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HomeMy WebLinkAbout1st Grade ECRI Unit 4Enhanced Core Reading InstructionTier 2 Foundational Skills Intervention (1.4) For use with Journeys Common Core 2014     This program was developed and supported in part with funding from the Institute of Education Sciences, U.S. Department of Education, Grant No. R324A090104 to the Center on Teaching and Learning (CTL), University of Oregon. The principal investigators on the project include Scott K. Baker, Hank Fien, Jean Louise M. Smith, and Keith Smolkowski. This publication does not necessarily represent the policy of the U.S. Department of Education, nor does the federal government necessarily endorse the material. Enhanced Core Reading Instruction Author and Development Team: Carol Dissen, Jean Louise M. Smith, Lana Edwards Santoro, Patricia Travers, Scott K. Baker, Hank Fien, & Edward Kame’enui   All  trademarks  referenced  in  this  work  remain  the  property  of  their  respective  holders,  and  are  used  by  the  University  of  Oregon  and  CTL  solely  to   describe  how  this  work  supplements  the  referenced  title.      Their  use  in  no  way  indicates  any  relationship  between  UO  and  the  holders  of  said   trademarks.    Houghton  Mifflin  Harcourt  and  any  associated  Journeys  identifiers  are  registered  trademarks  of  Houghton  Mifflin  Harcourt,  Inc..    Any   usage  of  these  terms  anywhere  in  this  work  is  done  so  simply  as  part  of  the  description  of  how  to  use  CTL's  work.    The  description  of  such  products   does  not  indicate  any  endorsement  or  affiliation  with  Houghton  Mifflin  Harcourt.  Inc.  and  UO  is  not  an  authorized  distributor  of  Houghton  Mifflin   Harcourt,  Inc.  products.     Moving  Up!,  Moving  Up!  Literacy,  and  Enhanced  Core  Reading  Instruction  are  trademarks  of  the  University  of  Oregon.     Copyright  ©  2013  University  of  Oregon   All  rights  reserved     First  Edition  10/15/2013     Acknowledgements We are indebted to a long history of research and outreach on instructional design at the University of Oregon. We would like to acknowledge our colleagues and research teams, including coordinators, data collectors, research assistants, and our business and administrative support staff members who worked diligently on the research of Moving Up! TM programs. We also want to thank the teachers, instructional assistants and school administrators across the country who partnered with us in our research and development work. Of course, and not least, we thank the thousands of students who participated in our research—they are the reason we come to work each day. Terms of Use   This curriculum is provided to you solely under the product license you agreed to on the CTL Marketplace. No part of this work may be reproduced, scanned, or distributed in any printed or electronic form without permission. You may print the number of copies specified in your license invoice and may distribute those copies solely in accordance with the license agreement. If you would like a copy of your invoice or receipt, please call 888-497-4290 or email support@dibels.uoregon.edu. This curriculum may be used for educational purposes only.           Tier 2 Foundational Skills Intervention The Tier 2 Foundational Skills Intervention provides interventionists with the tools necessary to explicitly and systematically pre-teach the Tier 1 core foundational skills for students at risk for reading problems in Kindergarten, Grade 1 and Grade 2. The intervention covers foundational skills in reading that are directly aligned with the Common Core State Standards and directly aligned with the core reading program’s scope and sequence. The Tier 2 Foundational Skills Intervention materials provide teachers with 150 ready-to-use 30-minute pre-teach lessons used in addition to the Tier 1 core reading instruction. Because Tier 2 instruction is pre-taught and there are more practice opportunities, students who receive Tier 2 intervention often are more engaged, more successful, and more confident about their learning. Complete Overview, Training, and Practice Refer to the Interventionist Workbook for the complete explanation and practice of all instructional routines used in the Tier 2 Foundational Skills Intervention lessons. See Foundational Skills Intervention Lesson Activities table on the following page for a complete list of all instructional routines. The Interventionist Workbook also explains how to increase explicitness through instructional routines, how to organize your small group setting and ways to establish rules and routines to support reading instruction. Examples and practice opportunities are provided for each of the instructional routines that are implemented in the Tier 2 Foundational Skills Intervention lessons. Pronunciation Guide Teachers can help prepare students for the blending practice by teaching students to hold continuous sounds (i.e., sounds that can be held without distortion) for a second or two and to hold stop sounds for just an instant (i.e., sounds that can not be held without distorting the sound). The table to the right identifies letters that are continuous sounds, letters that are stop sounds, and provides the pronunciation for each letter. Materials ü Chains of two, three, and four cubes or similar type of manipulative for the Phoneme Blending Routine (Grade K and Grade 1 only) ü Sound-spelling cards from the core reading program ü Copies of the core reading program decodable texts (one copy for each student) ü Paper and pens, or small white boards, markers and erasers (one for each student) for the Dictation Routine ü Blank index card, drop-e card, drop-y card for the Spelling-Focused Multisyllabic Blending Routine (Grade 1 and Grade 2 only) Continuous Sounds Pronounced Stop Sounds Pronounced a aaa b b e eee c c f fff d d i iii g g l lll h h m mmm j j n nnn k k o ooo p p r rrr t