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HomeMy WebLinkAboutKindergarten ECRI Unit 5Enhanced Core Reading InstructionTier 2 Foundational Skills Intervention (K.5) 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 say them new play 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!5,!Lesson!21,!Day!1 Irregular(Word(Reading 4 say them new play be make play them play new them say is say this play 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!5,!Lesson!21,!Day!1 Irregular(Word(Reading((continued) 5 3 (ant)3 (can)3 (cane)2 (odd) 3 (tot)3 (Rod)3 (mom)3 (nod) 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!5,!Lesson!21,!Day!1 Phoneme(Blending 6 Ozzie Octopus Dudley Duck Reggie Rooster Gertie Goose 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!5,!Lesson!21,!Day!1 Sound8Spelling(Card(Practice 7 o d i r a g o a n o g i d n o 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!5,!Lesson!21,!Day!1 Letter(Name(Review 8 o d i r a g o a n o g i d n o 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!5,!Lesson!21,!Day!1 Sound8Spelling(Review:((Beginning 9 pop Dot Con Mim 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!5,!Lesson!21,!Day!1 Continuous(Blending 10 Tom Cam Rob 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!5,!Lesson!21,!Day!1 Sound8by8Sound(Blending 11 pop Dot Con Mim Tom Cam Rob 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!5,!Lesson!21,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!1 Re-read U4L20 Decodables Decodable(Text(Fluency(Practice 13 3 (get)3 (fad)2 (fur)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!5,!Lesson!21,!Day!1 Phoneme(Segmentation 14 pot dot on top 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!5,!Lesson!21,!Day!1 15 make give say new You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!2 Irregular(Word(Reading 16 make give say new make is play will new give say make them for find as You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!21,!Day!2 Irregular(Word(Reading((continued) 17 3 (nab)3 (gig)3 (cop)3 (dog) 3 (pot)3 (rod)3 (rot)3 (ask) 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!5,!Lesson!21,!Day!2 Phoneme(Blending 18 Ozzie Octopus Dudley Duck Reggie Rooster Gertie Goose 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!5,!Lesson!21,!Day!2 Sound8Spelling(Card(Practice 19 r o f r o f i d d i o g b b o 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!5,!Lesson!21,!Day!2 Letter(Name(Review 20 r o f r o f i d d i o g b b o 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!5,!Lesson!21,!Day!2 Sound8Spelling(Review:((Beginning 21 dog got Tom on 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!5,!Lesson!21,!Day!2 Continuous(Blending 22 naps pad pit dig 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!5,!Lesson!21,!Day!2 Sound8by8Sound(Blending 23 dog got Tom on naps pad pit dig 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!5,!Lesson!21,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!2 Re-read U4L20 Decodables Decodable(Text(Fluency(Practice 25 3 (ant)3 (can)3 (cane)2 (odd) 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!5,!Lesson!21,!Day!2 Phoneme(Segmentation 26 pop Dot Con Mim 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!5,!Lesson!21,!Day!2 27 them play make say 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!5,!Lesson!21,!Day!3 Irregular(Word(Reading 28 them play make say them this for make say play make will are now you 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!5,!Lesson!21,!Day!3 Irregular(Word(Reading((continued) 29 3 (dot)3 (nip)3 (fit)3 (sap) 3 (fib)3 (doll)3 (fog)3 (jog) 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!5,!Lesson!21,!Day!3 Phoneme(Blending 30 Ozzie Octopus Dudley Duck Reggie Rooster Gertie Goose 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!5,!Lesson!21,!Day!3 Sound8Spelling(Card(Practice 31 o g i o d o r d r d o g b i b 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!5,!Lesson!21,!Day!3 Letter(Name(Review 32 o g i o d o r d r d o g b i b 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!5,!Lesson!21,!Day!3 Sound8Spelling(Review:((Beginning 33 cot pop not got 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!5,!Lesson!21,!Day!3 Continuous(Blending 34 top pot nip tag 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!5,!Lesson!21,!Day!3 Sound8by8Sound(Blending 35 cot pop not got top pot nip tag 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!5,!Lesson!21,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!3 For use with: Make It Pop! Decodable(Text(Reading(1:((Introductory 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!3 For use with: Make It Pop! Decodable(Text(Fluency(Practice 38 3 (nab)3 (gig)3 (cop)3 (dog) 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!5,!Lesson!21,!Day!3 Phoneme(Segmentation 39 dog got Tom on 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!5,!Lesson!21,!Day!3 40 said good 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$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!4 