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2nd Grade ECRI Unit 2-Electronic
Enhanced Core Reading InstructionTier 2 Foundational Skills Intervention (2.2) For use with Journeys Common Core 2014 This program was developed and supported in part with funding from the Institute of Education Sciences, U.S. Department of Education, Grant No. R324A090104 to the Center on Teaching and Learning (CTL), University of Oregon. The principal investigators on the project include Scott K. Baker, Hank Fien, Jean Louise M. Smith, and Keith Smolkowski. This publication does not necessarily represent the policy of the U.S. Department of Education, nor does the federal government necessarily endorse the material. Enhanced Core Reading Instruction Author and Development Team: Carol Dissen, Jean Louise M. Smith, Lana Edwards Santoro, Patricia Travers, Scott K. Baker, Hank Fien, & Edward Kame’enui All trademarks referenced in this work remain the property of their respective holders, and are used by the University of Oregon and CTL solely to describe how this work supplements the referenced title. Their use in no way indicates any relationship between UO and the holders of said trademarks. Houghton Mifflin Harcourt and any associated Journeys identifiers are registered trademarks of Houghton Mifflin Harcourt, Inc.. Any usage of these terms anywhere in this work is done so simply as part of the description of how to use CTL's work. The description of such products does not indicate any endorsement or affiliation with Houghton Mifflin Harcourt. Inc. and UO is not an authorized distributor of Houghton Mifflin Harcourt, Inc. products. Moving Up!, Moving Up! Literacy, and Enhanced Core Reading Instruction are trademarks of the University of Oregon. Copyright © 2013 University of Oregon All rights reserved First Edition 10/15/2013 Acknowledgements We are indebted to a long history of research and outreach on instructional design at the University of Oregon. We would like to acknowledge our colleagues and research teams, including coordinators, data collectors, research assistants, and our business and administrative support staff members who worked diligently on the research of Moving Up! TM programs. We also want to thank the teachers, instructional assistants and school administrators across the country who partnered with us in our research and development work. Of course, and not least, we thank the thousands of students who participated in our research—they are the reason we come to work each day. Terms of Use This curriculum is provided to you solely under the product license you agreed to on the CTL Marketplace. No part of this work may be reproduced, scanned, or distributed in any printed or electronic form without permission. You may print the number of copies specified in your license invoice and may distribute those copies solely in accordance with the license agreement. If you would like a copy of your invoice or receipt, please call 888-497-4290 or email support@dibels.uoregon.edu. This curriculum may be used for educational purposes only. Tier 2 Foundational Skills Intervention The Tier 2 Foundational Skills Intervention provides interventionists with the tools necessary to explicitly and systematically pre-teach the Tier 1 core foundational skills for students at risk for reading problems in Kindergarten, Grade 1 and Grade 2. The intervention covers foundational skills in reading that are directly aligned with the Common Core State Standards and directly aligned with the core reading program’s scope and sequence. The Tier 2 Foundational Skills Intervention materials provide teachers with 150 ready-to-use 30-minute pre-teach lessons used in addition to the Tier 1 core reading instruction. Because Tier 2 instruction is pre-taught and there are more practice opportunities, students who receive Tier 2 intervention often are more engaged, more successful, and more confident about their learning. Complete Overview, Training, and Practice Refer to the Interventionist Workbook for the complete explanation and practice of all instructional routines used in the Tier 2 Foundational Skills Intervention lessons. See Foundational Skills Intervention Lesson Activities table on the following page for a complete list of all instructional routines. The Interventionist Workbook also explains how to increase explicitness through instructional routines, how to organize your small group setting and ways to establish rules and routines to support reading instruction. Examples and practice opportunities are provided for each of the instructional routines that are implemented in the Tier 2 Foundational Skills Intervention lessons. Pronunciation Guide Teachers can help prepare students for the blending practice by teaching students to hold continuous sounds (i.e., sounds that can be held without distortion) for a second or two and to hold stop sounds for just an instant (i.e., sounds that can not be held without distorting the sound). The table to the right identifies letters that are continuous sounds, letters that are stop sounds, and provides the pronunciation for each letter. Materials ü Chains of two, three, and four cubes or similar type of manipulative for the Phoneme Blending Routine (Grade K and Grade 1 only) ü Sound-spelling cards from the core reading program ü Copies of the core reading program decodable texts (one copy for each student) ü Paper and pens, or small