t s sss u uuu v vvv Stop then Continuous Sound Pronounced w woo q kwoo y yee x ksss z zzz 1 Foundational Skills Intervention Lesson Activities The following table includes the instructional routines that are used for each activity, an approximation of the instructional time requirements, and the Interventionist Workbook chapter to use as a reference for training and support. Lesson Activity Instructional Routines Instructional Time Interventionist Workbook Chapter Reference Irregular Word Reading • Irregular Word Reading Routine 2 minutes Chapter 4 Phoneme Blending • Phoneme Blending Routine 1 minute Chapter 2 Sound-Spelling Introduction and Practice • Letter Name Routine • Sound-spelling Card Introduction and Practice Routines • Sound-Spelling Review: Beginning Routine • Sound-Spelling Review: Advanced Routine 3 minutes Chapter 3 Regular Word Reading • Blending Routine 1: Continuous • Blending Routine 2: Sound-by-Sound • Contraction Card Introduction and Practice Routines • Affix Review Routine • Blending Routine 3: Spelling-Focused • Blending Routine 4: Spelling-Focused Multisyllabic • Regular Word Reading Routine 4 minutes Chapters 5 and 6 Reading in Connected Text • Decodable Text Routine 1: Introductory • Decodable Text Routine 2: Intermediate • Decodable Text Routine 3: Advanced • Decodable Text Fluency Practice Routine 15 minutes Chapters 8 and 9 Phoneme Segmentation • Phoneme Segmentation Routine 1 minute Chapter 2 Encoding Practice • Dictation Routine 1: Introductory • Dictation Routine 2: Advanced 4 minutes Chapter 7 2 How to Use the Presentation Book a. This presentation book contains directly aligned lessons for use with one Unit or Theme of the core reading program. Each page of the lesson includes a heading on the upper right side of the page that indicates the Unit or Theme, Week or Lesson, and Day. Each intervention lesson is designed to be taught prior to the classroom core reading lesson indicated on each page. b. A table with a white background and larger text should be displayed for all students to see. c. A table with a gray background and smaller text is for the teacher to use and is not displayed for the students to see. d. The instructional routine card name is located in the middle of each page. e. If materials are needed, the list will be on the bottom left side of each page. f. What the teacher will say is in bold type. What the teacher is supposed to do is in regular type. g. The indicates the directions for the signaling procedure that will be used to present each item on the page. h. The indicates the directions for correcting student errors. a. b. c. d . e f. g. h. 3 before bring around because You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Irregular(Word(Reading 4 before bring around because show think carry light before around bring because light think carry show You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Irregular(Word(Reading((continued) 5 ocean uniform Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Sound4Spelling(Card(Practice 6 o u_e o_e wr a_e o u_e o_e i_e o_e u_e o ce kn wh dge 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'soundHspelling;'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!4,!Lesson!16,!Day!1 Sound4Spelling(Review:((Advanced 7 poke hole cute mule Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Sound4by4Sound(Blending 8 June dunes hopes plumes You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Spelling4Focused(Blending 9 poke hole cute mule June dunes hopes plumes joke no bone stove hope Mo note spoke You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Regular(Word(Reading 10 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 For use with Go, Jones! 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. For use with Go, Jones! Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 12 joke no bone stove 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!16,!Day!1 Dictation(2:((Advanced 13 carry light show think You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Irregular(Word(Reading 14 carry light show think around because before bring carry think show light around before bring because You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Irregular(Word(Reading((continued) 15 ocean uniform Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Sound4Spelling(Card(Practice 16 o u_e o_e i_e o u_e o_e a_e o_e wr o u_e dge ph kn ce 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'soundHspelling;'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!4,!Lesson!16,!Day!2 Sound4Spelling(Review:((Advanced 17 Duke huge tune flute Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Sound4by4Sound(Blending 18 June's use no home You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Spelling4Focused(Blending 19 Duke huge tune flute June's use no home poke hole cute mule June hopes hopes plumes You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Regular(Word(Reading 20 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 For use with So Much Fun 21 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with So Much Fun Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 22 poke hole cute mule 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!16,!Day!2 Dictation(2:((Advanced 23 before bring around because You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Irregular(Word(Reading 24 before bring around because show think carry light because before bring around show light think carry You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Irregular(Word(Reading((continued) 25 ocean uniform Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Sound4Spelling(Card(Practice 26 o u_e o_e ce o_e i_e o u_e o u_e o_e a_e wr sh kn dge 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'soundHspelling;'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!4,!Lesson!16,!Day!3 Sound4Spelling(Review:((Advanced 27 rose doze pole those Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Sound4by4Sound(Blending 