Irregular(Word(Reading 41 said good play make is good said will make said good play what my come me You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!21,!Day!4 Irregular(Word(Reading((continued) 42 3 (nap)3 (log)3 (lot)3 (pod) 3 (jot)3 (hop)2 (ox)3 (bid) 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!5,!Lesson!21,!Day!4 Phoneme(Blending 43 Mr X-Ray Jumping Jill Ozzie Octopus Dudley Duck 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!5,!Lesson!21,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 44 j i x o g j x g x d o j o x j 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!5,!Lesson!21,!Day!4 Letter(Name(Review 45 j i x o g j x g x d o j o x j 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!5,!Lesson!21,!Day!4 Sound8Spelling(Review:((Beginning 46 cab can dig dog 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!5,!Lesson!21,!Day!4 Continuous(Blending 47 Dot in got 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!5,!Lesson!21,!Day!4 Sound8by8Sound(Blending 48 cab can dig dog Dot in got 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!5,!Lesson!21,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!4 For use with: My Dog Tom Decodable(Text(Reading(1:((Introductory 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!4 For use with: My Dog Tom Decodable(Text(Fluency(Practice 51 3 (dot)3 (nip)3 (fit)3 (sap) 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!5,!Lesson!21,!Day!4 Phoneme(Segmentation 52 cot pop not got 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!5,!Lesson!21,!Day!4 53 ate could play good You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!5 Irregular(Word(Reading 54 ate could play good good could ate play good ate could ate I the like and You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!5 Irregular(Word(Reading((continued) 55 2 (no)3 (hiss)3 (gin)3 (get) 3 (pass)3 (top)3 (box)3 (Bob) 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!5,!Lesson!21,!Day!5 Phoneme(Blending 56 Mr X-Ray Jumping Jill Ozzie Octopus Dudley Duck 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!5,!Lesson!21,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 57 x j o d g j x i x o r j d x j 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!5,!Lesson!21,!Day!5 Letter(Name(Review 58 x j o d g j x i x o r j d x j 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!5,!Lesson!21,!Day!5 Sound8Spelling(Review:((Beginning 59 ox job fax sax 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!5,!Lesson!21,!Day!5 Continuous(Blending 60 mix jam jog not 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!5,!Lesson!21,!Day!5 Sound8by8Sound(Blending 61 ox job fax sax mix jam jog not 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!5,!Lesson!21,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!5 Re-read U5L21 Decodables Decodable(Text(Fluency(Practice 63 3 (nap)3 (log)3 (lot)3 (pod) 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!5,!Lesson!21,!Day!5 Phoneme(Segmentation 64 cab can dig dog 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!5,!Lesson!21,!Day!5 65 said like good see You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!1 Irregular(Word(Reading 66 said like good see make good play said like see said good play said like see You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!1 Irregular(Word(Reading((continued) 67 3 (hat)3 (Rob)3 (fox)2 (on) 3 (box)3 (Kip)3 (foam)3 (job) 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!5,!Lesson!22,!Day!1 Phoneme(Blending 68 Mr X-Ray Jumping Jill Ozzie Octopus Dudley Duck 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!5,!Lesson!22,!Day!1 Sound8Spelling(Card(Practice 69 x i o j g x j o g x j i j d o x 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!5,!Lesson!22,!Day!1 Letter(Name(Review 70 x i o j g x j o g x j i j d o x 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!5,!Lesson!22,!Day!1 Sound8Spelling(Review:((Beginning 71 jam job Jan Max 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!5,!Lesson!22,!Day!1 Continuous(Blending 72 Rod Jon rig not 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!5,!Lesson!22,!Day!1 Sound8by8Sound(Blending 73 jam job Jan Max Rod Jon rig not 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!5,!Lesson!22,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!1 Re-read U5L21 Decodables Decodable(Text(Fluency(Practice 75 2 (no)3 (hiss)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!5,!Lesson!22,!Day!1 Phoneme(Segmentation 76 ox job fax sax 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!5,!Lesson!22,!Day!1 77 then was ate could 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!5,!Lesson!22,!Day!2 Irregular(Word(Reading 78 then was ate could good said make play could was ate then could good ate 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!5,!Lesson!22,!Day!2 Irregular(Word(Reading((continued) 79 3 (hog)3 (job)3 (mob)3 (dad) 3 (dot)2 (ox)3 (dim)3 (cot) 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!5,!Lesson!22,!Day!2 Phoneme(Blending 80 Mr X-Ray Jumping Jill Ozzie Octopus Dudley Duck 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!5,!Lesson!22,!Day!2 Sound8Spelling(Card(Practice 81 o x j d x d o j r x j r j o x 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!5,!Lesson!22,!Day!2 Letter(Name(Review 82 o x j d x d o j r x j r j o x 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!5,!Lesson!22,!Day!2 Sound8Spelling(Review:((Beginning 83 box job Fox rip 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!5,!Lesson!22,!Day!2 Continuous(Blending 84 fix Dog ox map 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!5,!Lesson!22,!Day!2 Sound8by8Sound(Blending 85 box job Fox rip fix Dog ox map 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!5,!Lesson!22,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!2 Re-read U5L21 Decodables Decodable(Text(Fluency(Practice 87 3 (hat)3 (Rob)3 (fox)2 (on) 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!5,!Lesson!22,!Day!2 Phoneme(Segmentation 88 jam job Jan Max 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!5,!Lesson!22,!Day!2 89 ate could good was You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!3 Irregular(Word(Reading 90 ate could good was play good make said said then good ate see we could was You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!22,!Day!3 Irregular(Word(Reading((continued) 91 3 (Bob)3 (Ron)3 (fox)3 (road) 3 (got)3 (gosh)3 (jig)3 (hid) 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!5,!Lesson!22,!Day!3 Phoneme(Blending 92 Mr X-Ray Jumping Jill Ozzie Octopus Dudley Duck 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!5,!Lesson!22,!Day!3 Sound8Spelling(Card(Practice 93 x o j i g x o j x o j d r j x 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!5,!Lesson!22,!Day!3 Letter(Name(Review 94 x o j i g x o j x o j d r j x 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!5,!Lesson!22,!Day!3 Sound8Spelling(Review:((Beginning 95 mop jog mix 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!5,!Lesson!22,!Day!3 Continuous(Blending 96 jam jot it tap 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!5,!Lesson!22,!Day!3 Sound8by8Sound(Blending 97 mop jog mix can jam jot it 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!5,!Lesson!22,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!3 For use with: A Good Job Decodable(Text(Reading(1:((Introductory 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!3 For use with: A Good Job Decodable(Text(Fluency(Practice 100 3 (hog)3 (job)3 (mob)3 (dad) 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!5,!Lesson!22,!Day!3 Phoneme(Segmentation 101 box job Fox rip 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!5,!Lesson!22,!Day!3 102 she over said then 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!5,!Lesson!22,!Day!4 Irregular(Word(Reading 103 she over said then she is will over then she over said come said then was 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!4 Irregular(Word(Reading((continued) 104 2 (bar)3 (beg)3 (hot)3 (did) 3 (Tom)3 (Jim)2 (ax)3 (get) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!4 Phoneme(Blending 105 Edna Elephant Mr X-Ray Jumping Jill Ozzie Octopus Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!5,!Lesson!22,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 106 e j o x j i e x g e x o j o d e 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!5,!Lesson!22,!Day!4 Letter(Name(Review 107 e j o x j i e x g e x o j o d e 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!5,!Lesson!22,!Day!4 Sound8Spelling(Review:((Beginning 108 big Jen did sit 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!5,!Lesson!22,!Day!4 Continuous(Blending 109 bag dog fit 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!5,!Lesson!22,!Day!4 Sound8by8Sound(Blending 110 big Jen did sit bag dog fit 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!5,!Lesson!22,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!4 For use with: Fix It! Decodable(Text(Reading(1:((Introductory 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!4 For use with: Fix It! Decodable(Text(Fluency(Practice 113 3 (Bob)3 (Ron)3 (fox)3 (road) 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!5,!Lesson!22,!Day!4 Phoneme(Segmentation 114 mop jog mix 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!5,!Lesson!22,!Day!4 115 all when she over 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!5,!Lesson!22,!Day!5 Irregular(Word(Reading 116 all when she over this how all she over when she all over what are when 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!5 Irregular(Word(Reading((continued) 117 3 (fib)3 (Rex)3 (wax) 3 (fed) 3 (lip)3 (lap)3 (jet)3 (lot) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!5 Phoneme(Blending 118 Edna Elephant Mr X-Ray Jumping Jill Ozzie Octopus Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!5,!Lesson!22,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 