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HomeMy WebLinkAbout1st Grade ECRI Unit 6Enhanced Core Reading InstructionTier 2 Foundational Skills Intervention (1.6) 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 above pushed teacher even 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!6,!Lesson!26,!Day!1 Irregular(Word(Reading 4 above pushed teacher even myself bear buy toward school above studied pushed teacher city even surprised 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!6,!Lesson!26,!Day!1 Irregular(Word(Reading((continued) 5 eagle owl saw boy 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!6,!Lesson!26,!Day!1 Sound4Spelling(Card(Practice 6 ie y aw ue oy oi ie y ou ie oy ie au y ew ow 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!6,!Lesson!26,!Day!1 Sound4Spelling(Review:((Advanced 7 -ed (happened before) -ing (happening now) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!26,!Day!1 Affix(Card(Introduction(and(Practice 8 -ed -ing -ed -ing You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!26,!Day!1 Affix(Review 9 use used silly gazed creepy stopped hurried poked 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!6,!Lesson!26,!Day!1 Spelling4Focused(Blending 10 use used silly gazed creepy stopped hurried poked hop hopped hope hoping liked hiding wagged spotted 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!6,!Lesson!26,!Day!1 Regular(Word(Reading 11 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!1 For use with Bears Decodable(Text(Reading(3:((Advanced 12 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!1 For use with Bears Decodable(Text(Fluency(Practice 13 hop hopped hope hoping 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!6,!Lesson!26,!Day!1 Dictation(2:((Advanced 14 bear studied toward surprised You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 Irregular(Word(Reading 15 bear studied toward surprised above even surprised pushed party bear teacher toward studied seven family please You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!26,!Day!2 Irregular(Word(Reading((continued) 16 eagle owl saw boy 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!6,!Lesson!26,!Day!2 Sound4Spelling(Card(Practice 17 oo ie y au y ie oi ie oi aw ie oy ou ow y u_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!6,!Lesson!26,!Day!2 Sound4Spelling(Review:((Advanced 18 -ed (happened before) -ing (happening now) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!26,!Day!2 Affix(Card(Introduction(and(Practice 19 -ing -ed -ing -ed You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!26,!Day!2 Affix(Review 20 easy sunny bragged napping sleepy really jogged smiling 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!6,!Lesson!26,!Day!2 Spelling4Focused(Blending 21 easy sunny bragged napping sleepy really jogged smiling use used silly gazed creepy hurried hurried poked 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!6,!Lesson!26,!Day!2 Regular(Word(Reading 22 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 For use with Hiding and Seeking Decodable(Text(Reading(3:((Advanced 23 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 For use with Hiding and Seeking Decodable(Text(Fluency(Practice 24 use used silly gazed 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!6,!Lesson!26,!Day!2 Dictation(2:((Advanced 25 teacher pushed surprised studied 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!6,!Lesson!26,!Day!3 Irregular(Word(Reading 26 teacher pushed surprised studied please bear above even studied earth pushed toward ready teacher country surprised 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!6,!Lesson!26,!Day!3 Irregular(Word(Reading((continued) 27 eagle owl saw boy 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!6,!Lesson!26,!Day!3 Sound4Spelling(Card(Practice 28 ie y er ur ue oi ie y oi ie oy ir oy y ar aw 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!6,!Lesson!26,!Day!3 Sound4Spelling(Review:((Advanced 29 -ing (happening now) -ed (happened before) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!26,!Day!3 Affix(Card(Introduction(and(Practice 30 -ed -ing -ed -ing You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!26,!Day!3 Affix(Review 31 getting shining bobbing nodded begged shaking tagged smiled 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!6,!Lesson!26,!Day!3 Spelling4Focused(Blending 32 getting shining bobbing nodded begged shaking tagged smiled easy sunny bragged napping sleepy really jogged smiling 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!6,!Lesson!26,!Day!3 Regular(Word(Reading 33 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!3 For use with Henry and Dad Go Camping Decodable(Text(Reading(3:((Advanced 34 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!3 For use with Henry and Dad Go Camping Decodable(Text(Fluency(Practice 35 easy sunny bragged napping 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!6,!Lesson!26,!Day!3 Dictation(2:((Advanced 36 always high near once You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!4 Irregular(Word(Reading 37 always high near once bear pushed even teacher always