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HomeMy WebLinkAboutKindergarten ECRI Unit 4Enhanced Core Reading InstructionTier 2 Foundational Skills Intervention (K.4) 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 of so how is 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!4,!Lesson!16,!Day!1 Irregular(Word(Reading 4 of so how is of is where so how with many so of many the where 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!4,!Lesson!16,!Day!1 Irregular(Word(Reading((continued) 5 3 (knat)3 (get)3 (nice)3 (jig) 3 (bet)3 (dip)3 (Matt)3 (pit) 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!4,!Lesson!16,!Day!1 Phoneme(Blending 6 Iggy Iguana Benny Bear Fifi Fish Nyle Noodle 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!4,!Lesson!16,!Day!1 Sound8Spelling(Card(Practice 7 i p n f s b i t i f n b a c i 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!4,!Lesson!16,!Day!1 Letter(Name(Review 8 i p n f s b i t i f n b a c i 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!4,!Lesson!16,!Day!1 Sound8Spelling(Review:((Beginning 9 bit fit it nip 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!4,!Lesson!16,!Day!1 Continuous(Blending 10 Tim pin Bab Sam Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.! Sound?!Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Sound8by8Sound(Blending 11 bit fit it nip Tim pin Bab 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!4,!Lesson!16,!Day!1 Regular(Word(Reading 12 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. Re-read U3L15 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 13 3 (nip)3 (fit)3 (sin)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!4,!Lesson!16,!Day!1 Phoneme(Segmentation 14 in pin bit tin 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!4,!Lesson!16,!Day!1 15 where many is of You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Irregular(Word(Reading 16 where many is of many is how of where what so so see we many how You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!16,!Day!2 Irregular(Word(Reading((continued) 17 3 (pin)3 (pig)3 (pit)2 (no) 3 (soak)3 (rot)3 (sag)3 (hat) 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!4,!Lesson!16,!Day!2 Phoneme(Blending 18 Iggy Iguana Benny Bear Fifi Fish Nyle Noodle 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!4,!Lesson!16,!Day!2 Sound8Spelling(Card(Practice 19 t i f n a i b c s i f b m i n p 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!4,!Lesson!16,!Day!2 Letter(Name(Review 20 t i f n a i b c s i f b m i n p 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!4,!Lesson!16,!Day!2 Sound8Spelling(Review:((Beginning 21 fit in sit it 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!4,!Lesson!16,!Day!2 Continuous(Blending 22 cab Nat Bab Mac Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Sound8by8Sound(Blending 23 fit in sit it cab Nat Bab Mac 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!4,!Lesson!16,!Day!2 Regular(Word(Reading 24 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. Re-read U3L15 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 25 3 (knat)3 (get)3 (nice)3 (jig) 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!4,!Lesson!16,!Day!2 Phoneme(Segmentation 26 bit fit it nip 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!4,!Lesson!16,!Day!2 27 so is of how 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!4,!Lesson!16,!Day!3 Irregular(Word(Reading 28 so is of how where how is with what of so how come you many my 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!4,!Lesson!16,!Day!3 Irregular(Word(Reading((continued) 29 3 (cat)3 (kin)3 (lid)3 (mob) 3 (mad)3 (cave)3 (cob)3 (nip) 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!4,!Lesson!16,!Day!3 Phoneme(Blending 30 Iggy Iguana Benny Bear Fifi Fish Nyle Noodle 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!4,!Lesson!16,!Day!3 Sound8Spelling(Card(Practice 31 f n b i n t i p a i b f i c 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!4,!Lesson!16,!Day!3 Letter(Name(Review 32 f n b i n t i p a i b f i c 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!4,!Lesson!16,!Day!3 Sound8Spelling(Review:((Beginning 33 tin it sit can 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!4,!Lesson!16,!Day!3 Continuous(Blending 34 Sam cat pat Tam Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Sound8by8Sound(Blending 35 tin it sit can Sam cat pat Tam 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!4,!Lesson!16,!Day!3 Regular(Word(Reading 36 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 For use with: What Is It? 37 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. For use with: What Is It? Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 38 3 (pin)3 (pig)3 (pit)2 (no) 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!4,!Lesson!16,!Day!3 Phoneme(Segmentation 39 fit in sit it 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!4,!Lesson!16,!Day!3 40 but from where many You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Irregular(Word(Reading 41 but from where many find but where from many from how but from what are now You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!16,!Day!4 Irregular(Word(Reading((continued) 42 3 (tin)3 (win)3 (wit)3 (zip) 3 (tap)3 (sap)3 (ray)3 (pop) 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!4,!Lesson!16,!Day!4 Phoneme(Blending 43 Gertie Goose Iggy Iguana Benny Bear Fifi Fish 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!4,!Lesson!16,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 44 g i b a n f g a g i b m p s g i 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!4,!Lesson!16,!Day!4 Letter(Name(Review 45 g i b a n f g a g i b m p s g i 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!4,!Lesson!16,!Day!4 Sound8Spelling(Review:((Beginning 46 bag tag pig big 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!4,!Lesson!16,!Day!4 Continuous(Blending 47 sit in it Nan Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Sound8by8Sound(Blending 48 bag tag pig big sit in it Nan 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!4,!Lesson!16,!Day!4 Regular(Word(Reading 49 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 For use with: Fit in My Cab 50 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. For use with: Fit in My Cab Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 51 3 (cat)3 (kin)3 (lid)3 (mob) 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!4,!Lesson!16,!Day!4 Phoneme(Segmentation 52 tin it sit can 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!4,!Lesson!16,!Day!4 53 came on from but You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Irregular(Word(Reading 54 came on from but you came on but but how from came now see look from You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!16,!Day!5 Irregular(Word(Reading((continued) 55 3 (jig)3 (kin)3 (lid)3 (lip) 3 (say)3 (pan)3 (Cam)3 (may) 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!4,!Lesson!16,!Day!5 Phoneme(Blending 56 Gertie Goose Iggy Iguana Benny Bear Fifi Fish 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!4,!Lesson!16,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 57 g i b a g c i m b i g p g f n 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!4,!Lesson!16,!Day!5 Letter(Name(Review 58 g i b a g c i m b i g p g f n 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!4,!Lesson!16,!Day!5 Sound8Spelling(Review:((Beginning 59 gas pig bag fig 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!4,!Lesson!16,!Day!5 Continuous(Blending 60 tag big cab Tig Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Sound8by8Sound(Blending 61 gas pig bag fig tag big cab Tig 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!4,!Lesson!16,!Day!5 Regular(Word(Reading 62 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. Re-read U4L16 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 63 3 (tin)3 (win)3 (wit)3 (zip) 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!4,!Lesson!16,!Day!5 Phoneme(Segmentation 64 bag tag pig big 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!4,!Lesson!16,!Day!5 65 this find came on You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 Irregular(Word(Reading 66 this find came on are this now find is find but this came from on and You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!17,!Day!1 Irregular(Word(Reading((continued) 67 2 (may)3 (his)3 (hid)3 (nip) 3 (pin)3 (tin)3 (did)3 (sin) 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!4,!Lesson!17,!Day!1 Phoneme(Blending 68 Gertie Goose Iggy Iguana Benny Bear Fifi Fish 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!4,!Lesson!17,!Day!1 Sound8Spelling(Card(Practice 69 g a i n n f g a p i g f g i b b 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!4,!Lesson!17,!Day!1 Letter(Name(Review 70 g a i n n f g a p i g f g i b b 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!4,!Lesson!17,!Day!1 Sound8Spelling(Review:((Beginning 71 bag Tig Gab Gig 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!4,!Lesson!17,!Day!1 Continuous(Blending 72 fit Min Nan Tim Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 Sound8by8Sound(Blending 73 bag Tig Gab Pam fit Min Nan Tim 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!4,!Lesson!17,!Day!1 Regular(Word(Reading 74 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. Re-read U4L16 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 75 3 (jig)3 (kin)3 (lid)3 (lip) 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!4,!Lesson!17,!Day!1 Phoneme(Segmentation 76 gas pig bag fig 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!4,!Lesson!17,!Day!1 77 find this but from 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!4,!Lesson!17,!Day!2 Irregular(Word(Reading 78 find this but from you what this find how find came this see we but from 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!4,!Lesson!17,!Day!2 Irregular(Word(Reading((continued) 79 3 (Nick)3 (fit)3 (gin)3 (get) 3 (big)3 (bin)3 (bid)2 (go) 