28 chime didn't judge wrote You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Spelling4Focused(Blending 29 rose doze pole those chime didn't judge wrote Duke huge tune flute June's use no home You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Regular(Word(Reading 30 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 For use with June's Pictures 31 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with June's Pictures Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 32 Duke huge tune flute 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!16,!Day!3 Dictation(2:((Advanced 33 about don't by maybe You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Irregular(Word(Reading 34 about don't by maybe by about maybe don't around because before bring carry light show think You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Irregular(Word(Reading((continued) 35 eagle ring Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH 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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 36 ee ng ea n(k) e_e e ee ng ng ee n(k)ea e_e ea e e_e 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'soundHspelling;'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!4,!Lesson!16,!Day!4 Sound4Spelling(Review:((Advanced 37 me be read feet Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Sound4by4Sound(Blending 38 beach feet neat sweet You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Spelling4Focused(Blending 39 me be read feet beach feet neat sweet rose doze pole those chime didn't judge wrote You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Regular(Word(Reading 40 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 For use with My Mule, Duke 41 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with My Mule, Duke Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 42 rose doze pole those 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!16,!Day!4 Dictation(2:((Advanced 43 car sure could there You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Irregular(Word(Reading 44 car sure could there about don't by maybe could car sure there don't by about maybe You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Irregular(Word(Reading((continued) 45 eagle ring Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH 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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 46 ee ng ea nk e_e n(k)e ee ee ng ea n(k) e_e ng e ea 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'soundHspelling;'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!4,!Lesson!16,!Day!5 Sound4Spelling(Review:((Advanced 47 keep eat mean sea Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Sound4by4Sound(Blending 48 be meets seeds clean You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Spelling4Focused(Blending 49 keep eat mean sea be meets seeds clean me be read feet beach feet neat sweet You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Regular(Word(Reading 50 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U4L16 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 51 me be read feet 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!16,!Day!5 Dictation(2:((Advanced 52 about don't by maybe You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 Irregular(Word(Reading 53 about don't by maybe car sure could there about maybe don't by could sure car there You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 Irregular(Word(Reading((continued) 54 eagle ring Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 Sound4Spelling(Card(Practice 55 ee ng ea e e_e ng ea n(k) e_e n(k)ee ng ee n(k)ea e_e 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'soundHspelling;'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!4,!Lesson!17,!Day!1 Sound4Spelling(Review:((Advanced 56 tree these ink Frank's Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 Sound4by4Sound(Blending 57 songs lean plunk sings You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 Spelling4Focused(Blending 58 tree these ink Frank's songs lean plunk sings keep eat mean sea be meets seeds clean You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 Regular(Word(Reading 59 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 For use with At the Beach 60 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with At the Beach Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!1 61 keep eat mean sea 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!17,!Day!1 Dictation(2:((Advanced 62 car sure could there You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 Irregular(Word(Reading 63 car sure could there about don't by maybe could car there sure maybe about don't by You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 Irregular(Word(Reading((continued) 64 eagle ring Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 Sound4Spelling(Card(Practice 65 ee ng ea nk e_e n(k)ea e ea ng ee nk e_e ee ng e_e 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'soundHspelling;'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!4,!Lesson!17,!Day!2 Sound4Spelling(Review:((Advanced 66 bring Ming song singing Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 Sound4by4Sound(Blending 67 needed Queen sweet teach You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 Spelling4Focused(Blending 68 bring Ming song singing needed Queen sweet teach tree these ink Frank's songs plunk plunk sings You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 Regular(Word(Reading 69 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 For use with Who Will Teach Us? 70 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Who Will Teach Us? Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!2 71 tree these ink Frank's 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!17,!Day!2 Dictation(2:((Advanced 72 about don't by maybe You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 Irregular(Word(Reading 73 about don't by maybe car sure could there don't by about maybe sure there could car You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 Irregular(Word(Reading((continued) 74 eagle ring Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 Sound4Spelling(Card(Practice 75 ee ng ea e e_e ng ee nk ea n(k)e_e ng ee e n(k)e_e 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'soundHspelling;'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!4,!Lesson!17,!Day!3 Sound4Spelling(Review:((Advanced 76 eel Pete green peaches Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 Sound4by4Sound(Blending 77 sheet teaches week King's You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 Spelling4Focused(Blending 78 eel Pete green peaches sheet teaches week King's bring Ming song singing needed Queen sweet teach You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 Regular(Word(Reading 79 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 For use with Plunk, Plunk 80 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Plunk, Plunk Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!3 81 bring Ming song singing 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!17,!Day!3 Dictation(2:((Advanced 82 first sometimes food these You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 Irregular(Word(Reading 83 first sometimes food these food first these sometimes about don't by maybe car sure could there You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 Irregular(Word(Reading((continued) 84 acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 85 ai ay e d e_e ai u_e ay o_e ai o ay ee ng ea n(k) 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'soundHspelling;'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!4,!Lesson!17,!Day!4 Sound4Spelling(Review:((Advanced 86 play rain grain way Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 Sound4by4Sound(Blending 87 Kay stays trains waits You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 Spelling4Focused(Blending 88 play rain grain way Kay stays trains waits eel Pete green peaches sheet teaches week King's You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 Regular(Word(Reading 89 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 For use with The King's Song 90 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with The King's Song Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!4 91 eel Pete green peaches 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!17,!Day!4 Dictation(2:((Advanced 92 ground under right your You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 Irregular(Word(Reading 93 ground under right your first sometimes food these right ground your under first food sometimes these You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 Irregular(Word(Reading((continued) 94 acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 95 ai ay e o_e ay e_e ai o ai u_e ay u ee ng ea n(k) 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'soundHspelling;'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!4,!Lesson!17,!Day!5 Sound4Spelling(Review:((Advanced 96 sail day mail stay Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 Sound4by4Sound(Blending 97 day rain tray wait You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 Spelling4Focused(Blending 98 sail day mail stay day rain tray wait play rain grain way Kay stays trains waits You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 Regular(Word(Reading 99 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U4L17 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!17,!Day!5 100 play rain grain way 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!17,!Day!5 Dictation(2:((Advanced 101 first sometimes food these You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Irregular(Word(Reading 102 first sometimes food these ground under right your food first these sometimes your ground right under You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Irregular(Word(Reading((continued) 103 acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Sound4Spelling(Card(Practice 104 ai ay e o_e e_e ai d ay u_e ay ai ai ee ng ea n(k) 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'soundHspelling;'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!4,!Lesson!18,!Day!1 Sound4Spelling(Review:((Advanced 105 I + will = I will I + would = I'd Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Unit!4,!Lesson!18,!Day!1 Contraction(Card(Introduction(and(Practice 106 I 'll I'd we'll what'd we'll what'd I 'll I'd You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Unit!4,!Lesson!18,!Day!1 Contraction(Review 107 may pain it'll Bay Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Sound4by4Sound(Blending 108 we'd wailing we'll paint You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Spelling4Focused(Blending 109 may pain it'll Bay we'd wailing we'll paint sail day mail stay day rain tray wait You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Regular(Word(Reading 110 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 For use with Ray Trains Dex 111 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Ray Trains Dex Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 112 sail day mail stay 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!18,!Day!1 Dictation(2:((Advanced 113 ground under right your You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Irregular(Word(Reading 114 ground under right your first sometimes food these your ground right under sometimes food first these You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Irregular(Word(Reading((continued) 115 acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Sound4Spelling(Card(Practice 116 ai ay o_e u_e e ai ee ay a_e ay e_e ai ee ng ea n(k) 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'soundHspelling;'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!4,!Lesson!18,!Day!2 Sound4Spelling(Review:((Advanced 