above high once toward near surprised pushed You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!26,!Day!4 Irregular(Word(Reading((continued) 38 table 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!6,!Lesson!26,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 39 ea oa wh ou ir ie ow ai oo kn wr ch mb aw ie y 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!6,!Lesson!26,!Day!4 Sound4Spelling(Review:((Advanced 40 -ed (happened before) -ing (happening now) -er (use to compare two things) -est (use to compare more than two)) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!26,!Day!4 Affix(Card(Introduction(and(Practice 41 -ing -ed -er -est -er -est -ing -ed You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!26,!Day!4 Affix(Review 42 hard harder hardest sooner bigger slower speedier nicer 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!6,!Lesson!26,!Day!4 Spelling4Focused(Blending 43 hard harder hardest sooner bigger slower speedier nicer getting shining bobbing nodded begged shaking tagged smiled 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!6,!Lesson!26,!Day!4 Regular(Word(Reading 44 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!4 For use with Speedy and Chase Decodable(Text(Reading(3:((Advanced 45 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!4 For use with Speedy and Chase Decodable(Text(Fluency(Practice 46 getting shining bobbing nodded 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!6,!Lesson!26,!Day!4 Dictation(2:((Advanced 47 different stories enough happy You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!5 Irregular(Word(Reading 48 different stories enough happy always high above different pushed near enough once happy teacher even stories You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!26,!Day!5 Irregular(Word(Reading((continued) 49 table 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!6,!Lesson!26,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 50 oi ck sh ie ng ay n(k)au ie mb wr kn y tch oy ie 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!6,!Lesson!26,!Day!5 Sound4Spelling(Review:((Advanced 51 -er (use to compare two things) -est (use to compare more than two)) -ed (happened before) -ing (happening now) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!26,!Day!5 Affix(Card(Introduction(and(Practice 52 -er -est -ed -ing -ed -er -ing -ed You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!26,!Day!5 Affix(Review 53 fast faster fastest higher quicker smaller rounder nicer 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!6,!Lesson!26,!Day!5 Spelling4Focused(Blending 54 fast faster fastest higher quicker smaller rounder nicer hard harder hardest sooner bigger slower speedier nicer 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!6,!Lesson!26,!Day!5 Regular(Word(Reading 55 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!5 Re-read U6L26 Decodables Decodable(Text(Fluency(Practice 56 hard harder hardest sooner 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!6,!Lesson!26,!Day!5 Dictation(2:((Advanced 57 near once always high You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 Irregular(Word(Reading 58 near once always high even teacher bear pushed high once always above surprised pushed toward near You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!27,!Day!1 Irregular(Word(Reading((continued) 59 table 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!6,!Lesson!27,!Day!1 Sound4Spelling(Card(Practice 60 ow u i igh i_e ow qu a ou ck y i_e oi ie ee igh 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!6,!Lesson!27,!Day!1 Sound4Spelling(Review:((Advanced 61 -er (use to compare two things) -est (use to compare more than two)) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!27,!Day!1 Affix(Card(Introduction(and(Practice 62 -er -est -est -er You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!27,!Day!1 Affix(Review 63 slow slower slowest cuddles happiest grumbles tastiest jiggles 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!6,!Lesson!27,!Day!1 Spelling4Focused(Blending 64 slow slower slowest speedier happiest grumbles tastiest jiggles fast faster fastest higher quicker smaller rounder nicer 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!6,!Lesson!27,!Day!1 Regular(Word(Reading 65 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 For use with The Three Races Decodable(Text(Reading(3:((Advanced 66 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 For use with The Three Races Decodable(Text(Fluency(Practice 67 fast faster fastest higher 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!6,!Lesson!27,!Day!1 Dictation(2:((Advanced 68 happy different stories enough 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!6,!Lesson!27,!Day!2 Irregular(Word(Reading 69 happy different stories enough different always high above once pushed near enough stories happy teacher even 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!6,!Lesson!27,!Day!2 Irregular(Word(Reading((continued) 70 table 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!6,!Lesson!27,!Day!2 Sound4Spelling(Card(Practice 71 ow au ng ow aw i ie u ng ng ou z ie