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!4,!Lesson!17,!Day!2 Phoneme(Blending 80 Gertie Goose Iggy Iguana Benny Bear Fifi Fish 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!4,!Lesson!17,!Day!2 Sound8Spelling(Card(Practice 81 b n g i n g a f g a i b p i f g 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!4,!Lesson!17,!Day!2 Letter(Name(Review 82 b n g i n g a f g a i b p i f g 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!4,!Lesson!17,!Day!2 Sound8Spelling(Review:((Beginning 83 pig Pam sit 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!4,!Lesson!17,!Day!2 Continuous(Blending 84 can sat big Pat Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 Sound8by8Sound(Blending 85 pig Pam sit cat can sat big Pat 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!4,!Lesson!17,!Day!2 Regular(Word(Reading 86 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. Re-read U4L16 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 87 2 (may)3 (his)3 (hid)3 (nip) 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!4,!Lesson!17,!Day!2 Phoneme(Segmentation 88 bag Tig Gab Pam 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!4,!Lesson!17,!Day!2 89 came from this but You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 Irregular(Word(Reading 90 came from this but on with find my but this from came on me with my You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!17,!Day!3 Irregular(Word(Reading((continued) 91 3 (nab)3 (gig)3 (him)3 (his) 3 (sit)3 (mit)3 (tip)3 (sip) 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!4,!Lesson!17,!Day!3 Phoneme(Blending 92 Gertie Goose Iggy Iguana Benny Bear Fifi Fish 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!4,!Lesson!17,!Day!3 Sound8Spelling(Card(Practice 93 g n i a b i g f g f p a b n g i 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!4,!Lesson!17,!Day!3 Letter(Name(Review 94 g n i a b i g f g f p a b n g i 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!4,!Lesson!17,!Day!3 Sound8Spelling(Review:((Beginning 95 gap sit nip sag 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!4,!Lesson!17,!Day!3 Continuous(Blending 96 pig bag cat cap Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 Sound8by8Sound(Blending 97 gap sit nip sag pig bag cat cap 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!4,!Lesson!17,!Day!3 Regular(Word(Reading 98 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 For use with: Can You Find It? 99 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. For use with: Can You Find It? Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 100 3 (Nick)3 (fit)3 (gin)3 (get) 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!4,!Lesson!17,!Day!3 Phoneme(Segmentation 101 pig Pam sit 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!4,!Lesson!17,!Day!3 102 will be find this 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!4,!Lesson!17,!Day!4 Irregular(Word(Reading 103 will be find this is be will how will this be find you what are now 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 Irregular(Word(Reading((continued) 104 3 (nap)3 (tin)3 (get)3 (sin) 3 (nip)3 (fit)3 (sin)3 (did) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 Phoneme(Blending 105 Reggie Rooster Gertie Goose Iggy Iguana Benny Bear Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!4,!Lesson!17,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 106 r g a p r i n r i r g c g f r b 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!4,!Lesson!17,!Day!4 Letter(Name(Review 107 r g a p r i n r i r g c g f r b 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!4,!Lesson!17,!Day!4 Sound8Spelling(Review:((Beginning 108 am at ram nap 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!4,!Lesson!17,!Day!4 Continuous(Blending 109 Cam pig Tim rib Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 Sound8by8Sound(Blending 110 am at ram nap Cam pig Tim rib 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!4,!Lesson!17,!Day!4 Regular(Word(Reading 111 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 For use with: Pam Pig 112 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. For use with: Pam Pig Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 113 3 (nab)3 (Pam)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!4,!Lesson!17,!Day!4 Phoneme(Segmentation 114 gap sit nip sag 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!4,!Lesson!17,!Day!4 115 who into be will 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!4,!Lesson!17,!Day!5 Irregular(Word(Reading 116 who into be will how who is be be who will into will be find into 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 Irregular(Word(Reading((continued) 117 3 (not)3 (gab)3 (cap)3 (ban) 3 (doll)3 (dad)3 (Dan)2 (an) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 Phoneme(Blending 118 Reggie Rooster Gertie Goose Iggy Iguana Benny Bear Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!4,!Lesson!17,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 119 g r n i b i g r g a m r a r f 