117 I + will = I will I + would = I'd we + will = we'll what + did = what'd Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Unit!4,!Lesson!18,!Day!2 Contraction(Card(Introduction(and(Practice 118 I 'll I'd we'll what'd I'd we'll what'd I 'll You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Unit!4,!Lesson!18,!Day!2 Contraction(Review 119 he'd Fay he'll gray Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Sound4by4Sound(Blending 120 she'll Blaine peach braid You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Spelling4Focused(Blending 121 he'd Fay he'll gray she'll Blaine peach braid may pain it'll Bay we'd we'll we'll paint You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Regular(Word(Reading 122 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 For use with Sweet Treats 123 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Sweet Treats Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 124 may pain it'll Bay 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!18,!Day!2 Dictation(2:((Advanced 125 first sometimes food these You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. !Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Irregular(Word(Reading 126 first sometimes food these ground under right your first these sometimes food right under your ground You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. !Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Irregular(Word(Reading((continued) 127 acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. !Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Sound4Spelling(Card(Practice 128 ai ay o i_e ay u ai a_e ai i ay e ee ng ea n(k) 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'soundHspelling;'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!4,!Lesson!18,!Day!3 Sound4Spelling(Review:((Advanced 129 I + will = I will I + would = I'd we + did = we'd he + will = he'll Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. !Unit!4,!Lesson!18,!Day!3 Contraction(Card(Introduction(and(Practice 130 I 'll I'd we'd he'll I 'll what'd I'd we'll You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. !Unit!4,!Lesson!18,!Day!3 Contraction(Review 131 Ray strays trails paint Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. !Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Sound4by4Sound(Blending 132 nail pay brain way You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. !Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Spelling4Focused(Blending 133 Ray strays trails paint nail pay brain way he'd Fay he'll gray she'll Blaine peach braid You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. !Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Regular(Word(Reading 134 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate !Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 For use with What Will We Do? 135 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with What Will We Do? Decodable(Text(Fluency(Practice !Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 136 he'd Fay he'll gray 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!18,!Day!3 Dictation(2:((Advanced 137 done paper were great You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Irregular(Word(Reading 138 done paper were great paper were done great first sometimes food these ground under right your You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Irregular(Word(Reading((continued) 139 ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH 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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 140 oa ow a i_e ai oa ee ow ea oa ay ow ai ch u_e o_e 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'soundHspelling;'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!4,!Lesson!18,!Day!4 Sound4Spelling(Review:((Advanced 141 we + did = we'd he + will = he'll I + will = I will I + would = I'd Materials:'Contraction!cards!from!your!core! reading!program You're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors Let’s'practice'this'one'together. 1.!Touch!to!the!side!of!the!words.!! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words. 2.!Touch!to!the!side!of!the!contraction.!! The'contraction'is'[contraction].'' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Use!signal!for!practice**!to!present! two!other!contraction!cards,!and!reD present!the!missed!card. 4.!Continue!presenting!the!remaining! contraction!cards. Unit!4,!Lesson!18,!Day!4 Contraction(Card(Practice 142 I 'll I'd we'd he'll what'd we'll what'd I 'll You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Unit!4,!Lesson!18,!Day!4 Contraction(Review 143 row show coat low Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Sound4by4Sound(Blending 144 blow blowing bow Joan You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Spelling4Focused(Blending 145 row show coat low blow blowing bow Joan Ray strays trails paint nail pay brain way You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Regular(Word(Reading 146 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 For use with Let's Eat 147 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Let's Eat Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 148 Ray strays trails paint 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!18,!Day!4 Dictation(2:((Advanced 149 soon work laugh talk You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Irregular(Word(Reading 150 soon work laugh talk done paper were great laugh soon talk work were done great paper You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Irregular(Word(Reading((continued) 151 ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH 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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 152 oa ow i_e re oa ai ow ee ow ea oa ai ck tch ee ea 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'soundHspelling;'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!4,!Lesson!18,!Day!5 Sound4Spelling(Review:((Advanced 153 I + will = I will I + would = I'd we + will = we'll what + did = what'd Materials:'Contraction!cards!from!your!core! reading!program You're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors Let’s'practice'this'one'together. 