119 x e j r e o x o x j o e i e g j 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!5,!Lesson!22,!Day!5 Letter(Name(Review 120 x e j r e o x o x j o e i e g j 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!5,!Lesson!22,!Day!5 Sound8Spelling(Review:((Beginning 121 get red jet bed 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!5,!Lesson!22,!Day!5 Continuous(Blending 122 men ten pet ran 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!5,!Lesson!22,!Day!5 Sound8by8Sound(Blending 123 get red jet bed men ten pet ran 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!5,!Lesson!22,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!5 Re-read U5L22 Decodables Decodable(Text(Fluency(Practice 125 2 (bar)3 (beg)3 (hot)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!5,!Lesson!22,!Day!5 Phoneme(Segmentation 126 big Jen did sit 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!5,!Lesson!22,!Day!5 127 she said all some 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!5,!Lesson!23,!Day!1 Irregular(Word(Reading 128 she said all some was she said over all good she some said she all good 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!5,!Lesson!23,!Day!1 Irregular(Word(Reading((continued) 129 3 (rot)3 (lag)4 (flag)3 (gag) 3 (gaff)4 (train)3 (bag)3 (fig) 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!5,!Lesson!23,!Day!1 Phoneme(Blending 130 Edna Elephant Mr X-Ray Jumping Jill Ozzie Octopus 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!5,!Lesson!23,!Day!1 Sound8Spelling(Card(Practice 131 e j o x d j e x r e j o o x e 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!5,!Lesson!23,!Day!1 Letter(Name(Review 132 e j o x d j e x r e j o o x e 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!5,!Lesson!23,!Day!1 Sound8Spelling(Review:((Beginning 133 get Ben Deb pet 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!5,!Lesson!23,!Day!1 Continuous(Blending 134 Ted Peg pets ten 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!5,!Lesson!23,!Day!1 Sound8by8Sound(Blending 135 get Ben Deb pet Ted Peg get set 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!5,!Lesson!23,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!1 Re-read U5L22 Decodables Decodable(Text(Fluency(Practice 137 3 (fib)3 (Rex)3 (wax) 3 (fed) 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!5,!Lesson!23,!Day!1 Phoneme(Segmentation 138 get red jeet bed 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!5,!Lesson!23,!Day!1 139 all her she play You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!2 Irregular(Word(Reading 140 all her she play make when some you all her some what play her good she You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!23,!Day!2 Irregular(Word(Reading((continued) 141 3 (pack)3 (job)3 (lime)3 (goat) 3 (lab)4 (crab)3 (gum)3 (had) 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!5,!Lesson!23,!Day!2 Phoneme(Blending 142 Edna Elephant Mr X-Ray Jumping Jill Ozzie Octopus 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!5,!Lesson!23,!Day!2 Sound8Spelling(Card(Practice 143 o e j x j e x o i g e j d e x 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!5,!Lesson!23,!Day!2 Letter(Name(Review 144 o e j x j e x o i g e j d e x 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!5,!Lesson!23,!Day!2 Sound8Spelling(Review:((Beginning 145 Jen met men Ed 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!5,!Lesson!23,!Day!2 Continuous(Blending 146 Ben Ted get Meg 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!5,!Lesson!23,!Day!2 Sound8by8Sound(Blending 147 Jen met men Ed Ben Ted get Meg 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!5,!Lesson!23,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!2 Re-read U5L22 Decodables Decodable(Text(Fluency(Practice 149 3 (rot)3 (lag)4 (flag)3 (gag) 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!5,!Lesson!23,!Day!2 Phoneme(Segmentation 150 get Ben Deb pet 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!5,!Lesson!23,!Day!2 151 some she when her 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!5,!Lesson!23,!Day!3 Irregular(Word(Reading 152 some she when her with all could find when her she some will over then ate 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!5,!Lesson!23,!Day!3 Irregular(Word(Reading((continued) 153 4 (flip)4 (spill)3 (bill)3 (goat) 3 (sox)3 (tight)3 (game)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!5,!Lesson!23,!Day!3 Phoneme(Blending 154 Edna Elephant Mr X-Ray Jumping Jill Ozzie Octopus 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!5,!Lesson!23,!Day!3 Sound8Spelling(Card(Practice 155 x e r o d x o e i e x o i x e 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!5,!Lesson!23,!Day!3 Letter(Name(Review 156 x e r o d x o e i e x o i x e 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!5,!Lesson!23,!Day!3 Sound8Spelling(Review:((Beginning 157 did get not pet 