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HomeMy WebLinkAbout1st Grade ECRI Unit 2Enhanced Core Reading InstructionTier 2 Foundational Skills Intervention (1.2) For use with Journeys Common Core 2014     This program was developed and supported in part with funding from the Institute of Education Sciences, U.S. Department of Education, Grant No. R324A090104 to the Center on Teaching and Learning (CTL), University of Oregon. The principal investigators on the project include Scott K. Baker, Hank Fien, Jean Louise M. Smith, and Keith Smolkowski. This publication does not necessarily represent the policy of the U.S. Department of Education, nor does the federal government necessarily endorse the material. Enhanced Core Reading Instruction Author and Development Team: Carol Dissen, Jean Louise M. Smith, Lana Edwards Santoro, Patricia Travers, Scott K. Baker, Hank Fien, & Edward Kame’enui   All  trademarks  referenced  in  this  work  remain  the  property  of  their  respective  holders,  and  are  used  by  the  University  of  Oregon  and  CTL  solely  to   describe  how  this  work  supplements  the  referenced  title.      Their  use  in  no  way  indicates  any  relationship  between  UO  and  the  holders  of  said   trademarks.    Houghton  Mifflin  Harcourt  and  any  associated  Journeys  identifiers  are  registered  trademarks  of  Houghton  Mifflin  Harcourt,  Inc..    Any   usage  of  these  terms  anywhere  in  this  work  is  done  so  simply  as  part  of  the  description  of  how  to  use  CTL's  work.    The  description  of  such  products   does  not  indicate  any  endorsement  or  affiliation  with  Houghton  Mifflin  Harcourt.  Inc.  and  UO  is  not  an  authorized  distributor  of  Houghton  Mifflin   Harcourt,  Inc.  products.     Moving  Up!,  Moving  Up!  Literacy,  and  Enhanced  Core  Reading  Instruction  are  trademarks  of  the  University  of  Oregon.     Copyright  ©  2013  University  of  Oregon   All  rights  reserved     First  Edition  10/15/2013     Acknowledgements We are indebted to a long history of research and outreach on instructional design at the University of Oregon. We would like to acknowledge our colleagues and research teams, including coordinators, data collectors, research assistants, and our business and administrative support staff members who worked diligently on the research of Moving Up! TM programs. We also want to thank the teachers, instructional assistants and school administrators across the country who partnered with us in our research and development work. Of course, and not least, we thank the thousands of students who participated in our research—they are the reason we come to work each day. Terms of Use   This curriculum is provided to you solely under the product license you agreed to on the CTL Marketplace. No part of this work may be reproduced, scanned, or distributed in any printed or electronic form without permission. You may print the number of copies specified in your license invoice and may distribute those copies solely in accordance with the license agreement. If you would like a copy of your invoice or receipt, please call 888-497-4290 or email support@dibels.uoregon.edu. This curriculum may be used for educational purposes only.           Tier 2 Foundational Skills Intervention The Tier 2 Foundational Skills Intervention provides interventionists with the tools necessary to explicitly and systematically pre-teach the Tier 1 core foundational skills for students at risk for reading problems in Kindergarten, Grade 1 and Grade 2. The intervention covers foundational skills in reading that are directly aligned with the Common Core State Standards and directly aligned with the core reading program’s scope and sequence. The Tier 2 Foundational Skills Intervention materials provide teachers with 150 ready-to-use 30-minute pre-teach lessons used in addition to the Tier 1 core reading instruction. Because Tier 2 instruction is pre-taught and there are more practice opportunities, students who receive Tier 2 intervention often are more engaged, more successful, and more confident about their learning. Complete Overview, Training, and Practice Refer to the Interventionist Workbook for the complete explanation and practice of all instructional routines used in the Tier 2 Foundational Skills Intervention lessons. See Foundational Skills Intervention Lesson Activities table on the following page for a complete list of all instructional routines. The Interventionist Workbook also explains how to increase explicitness through instructional routines, how to organize your small group setting and ways to establish rules and routines to support reading instruction. Examples and practice opportunities are provided for each of the instructional routines that are implemented in the Tier 2 Foundational Skills Intervention lessons. Pronunciation Guide Teachers can help prepare students for the blending practice by teaching students to hold continuous sounds (i.e., sounds that can be held without distortion) for a second or two and to hold stop sounds for just an instant (i.e., sounds that can not be held without distorting the sound). The table to the right identifies letters that are continuous sounds, letters that are stop sounds, and provides the pronunciation for each letter. Materials ü Chains of two, three, and four cubes or similar type of manipulative for the Phoneme Blending Routine (Grade K and Grade 1 only) ü Sound-spelling cards from the core reading program ü Copies of the core reading program decodable texts (one copy for each student) ü Paper and pens, or small white boards, markers