1.!Touch!to!the!side!of!the!words.!! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words. 2.!Touch!to!the!side!of!the!contraction.!! The'contraction'is'[contraction].'' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Use!signal!for!practice**!to!present! two!other!contraction!cards,!and!reD present!the!missed!card. 4.!Continue!presenting!the!remaining! contraction!cards. Unit!4,!Lesson!18,!Day!5 Contraction(Card(Practice 154 I 'll I'd he'll we'll we'll what'd I 'll we'd You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Unit!4,!Lesson!18,!Day!5 Contraction(Review 155 blow road boat snow Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Sound4by4Sound(Blending 156 float loads row rowing You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Spelling4Focused(Blending 157 blow road boat snow float loads row rowing row show coat low blow blowing bow Joan You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Regular(Word(Reading 158 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U4L18 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 159 row show coat low 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!18,!Day!5 Dictation(2:((Advanced 160 done paper were great You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Irregular(Word(Reading 161 done paper were great soon work laugh talk were done great paper soon laugh work talk You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Irregular(Word(Reading((continued) 162 ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Sound4Spelling(Card(Practice 163 oa ow kn sh ow ai oa ay oa ee ow ea ai sh kn ee 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'soundHspelling;'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!4,!Lesson!19,!Day!1 Sound4Spelling(Review:((Advanced 164 we + are = we're we + have = we've you + have = you’ve they + have= they've Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Unit!4,!Lesson!19,!Day!1 Contraction(Card(Introduction(and(Practice 165 we're we've you’ve we're we've you’ve we're they've You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Unit!4,!Lesson!19,!Day!1 Contraction(Review 166 grow toad glows knows Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Sound4by4Sound(Blending 167 loaded we're shows floats You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Spelling4Focused(Blending 168 grow toad glows knows loaded we're shows floats blow road boat snow float loads row rowing You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Regular(Word(Reading 169 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 For use with It Was Snow Fun 170 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with It Was Snow Fun Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 171 blow road boat snow 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!19,!Day!1 Dictation(2:((Advanced 172 soon work laugh talk You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Irregular(Word(Reading 173 soon work laugh talk done paper were great work talk laugh soon paper were done great You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Irregular(Word(Reading((continued) 174 ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Sound4Spelling(Card(Practice 175 oa ow kn sh ee ow ea oa ay oa ai ow ee ai ay kn 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'soundHspelling;'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!4,!Lesson!19,!Day!2 Sound4Spelling(Review:((Advanced 176 they + have= they've you + are = you're you + have = you’ve we + are = we're Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Unit!4,!Lesson!19,!Day!2 Contraction(Card(Introduction(and(Practice 177 they've you're you’ve we're we've they've you're you’ve You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Unit!4,!Lesson!19,!Day!2 Contraction(Review 178 we've bowl coat Joan Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Sound4by4Sound(Blending 179 knows slow we're playing You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Spelling4Focused(Blending 180 we've bowl coat Joan knows slow we're playing grow toad glows knows loaded shows shows floats You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Regular(Word(Reading 181 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 For use with Boat Rides 182 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Boat Rides Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 183 grow toad glows knows 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!19,!Day!2 Dictation(2:((Advanced 184 done paper were great You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Irregular(Word(Reading 185 done paper were great soon work laugh talk done great paper were talk soon work laugh You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Irregular(Word(Reading((continued) 186 ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Sound4Spelling(Card(Practice 187 oa ow ay kn oa ai ow ay ow ee oa ai kn p ay ea 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'soundHspelling;'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!4,!Lesson!19,!Day!3 Sound4Spelling(Review:((Advanced 188 we + are = we're we + have = we've I + have = I've you + are = you're Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Unit!4,!Lesson!19,!Day!3 Contraction(Card(Introduction(and(Practice 189 I've we've they've you're they've you're we're you’ve You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Unit!4,!Lesson!19,!Day!3 Contraction(Review 190 oak show snow snowed Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Sound4by4Sound(Blending 191 slow boat goat plain You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Spelling4Focused(Blending 192 oak show snow snowed slow boat goat plain