y ng ue 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!6,!Lesson!27,!Day!2 Sound4Spelling(Review:((Advanced 72 -er (use to compare two things) -est (use to compare more than two) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!27,!Day!2 Affix(Card(Introduction(and(Practice 73 -er -est -er -est You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!27,!Day!2 Affix(Review 74 middle silliest grumble puzzle longest Jangles loudest sniffles 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!6,!Lesson!27,!Day!2 Spelling4Focused(Blending 75 middle silliest grumble puzzle longest Jangles loudest sniffles slow slower slowest cuddles happiest tastier tastiest jiggles 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!6,!Lesson!27,!Day!2 Regular(Word(Reading 76 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!2 For use with Seed Sisters Decodable(Text(Reading(3:((Advanced 77 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!2 For use with Seed Sisters Decodable(Text(Fluency(Practice 78 slow slower slowest speedier 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!6,!Lesson!27,!Day!2 Dictation(2:((Advanced 79 always different enough once You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 Irregular(Word(Reading 80 always different enough once bear happy even stories studied always once surprised enough near high different You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!27,!Day!3 Irregular(Word(Reading((continued) 81 table 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!6,!Lesson!27,!Day!3 Sound4Spelling(Card(Practice 82 e p oo ck u u i u_e oo u_e y ou m ck ou d 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!6,!Lesson!27,!Day!3 Sound4Spelling(Review:((Advanced 83 -est (use to compare more than two) -er (use to compare two things) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!27,!Day!3 Affix(Card(Introduction(and(Practice 84 -er -est -est -er You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!27,!Day!3 Affix(Review 85 fatter reddest tumbles pickle little mumbles funnier grumpiest 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!6,!Lesson!27,!Day!3 Spelling4Focused(Blending 86 fatter reddest tumbles pickle little mumbles funnier grumpiest middle silliest grumble puzzle longest Jangles loudest sniffles 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!6,!Lesson!27,!Day!3 Regular(Word(Reading 87 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 For use with The Fox and the Grapes Decodable(Text(Reading(3:((Advanced 88 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 For use with The Fox and the Grapes Decodable(Text(Fluency(Practice 89 middle silliest grumble puzzle 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!6,!Lesson!27,!Day!3 Dictation(2:((Advanced 90 across ball cried head 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!6,!Lesson!27,!Day!4 Irregular(Word(Reading 91 across ball cried head happy stories ball near ball surprised across always across head even cried 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!4 Irregular(Word(Reading((continued) 92 ice cream table Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!6,!Lesson!27,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 93 igh y ie n t igh k y ou ie y igh igh f ie ie 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!6,!Lesson!27,!Day!4 Sound4Spelling(Review:((Advanced 94 -est (use to compare more than two)) -er (use to compare two things) -es (more than one) Rule: Use after sh, ch, tch, s, ss or x -ed (happened before) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!27,!Day!4 Affix(Card(Introduction(and(Practice 95 -er -est -ed -es -ed -es -er -est You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!27,!Day!4 Affix(Review 96 by try cried night high sky flight bright 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!6,!Lesson!27,!Day!4 Spelling4Focused(Blending 97 by try cried night high sky flight bright fatter reddest tumbles pickle little mumbles funnier grumpiest 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!6,!Lesson!27,!Day!4 Regular(Word(Reading 98 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!4 For use with Jingle, Jangle, and Jiggle Decodable(Text(Reading(3:((Advanced 99 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!4 For use with Jingle, Jangle, and Jiggle Decodable(Text(Fluency(Practice 100 fatter reddest tumbles pickle 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!6,!Lesson!27,!Day!4 Dictation(2:((Advanced 101 heard large second should 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!6,!Lesson!27,!Day!5 Irregular(Word(Reading 102 heard large second should heard always across enough head ball different cried should large second once 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!5 Irregular(Word(Reading((continued) 103 ice cream table Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!6,!Lesson!27,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 104 y igh b ie tch ie y c ie igh r y ch f ie igh 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!6,!Lesson!27,!Day!5 Sound4Spelling(Review:((Advanced 105 -es (more than one) Rule: Use after sh, ch, tch, s, ss