(Word(Reading 149 to a we see I to see a a to we like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!8,!Day!4 Irregular(Word(Reading((continued) 150 3 (hat)3 (mad)3 (cat)3 (bag) 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!2,!Lesson!8,!Day!4 Phoneme(Blending 151 Pippa Pig Callie Cat Tiggy Tiger 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!2,!Lesson!8,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 152 p c s a t c p m t p s a p m c 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!2,!Lesson!8,!Day!4 Letter(Name(Review 153 p c s a t c p m t p s a p m c 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!2,!Lesson!8,!Day!4 Sound8Spelling(Review:((Beginning 154 Pam cat pat mat 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!2,!Lesson!8,!Day!4 Continuous(Blending 155 Pam cat pat mat 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!2,!Lesson!8,!Day!4 Regular(Word(Reading 156 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 For use with: I Can See Decodable(Text(Reading(1:((Introductory 157 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 For use with: I Can See Decodable(Text(Fluency(Practice 158 3 (fan)3 (sun)3 (lap)3 (fan) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Phoneme(Segmentation 159 am at cat sat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 160 to we a see You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Irregular(Word(Reading 161 to we a see see to a the a to and we You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!8,!Day!5 Irregular(Word(Reading((continued) 162 3 (big)3 (sit)3 (mit)3 (run) 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!2,!Lesson!8,!Day!5 Phoneme(Blending 163 Pippa Pig Callie Cat Tiggy Tiger 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!2,!Lesson!8,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 164 p a c m t a p s t p c a c p 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!2,!Lesson!8,!Day!5 Letter(Name(Review 165 p a c m t a p s t p c a c p 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!2,!Lesson!8,!Day!5 Sound8Spelling(Review:((Beginning 166 Sam cat tap sap 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!2,!Lesson!8,!Day!5 Continuous(Blending 167 Sam cat tap sap 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!2,!Lesson!8,!Day!5 Regular(Word(Reading 168 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Re-read U2L8 Decodables Decodable(Text(Fluency(Practice 169 3 (hat)3 (mad)3 (cat)3 (bag) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Phoneme(Segmentation 170 Pam cat pat mat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 171 to see a we You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Irregular(Word(Reading 172 to see a we and a to see to we I like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!9,!Day!1 Irregular(Word(Reading((continued) 173 3 (hop)3 (mash)3 (sat)3 (pet) 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!2,!Lesson!9,!Day!1 Phoneme(Blending 174 Pippa Pig Callie Cat Tiggy Tiger Andy Apple 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!2,!Lesson!9,!Day!1 Sound8Spelling(Card(Practice 175 c p s a t c p m t s p a c m p 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!2,!Lesson!9,!Day!1 Letter(Name(Review 176 c p s a t c p m t s p a c m p 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!2,!Lesson!9,!Day!1 Sound8Spelling(Review:((Beginning 177 tap pat map at 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!2,!Lesson!9,!Day!1 Continuous(Blending 178 tap pat map at 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!2,!Lesson!9,!Day!1 Regular(Word(Reading 179 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Re-read U2L8 Decodables Decodable(Text(Fluency(Practice 180 3 (big)3 (sit)3 (mit)3 (run) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Phoneme(Segmentation 181 Sam cat tap sap Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 182 a to we see 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!2,!Lesson!9,!Day!2 Irregular(Word(Reading 183 a to we see I a see to a to we 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!2,!Lesson!9,!Day!2 Irregular(Word(Reading((continued) 184 3 (dip)3 (Matt)3 (pit)3 (soak) 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!2,!Lesson!9,!Day!2 Phoneme(Blending 185 Pippa Pig Callie Cat Tiggy Tiger Andy Apple 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!2,!Lesson!9,!Day!2 Sound8Spelling(Card(Practice 186 a p c m t a p s t a c p c p 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!2,!Lesson!9,!Day!2 Letter(Name(Review 187 a p c m t a p s t a c p c p 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!2,!Lesson!9,!Day!2 Sound8Spelling(Review:((Beginning 188 cat am sat sap 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!2,!Lesson!9,!Day!2 Continuous(Blending 189 cat am sat sap 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!2,!Lesson!9,!Day!2 Regular(Word(Reading 190 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Re-read U2L8 Decodables Decodable(Text(Fluency(Practice 191 3 (hop)3 (mash)3 (sat)3 (pet) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 Phoneme(Segmentation 192 tap pat map at Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 193 we to a see You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Irregular(Word(Reading 194 we to a see see we to the a to and we You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!9,!Day!3 Irregular(Word(Reading((continued) 