we've bowl coat Joan knows slow we're playing You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Regular(Word(Reading 193 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 For use with Fun with Gram 194 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Fun with Gram Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 195 we've bowl coat Joan 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!19,!Day!3 Dictation(2:((Advanced 196 door old want more You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Irregular(Word(Reading 197 door old want more more door want old done paper were great soon work laugh talk You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Irregular(Word(Reading((continued) 198 elephant ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 199 ea oa ai ow ee ay i_e o_e a_e ea ay u_e oa ee ow ea 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'soundHspelling;'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!4,!Lesson!19,!Day!4 Sound4Spelling(Review:((Advanced 200 we + have = we've you + have = you’ve I + have = I've you + are = you're Materials:'Contraction!cards!from!your!core! reading!program You're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors Let’s'practice'this'one'together. 1.!Touch!to!the!side!of!the!words.!! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words. 2.!Touch!to!the!side!of!the!contraction.!! The'contraction'is'[contraction].'' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Use!signal!for!practice**!to!present! two!other!contraction!cards,!and!reD present!the!missed!card. 4.!Continue!presenting!the!remaining! contraction!cards. Unit!4,!Lesson!19,!Day!4 Contraction(Card(Practice 201 you’ve we're I've we've you're you’ve they've you're You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Unit!4,!Lesson!19,!Day!4 Contraction(Review 202 bedtime sunset bathtub sailboat weekday dream bedside sleeps You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Spelling4Focused(Blending 203 bedtime sunset bathtub sailboat weekday dream bedside sleeps oak show snow snowed slow boat goat plain You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Regular(Word(Reading 204 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 For use with Rex Knows 205 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Rex Knows Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 206 oak show snow snowed 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!19,!Day!4 Dictation(2:((Advanced 207 try wash use mother You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Irregular(Word(Reading 208 try wash use mother door old want more mother try wash use door old want more You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Irregular(Word(Reading((continued) 209 elephant ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 210 ea oa ai ow ee ay i_e o_e ai ea oa ee ow ay i_e ea 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'soundHspelling;'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!4,!Lesson!19,!Day!5 Sound4Spelling(Review:((Advanced 211 they + have= they've I + have = I've we + are = we're we + have = we've Materials:'Contraction!cards!from!your!core! reading!program You're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors Let’s'practice'this'one'together. 1.!Touch!to!the!side!of!the!words.!! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words. 2.!Touch!to!the!side!of!the!contraction.!! The'contraction'is'[contraction].'' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Use!signal!for!practice**!to!present! two!other!contraction!cards,!and!reD present!the!missed!card. 4.!Continue!presenting!the!remaining! contraction!cards. Unit!4,!Lesson!19,!Day!5 Contraction(Card(Practice 212 we've they've we're I've you're we're you’ve they've You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Unit!4,!Lesson!19,!Day!5 Contraction(Review 213 flagpole backpack playpen raincoat cannot pancake hillside sunrise You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Spelling4Focused(Blending 214 flagpole backpack playpen raincoat cannot pancake hillside sunrise bedtime sunset bathtub sailboat weekday dream bedside sleeps You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Regular(Word(Reading 215 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U4L19 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 216 bedtime sunset bathtub sailboat 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!19,!Day!5 Dictation(2:((Advanced 217 door old want more You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Irregular(Word(Reading 218 door old want more try wash use mother door want old more use try wash mother You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Irregular(Word(Reading((continued) 219 elephant ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Sound4Spelling(Card(Practice 220 ea oa ai ow ee ay i_e o_e ay ea i_e ow oa ee ai ea 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'soundHspelling;'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!4,!Lesson!20,!Day!1 Sound4Spelling(Review:((Advanced 221 inside himself pathways playtime head springtime spread raindrops You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Spelling4Focused(Blending 222 inside himself pathways playtime head springtime spread raindrops flagpole backpack playpen raincoat cannot pancake hillside sunrise You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Regular(Word(Reading 223 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 For use with Bedtime for Roy 224 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Bedtime for Roy Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 225 flagpole backpack playpen raincoat 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!20,!Day!1 Dictation(2:((Advanced 226 try wash use mother You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Irregular(Word(Reading 227 try wash use mother door old want more use try wash mother more old want door