and erasers (one for each student) for the Dictation Routine ü Blank index card, drop-e card, drop-y card for the Spelling-Focused Multisyllabic Blending Routine (Grade 1 and Grade 2 only) Continuous Sounds Pronounced Stop Sounds Pronounced a aaa b b e eee c c f fff d d i iii g g l lll h h m mmm j j n nnn k k o ooo p p r rrr t t s sss u uuu v vvv Stop then Continuous Sound Pronounced w woo q kwoo y yee x ksss z zzz 1 Foundational Skills Intervention Lesson Activities The following table includes the instructional routines that are used for each activity, an approximation of the instructional time requirements, and the Interventionist Workbook chapter to use as a reference for training and support. Lesson Activity Instructional Routines Instructional Time Interventionist Workbook Chapter Reference Irregular Word Reading • Irregular Word Reading Routine 2 minutes Chapter 4 Phoneme Blending • Phoneme Blending Routine 1 minute Chapter 2 Sound-Spelling Introduction and Practice • Letter Name Routine • Sound-spelling Card Introduction and Practice Routines • Sound-Spelling Review: Beginning Routine • Sound-Spelling Review: Advanced Routine 3 minutes Chapter 3 Regular Word Reading • Blending Routine 1: Continuous • Blending Routine 2: Sound-by-Sound • Contraction Card Introduction and Practice Routines • Affix Review Routine • Blending Routine 3: Spelling-Focused • Blending Routine 4: Spelling-Focused Multisyllabic • Regular Word Reading Routine 4 minutes Chapters 5 and 6 Reading in Connected Text • Decodable Text Routine 1: Introductory • Decodable Text Routine 2: Intermediate • Decodable Text Routine 3: Advanced • Decodable Text Fluency Practice Routine 15 minutes Chapters 8 and 9 Phoneme Segmentation • Phoneme Segmentation Routine 1 minute Chapter 2 Encoding Practice • Dictation Routine 1: Introductory • Dictation Routine 2: Advanced 4 minutes Chapter 7 2 How to Use the Presentation Book a. This presentation book contains directly aligned lessons for use with one Unit or Theme of the core reading program. Each page of the lesson includes a heading on the upper right side of the page that indicates the Unit or Theme, Week or Lesson, and Day. Each intervention lesson is designed to be taught prior to the classroom core reading lesson indicated on each page. b. A table with a white background and larger text should be displayed for all students to see. c. A table with a gray background and smaller text is for the teacher to use and is not displayed for the students to see. d. The instructional routine card name is located in the middle of each page. e. If materials are needed, the list will be on the bottom left side of each page. f. What the teacher will say is in bold type. What the teacher is supposed to do is in regular type. g. The indicates the directions for the signaling procedure that will be used to present each item on the page. h. The indicates the directions for correcting student errors. a. b. c. d . e f. g. h. 3 said away every call You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Irregular(Word(Reading 4 said away every call hear come said every call hear away friend full good hold many You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Irregular(Word(Reading((continued) 5 3 (yack)4 (clash)3 (mass)4 (stock) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Phoneme(Blending 6 cat Duck Apple Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Sound8Spelling(Card(Practice 7 ss ll ck a ll ck a ss ck a ss ll e u qu z You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Sound8Spelling(Review:((Advanced 8 duck quacks Mack kiss mud yuck hen rack 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!2,!Lesson!6,!Day!1 Sound8by8Sound(Blending 9 duck quacks Mack kiss mud yuck hen rack cat ran add fell Jack sick Tess 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! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Regular(Word(Reading 10 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 For use with Ann Packs Decodable(Text(Reading(1:((Introductory 11 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 For use with Ann Packs Decodable(Text(Fluency(Practice 12 3 (let)3 (jug)3 (ham)3 (bill) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Phoneme(Segmentation 13 cat ran add fell 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Dictation(1:((Introductory 14 come call hear every You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Irregular(Word(Reading 15 come call hear every said away every call away hear said good hold many pull friend You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Irregular(Word(Reading((continued) 16 3 (wack)4 (plot)3 (bass)4 (pluck) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Phoneme(Blending 17 Cat Duck Apple Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Sound8Spelling(Card(Practice 18 ll a ss ck a ss ck ll ll ck a ss z e u qu You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Sound8Spelling(Review:((Advanced 19 peck nip back hill dip tack pop sack 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!2,!Lesson!6,!Day!2 Sound8by8Sound(Blending 20 peck nip back hill dip tack pop sack duck quacks Mack kiss mud yuck hen rack You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Regular(Word(Reading 21 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 For use with Tess and Jack Decodable(Text(Reading(1:((Introductory 22 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 For use with Tess and Jack Decodable(Text(Fluency(Practice 23 3 (yack)4 (clash)3 (mass)4 (stock) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Phoneme(Segmentation 24 duck quacks Mack kiss 