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!5,!Lesson!23,!Day!3 Continuous(Blending 158 can in it box 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!5,!Lesson!23,!Day!3 Sound8by8Sound(Blending 159 did get not pet can in it box 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!5,!Lesson!23,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!3 For use with: My Pet Dog Decodable(Text(Reading(1:((Introductory 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!3 For use with: My Pet Dog Decodable(Text(Fluency(Practice 162 3 (pack)3 (job)3 (lime)3 (goat) 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!5,!Lesson!23,!Day!3 Phoneme(Segmentation 163 Jen met men Ed 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!5,!Lesson!23,!Day!3 164 he no all she You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!4 Irregular(Word(Reading 165 he no all she all he good no said no he she play when them he You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!23,!Day!4 Irregular(Word(Reading((continued) 166 3 (gate)4 (spot)3 (ham)4 (stop) 4 (desk)2 (ox)2 (egg)3 (height) 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!5,!Lesson!23,!Day!4 Phoneme(Blending 167 Hattie Horse Keely Kangaroo Edna Elephant Mr X-Ray 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!5,!Lesson!23,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 168 h e k j o h x k e h j k x k e h 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!5,!Lesson!23,!Day!4 Letter(Name(Review 169 h e k j o h x k e h j k x k e h 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!5,!Lesson!23,!Day!4 Sound8Spelling(Review:((Beginning 170 top red pot 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!5,!Lesson!23,!Day!4 Continuous(Blending 171 nap in fit Cat 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!5,!Lesson!23,!Day!4 Sound8by8Sound(Blending 172 top red pot tan nap in fit Cat You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!4 For use with: Ben and Jen Decodable(Text(Reading(1:((Introductory 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!4 For use with: Ben and Jen Decodable(Text(Fluency(Practice 175 4 (flip)4 (spill)3 (bill)3 (goat) 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!5,!Lesson!23,!Day!4 Phoneme(Segmentation 176 did get not pet 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!5,!Lesson!23,!Day!4 177 away by no he You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!5 Irregular(Word(Reading 178 away by no he make she away by by away no he will this now she You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!23,!Day!5 Irregular(Word(Reading((continued) 179 3 (mom)3 (jug)4 (snag)3 (bet) 3 (wig)4 (lamp)3 (not)3 (fed) 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!5,!Lesson!23,!Day!5 Phoneme(Blending 180 Hattie Horse Keely Kangaroo Edna Elephant Jumping Jill 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!5,!Lesson!23,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 181 k x h e o k j h x h e k e k j h 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!5,!Lesson!23,!Day!5 Letter(Name(Review 182 k x h e o k j h x h e k e k j h 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!5,!Lesson!23,!Day!5 Sound8Spelling(Review:((Beginning 183 hid Ken had kit 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!5,!Lesson!23,!Day!5 Continuous(Blending 184 hat Kim big hot 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!5,!Lesson!23,!Day!5 Sound8by8Sound(Blending 185 hid Ken had kit hat Kim big hot 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!5,!Lesson!23,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!5 Re-read U5L23 Decodables Decodable(Text(Fluency(Practice 187 3 (gate)4 (spot)3 (ham)4 (stop) 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!5,!Lesson!23,!Day!5 Phoneme(Segmentation 188 top red pot 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!5,!Lesson!23,!Day!5 189 there must no by You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!1 Irregular(Word(Reading 190 there must no by away there he must by no there there away make he said You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!24,!Day!1 Irregular(Word(Reading((continued) 191 3 (gas)2 (Ed)3 (Ken)3 (Peg) 3 (ten)4 (frog)3 (him)3 (shed) 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!5,!Lesson!24,!Day!1 Phoneme(Blending 192 Hattie Horse Keely Kangaroo Edna Elephant Mr X-Ray 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!5,!Lesson!24,!Day!1 Sound8Spelling(Card(Practice 193 x h e k j k h e x h e k o k j h 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!5,!Lesson!24,!Day!1 Letter(Name(Review 194 x h e k j k h e x h e k o k j h 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!5,!Lesson!24,!Day!1 Sound8Spelling(Review:((Beginning 195 hat hop Hog Hen 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!5,!Lesson!24,!Day!1 Continuous(Blending 196 nap Pig red Fox 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!5,!Lesson!24,!Day!1 Sound8by8Sound(Blending 197 hat hop Hog Hen nap Pig get