195 3 (rot)3 (sag)3 (hat)3 (mad) 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!2,!Lesson!9,!Day!3 Phoneme(Blending 196 Pippa Pig Callie Cat Tiggy Tiger Andy Apple 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!2,!Lesson!9,!Day!3 Sound8Spelling(Card(Practice 197 t a p s m p c a a p c t c m p 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!2,!Lesson!9,!Day!3 Letter(Name(Review 198 t a p s m p c a a p c t c m p 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!2,!Lesson!9,!Day!3 Sound8Spelling(Review:((Beginning 199 mat cat Sam tap 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!2,!Lesson!9,!Day!3 Continuous(Blending 200 mat cat Sam tap 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!2,!Lesson!9,!Day!3 Regular(Word(Reading 201 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 For use with: Pp Decodable(Text(Reading(1:((Introductory 202 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 For use with: Pp Decodable(Text(Fluency(Practice 203 3 (dip)3 (Matt)3 (pit)3 (soak) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Phoneme(Segmentation 204 cat am sat sap Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 205 see we a to 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!2,!Lesson!9,!Day!4 Irregular(Word(Reading 206 see we a to I we like see a the to 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Irregular(Word(Reading((continued) 207 3 (cat)3 (pull)3 (ham)3 (pot) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Phoneme(Blending 208 Pippa Pig Callie Cat Tiggy Tiger Andy Apple Sammy Seal Mimi Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!2,!Lesson!9,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 209 p c t a m c s p t m a p c a s t 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!2,!Lesson!9,!Day!4 Letter(Name(Review 210 p c t a m c s p t m a p c a s t 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!2,!Lesson!9,!Day!4 Sound8Spelling(Review:((Beginning 211 cat tap Pam 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!2,!Lesson!9,!Day!4 Continuous(Blending 212 cat tap Pam 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!2,!Lesson!9,!Day!4 Regular(Word(Reading 213 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 For use with: I Like Animals Decodable(Text(Reading(1:((Introductory 214 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 For use with: I Like Animals Decodable(Text(Fluency(Practice 215 3 (rot)3 (sag)3 (hat)3 (mad) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Phoneme(Segmentation 216 mat cat Sam tap Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 217 we a to see 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!2,!Lesson!9,!Day!5 Irregular(Word(Reading 218 we a to see and a the see we I to 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Irregular(Word(Reading((continued) 219 3 (cap)3 (pout)3 (tip)3 (cab) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Phoneme(Blending 220 Pippa Pig Callie Cat Tiggy Tiger Andy Apple Sammy Seal Mimi Mouse Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!2,!Lesson!9,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 221 t c p a p s t a m t c p a m s c 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!2,!Lesson!9,!Day!5 Letter(Name(Review 222 t c p a p s t a m t c p a m s c 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!2,!Lesson!9,!Day!5 Sound8Spelling(Review:((Beginning 223 mat pat am at 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!2,!Lesson!9,!Day!5 Continuous(Blending 224 mat pat am at 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!2,!Lesson!9,!Day!5 Regular(Word(Reading 225 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Re-read U2L9 Decodables Decodable(Text(Fluency(Practice 226 3 (cat)3 (pull)3 (ham)3 (pot) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Phoneme(Segmentation 227 cat tap Pam Sam Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 228 to see a we 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!2,!Lesson!10,!Day!1 Irregular(Word(Reading 229 to see a we and a to see to we 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!2,!Lesson!10,!Day!1 Irregular(Word(Reading((continued) 230 3 (cook)3 (pat)3 (tap)3 (pack) 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!2,!Lesson!10,!Day!1 Phoneme(Blending 231 Pippa Pig Callie Cat Tiggy Tiger Andy Apple 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!2,!Lesson!10,!Day!1 Sound8Spelling(Card(Practice 232 a p c s t c p m p s p a c m p 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!2,!Lesson!10,!Day!1 Letter(Name(Review 233 a p c s t p c m p s a t c m p 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!2,!Lesson!10,!Day!1 Sound8Spelling(Review:((Beginning 234 pat map at mat 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!2,!Lesson!10,!Day!1 Continuous(Blending 235 pat map at mat 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!2,!Lesson!10,!Day!1 Regular(Word(Reading 236 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Re-read U2L9 Decodables Decodable(Text(Fluency(Practice 237 3 (cap)3 (pout)3 (tip)3 (cab) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Phoneme(Segmentation 238 mat pat am at Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 239 a to we see You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Irregular(Word(Reading 240 a to we see I a see to a to we like You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!10,!Day!2 