or x -ed (happened before) -er (use to compare two things) -est (use to compare more than two)) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!27,!Day!5 Affix(Card(Introduction(and(Practice 106 -ed -es -er -est -er -est -ed -es You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!27,!Day!5 Affix(Review 107 sky fly pie light tried sight right fighting 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!6,!Lesson!27,!Day!5 Spelling4Focused(Blending 108 sky fly pie light tried sight right fighting by try cried night high sky flight bright 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!6,!Lesson!27,!Day!5 Regular(Word(Reading 109 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!5 Re-read U6L27 Decodables Decodable(Text(Fluency(Practice 110 by try cried night 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!6,!Lesson!27,!Day!5 Dictation(2:((Advanced 111 cried head across ball 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!6,!Lesson!28,!Day!1 Irregular(Word(Reading 112 cried head across ball ball near happy stories across always ball pushed toward cried across head 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!6,!Lesson!28,!Day!1 Irregular(Word(Reading((continued) 113 ice cream table 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!6,!Lesson!28,!Day!1 Sound4Spelling(Card(Practice 114 igh ee igh ie ee y igh i_e a ee ie t igh ie y i_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!6,!Lesson!28,!Day!1 Sound4Spelling(Review:((Advanced 115 -ed (happened before) -ing (happening now) -er (use to compare two things) -est (use to compare more than two)) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!28,!Day!1 Affix(Card(Introduction(and(Practice 116 -er -est -ed -ing -es -er -est -ed You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!28,!Day!1 Affix(Review 117 my dry flies flight flying sweetest shiniest sunlight 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!6,!Lesson!28,!Day!1 Spelling4Focused(Blending 118 my dry flies bright flying sweetest shiniest sunlight sky fly pie light tried sight right fighting 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!6,!Lesson!28,!Day!1 Regular(Word(Reading 119 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!1 For use with Sally Jane and Beth Ann Decodable(Text(Reading(3:((Advanced 120 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!1 For use with Sally Jane and Beth Ann Decodable(Text(Fluency(Practice 121 sky fly pie light 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!6,!Lesson!28,!Day!1 Dictation(2:((Advanced 122 large second heard should You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 Irregular(Word(Reading 123 large second heard should always across heard enough ball different head cried large second should once You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!28,!Day!2 Irregular(Word(Reading((continued) 124 ice cream table 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!6,!Lesson!28,!Day!2 Sound4Spelling(Card(Practice 125 a_e ie ch igh ch ay ee ie i_e y a_e igh ie igh ay ch 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!6,!Lesson!28,!Day!2 Sound4Spelling(Review:((Advanced 126 -es (more than one) Rule: Use after sh, ch, tch, s, ss or x -ed (happened before) -ing (happening now) -er (use to compare two things) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!28,!Day!2 Affix(Card(Introduction(and(Practice 127 -es -er -est -ed -est -ed -ing -es You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!28,!Day!2 Affix(Review 128 games playing streets benches buddies couches swimming lunchbox 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!6,!Lesson!28,!Day!2 Spelling4Focused(Blending 129 games playing streets benches buddies couches swimminglunchbox my dry flies flight flying sweetest shiniest sunlight 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!6,!Lesson!28,!Day!2 Regular(Word(Reading 130 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 For use with Ty and Big Gilly Decodable(Text(Reading(3:((Advanced 131 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 For use with Ty and Big Gilly Decodable(Text(Fluency(Practice 132 my dry flies bright 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!6,!Lesson!28,!Day!2 Dictation(2:((Advanced 133 across ball should large 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!6,!Lesson!28,!Day!3 Irregular(Word(Reading 134 across ball should large city heard head different second once please cried enough worms happy almost 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!6,!Lesson!28,!Day!3 Irregular(Word(Reading((continued) 135 ice cream table 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!6,!Lesson!28,!Day!3 Sound4Spelling(Card(Practice 136 ee ng igh ie ch ie ee oy ou igh ea ch ou ie x igh 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!6,!Lesson!28,!Day!3 Sound4Spelling(Review:((Advanced 137 -est (use to compare more than two) -es (more than one) Rule: Use after sh, ch, tch, s, ss or x -ed (happened before) -ing (happening now) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!28,!Day!3 Affix(Card(Introduction(and(Practice 138 -ed -ing -es -er -est -ed -est -ed You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!28,!Day!3 Affix(Review 139 beaches tight sighed Ty biggest strongest reading swimming 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!6,!Lesson!28,!Day!3 Spelling4Focused(Blending 140 beaches tight sighed Ty biggest strongest reading swimming games playing streets benches buddies couches swimming lunchbox 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!6,!Lesson!28,!Day!3 Regular(Word(Reading 141 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!3 For use with Bird Watching Decodable(Text(Reading(3:((Advanced 142 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!3 For use with Bird Watching Decodable(Text(Fluency(Practice 143 games playing streets benches 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!6,!Lesson!28,!Day!3 Dictation(2:((Advanced 144 caught took listen thought You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 Irregular(Word(Reading 145 caught took listen thought second should above large listen teacher caught surprised pushed took heard thought You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!28,!Day!4 Irregular(Word(Reading((continued) 146 acorn ocean eagle ice cream uniform 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!6,!Lesson!28,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 147 ur ou igh a e i o u ng ck a e ur ow ea qu You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'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!6,!Lesson!28,!Day!4 Sound4Spelling(Review:((Advanced 148 -ed (happened before) -ing (happening now) -ly (in a certaon way) -y (full of ) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!28,!Day!4 Affix(Card(Introduction(and(Practice 149 -er -est -ly -y -ed -y -ly -est You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!28,!Day!4 Affix(Review 150 help helpful slow slowly furry loudly quickly squeaky 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!6,!Lesson!28,!Day!4 Spelling4Focused(Blending 151 help helpful slow slowly furry loudly quickly squeaky beaches tight sighed Ty biggest strongest reading swimming 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!6,!Lesson!28,!Day!4 Regular(Word(Reading 152 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 For use with Benches Decodable(Text(Reading(3:((Advanced 153 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 For use with Benches Decodable(Text(Fluency(Practice 154 beaches tight sighed Ty 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!6,!Lesson!28,!Day!4 Dictation(2:((Advanced 155 minute idea beautiful friendship You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!5 Irregular(Word(Reading 156 minute idea beautiful friendship thought across listen ball took toward caught studied beat cried even head You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!28,!Day!5 Irregular(Word(Reading((continued) 157 acorn ocean eagle ice cream uniform 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!6,!Lesson!28,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 158 e i o u o_e a ck o ou a ou e u o i ow 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!6,!Lesson!28,!Day!5 Sound4Spelling(Review:((Advanced 159 -ly (in a certaon way) -y (full of ) -ed (happened before) -ing (happening now) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!28,!Day!5 Affix(Card(Introduction(and(Practice 160 -ly -y -ed -ing -es -er -ly -y You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!28,!Day!5 Affix(Review 161 dust dusty trick tricky bagful gladly hopeful hopefully 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!6,!Lesson!28,!Day!5 Spelling4Focused(Blending 162 dust dusty trick tricky bagful gladly hopeful hopefully help helpful slow slowly furry loudly quickly squeaky 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!6,!Lesson!28,!Day!5 Regular(Word(Reading 163 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!5 Re-read U6L28 Decodables Decodable(Text(Fluency(Practice 164 help helpful slow slowly 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!6,!Lesson!28,!Day!5 Dictation(2:((Advanced 165 listen caught took thought You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 Irregular(Word(Reading 166 listen caught took thought above should across large caught listen teacher surprised heard pushed took caught You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!29,!Day!1 Irregular(Word(Reading((continued) 167 acorn ocean eagle ice cream 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!6,!Lesson!29,!Day!1 Sound4Spelling(Card(Practice 168 o u e i a_e o qu a a e ck o_e i a_e u a 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!6,!Lesson!29,!Day!1 Sound4Spelling(Review:((Advanced 169 -ly (in a certaon way) -y (full of ) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!29,!Day!1 Affix(Card(Introduction(and(Practice 170 -ly -y -ly -y You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!29,!Day!1 Affix(Review 171 sad sadly Edith I'm Edith so table grateful 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!6,!Lesson!29,!Day!1 Spelling4Focused(Blending 172 sad sadly squishy I'm chilly so table grateful dust dusty trick