set 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!5,!Lesson!24,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!1 Re-read U5L23 Decodables Decodable(Text(Fluency(Practice 199 3 (mom)3 (jug)4 (snag)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!5,!Lesson!24,!Day!1 Phoneme(Segmentation 200 hid Ken had hit 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!5,!Lesson!24,!Day!1 201 away play there must 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!5,!Lesson!24,!Day!2 Irregular(Word(Reading 202 no play there must make no all he there play away must like by good the You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!2 Irregular(Word(Reading((continued) 203 3 (fell)3 (elk)3 (shop)3 (leg) 3 (gas)3 (gab)3 (hip)3 (shed) 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!5,!Lesson!24,!Day!2 Phoneme(Blending 204 Hattie Horse Keely Kangaroo Edna Elephant Jumping Jill 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!5,!Lesson!24,!Day!2 Sound8Spelling(Card(Practice 205 j k x h o k e h k e k j e h x k 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!5,!Lesson!24,!Day!2 Letter(Name(Review 206 j k x h o k e h k e k j e h x k 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!5,!Lesson!24,!Day!2 Sound8Spelling(Review:((Beginning 207 him Kim kit 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!5,!Lesson!24,!Day!2 Continuous(Blending 208 box Kip hid jet 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!5,!Lesson!24,!Day!2 Sound8by8Sound(Blending 209 him Kim kit can box Kip hid jet 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!5,!Lesson!24,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!2 Re-read U5L23 Decodables Decodable(Text(Fluency(Practice 211 3 (gas)2 (Ed)3 (Ken)3 (Peg) 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!5,!Lesson!24,!Day!2 Phoneme(Segmentation 212 hat hop Hog Hen 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!5,!Lesson!24,!Day!2 213 he no how find You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!3 Irregular(Word(Reading 214 he no how find no be she he how find he away see there to must You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!24,!Day!3 Irregular(Word(Reading((continued) 215 3 (beg)3 (him)3 (hatch)3 (elm) 3 (pet)3 (set)3 (Meg)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!5,!Lesson!24,!Day!3 Phoneme(Blending 216 Hattie Horse Keely Kangaroo Edna Elephant Mr X-Ray 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!5,!Lesson!24,!Day!3 Sound8Spelling(Card(Practice 217 h e x k o k h h j e h k k e h j 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!5,!Lesson!24,!Day!3 Letter(Name(Review 218 h e x k o k h h j e h k k e h j 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!5,!Lesson!24,!Day!3 Sound8Spelling(Review:((Beginning 219 Hen hop hit Kit 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!5,!Lesson!24,!Day!3 Continuous(Blending 220 Kim Hog ran Dog 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!5,!Lesson!24,!Day!3 Sound8by8Sound(Blending 221 Hen hop hit Kit Kim Hog ran Dog 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!5,!Lesson!24,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!3 For use with: Hog in A Hat Decodable(Text(Reading(1:((Introductory 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!3 For use with: Hog in A Hat Decodable(Text(Fluency(Practice 224 3 (fell)3 (elk)3 (shop)3 (leg) 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!5,!Lesson!24,!Day!3 Phoneme(Segmentation 225 him Kim kit 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!5,!Lesson!24,!Day!3 226 make he she play 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!5,!Lesson!24,!Day!4 Irregular(Word(Reading 227 make he she play good he play no all make she said we will this come 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!4 Irregular(Word(Reading((continued) 228 3 (hem)3 (wet)3 (big)3 (rod) 4 (flock)3 (got)4 (prod)3 (den) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!4 Phoneme(Blending 229 Ozzie Octopus Mr X-Ray Jumping Jill Edna Elephant Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!5,!Lesson!24,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 230 o x e j k h o h e x e j o h x k 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!5,!Lesson!24,!Day!4 Letter(Name(Review 231 o x e j k h o h e x e j o h x k 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!5,!Lesson!24,!Day!4 Sound8Spelling(Review:((Beginning 232 Hen kit big sit 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!5,!Lesson!24,!Day!4 Continuous(Blending 233 hot ox jet job 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!5,!Lesson!24,!Day!4 Sound8by8Sound(Blending 234 hen kit big sit hot ox jet job 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!5,!Lesson!24,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!4 For use with: Kid Hid Decodable(Text(Reading(1:((Introductory 236 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!4 For use with: Kid Hid Decodable(Text(Fluency(Practice 