Irregular(Word(Reading((continued) 241 3 (tool)3 (came)3 (Tam)3 (mess) 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!2,!Lesson!10,!Day!2 Phoneme(Blending 242 Pippa Pig Callie Cat Tiggy Tiger Andy Apple 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!2,!Lesson!10,!Day!2 Sound8Spelling(Card(Practice 243 m a p c t m p s c p a a c p s 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!2,!Lesson!10,!Day!2 Letter(Name(Review 244 m a p c t m p s c p a a c p s 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!2,!Lesson!10,!Day!2 Sound8Spelling(Review:((Beginning 245 mat cap Sam cat 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!2,!Lesson!10,!Day!2 Continuous(Blending 246 mat cap Sam cat 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!2,!Lesson!10,!Day!2 Regular(Word(Reading 247 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Re-read U2L9 Decodables Decodable(Text(Fluency(Practice 248 3 (cook)3 (pat)3 (tap)3 (pack) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Phoneme(Segmentation 249 pat map at mat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 250 we to a see 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!2,!Lesson!10,!Day!3 Irregular(Word(Reading 251 we to a see see we to the a to and we 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!2,!Lesson!10,!Day!3 Irregular(Word(Reading((continued) 252 3 (cab)3 (sob)2 (am)3 (cave) 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!2,!Lesson!10,!Day!3 Phoneme(Blending 253 Pippa Pig Callie Cat Tiggy Tiger Andy Apple 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!2,!Lesson!10,!Day!3 Sound8Spelling(Card(Practice 254 s p a c m m c a t p c t c p p 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!2,!Lesson!10,!Day!3 Letter(Name(Review 255 s p a c m m c a t p c t c p p 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!2,!Lesson!10,!Day!3 Sound8Spelling(Review:((Beginning 256 Pam map Sam tap 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!2,!Lesson!10,!Day!3 Continuous(Blending 257 Pam map Sam tap 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!2,!Lesson!10,!Day!3 Regular(Word(Reading 258 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 For use with: Mmmm Good! Decodable(Text(Reading(1:((Introductory 259 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 For use with: Mmmm Good! Decodable(Text(Fluency(Practice 260 3 (tool)3 (came)3 (Tam)3 (mess) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Phoneme(Segmentation 261 mat cap Sam cat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 262 come me see a You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Irregular(Word(Reading 263 come me see a see me a come we come me to You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!10,!Day!4 Irregular(Word(Reading((continued) 264 3 (cob)3 (mit)3 (took)3 (pick) 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!2,!Lesson!10,!Day!4 Phoneme(Blending 265 Andy Apple Pippa Pig Callie Cat Tiggy Tiger 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!2,!Lesson!10,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 266 a p c t s c a t t a p m s p a c 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!2,!Lesson!10,!Day!4 Letter(Name(Review 267 a p c t s c a t t a p m s p a c 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!2,!Lesson!10,!Day!4 Sound8Spelling(Review:((Beginning 268 pat Sam sat mat 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!2,!Lesson!10,!Day!4 Continuous(Blending 269 pat Sam sat mat 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!2,!Lesson!10,!Day!4 Regular(Word(Reading 270 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 For use with: The Playground Decodable(Text(Reading(1:((Introductory 271 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 For use with: The Playground Decodable(Text(Fluency(Practice 272 3 (cab)3 (sob)2 (am)3 (cave) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Phoneme(Segmentation 273 Pam map Sam tap Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 274 me come we to You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Irregular(Word(Reading 275 me come we to we come to me come see me a You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!10,!Day!5 Irregular(Word(Reading((continued) 276 3 (cage)3 (him)3 (tip)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!2,!Lesson!10,!Day!5 Phoneme(Blending 277 Andy Apple Pippa Pig Callie Cat Tiggy Tiger 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!2,!Lesson!10,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 278 p a t m a c p s c p a t a c t 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!2,!Lesson!10,!Day!5 Letter(Name(Review 279 p a t m a c p s c p a t a c t 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!2,!Lesson!10,!Day!5 Sound8Spelling(Review:((Beginning 280 nap Nat can pan 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!2,!Lesson!10,!Day!5 Continuous(Blending 281 nap Nat can pan 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!2,!Lesson!10,!Day!5 Regular(Word(Reading 282 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Re-read U2L10 Decodables Decodable(Text(Fluency(Practice 283 3 (cob)3 (mit)3 (took)3 (pick) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Phoneme(Segmentation 284 pat cap sap mat Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 285 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (K.2) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014