tricky bagful gladly hopeful hopefully 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!6,!Lesson!29,!Day!1 Regular(Word(Reading 173 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 For use with Quiz Game Decodable(Text(Reading(3:((Advanced 174 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 For use with Quiz Game Decodable(Text(Fluency(Practice 175 dust dusty trick tricky 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!6,!Lesson!29,!Day!1 Dictation(2:((Advanced 176 beautiful friendship minute idea 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!6,!Lesson!29,!Day!2 Irregular(Word(Reading 177 beautiful friendship minute idea listen ball thought across caught studied took toward friendship head pushed second 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!6,!Lesson!29,!Day!2 Irregular(Word(Reading((continued) 178 acorn ocean eagle ice cream 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!6,!Lesson!29,!Day!2 Sound4Spelling(Card(Practice 179 a qu a_e nd u e i o e o ch a u a_e i 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!6,!Lesson!29,!Day!2 Sound4Spelling(Review:((Advanced 180 -ly (in a certaon way) -y (full of ) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!29,!Day!2 Affix(Card(Introduction(and(Practice 181 -y -ly -y -ly You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!29,!Day!2 Affix(Review 182 able be cozy he hi Hugo handful really 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!6,!Lesson!29,!Day!2 Spelling4Focused(Blending 183 able be cozy he hi Hugo handful really sad sadly squishy I'm chilly table table grateful 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!6,!Lesson!29,!Day!2 Regular(Word(Reading 184 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!2 For use with Jack and the Beans Decodable(Text(Reading(3:((Advanced 185 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!2 For use with Jack and the Beans Decodable(Text(Fluency(Practice 186 sad sadly chilly I'm 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!6,!Lesson!29,!Day!2 Dictation(2:((Advanced 187 friendship caught listen beautiful You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 Irregular(Word(Reading 188 friendship caught listen beautiful took minute idea thought heard enough cried studied always stories above large You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!29,!Day!3 Irregular(Word(Reading((continued) 189 acorn ocean eagle ice cream 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!6,!Lesson!29,!Day!3 Sound4Spelling(Card(Practice 190 n(k)a e i o u z a a e a_e nd n(k)u u a 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!6,!Lesson!29,!Day!3 Sound4Spelling(Review:((Advanced 191 -ly (in a certaon way) -y (full of ) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!29,!Day!3 Affix(Card(Introduction(and(Practice 192 -ly -y -ly -y You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!29,!Day!3 Affix(Review 193 spotty stinky softly cupful thankful peaceful restful armful 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!6,!Lesson!29,!Day!3 Spelling4Focused(Blending 194 spotty stinky softly cupful thankful peaceful restful armful able be cozy he hi Hugo handful really 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!6,!Lesson!29,!Day!3 Regular(Word(Reading 195 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 For use with Ruth's Day Decodable(Text(Reading(3:((Advanced 196 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 For use with Ruth's Day Decodable(Text(Fluency(Practice 197 able be cozy he 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!6,!Lesson!29,!Day!3 Dictation(2:((Advanced 198 brothers everyone field loved 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!6,!Lesson!29,!Day!4 Irregular(Word(Reading 199 brothers everyone field loved minute friendship took caught field beautiful brothers listen large everyone idea loved 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 Irregular(Word(Reading((continued) 200 acorn ocean eagle ice cream uniform Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!6,!Lesson!29,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 201 i_e o_e ir i u e nd a ar o a or n(k)i_e ur 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!6,!Lesson!29,!Day!4 Sound4Spelling(Review:((Advanced 202 -ly (in a certaon way) -y (full of ) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!29,!Day!4 Affix(Card(Introduction(and(Practice 203 -y -ly -y -ly You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!29,!Day!4 Affix(Review 204 even begin baby music able Rupert before decides 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!6,!Lesson!29,!Day!4 Spelling4Focused(Blending 205 even begin baby music able Rupert before decides spotty stinky softly cupful thankful peaceful restful armful 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!6,!Lesson!29,!Day!4 Regular(Word(Reading 206 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 For use with Stew for Peg Decodable(Text(Reading(3:((Advanced 207 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 For use with Stew for Peg Decodable(Text(Fluency(Practice 208 spotty stinky softly cupful 