237 3 (beg)3 (him)3 (hatch)3 (elm) 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!5,!Lesson!24,!Day!4 Phoneme(Segmentation 238 Hen hop hit Kit 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!5,!Lesson!24,!Day!4 239 then her all said 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!5,!Lesson!24,!Day!5 Irregular(Word(Reading 240 then her all said make good all he then her she said is a how me 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!5 Irregular(Word(Reading((continued) 241 3 (Ken)3 (pig)4 (drop)3 (elm) 3 (Ben)4 (flop)3 (hen)3 (tag) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!5 Phoneme(Blending 242 Hattie Horse Keely Kangaroo Ozzie Octopus Mr X-Ray Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!5,!Lesson!24,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 243 x e j o h o h e x e j k k x k 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!5,!Lesson!24,!Day!5 Letter(Name(Review 244 x e j o h o h e x e j k k x k 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!5,!Lesson!24,!Day!5 Sound8Spelling(Review:((Beginning 245 box hit Kid Jon 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!5,!Lesson!24,!Day!5 Continuous(Blending 246 can sit Ken top 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!5,!Lesson!24,!Day!5 Sound8by8Sound(Blending 247 box hit Kid Jon can sit Ken top 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!5,!Lesson!24,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!5 Re-read U5L24 Decodables Decodable(Text(Fluency(Practice 249 3 (hem)3 (wet)3 (big)3 (rod) 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!5,!Lesson!24,!Day!5 Phoneme(Segmentation 250 hen kit big sit 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!5,!Lesson!24,!Day!5 251 was make all good 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!5,!Lesson!25,!Day!1 Irregular(Word(Reading 252 was make all good he make play good then said was all find her for be 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!5,!Lesson!25,!Day!1 Irregular(Word(Reading((continued) 253 3 (hip)3 (goat)3 (rig)3 (box) 3 (win)3 (ham)3 (wedge)4 (crab) 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!5,!Lesson!25,!Day!1 Phoneme(Blending 254 Jumping Jill Edna Elephant Hattie Horse Keely Kangaroo 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!5,!Lesson!25,!Day!1 Sound8Spelling(Card(Practice 255 i o j e h g x k x o d e k r h j 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!5,!Lesson!25,!Day!1 Letter(Name(Review 256 i o j e h g x k x o d e k r h j 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!5,!Lesson!25,!Day!1 Sound8Spelling(Review:((Beginning 257 hop Jen dip pigs 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!5,!Lesson!25,!Day!1 Continuous(Blending 258 dig top six in 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!5,!Lesson!25,!Day!1 Sound8by8Sound(Blending 259 hop Jen dip pigs dig pen get set 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!5,!Lesson!25,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!1 Re-read U5L24 Decodables Decodable(Text(Fluency(Practice 261 3 (Ken)3 (pig)4 (drop)3 (elm) 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!5,!Lesson!25,!Day!1 Phoneme(Segmentation 262 box hit kid top 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!5,!Lesson!25,!Day!1 263 play make her then You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!2 Irregular(Word(Reading 264 play make her then he make good then her said play all how this is will You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!25,!Day!2 Irregular(Word(Reading((continued) 265 3 (gal)3 (end)3 (gut)3 (mud) 3 (has)3 (Ken)3 (jug)2 (ox) 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!5,!Lesson!25,!Day!2 Phoneme(Blending 266 Ozzie Octopus Mr X-Ray Jumping Jill Edna Elephant 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!5,!Lesson!25,!Day!2 Sound8Spelling(Card(Practice 267 k e h t x o s o e m k x a j j 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!5,!Lesson!25,!Day!2 Letter(Name(Review 268 k e h t x o s o e m k x a j j 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!5,!Lesson!25,!Day!2 Sound8Spelling(Review:((Beginning 269 hid sax hen Dog 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!5,!Lesson!25,!Day!2 Continuous(Blending 270 box got Fox had 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!5,!Lesson!25,!Day!2 Sound8by8Sound(Blending 271 hid sax hen Dog box got Fox had 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!5,!Lesson!25,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!2 Re-read U5L24 Decodables Decodable(Text(Fluency(Practice 273 3 (hip)3 (goat)3 (rig)3 (box) 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!5,!Lesson!25,!Day!2 Phoneme(Segmentation 274 hop Jen dip pigs 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!5,!Lesson!25,!Day!2 275 play he good was 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!5,!Lesson!25,!Day!3 Irregular(Word(Reading 276 play he good was play no make good