white boards, markers and erasers (one for each student) for the Dictation Routine ü Blank index card, drop-e card, drop-y card for the Spelling-Focused Multisyllabic Blending Routine (Grade 1 and Grade 2 only) Continuous Sounds Pronounced Stop Sounds Pronounced a aaa b b e eee c c f fff d d i iii g g l lll h h m mmm j j n nnn k k o ooo p p r rrr t t s sss u uuu v vvv Stop then Continuous Sound Pronounced w woo q kwoo y yee x ksss z zzz 1 Foundational Skills Intervention Lesson Activities The following table includes the instructional routines that are used for each activity, an approximation of the instructional time requirements, and the Interventionist Workbook chapter to use as a reference for training and support. Lesson Activity Instructional Routines Instructional Time Interventionist Workbook Chapter Reference Irregular Word Reading • Irregular Word Reading Routine 2 minutes Chapter 4 Phoneme Blending • Phoneme Blending Routine 1 minute Chapter 2 Sound-Spelling Introduction and Practice • Letter Name Routine • Sound-spelling Card Introduction and Practice Routines • Sound-Spelling Review: Beginning Routine • Sound-Spelling Review: Advanced Routine 3 minutes Chapter 3 Regular Word Reading • Blending Routine 1: Continuous • Blending Routine 2: Sound-by-Sound • Contraction Card Introduction and Practice Routines • Affix Review Routine • Blending Routine 3: Spelling-Focused • Blending Routine 4: Spelling-Focused Multisyllabic • Regular Word Reading Routine 4 minutes Chapters 5 and 6 Reading in Connected Text • Decodable Text Routine 1: Introductory • Decodable Text Routine 2: Intermediate • Decodable Text Routine 3: Advanced • Decodable Text Fluency Practice Routine 15 minutes Chapters 8 and 9 Phoneme Segmentation • Phoneme Segmentation Routine 1 minute Chapter 2 Encoding Practice • Dictation Routine 1: Introductory • Dictation Routine 2: Advanced 4 minutes Chapter 7 2 How to Use the Presentation Book a. This presentation book contains directly aligned lessons for use with one Unit or Theme of the core reading program. Each page of the lesson includes a heading on the upper right side of the page that indicates the Unit or Theme, Week or Lesson, and Day. Each intervention lesson is designed to be taught prior to the classroom core reading lesson indicated on each page. b. A table with a white background and larger text should be displayed for all students to see. c. A table with a gray background and smaller text is for the teacher to use and is not displayed for the students to see. d. The instructional routine card name is located in the middle of each page. e. If materials are needed, the list will be on the bottom left side of each page. f. What the teacher will say is in bold type. What the teacher is supposed to do is in regular type. g. The indicates the directions for the signaling procedure that will be used to present each item on the page. h. The indicates the directions for correcting student errors. a. b. c. d . e f. g. h. 3 she bear work most You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Irregular(Word(Reading 4 she bear work most myself she second sleep three work most work You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Irregular(Word(Reading((continued) 5 ring Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Sound4Spelling(Card(Practice 6 ge oa ng gi_ u ng i o You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'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!2,!Lesson!6,!Day!1 Sound4Spelling(Review:((Advanced 7 un- (not) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Affix(Card(Introduction(and(Practice 8 -ed re-un--ing re--ed -ing 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.' 1.!My'turn.!Use!the!signal!for!each!affix.*! Model!until!students!are!successful!with! the!routine. 2.!Your'turn.!Go!back!to!the!first!affix!on! the!chart.!Use!the!signal!for!each!affix.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'prefix'or'suffix;' everyone'will'read'and'say'the'meaning' in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'read' and'say'the'meaning'out'loud.'Call!on! two!to!three!students. !!!!!!!!!!!*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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Affix(Review 9 sing stand long stamp Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Sound4by4Sound(Blending 10 Frank ding next dong unsent retrace swimmer rafting Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!6,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 11 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 12 Frank ding next dong unsent retrace swimmer rafting You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 Regular(Word(Reading 13 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 For use with 6A A Job for Bob Decodable(Text(Reading(2:((Intermediate 14 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!1 For use with 6A A Job for Bob Decodable(Text(Fluency(Practice 15 left next sank drink 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!2,!Lesson!6,!Day!1 Dictation(2:((Advanced 16 myself second three sleep You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Irregular(Word(Reading 17 myself second three sleep work bear she most animals myself know work You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Irregular(Word(Reading((continued) 18 ring Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Sound4Spelling(Card(Practice 19 ea _y ng _gg ng a 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!2,!Lesson!6,!Day!2 Sound4Spelling(Review:((Advanced 20 un- (not) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Affix(Card(Introduction(and(Practice 21 un-re--ed -ing -ed -ing 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.' 