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!4,!Lesson!17,!Day!5 Letter(Name(Review 120 g r n i b i g r g a m r a r f 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!4,!Lesson!17,!Day!5 Sound8Spelling(Review:((Beginning 121 ran rat rim rag 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!4,!Lesson!17,!Day!5 Continuous(Blending 122 rip ram sit Pam Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 Sound8by8Sound(Blending 123 ran rat rim rag rip ram sit Pam 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!4,!Lesson!17,!Day!5 Regular(Word(Reading 124 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. Re-read U4L17 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 125 3 (nap)3 (tin)3 (get)3 (sin) 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!4,!Lesson!17,!Day!5 Phoneme(Segmentation 126 am at ram nap 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!4,!Lesson!17,!Day!5 127 that your be will 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!4,!Lesson!18,!Day!1 Irregular(Word(Reading 128 that your be will your but that from will be your that I like the and You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Irregular(Word(Reading((continued) 129 3 (big)3 (sip)3 (pin)3 (tan) 3 (dog)2 (if)3 (dab)3 (den) 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!4,!Lesson!18,!Day!1 Phoneme(Blending 130 Reggie Rooster Gertie Goose Iggy Iguana Benny Bear 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!4,!Lesson!18,!Day!1 Sound8Spelling(Card(Practice 131 r b f g i n r g p r g i a c t r 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!4,!Lesson!18,!Day!1 Letter(Name(Review 132 r b f g i n r g p r g i a c t r 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!4,!Lesson!18,!Day!1 Sound8Spelling(Review:((Beginning 133 nap Cam sit Tim 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!4,!Lesson!18,!Day!1 Continuous(Blending 134 sip Tab big can Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Sound8by8Sound(Blending 135 nap Cam sit Tim sip Tab big can 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!4,!Lesson!18,!Day!1 Regular(Word(Reading 136 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. Re-read U4L17 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 137 3 (not)3 (gab)3 (cap)3 (ban) 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!4,!Lesson!18,!Day!1 Phoneme(Segmentation 138 ran rat rim rag 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!4,!Lesson!18,!Day!1 139 your be will who You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Irregular(Word(Reading 140 your be will who be how will is your are find that that who this to You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!18,!Day!2 Irregular(Word(Reading((continued) 141 3 (dime)3 (bid)3 (cat)3 (bid) 3 (dig)3 (look)3 (dim)3 (Rick) 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!4,!Lesson!18,!Day!2 Phoneme(Blending 142 Reggie Rooster Gertie Goose Iggy Iguana Benny Bear 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!4,!Lesson!18,!Day!2 Sound8Spelling(Card(Practice 143 r b g p a i r b n c r g f r g i 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!4,!Lesson!18,!Day!2 Letter(Name(Review 144 r b g p a i r b n c r g f r g i 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!4,!Lesson!18,!Day!2 Sound8Spelling(Review:((Beginning 145 ran it Rip Pam 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!4,!Lesson!18,!Day!2 Continuous(Blending 146 tag can Cam pig Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Sound8by8Sound(Blending 147 ran it Rip Pam tag can Cam pig 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!4,!Lesson!18,!Day!2 Regular(Word(Reading 148 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. Re-read U4L17 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 149 3 (big)3 (sip)3 (pin)3 (tan) 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!4,!Lesson!18,!Day!2 Phoneme(Segmentation 150 nap Cam sit Tim 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!4,!Lesson!18,!Day!2 151 into your that will 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!4,!Lesson!18,!Day!3 Irregular(Word(Reading 152 into your that will will how is be your into who will but from came on 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!4,!Lesson!18,!Day!3 Irregular(Word(Reading((continued) 153 3 (bag)3 (big)3 (sit)3 (mit) 3 (duck)3 (road)2 (bar)3 (dug) 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!4,!Lesson!18,!Day!3 Phoneme(Blending 154 Reggie Rooster Gertie Goose Iggy Iguana Benny Bear 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!4,!Lesson!18,!Day!3 Sound8Spelling(Card(Practice 155 r t g a i g r m b r b s i r g 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!4,!Lesson!18,!Day!3 Letter(Name(Review 156 r t g a i g r m b r b s i r g 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!4,!Lesson!18,!Day!3 Sound8Spelling(Review:((Beginning 157 rim rap tan tin 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!4,!Lesson!18,!Day!3 Continuous(Blending 158 rat tin Rip it Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Sound8by8Sound(Blending 159 rim rap tan tin rat tin Rip it 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!4,!Lesson!18,!Day!3 Regular(Word(Reading 160 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 For use with: Will It Be Big? 161 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. For use with: Will It Be Big? Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 162 3 (dime)3 (bid)3 (cat)3 (bid) 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!4,!Lesson!18,!Day!3 Phoneme(Segmentation 163 ran it Rip Pam 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!4,!Lesson!18,!Day!3 164 here soon will be You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Irregular(Word(Reading 165 here soon will be soon here who find be will soon here where many of so You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!18,!Day!4 Irregular(Word(Reading((continued) 166 3 (tip)3 (sis)3 (gap)3 (fan) 3 (fib)3 (doll)3 (guff) 3 (fad) 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!4,!Lesson!18,!Day!4 Phoneme(Blending 167 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana 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!4,!Lesson!18,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 168 d r g a r g i d d n i f i b r d 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!4,!Lesson!18,!Day!4 Letter(Name(Review 169 d r g a r g i d d n i f i b r d 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!4,!Lesson!18,!Day!4 Sound8Spelling(Review:((Beginning 170 sip dip sap it 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!4,!Lesson!18,!Day!4 Continuous(Blending 171 tap big pat Pam Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Sound8by8Sound(Blending 172 sip dip sap it tap big pat Pam 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!4,!Lesson!18,!Day!4 Regular(Word(Reading 173 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 For use with: Rip Is It 174 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. For use with: Rip Is It Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 175 3 (bag)3 (big)3 (sit)3 (mit) 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!4,!Lesson!18,!Day!4 Phoneme(Segmentation 176 rim rap tan tin 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!4,!Lesson!18,!Day!4 177 for go soon here You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Irregular(Word(Reading 178 for go soon here this for find go here soon go for came now will what You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!18,!Day!5 Irregular(Word(Reading((continued) 179 3 (big)3 (bin)3 (fit)3 (bet) 3 (fin)3 (dip) 3 (Dan)3 (fab) 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!4,!Lesson!18,!Day!5 Phoneme(Blending 180 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana 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!4,!Lesson!18,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 181 a d r b a r n g d g i d f d r i 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!4,!Lesson!18,!Day!5 Letter(Name(Review 182 a d r b a r n g d g i d f d r i 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!4,!Lesson!18,!Day!5 Sound8Spelling(Review:((Beginning 183 dig sad dip did 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!4,!Lesson!18,!Day!5 Continuous(Blending 184 dad rid dig pit Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Sound8by8Sound(Blending 185 dig sad dip did dad rid dig pit 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!4,!Lesson!18,!Day!5 Regular(Word(Reading 186 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. Re-read U4L18 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 187 3 (tip)3 (sis)3 (gap)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!4,!Lesson!18,!Day!5 Phoneme(Segmentation 188 sip dip sap it 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!4,!Lesson!18,!Day!5 189 they up for come You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Irregular(Word(Reading 190 they up for come they this up go come for up they soon like the soon You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!19,!Day!1 Irregular(Word(Reading((continued) 191 3 (fan)3 (kit)3 (fig)3 (loaf) 3 (cab)3 (kid)3 (red)3 (jet) 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!4,!Lesson!19,!Day!1 Phoneme(Blending 192 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana 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!4,!Lesson!19,!Day!1 Sound8Spelling(Card(Practice 193 d r g i f n d r b i r g b a d d 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!4,!Lesson!19,!Day!1 Letter(Name(Review 194 d r g i f n d r b i r g b a d d 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!4,!Lesson!19,!Day!1 Sound8Spelling(Review:((Beginning 195 Dan dig Min Sid 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!4,!Lesson!19,!Day!1 Continuous(Blending 196 dab pad pig sap Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Sound8by8Sound(Blending 197 Dan dig Min Sid dab pad pig 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!4,!Lesson!19,!Day!1 