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Dictation(1:((Introductory 25 hear come said away You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Irregular(Word(Reading 26 hear come said away every call away hear call said every many pull friend full 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!2,!Lesson!6,!Day!3 Irregular(Word(Reading((continued) 27 3 (peck)4 (cross)3 (ask)4 (snag) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Phoneme(Blending 28 Cat Duck Apple Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Sound8Spelling(Card(Practice 29 a ll ck ss ck ss a ll ll ck ss a qu z e u You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Sound8Spelling(Review:((Advanced 30 rocks ducks back bag puff neck sell egg 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!2,!Lesson!6,!Day!3 Sound8by8Sound(Blending 31 rocks ducks back bag puff neck sell egg peck nip back hill dip tack pop sack You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Regular(Word(Reading 32 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 For use with A Duck in Mud Decodable(Text(Reading(1:((Introductory 33 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 For use with A Duck in Mud Decodable(Text(Fluency(Practice 34 3 (wack)4 (plot)3 (bass)4 (pluck) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Phoneme(Segmentation 35 peck nip back hill 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Dictation(1:((Introductory 36 animal of how away You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Irregular(Word(Reading 37 animal of how away of animal how every call hear come said friend full good many You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Irregular(Word(Reading((continued) 38 4 (task)3 (rig)3 (neck)4 (slick) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Phoneme(Blending 39 Igloo Rooster Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 40 i r a ll r ck i ss i dd r u qu z e w You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Sound8Spelling(Review:((Advanced 41 in will did sit it frog trip Cris 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!2,!Lesson!6,!Day!4 Sound8by8Sound(Blending 42 in will did sit it frog trip Cris rocks ducks back bag puff neck sell egg You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Regular(Word(Reading 43 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 For use with Ducks Quack Decodable(Text(Reading(1:((Introductory 44 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 For use with Ducks Quack Decodable(Text(Fluency(Practice 45 3 (peck)4 (cross)3 (ask)4 (snag) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Phoneme(Segmentation 46 rocks ducks back bag 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Dictation(1:((Introductory 47 some make why animal You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Irregular(Word(Reading 48 some make why animal of how animal make why of some how away every call hear You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Irregular(Word(Reading((continued) 49 3 (pass)4 (tucks)3 (sick)4 (mint) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Phoneme(Blending 50 Igloo Rooster Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 51 i r a e ck i r ss i r a e ll dd r u You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Sound8Spelling(Review:((Advanced 52 six big Jill frog grin Dad brim drill 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!2,!Lesson!6,!Day!5 Sound8by8Sound(Blending 53 six big Jill frog grin Dad brim drill in will did sit it frog trip Cris You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Regular(Word(Reading 54 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Re-read U2L6 Decodables Decodable(Text(Fluency(Practice 55 4 (task)3 (rig)3 (neck)4 (slick) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Phoneme(Segmentation 56 in will 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Dictation(1:((Introductory 57 why animal of how You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Irregular(Word(Reading 58 why animal of how some make why animal make of how some came said away every You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Irregular(Word(Reading((continued) 59 3 (sack)4 (plug)3 (pup)3 (wave) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Phoneme(Blending 60 igloo rooster Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Sound8Spelling(Card(Practice 61 i r e a r ck i ll i a r u dd r u qu You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Sound8Spelling(Review:((Advanced 62 ten legs crabs rocks grip zig grab tracks 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!2,!Lesson!7,!Day!1 Sound8by8Sound(Blending 63 ten legs crabs rocks grip zig grab tracks in will did sit it frog trip Cris You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Regular(Word(Reading 64 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 For use with Brad and Cris Decodable(Text(Reading(1:((Introductory 65 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 For use with Brad and Cris Decodable(Text(Fluency(Practice 66 3 (pass)4 (tucks)3 (sick)4 (mint) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Phoneme(Segmentation 67 six big Jill frog 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Dictation(1:((Introductory 68 of how some 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!2,!Lesson!7,!Day!2 Irregular(Word(Reading 69 of how some make why animal of some make why animal how cll hear come 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!2,!Lesson!7,!Day!2 Irregular(Word(Reading((continued) 70 2 (add)4 (wins)3 (rag)3 (wave) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Phoneme(Blending 71 igloo rooster Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Sound8Spelling(Card(Practice !!! 