she he her was this come then a You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!3 Irregular(Word(Reading((continued) 277 3 (dud)3 (leek)3 (when)3 (Sam) 3 (puff)3 (peel) 3 (chip)4 (trip) 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!5,!Lesson!25,!Day!3 Phoneme(Blending 278 Hattie Horse Keely Kangaroo Ozzie Octopus Mr X-Ray 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!5,!Lesson!25,!Day!3 Sound8Spelling(Card(Practice 279 h c j o d k p f n b e d h a x 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!5,!Lesson!25,!Day!3 Letter(Name(Review 280 h c j o d k p f n b e d h a x 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!5,!Lesson!25,!Day!3 Sound8Spelling(Review:((Beginning 281 Fox Jon Kid Red 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!5,!Lesson!25,!Day!3 Continuous(Blending 282 sax Dad can dip 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!5,!Lesson!25,!Day!3 Sound8by8Sound(Blending 283 Fox Jon Kid Red sax Dad can dip 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!5,!Lesson!25,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!3 For use with: Six Pigs Hop Decodable(Text(Reading(1:((Introductory 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!3 For use with: Six Pigs Hop Decodable(Text(Fluency(Practice 286 3 (gal)3 (end)3 (gut)3 (mud) 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!5,!Lesson!25,!Day!3 Phoneme(Segmentation 287 hid sax Hen Dog 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!5,!Lesson!25,!Day!3 288 do down make he You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!4 Irregular(Word(Reading 289 do down make he do make down she good do he down no is all will You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!25,!Day!4 Irregular(Word(Reading((continued) 290 3 (rut)3 (fish)4 (pump)3 (gum) 3 (tug)3 (sharp)3 (jam)3 (hut) 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!5,!Lesson!25,!Day!4 Phoneme(Blending 291 Umbie Umbrella Edna Elephant Hattie Horse Keely Kangaroo 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!5,!Lesson!25,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 292 u d i o o x u e j u h e i k a u 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!5,!Lesson!25,!Day!4 Letter(Name(Review 293 u d i o o x u e j u h e i k a u 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!5,!Lesson!25,!Day!4 Sound8Spelling(Review:((Beginning 294 rug big dog has 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!5,!Lesson!25,!Day!4 Continuous(Blending 295 bag hop dig on 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. ! Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!4 Sound8by8Sound(Blending 296 rug big dog has bag hop dig 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! 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!5,!Lesson!25,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!4 For use with: Play, Kid, Play Decodable(Text(Reading(1:((Introductory 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!4 For use with: Play, Kid, Play Decodable(Text(Fluency(Practice 299 3 (dud)3 (leek)3 (when)3 (Sam) 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!5,!Lesson!25,!Day!4 Phoneme(Segmentation 300 Fox Jon Kid Red 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!5,!Lesson!25,!Day!4 301 want only down do You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!5 Irregular(Word(Reading 302 want only down do make down want only do only want down do this he how You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!25,!Day!5 Irregular(Word(Reading((continued) 303 3 (fad)4 (lamp)3 (jam)3 (leak) 3 (gap)2 (no)3 (gap)3 (much) 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!5,!Lesson!25,!Day!5 Phoneme(Blending 304 Umbie Umbrella Edna Elephant Hattie Horse Keely Kangaroo 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!5,!Lesson!25,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 305 i e u x j u o i a o u h u k e 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!5,!Lesson!25,!Day!5 Letter(Name(Review 306 i e u x j u o i a o u h u k e 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!5,!Lesson!25,!Day!5 Sound8Spelling(Review:((Beginning 307 sun run up mud 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!5,!Lesson!25,!Day!5 Continuous(Blending 308 fun pup cub Gus 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!5,!Lesson!25,!Day!5 Sound8by8Sound(Blending 309 sun run up mud fun pup cub Gus 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!5,!Lesson!25,!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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!5 Re-read U5L25 Decodables Decodable(Text(Fluency(Practice 311 3 (rut)3 (fish)4 (pump)3 (gum) 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!5,!Lesson!25,!Day!5 Phoneme(Segmentation 312 rug big dog has 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!5,!Lesson!25,!Day!5 313 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (K.5) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014