Regular(Word(Reading 198 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. Re-read U4L18 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 199 3 (big)3 (bin)3 (fit)3 (bet) 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!4,!Lesson!19,!Day!1 Phoneme(Segmentation 200 dig sad dip did 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!4,!Lesson!19,!Day!1 201 go they up soon 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!4,!Lesson!19,!Day!2 Irregular(Word(Reading 202 go be up soon for find go here soon up they go see we a 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!4,!Lesson!19,!Day!2 Irregular(Word(Reading((continued) 203 3 (rock)3 (fire)3 (Kip)3 (foam) 3 (Kim)3 (pad)3 (bike)3 (duck) 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!4,!Lesson!19,!Day!2 Phoneme(Blending 204 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana 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!4,!Lesson!19,!Day!2 Sound8Spelling(Card(Practice 205 g s d r d i n g f d r b r d a i 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!4,!Lesson!19,!Day!2 Letter(Name(Review 206 g s d r d i n g f d r b r d a i 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!4,!Lesson!19,!Day!2 Sound8Spelling(Review:((Beginning 207 Dad dip dig 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!4,!Lesson!19,!Day!2 Continuous(Blending 208 in it rig sit Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Sound8by8Sound(Blending 209 Dad dip dig at in it rig sit 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!4,!Lesson!19,!Day!2 Regular(Word(Reading 210 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. Re-read U4L18 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 211 3 (fan)3 (kit)3 (fig)3 (loaf) 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!4,!Lesson!19,!Day!2 Phoneme(Segmentation 212 Dan dig Min Sid 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!4,!Lesson!19,!Day!2 213 up find for they You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Irregular(Word(Reading 214 up find for this here for soon go they for find up come me with came You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!19,!Day!3 Irregular(Word(Reading((continued) 215 3 (sit)3 (kite)3 (fork)3 (can) 3 (road)2 (bar)3 (dug)3 (man) 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!4,!Lesson!19,!Day!3 Phoneme(Blending 216 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana 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!4,!Lesson!19,!Day!3 Sound8Spelling(Card(Practice 217 r g r d b n d r r d f b d b r g 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!4,!Lesson!19,!Day!3 Letter(Name(Review 218 r g r d b n d r r d f b d b r g 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'4,'Lesson'19,'Day'3 Sound8Spelling(Review:((Beginning 219 sad dip mad dig 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!4,!Lesson!19,!Day!3 Continuous(Blending 220 dad Tad Nan can Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Sound8by8Sound(Blending 221 sad dip mad dig dad Tad Nan can 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!4,!Lesson!19,!Day!3 Regular(Word(Reading 222 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 For use with: Go For It! 223 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. For use with: Go For It! Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 224 3 (rock)3 (fire)3 (Kip)3 (foam) 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!4,!Lesson!19,!Day!3 Phoneme(Segmentation 225 Dad dip dig 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!4,!Lesson!19,!Day!3 226 is be this for 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!4,!Lesson!19,!Day!4 Irregular(Word(Reading 227 is be this for how for find go be this for is you what are now 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Irregular(Word(Reading((continued) 228 3 (fat)3 (pat)3 (tag)3 (fin) 3 (bad)3 (duck)3 (kick)3 (got) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Phoneme(Blending 229 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!4,!Lesson!19,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 230 d r g i b a g f i d n p c t r 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!4,!Lesson!19,!Day!4 Letter(Name(Review 231 d r g i b a g f i d n p c t r 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!4,!Lesson!19,!Day!4 Sound8Spelling(Review:((Beginning 232 Sid pat tap dig 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!4,!Lesson!19,!Day!4 Continuous(Blending 233 Bab Pat can Sid Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Sound8by8Sound(Blending 234 Sid pat tap dig Bab Pat can Sid 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!4,!Lesson!19,!Day!4 Regular(Word(Reading 235 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 For use with: D is for Dad 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. For use with: D is for Dad Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 237 3 (sit)3 (kite)3 (fork)3 (can) 