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!6,!Lesson!29,!Day!4 Dictation(2:((Advanced 209 most only people sorry 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!6,!Lesson!29,!Day!5 Irregular(Word(Reading 210 most only people sorry everyone listen loved field beautiful caught brothers only people most friendship sorry 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!5 Irregular(Word(Reading((continued) 211 acorn ocean eagle ice cream uniform Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!6,!Lesson!29,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 212 a_e z o i_e e v ie o a b i a_e i_e u p ie 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!6,!Lesson!29,!Day!5 Sound4Spelling(Review:((Advanced 213 -ly (in a certaon way) -y (full of ) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!29,!Day!5 Affix(Card(Introduction(and(Practice 214 -ly -y -ly -y You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!29,!Day!5 Affix(Review 215 open tiger paper zero behave Julie's believe silent 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!6,!Lesson!29,!Day!5 Spelling4Focused(Blending 216 open tiger paper zero behave Julie's believe silent even begin baby music able Rupert before decides 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!6,!Lesson!29,!Day!5 Regular(Word(Reading 217 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!5 Re-read U6L29 Decodables Decodable(Text(Fluency(Practice 218 even begin baby music 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!6,!Lesson!29,!Day!5 Dictation(2:((Advanced 219 everyone field loved brothers 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!6,!Lesson!30,!Day!1 Irregular(Word(Reading 220 everyone field loved brothers fiendship idea sorry minute most brothers listen field everyone only loved pople 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!6,!Lesson!30,!Day!1 Irregular(Word(Reading((continued) 221 acorn ocean eagle ice cream 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!6,!Lesson!30,!Day!1 Sound4Spelling(Card(Practice 222 wr i a_e z ai a u e oa o igh ai a wr ie 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!6,!Lesson!30,!Day!1 Sound4Spelling(Review:((Advanced 223 re- (again) un- (opposite of) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!30,!Day!1 Affix(Card(Introduction(and(Practice 224 re-un-re-un- You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!30,!Day!1 Affix(Review 225 table below decide before unwrapped repainted unloaded replace 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!6,!Lesson!30,!Day!1 Spelling4Focused(Blending 226 table below decide brighter unwrapped repainted unloaded replace open tiger paper zero behave Julie's believe silent 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!6,!Lesson!30,!Day!1 Regular(Word(Reading 227 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!1 For use with Amy Ant Decodable(Text(Reading(3:((Advanced 228 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!1 For use with Amy Ant Decodable(Text(Fluency(Practice 229 open tiger paper zero 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!6,!Lesson!30,!Day!1 Dictation(2:((Advanced 230 only people most sorry You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!2 Irregular(Word(Reading 231 only people most sorry listen loved toward field different brothers should only most teacher people sorry You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!30,!Day!2 Irregular(Word(Reading((continued) 232 acorn ocean eagle ice cream 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!6,!Lesson!30,!Day!2 Sound4Spelling(Card(Practice 233 o ie a_e ow e ci i_e o i a d ci ie ow u 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!6,!Lesson!30,!Day!2 Sound4Spelling(Review:((Advanced 234 re- (again) un- (opposite of) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!30,!Day!2 Affix(Card(Introduction(and(Practice 235 un-re-un-re- You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!30,!Day!2 Affix(Review 236 react remind behave unsafe believe unkind decided unskilled 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!6,!Lesson!30,!Day!2 Spelling4Focused(Blending 237 react remind behave unsafe believe unkind decided unskilled table below decide before unwrapped unloaded unloaded replace 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!6,!Lesson!30,!Day!2 Regular(Word(Reading 238 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!2 For use with Julie and Jason Decodable(Text(Reading(3:((Advanced 239 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!2 For use with Julie and Jason Decodable(Text(Fluency(Practice 240 table below decide brighter 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!6,!Lesson!30,!Day!2 Dictation(2:((Advanced 241 only people most sorry 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!6,!Lesson!30,!Day!3 Irregular(Word(Reading 242 only people most sorry listen loved everyone field caught brothers minute only most bear people sorry 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!6,!Lesson!30,!Day!3 Irregular(Word(Reading((continued) 243 acorn ocean eagle ice cream 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!6,!Lesson!30,!Day!3 