72 i r ck a e i r u r dd u i ll a qu w You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Sound8Spelling(Review:((Advanced 73 job dig trucks Dad bricks grass grip trip 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!2,!Lesson!7,!Day!2 Sound8by8Sound(Blending 74 job dig trucks Dad bricks grass grip trip ten legs crabs rocks grip zig grab tracks You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Regular(Word(Reading 75 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 For use with What Did Dad Get? Decodable(Text(Reading(1:((Introductory 76 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 For use with What Did Dad Get? Decodable(Text(Fluency(Practice 77 3 (sack)4 (plug)3 (pup)3 (wave) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Phoneme(Segmentation 78 ten legs crabs rocks 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Dictation(1:((Introductory 79 how some make why You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Irregular(Word(Reading 80 how some make why animal of some make why animal of how away every call hear You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Irregular(Word(Reading((continued) 81 3 (well)3 (wipe)3 (hum)3 (bone) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Phoneme(Blending 82 igloo rooster Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Sound8Spelling(Card(Practice 83 i r e a r u a i ck i r ss dd u qu w You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Sound8Spelling(Review:((Advanced 84 Sid drop pick grubs crib press trick frog 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!2,!Lesson!7,!Day!3 Sound8by8Sound(Blending 85 Sid drop pick grubs crib press trick frog job dig trucks Dad bricks grass grip trip You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Regular(Word(Reading 86 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 For use with Crabs Decodable(Text(Reading(1:((Introductory 87 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 For use with Crabs Decodable(Text(Fluency(Practice 88 2 (add)4 (wins)3 (rag)3 (wave) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Phoneme(Segmentation 89 job dig trucks Dad 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Dictation(1:((Introductory 90 her she now animal You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Irregular(Word(Reading 91 her she now animal she her of now how some make why away every came 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Irregular(Word(Reading((continued) 92 3"(lug)3 (wire)3"(gum)3"(fun) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Phoneme(Blending 93 ostrich Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 94 o l i a e o u l o ck l qu w r dd ss You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Sound8Spelling(Review:((Advanced 95 on got fox pop flap clap top club 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!2,!Lesson!7,!Day!4 Sound8by8Sound(Blending 96 on got fox pop flap clap top club Sid drop pick grubs crib press trick frog You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Regular(Word(Reading 97 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 For use with The Big Job Decodable(Text(Reading(1:((Introductory 98 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 For use with The Big Job Decodable(Text(Fluency(Practice 99 3 (well)3 (wipe)3 (hum)3 (bone) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Phoneme(Segmentation 100 Sid drop pick grubs 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Dictation(1:((Introductory 101 today our would 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!2,!Lesson!7,!Day!5 Irregular(Word(Reading 102 today our would her she now her our would today now she animal of how some You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Irregular(Word(Reading((continued) 103 2 (we)4 (west)3"(gosh)3 (rack) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Phoneme(Blending 104 ostrich Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 105 o l e a u o i l ck l o qu w ll ck r You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Sound8Spelling(Review:((Advanced 106 not hop plan duck slip clops clucks slops 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!2,!Lesson!7,!Day!5 Sound8by8Sound(Blending 107 not hop plan duck slip clops clucks slops on got fox pop flap clap top club You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Regular(Word(Reading 108 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Re-read U2L7 Decodables Decodable(Text(Fluency(Practice 109 3"(lug)3 (wire)3"(gum)3"(fun) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Phoneme(Segmentation 110 on got fox pop 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Dictation(1:((Introductory 111 would her she now You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Irregular(Word(Reading 112 would her she now today our would her she today now our make why animal of You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Irregular(Word(Reading((continued) 113 2 (add)4 (swim)3 (mob)4 (grid) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Phoneme(Blending 114 ostrich Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Sound8Spelling(Card(Practice 115 o l a u ck e l o l o i qu r dd w ss You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Sound8Spelling(Review:((Advanced 116 ton tugs plan Dom club sled yell black 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!2,!Lesson!8,!Day!1 Sound8by8Sound(Blending 117 ton tugs plan Dom club sled yell black not hop plan