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!4,!Lesson!19,!Day!4 Phoneme(Segmentation 238 sad dip mad dig 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!4,!Lesson!19,!Day!4 239 how is this will 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!4,!Lesson!19,!Day!5 Irregular(Word(Reading 240 how is this will find go be for is this will how to like the I You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Irregular(Word(Reading((continued) 241 3 (fig)3 (cat)2 (bag)3 (kid) 3 (fib)3 (kiss)3 (fit)3 (night) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Phoneme(Blending 242 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!4,!Lesson!19,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 243 r g i d b i g a t r p s f c n d 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!4,!Lesson!19,!Day!5 Letter(Name(Review 244 r g i d b i g a t r p s f c n d 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!4,!Lesson!19,!Day!5 Sound8Spelling(Review:((Beginning 245 dig in rid gap 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!4,!Lesson!19,!Day!5 Continuous(Blending 246 rig dip it gap Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Sound8by8Sound(Blending 247 dig in rid gap rig dip it big 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!4,!Lesson!19,!Day!5 Regular(Word(Reading 248 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. Re-read U4L19 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 249 3 (fat)3 (pat)3 (tag)3 (fin) 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!4,!Lesson!19,!Day!5 Phoneme(Segmentation 250 Sid pat tap dig 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!4,!Lesson!19,!Day!5 251 is will this how 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!4,!Lesson!20,!Day!1 Irregular(Word(Reading 252 is will this how be for go find will is this how I like the and You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Irregular(Word(Reading((continued) 253 3 (roof)3 (bog)3 (nat)3 (fog) 3 (bop)3 (con)3 (cog)3 (dim) 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!4,!Lesson!20,!Day!1 Phoneme(Blending 254 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana 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!4,!Lesson!20,!Day!1 Sound8Spelling(Card(Practice 255 i g r d f b a g p n d i b t r 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!4,!Lesson!20,!Day!1 Letter(Name(Review 256 i g r d f b a g p n d i b t r 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!4,!Lesson!20,!Day!1 Sound8Spelling(Review:((Beginning 257 big in it dig 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!4,!Lesson!20,!Day!1 Continuous(Blending 258 did rap Pat Tim Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Sound8by8Sound(Blending 259 big in rag dig did rap Pat Tim 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!4,!Lesson!20,!Day!1 Regular(Word(Reading 260 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. Re-read U4L19 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 261 3 (fig)3 (cat)2 (bag)3 (kid) 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!4,!Lesson!20,!Day!1 Phoneme(Segmentation 262 dig in rid gap 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!4,!Lesson!20,!Day!1 263 how for this be You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Irregular(Word(Reading 264 how for this be go for find be is will this how see we a to You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!20,!Day!2 Irregular(Word(Reading((continued) 265 3 (fat)3 (ran)3 (leaf)3 (sod) 3 (cot)3 (got)3 (gosh)3 (back) 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!4,!Lesson!20,!Day!2 Phoneme(Blending 266 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana 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!4,!Lesson!20,!Day!2 Sound8Spelling(Card(Practice 267 r g i d g i b a t p r b f n c d 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!4,!Lesson!20,!Day!2 Letter(Name(Review 268 r g i d g i b a t p r b f n c d 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!4,!Lesson!20,!Day!2 Sound8Spelling(Review:((Beginning 269 sit rib Tim fit 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!4,!Lesson!20,!Day!2 Continuous(Blending 270 pit Pip Sid can Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Sound8by8Sound(Blending 271 sit rib Tim fit pit Pip Sid can 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!4,!Lesson!20,!Day!2 Regular(Word(Reading 272 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. Re-read U4L19 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 273 3 (roof)3 (bog)3 (nat)3 (fog) 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!4,!Lesson!20,!Day!2 Phoneme(Segmentation 274 big in it dig 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!4,!Lesson!20,!Day!2 275 how this is will 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!4,!Lesson!20,!Day!3 Irregular(Word(Reading 276 how this is will find be go for is will be how come me with my 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!4,!Lesson!20,!Day!3 Irregular(Word(Reading((continued) 277 3 (sad)3 (fan)3 (Rin)3 (fork) 3 (hog)3 (hot)3 (mob)3 (pig) 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!4,!Lesson!20,!Day!3 Phoneme(Blending 278 Dudley Duck Reggie Rooster Gertie Goose Iggy Iguana 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!4,!Lesson!20,!Day!3 Sound8Spelling(Card(Practice 279 d r g i a a f p b a n b d r g i 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!4,!Lesson!20,!Day!3 Letter(Name(Review 280 d r g i a a f p b t n b d r g i 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!4,!Lesson!20,!Day!3 Sound8Spelling(Review:((Beginning 281 sit big pin ran 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!4,!Lesson!20,!Day!3 Continuous(Blending 282 Pip tip Sam Sid Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Sound8by8Sound(Blending 283 sit big pin ran Pip tip Sam Sid 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!4,!Lesson!20,!Day!3 Regular(Word(Reading 284 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 For use with: The Big Dig 285 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. For use with: The Big Dig Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 286 3 (fat)3 (ran)3 (leaf)3 (sod) 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!4,!Lesson!20,!Day!3 Phoneme(Segmentation 287 sit rib Tim fit 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!4,!Lesson!20,!Day!3 288 make play is will You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Irregular(Word(Reading 289 make play is will I play make like make will is play you what are now You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!20,!Day!4 Irregular(Word(Reading((continued) 290 3 (bit)3 (bog)3 (fit)2 (add) 2 (oak)3 (mop)3 (nod)3 (not) 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!4,!Lesson!20,!Day!4 Phoneme(Blending 291 Ozzie Octopus Dudley Duck Reggie Rooster Gertie Goose 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!4,!Lesson!20,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 292 o g i a r d n o o r b i d o g o 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!4,!Lesson!20,!Day!4 Letter(Name(Review 293 o g i a r d n o o r b i d o g o 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!4,!Lesson!20,!Day!4 Sound8Spelling(Review:((Beginning 294 mop cat dot tan 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!4,!Lesson!20,!Day!4 Continuous(Blending 295 on cat can it Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Sound8by8Sound(Blending 296 mop cat dot tan on cat can it 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!4,!Lesson!20,!Day!4 Regular(Word(Reading 297 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. Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 For use with: We Fit 298 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. For use with: We Fit Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 299 3 (sad)3 (fan)3 (Rin)3 (fork) 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!4,!Lesson!20,!Day!4 Phoneme(Segmentation 300 sit big pin ran 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!4,!Lesson!20,!Day!4 301 give new play make You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Irregular(Word(Reading 302 give new play make new give play make make new give how here how soon this You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!4,!Lesson!20,!Day!5 Irregular(Word(Reading((continued) 303 3 (get)3 (fad)2 (fur)3 (loaf) 3 (nab)3 (son)3 (sod)3 (ton) 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!4,!Lesson!20,!Day!5 Phoneme(Blending 304 Ozzie Octopus Dudley Duck Reggie Rooster Gertie Goose 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!4,!Lesson!20,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 305 i p o g d c o i g o r t o r d 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!4,!Lesson!20,!Day!5 Letter(Name(Review 306 i p o g d c o i g o r t o r d 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!4,!Lesson!20,!Day!5 Sound8Spelling(Review:((Beginning 307 pot dot on top 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!4,!Lesson!20,!Day!5 Continuous(Blending 308 got pop mop big Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'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'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 •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! 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.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Sound8by8Sound(Blending 309 pot dot on top got pop mop big 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!4,!Lesson!20,!Day!5 Regular(Word(Reading 310 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. Re-read U4L20 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 311 3 (bit)3 (bog)3 (fit)2 (add) 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!4,!Lesson!20,!Day!5 Phoneme(Segmentation 312 mop cat dot tan 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!4,!Lesson!20,!Day!5 313 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (K.4) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014