Sound4Spelling(Card(Practice 244 i ng v i_e a u e u s z ng a_e i_e f v 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!6,!Lesson!30,!Day!3 Sound4Spelling(Review:((Advanced 245 re- (again) un- (opposite of) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!30,!Day!3 Affix(Card(Introduction(and(Practice 246 re-un-re-un- You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!30,!Day!3 Affix(Review 247 cozy returns Amy over Jason To ny's unskilled belonged 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!6,!Lesson!30,!Day!3 Spelling4Focused(Blending 248 cozy returns Amy over Jason Tony's unskilled belonged react remind behave unsafe believe unkind decided unskilled 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!6,!Lesson!30,!Day!3 Regular(Word(Reading 249 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!3 For use with Home at Last Decodable(Text(Reading(3:((Advanced 250 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!3 For use with Home at Last Decodable(Text(Fluency(Practice 251 react remind behave unsafe 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!6,!Lesson!30,!Day!3 Dictation(2:((Advanced 252 sorry brothers everyone field You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!4 Irregular(Word(Reading 253 sorry brothers everyone field field minute friendship took only field beautiful brothers sorry large everyone idea You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!30,!Day!4 Irregular(Word(Reading((continued) 254 acorn ocean eagle ice cream uniform 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!6,!Lesson!30,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 255 a ar oo ee i_e e ck o_e qu ee i oo u ce o ng 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!6,!Lesson!30,!Day!4 Sound4Spelling(Review:((Advanced 256 un- (opposite of) re- (again) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!30,!Day!4 Affix(Card(Introduction(and(Practice 257 un-re-un-re- You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!30,!Day!4 Affix(Review 258 looked nice quickly bedroom started sheets home last 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!6,!Lesson!30,!Day!4 Spelling4Focused(Blending 259 looked nice quickly bedroom started sheets home last cozy returns Amy over Jason Tony's unskilled belonged 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!6,!Lesson!30,!Day!4 Regular(Word(Reading 260 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!page.*!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!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!4 For use with Soccer Decodable(Text(Reading(3:((Advanced 261 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!4 For use with Soccer Decodable(Text(Fluency(Practice 262 cozy returns Amy over 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!6,!Lesson!30,!Day!4 Dictation(2:((Advanced 263 loved most only people You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!5 Irregular(Word(Reading 264 loved most only people caught everyone listen loved listen beautiful caught brothers loved people most friendship You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!30,!Day!5 Irregular(Word(Reading((continued) 265 acorn ocean eagle ice cream uniform 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!6,!Lesson!30,!Day!5 Sound4Spelling(Card(Introduction(and(Practice 266 ee tch i_e o oa ay i ee ay e a_e oa a i_e oa u You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'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!6,!Lesson!30,!Day!5 Sound4Spelling(Review:((Advanced 267 un- (opposite of) re- (again) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Unit!6,!Lesson!30,!Day!5 Affix(Card(Introduction(and(Practice 268 un-re-un-re- You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' !!!!!!!!!!!*Signal!for!each!affix 1.!Prefix:!Touch!to!the!left!of!the!prefix.! Prefix?! 1.!Suffix:!Touch!to!the!left!of!the!suffix.! Suffix? 2.!Wait!1!second!for!students!to!think. 3.!Slide!finger!under!the!affix. 4.!Touch!again!to!the!left!of!the!affix.! Meaning? 5.!Wait!2!seconds!for!the!students!to! think. 6.!Slide!finger!under!the!affix. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each! affix!and!reDpresent!the!missed!affix. 2.!Your'turn.!Follow!the!signal!for!each! affix*!and!reDpresent!the!missed!affix. 3.!Back!up!two!affixes!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!30,!Day!5 Affix(Review 269 soccer players stripes coach skillful goalkeeper catch safely 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!6,!Lesson!30,!Day!5 Spelling4Focused(Blending 270 soccer players stripes coach skillful goalkeeper catch safely looked nice quickly bedroom started sheets home last 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!6,!Lesson!30,!Day!5 Regular(Word(Reading 271 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!30,!Day!5 Re-read U6L30 Decodables Decodable(Text(Fluency(Practice 272 looked nice quickly bedroom 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!6,!Lesson!30,!Day!5 Dictation(2:((Advanced 273 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (1.6) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014