duck slip clops clucks slops You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Regular(Word(Reading 118 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 For use with Our Flag Decodable(Text(Reading(1:((Introductory 119 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 For use with Our Flag Decodable(Text(Fluency(Practice 120 2 (we)4 (west)3 (gosh)3 (rack) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Phoneme(Segmentation 121 not hop plan duck 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Dictation(1:((Introductory 122 she now today our You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Irregular(Word(Reading 123 she now today our would her she today our would now her how some make why You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Irregular(Word(Reading((continued) 124 3 (bad)3 (tot)4 (blot)4 (slim) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Phoneme(Blending 125 ostrich Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Sound8Spelling(Card(Practice 126 o l u i qu o e l a ck l o r ll w dd You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Sound8Spelling(Review:((Advanced 127 pets kick plum slim bluff Nick ham flop 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!2,!Lesson!8,!Day!2 Sound8by8Sound(Blending 128 pets kick plum slim bluff Nick ham flop ton tugs plan Dom club sled yell black You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Regular(Word(Reading 129 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 For use with The Plan Decodable(Text(Reading(1:((Introductory 130 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 For use with The Plan Decodable(Text(Fluency(Practice 131 2 (add)4 (swim)3(mob)4 (grid) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Phoneme(Segmentation 132 ton tugs plan Dom 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Dictation(1:((Introductory 133 our would her 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!2,!Lesson!8,!Day!3 Irregular(Word(Reading 134 our would her she now today our would her she now today animal of how some You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Irregular(Word(Reading((continued) 135 4 (swim)3 (nip)4 (frog)3 (gig) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Phoneme(Blending 136 ostrich Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Sound8Spelling(Card(Practice 137 o l e a u l o ck o i qu l w r ss ll You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Sound8Spelling(Review:((Advanced 138 flag Pam flip drop plot flad clock slip 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!2,!Lesson!8,!Day!3 Sound8by8Sound(Blending 139 flag Pam flip drop plot flad clock slip pets kick plum slim bluff Nick ham flop You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Regular(Word(Reading 140 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 For use with Our Sled Club Decodable(Text(Reading(1:((Introductory 141 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 For use with Our Sled Club Decodable(Text(Fluency(Practice 142 3 (bad)3 (tot)4 (blot)4 (slim) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Phoneme(Segmentation 143 pets kick plum slim 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Dictation(1:((Introductory 144 after read draw would You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Irregular(Word(Reading 145 after read draw would today animal she some now after would read draw why her our You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Irregular(Word(Reading((continued) 146 3 (vet)4 (slid)4 (track)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!2,!Lesson!8,!Day!4 Phoneme(Blending 147 elephant seal Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 148 e s a i u o e s o a s i e u ck qu You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Sound8Spelling(Review:((Advanced 149 yes let red ten step Jess struck spell 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!2,!Lesson!8,!Day!4 Sound8by8Sound(Blending 150 yes let red ten step Jess struck spell flag Pam flip drop plot flad clock slip You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Regular(Word(Reading 151 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 For use with The Pet Club Decodable(Text(Reading(1:((Introductory 152 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 For use with The Pet Club Decodable(Text(Fluency(Practice 153 4 (swim)3 (nip)4 (frog)3 (gig) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Phoneme(Segmentation 154 flag Pam flip drop 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Dictation(1:((Introductory 155 was pictures write after You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Irregular(Word(Reading 156 was pictures write after read draw her our write now was she after draw read pictures You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Irregular(Word(Reading((continued) 157 2 (egg)4 (lint)4 (chest)4 (fret) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Phoneme(Blending 158 elephant seal Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 159 e s i u s a e o i e u a ck o s qu You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Sound8Spelling(Review:((Advanced 160 bed get snack stop skip swell plot scrub 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!2,!Lesson!8,!Day!5 Sound8by8Sound(Blending 161 bed get snack stop skip swell plot scrub yes let red ten step Jess struck spell You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Regular(Word(Reading 162 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Re-read U2L8 Decodables Decodable(Text(Fluency(Practice 163 3 (net)4 (slid)4 (track)3 (nod) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Phoneme(Segmentation 164 yes let red ten 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Dictation(1:((Introductory 165 write after read draw You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Irregular(Word(Reading 166 write after read draw was pictures now of would she why some her how animal today You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Irregular(Word(Reading((continued) 167 4 (pest)3 (get)4 (spell)4 (pick) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Phoneme(Blending 168 elephant seal Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Sound8Spelling(Card(Practice 169 e s u a s e o u i a s e qu i o ck You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Sound8Spelling(Review:((Advanced 170 Ben sniff snap pops nuts strip speck smell 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!2,!Lesson!9,!Day!1 Sound8by8Sound(Blending 171 Ben sniff snap pops nuts strip speck smell bed get snack stop skip swell plot scrub You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Regular(Word(Reading 172 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 For use with Step Up! Decodable(Text(Reading(1:((Introductory 173 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 For use with Step Up! Decodable(Text(Fluency(Practice 174 2 (egg)4 (lint)4 (chest)4 (fret) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Phoneme(Segmentation 175 bed get snack stop 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!1 Dictation(1:((Introductory 176 read draw was pictures You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 Irregular(Word(Reading 177 read draw was pictures write after would every make away today call her she now hear You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 Irregular(Word(Reading((continued) 178 4 (flick)4 (smell)3 (met)4 (crush) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 Phoneme(Blending 179 elephant seal Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 Sound8Spelling(Card(Practice 180 e s i u s a e o e i s a o u ck qu You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 Sound8Spelling(Review:((Advanced 181 stop stick grin split spin smell swim Tess 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!2,!Lesson!9,!Day!2 Sound8by8Sound(Blending 182 stop stick grin split spin smell swim Tess Ben sniff snap pops nuts strips speck smell You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 Regular(Word(Reading 183 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 For use with Splat! Splat! Decodable(Text(Reading(1:((Introductory 184 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 For use with Splat! Splat! Decodable(Text(Fluency(Practice 185 4 (pest)3 (get)4 (spell)4 (pick) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 Phoneme(Segmentation 186 Ben sniff snap pops 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!2 Dictation(1:((Introductory 187 was pictures write after You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Irregular(Word(Reading 188 was pictures write after read draw pull would her she now today said friend good many You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Irregular(Word(Reading((continued) 189 3 (wed)4 (sunk)4 (trick)3 (pet) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Phoneme(Blending 190 elephant seal Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Sound8Spelling(Card(Practice 191 e s o u a i s e s e a u i o qu ck You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Sound8Spelling(Review:((Advanced 192 sped blocks spin snap step smell slip click 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!2,!Lesson!9,!Day!3 Sound8by8Sound(Blending 193 sped blocks spin snap step smell slip click stop stick grin split spin smell swim Tess You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Regular(Word(Reading 194 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 For use with Nuts for Ben and Jen Decodable(Text(Reading(1:((Introductory 195 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 For use with Nuts for Ben and Jen Decodable(Text(Fluency(Practice 196 4 (flick)4 (smell)3 (met)4 (crush) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Phoneme(Segmentation 197 stop stick grin split 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!3 Dictation(1:((Introductory 198 eat put give after You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Irregular(Word(Reading 199 eat put give after put eat read give draw was pictures write her she today would You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Irregular(Word(Reading((continued) 200 4 (click)2 (egg)3 (elm)4 (west) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Phoneme(Blending 201 umbrella mouse pig Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 202 u m p a m u e p u p m i o ck qu l You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Sound8Spelling(Review:((Advanced 203 us sun fun but Jill bend lump jumps 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!2,!Lesson!9,!Day!4 Sound8by8Sound(Blending 204 us sun fun but Jill bend lump jumps sped blocks spin snap step smell slip click You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Regular(Word(Reading 205 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'how'you'will'read'each' sentence. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!page!found! in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch'under'the'first'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Word?!Tap!for!students!to!read!the! word. 3.!Touch'under'the'next'word.'Think.! Wait!3Dplus!seconds!for!students!to! think. 