You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Irregular(Word(Reading((continued) 228 elephant ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Sound4Spelling(Card(Practice 229 ea oa ai ow ee ay i_e o_e oa ea ai ow ee ay ea a_e 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'soundHspelling;'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!4,!Lesson!20,!Day!2 Sound4Spelling(Review:((Advanced 230 read daytime inside paintbrushes topside spread rosebud glowed You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Spelling4Focused(Blending 231 read daytime inside paintbrushes topside spread rosebud glowed inside himself pathways playtime head spread spread raindrops You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Regular(Word(Reading 232 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 For use with Pancake Ron 233 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Pancake Ron Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 234 inside himself pathways playtime 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!20,!Day!2 Dictation(2:((Advanced 235 door old want more You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Irregular(Word(Reading 236 door old want more try wash use mother want old door more wash use mother try You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Irregular(Word(Reading((continued) 237 elephant ocean acorn eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Sound4Spelling(Card(Practice 238 ea oa ai ow ee ay i_e o_e ee ow ea u_e ai ea oa ay 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'soundHspelling;'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!4,!Lesson!20,!Day!3 Sound4Spelling(Review:((Advanced 239 windmill boasted meant bread feather railroad playpen roast You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Spelling4Focused(Blending 240 windmill boasted meant bread feather railroad playpen roast read daytime inside paintbrushes topside spread rosebud glowed You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Regular(Word(Reading 241 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 For use with A Springtime Rain 242 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with A Springtime Rain Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 243 read daytime inside paintbrushes 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!20,!Day!3 Dictation(2:((Advanced 244 few night loudly window You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Irregular(Word(Reading 245 few night loudly window night few window loudly door old want more try wash use mother You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Irregular(Word(Reading((continued) 246 artist orange Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH 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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 247 or ore ar ow or mb ore ar e_e or ore ar oa kn ea ee 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'soundHspelling;'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!4,!Lesson!20,!Day!4 Sound4Spelling(Review:((Advanced 248 far arm yard art dark hard Mark's sharks You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Spelling4Focused(Blending 249 far arm yard art dark hard Mark's sharks windmill boasted meant bread feather railroad playpen roast You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Regular(Word(Reading 250 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 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!2!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.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!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!or!sentence*!steps!1!through!4. Decodable(Text(Reading(2:((Intermediate Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 For use with Rosebud 251 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with Rosebud Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 252 windmill boassted meant bread 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!20,!Day!4 Dictation(2:((Advanced 253 noise story shall world You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Irregular(Word(Reading 254 noise story shall world few night loudly window story noise shall world night few window loudly You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Irregular(Word(Reading((continued) 255 artist orange Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH 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' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 256 ar ore or e_e ar dge or ore ar ore ge or oa ow ea ee 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'soundHspelling;'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!4,!Lesson!20,!Day!5 Sound4Spelling(Review:((Advanced 257 jar bar barn bark bark barking Clark's darted You’re'going'to'practice'reading'words.'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!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings).! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 2.!Touch!to!the!left!of!the!word.! Word?!Wait!2!seconds!for!students!to!think.! 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. •!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.!Back!up!two!words! and!continue!presenting!the!words!on!the! chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Spelling4Focused(Blending 258 jar bar barn bark bark barking Clark's darted far arm yard art dark hard Mark's sharks You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Regular(Word(Reading 259 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U4L20 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 260 far arm yard art 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.!Say'the'sounds'in'[word]'in'your' head.! 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!4,!Lesson!20,!Day!5 Dictation(2:((Advanced 261 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (1.4) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014