4.!Word?!Tap!for!students!to!read!the! word. 5.!Repeat!steps!1!through!4!for!each! word!in!the!sentence. 6.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 7.!Repeat!steps!1!through!6!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!sentence*!steps!1!through!6. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 For use with Miss Tess Was Still Decodable(Text(Reading(1:((Introductory 206 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 For use with Miss Tess Was Still Decodable(Text(Fluency(Practice 207 3 (wed)4 (sunk)4 (trick)3 (pet) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Phoneme(Segmentation 208 sped blocks spin snap 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!4 Dictation(1:((Introductory 209 small one take eat You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Irregular(Word(Reading 210 small one take eat put give small put one take eat give after read draw 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Irregular(Word(Reading((continued) 211 3 (pack)3 (Ned)2 (Ed)4 (slick) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Phoneme(Blending 212 umbrella mouse pig Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 213 u m p e p u m o m a p u i qu ck r You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Sound8Spelling(Review:((Advanced 214 bus run hunt Trent plant Muff desk Mick 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!2,!Lesson!9,!Day!5 Sound8by8Sound(Blending 215 bus run hunt Trent plant Muff desk Mick us sun fun but Jill bend lump jumps You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Regular(Word(Reading 216 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Re-read U2L9 Decodables Decodable(Text(Fluency(Practice 217 4 (click)2 (egg)3 (elm)4 (west) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Phoneme(Segmentation 218 us sun fun but 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!9,!Day!5 Dictation(1:((Introductory 219 take eat put give You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Irregular(Word(Reading 220 take eat put give small one give eat put small one take pictures write after read You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Irregular(Word(Reading((continued) 221 4 (mops)3 (rock)3 (cup)3 (miss) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Phoneme(Blending 222 umbrella mouse pig Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Sound8Spelling(Card(Practice 0! 223 u m p o i m p u p u m a qu e ck ss You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Sound8Spelling(Review:((Advanced 224 fast Flint must Scamp stamp miss splint flag 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. Sound8by8Sound(Blending Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 225 fast Flint must Scamp stamp miss splint flag bus run hunt Trent plant Muff desk Mick 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. Regular(Word(Reading Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 226 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. For use with Who Likes to Jump? Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 227 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. Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 For use with Who Likes to Jump? 228 3 (pack)3 (Ned)2 (Ed)4 (slick) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 229 bus run hunt Trent Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 230 put give small one You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Irregular(Word(Reading 231 put give small one take eat put give small one take eat draw was pictures write You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Irregular(Word(Reading((continued) 232 4 (pump)3 (puck)3 (mud)4 (jugs) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Phoneme(Blending 233 umbrella mouse pig Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Sound8Spelling(Card(Practice 234 u m p a p u e m i m p u ck o qu dd You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Sound8Spelling(Review:((Advanced 235 list stand hunts lost sack mints back best 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. Sound8by8Sound(Blending Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 236 list stand hunts lost sack mints back best fast Flint must Scamp stamp miss splint flag 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. Regular(Word(Reading Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 237 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. For use with The Lost Cat Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 238 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. Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 For use with The Lost Cat 239 4 (mops)3 (rock)3 (cup)3 (miss) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 240 fast Flint must Scamp Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 241 small one take eat You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Irregular(Word(Reading 242 small one take eat put give small one eat take put give after read draw 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!2,!Lesson!10,!Day!3 Irregular(Word(Reading((continued) 243 4 (punt)3 (pug)4 (romp)3 (rock) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Phoneme(Blending 244 umbrella mouse pig Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundJ spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Sound8Spelling(Card(Practice 245 u m p i e u p m u o m p qu a ck r You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Sound8Spelling(Review:((Advanced 246 sprint dump track stunt snack grasp task stand 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. Sound8by8Sound(Blending Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 247 sprint dump track stunt snack grasp task stand list stand hunts lost sack mints back best 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. Regular(Word(Reading Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 248 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. For use with Flint and Scamp Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 249 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. Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 For use with Flint and Scamp 250 4 (pump)3 (puck)3 (mud)4 (jugs) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 251 list stand hunts lost Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 252 blue cold far little You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Irregular(Word(Reading 253 blue cold far little cold far blue little eat put give small one take after was You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!10,!Day!4 Irregular(Word(Reading((continued) 254 3 (sub)3 (sun)3 (sum)3 (tug) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Phoneme(Blending 255 thumb umbrella Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Sound8Spelling(Card(Introduction(and(Practice 256 th u th a m i th u e th u ck p o a o You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Sound8Spelling(Review:((Advanced 257 that then them this frog path trip Seth 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. Sound8by8Sound(Blending Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 258 that then them this frog path trip Seth mend dump track stunt hand grasp task stand 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. Regular(Word(Reading Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 259 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. For use with The List Decodable(Text(Reading(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 260 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. Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 For use with The List 261 4 (punt)3 (pug)4 (romp)3 (rock) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 262 sprint snack track stunt Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 263 live their water where You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Irregular(Word(Reading 264 live their water where blue cold far little their blue live far little water cold where You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Irregular(Word(Reading((continued) 265 3 (puff)3 (huff)3 (dub)3 (nut) Materials:'Chains!of!two,!three,!and!four! cubes!or!similar!types!of!manipulatives You’re'going'to'practice'blending'sounds' to'make'words.'When'I'tap'each'cube,' listen'to'the'sounds.'When'I'slide'my' finger,'say'the'word.'I'll'show'you'how'to' blend'the'sounds'to'say'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'the'word'out' loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Tap!one!cube!from!right!to!left!as!you! say!each!sound!of!the!word!(this!will!be! the!correct!direction!from!the!student! perspective). 2.!Slide!finger!above!the!cubes!from!right! to!left. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.!Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Phoneme(Blending 266 thumb umbrella Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundJ spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundJspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Sound8Spelling(Card(Introduction(and(Practice 267 th u qu ck a i u th th qu u e o e ck i You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 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.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Sound8Spelling(Review:((Advanced 268 Beth with thud grass Zeb yaks hill thump 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. Sound8by8Sound(Blending Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 269 Beth with thud grass Zeb yaks hill thump that then them this frog path trip Seth 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. Regular(Word(Reading Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 270 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. Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Re-read U2L10 Decodables 271 3 (sub)3 (sun)3 (sum)3 (tug) You’re'going'to'practice'saying'the'sounds' in'words.'I’ll'say'a'word.'Each'time'I'hold' up'a'finger,'you’ll'say'a'sound'in'the'word.' I’ll'show'you'how'to'say'the'sounds'in'the' first'word.' 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I’m' going'to'call'one'student’s'name'and' only'that'student'will'say'each'sound'in' the'word'out'loud.'Call!on!two!to!three! students. !!!!!!!!!!!*Signal(for(each(word 1.!Hold!up!a!closed!fist,!fingers!facing! you.!Say!one!word!from!the!list. 2.!Every!second!hold!up!one!finger!from! right!to!left!for!each!sound!of!the!word! (this!will!be!the!correct!direction!from! the!student!perspective). !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 2.'Your'turn.!Use!the!signal!for!each! word*!and!reDpresent!the!missed!word. 3.!Back!up!two!words!and!use!the!signal! for!each!word*!to!continue!presenting! the!words!from!the!list. Phoneme(Segmentation Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 272 that then them this Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Hold!up!a!closed!fist.! Say'the'sounds'in'[word].!Every!second! hold!up!one!finger!for!each!sound!in!the! word. 5.'Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Dictation(1:((Introductory Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 273 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (1.2) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014