1.!My'turn.!Use!the!signal!for!each!affix.*! Model!until!students!are!successful!with! the!routine. 2.!Your'turn.!Go!back!to!the!first!affix!on! the!chart.!Use!the!signal!for!each!affix.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'prefix'or'suffix;' everyone'will'read'and'say'the'meaning' in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'read' and'say'the'meaning'out'loud.'Call!on! two!to!three!students. !!!!!!!!!!!*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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Affix(Review 22 pond bring jump left Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Sound4by4Sound(Blending 23 plants wink sand globe dragging shaping rabbit remake Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!6,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 24 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 25 plants wink sand globe dragging shaping rabbit remake You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 Regular(Word(Reading 26 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!2 For use with 6A A Job for Bob Decodable(Text(Fluency(Practice 27 sing stand long stamp 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!2,!Lesson!6,!Day!2 Dictation(2:((Advanced 28 she friend most animals You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Irregular(Word(Reading 29 she work most animals work myself sleep know second most three myself You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Irregular(Word(Reading((continued) 30 ring Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Sound4Spelling(Card(Practice 31 ge u_e ue ng o ng e i You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'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!2,!Lesson!6,!Day!3 Sound4Spelling(Review:((Advanced 32 un- (not) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Affix(Card(Introduction(and(Practice 33 -ed re-un--ing re--ed -ing 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.' 1.!My'turn.!Use!the!signal!for!each!affix.*! Model!until!students!are!successful!with! the!routine. 2.!Your'turn.!Go!back!to!the!first!affix!on! the!chart.!Use!the!signal!for!each!affix.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'prefix'or'suffix;' everyone'will'read'and'say'the'meaning' in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'read' and'say'the'meaning'out'loud.'Call!on! two!to!three!students. !!!!!!!!!!!*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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Affix(Review 34 jump flap plant gift Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Sound4by4Sound(Blending 35 wings pond fish nest unreal unloaded winking rebuild Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!6,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 36 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 37 wings pond fish nest unreal unloaded winking rebuild You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 Regular(Word(Reading 38 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 For use with 6B Baby Animals Decodable(Text(Reading(2:((Intermediate 39 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!3 For use with 6B Baby Animals Decodable(Text(Fluency(Practice 40 pond bring jump left 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!2,!Lesson!6,!Day!3 Dictation(2:((Advanced 41 across air car cried You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Irregular(Word(Reading 42 across air car cried work myself sleep know second air cried across You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Irregular(Word(Reading((continued) 43 cat (_ck) lion (l, _ll) 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!2,!Lesson!6,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 44 c l ng _ck k _ll _ck 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!2,!Lesson!6,!Day!4 Sound4Spelling(Review:((Advanced 45 dress spell class full Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Sound4by4Sound(Blending 46 click doll glass duck oddly wider ringing fussing 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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!6,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 47 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 48 click doll glass duck oddly wider ringing fussing You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 Regular(Word(Reading 49 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!4 For use with 6B Baby Animals Decodable(Text(Fluency(Practice 50 jump flap plant gift 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!2,!Lesson!6,!Day!4 Dictation(2:((Advanced 51 funny pictures pretty told You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Irregular(Word(Reading 52 funny pictures pretty told pretty air pictures cried across funny car too You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Irregular(Word(Reading((continued) 53 cat (_ck) lion (l, _ll) 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!2,!Lesson!6,!Day!5 54 l ai _ck _ay i i_e _ll 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!2,!Lesson!6,!Day!5 Sound4Spelling(Review:((Advanced 55 add neck stuck kick Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Sound4by4Sound(Blending 56 slick swung block swung repick unswell cliffside classmate Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!6,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 57 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy.! Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 58 slick swung block swung repick unswell cliffside classmate You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Regular(Word(Reading 59 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!6,!Day!5 Re-read U2L6 Decodables Decodable(Text(Fluency(Practice 60 dress spell class full 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!2,!Lesson!6,!Day!5 Dictation(2:((Advanced 61 try window he air You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Irregular(Word(Reading 62 try window he air told air car pretty he try window cried You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!2,!Lesson!7,!Day!1 Irregular(Word(Reading((continued) 63 cat (_ck) lion (l, _ll) 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!2,!Lesson!7,!Day!1 Sound4Spelling(Card(Practice 64 c s l ci_ _y _ck ce _ll You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'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!2,!Lesson!7,!Day!1 Sound4Spelling(Review:((Advanced 65 rock black trick doll Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Sound4by4Sound(Blending 66 black fuss quick quack pencil added handing signal Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!7,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 67 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 68 black fuss quick quack pencil added handing signal You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 Regular(Word(Reading 69 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 For use with 7A Jill and Mack Decodable(Text(Reading(2:((Intermediate 70 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!1 For use with 7A Jill and Mack Decodable(Text(Fluency(Practice 71 add neck stuck kick 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!2,!Lesson!7,!Day!1 Dictation(2:((Advanced 72 car cried funny pictures You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Irregular(Word(Reading 73 car cried funny pictures air car window he funny pictures pretty told You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Irregular(Word(Reading((continued) 74 cat (_ck) lion (l, _ll) 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!2,!Lesson!7,!Day!2 Sound4Spelling(Card(Practice 75 a_e l _ay c i _ck ie _ll You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'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!2,!Lesson!7,!Day!2 Sound4Spelling(Review:((Advanced 76 off pocket will fuss Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Sound4by4Sound(Blending 77 king next rode slick rabbit muffins address hidden Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!7,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 78 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 79 king next rode slick rabbit muffins address hidden You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 Regular(Word(Reading 80 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!2 For use with 7A Jill and Mack Decodable(Text(Fluency(Practice 81 rock black trick doll 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!2,!Lesson!7,!Day!2 Dictation(2:((Advanced 82 pretty told he pictures You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Irregular(Word(Reading 83 pretty told he pictures air funny try window cried car window pretty You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Irregular(Word(Reading((continued) 84 cat (_ck) lion (l, _ll) 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!2,!Lesson!7,!Day!3 Sound4Spelling(Card(Practice 85 l k ci__ll _y _ck ce c 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!2,!Lesson!7,!Day!3 Sound4Spelling(Review:((Advanced 86 slick sent stacks blend Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Sound4by4Sound(Blending 87 fell stuff press shapes mitten puffin happen puppet Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!7,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 88 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 89 fell stuff press shapes mitten puffin happen puppet You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 Regular(Word(Reading 90 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 For use with 7B Rabbit's Muffins Decodable(Text(Reading(2:((Intermediate 91 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!3 For use with 7B Rabbit's Muffins Decodable(Text(Fluency(Practice 92 off pocket will fuss 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!2,!Lesson!7,!Day!3 Dictation(2:((Advanced 93 before eye few 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!2,!Lesson!7,!Day!4 Irregular(Word(Reading 94 before eye few happy funny cried he try car window before pictures You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Irregular(Word(Reading((continued) 95 chick (ch, _tch) sheep (sh) thumb (th) whale (wh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!2,!Lesson!7,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 96 ch sh th wh sh ch wh th 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!2,!Lesson!7,!Day!4 Sound4Spelling(Review:((Advanced 97 -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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Affix(Card(Introduction(and(Practice 98 dish than chest such Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Sound4by4Sound(Blending 99 splash huge strong whales sunshine games bathtub poncho 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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!7,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 100 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 101 splash huge strong whales sunshine games bathtub poncho You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 Regular(Word(Reading 102 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!4 For use with 7B Rabbit's Muffins Decodable(Text(Fluency(Practice 103 wished match choke munched 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!2,!Lesson!7,!Day!4 Dictation(2:((Advanced 104 high my open 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!2,!Lesson!7,!Day!5 Irregular(Word(Reading 105 high my open people before eye few happy pretty told try window You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Irregular(Word(Reading((continued) 106 chick (ch, _tch) sheep (sh) thumb (th) whale (wh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!2,!Lesson!7,!Day!5 107 _tch ll th ph ch sh _ck wh 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!2,!Lesson!7,!Day!5 Sound4Spelling(Review:((Advanced 108 -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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Affix(Card(Introduction(and(Practice 109 thin push shine chase Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Sound4by4Sound(Blending 110 bend reach phone quick beware dolphins white shocked Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!7,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 111 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy.! Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 112 bend reach phone quick beware dolphins white shocked You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Regular(Word(Reading 113 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!7,!Day!5 Re-read U2L7 Decodables Decodable(Text(Fluency(Practice 114 dish than chest such 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!2,!Lesson!7,!Day!5 Dictation(2:((Advanced 115 starts yellow before eye You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Irregular(Word(Reading 116 starts yellow before eye high my open people across car cried funny You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Irregular(Word(Reading((continued) 117 chick (ch, _tch) sheep (sh) thumb (th) whale (wh) 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!2,!Lesson!8,!Day!1 Sound4Spelling(Card(Practice 118 ch sh th i_e _tch sh a_e wh 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!2,!Lesson!8,!Day!1 Sound4Spelling(Review:((Advanced 119 -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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Affix(Card(Introduction(and(Practice 120 white while these flash Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Sound4by4Sound(Blending 121 graph chat whale think watched crashing packing dressed Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!8,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 122 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 123 graph chat whale think watched crashing packing dressed You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 Regular(Word(Reading 124 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 For use with 8A Splish! Splash! Whales Decodable(Text(Reading(2:((Intermediate 125 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!1 For use with 8A Splish! Splash! Whales Decodable(Text(Fluency(Practice 126 thin push shine chase 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!2,!Lesson!8,!Day!1 Dictation(2:((Advanced 127 few happy high my You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Irregular(Word(Reading 128 few happy high my starts yellow before eye pictures pretty told try You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Irregular(Word(Reading((continued) 129 chick (ch, _tch) sheep (sh) thumb (th) whale (wh) 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!2,!Lesson!8,!Day!2 Sound4Spelling(Card(Practice 130 _tch ph th ch th sh _ck wh 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!2,!Lesson!8,!Day!2 Sound4Spelling(Review:((Advanced 131 -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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Affix(Card(Introduction(and(Practice 132 which then catch thumb Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Sound4by4Sound(Blending 133 shell which checked yells photo splashing hunted drifting Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!8,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 134 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 135 shell which checked yells photo splashing hunted drifting You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 Regular(Word(Reading 136 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!2 For use with 8A Splish! Splash! Whales Decodable(Text(Fluency(Practice 137 white while these flash 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!2,!Lesson!8,!Day!2 Dictation(2:((Advanced 138 open people starts yellow You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Irregular(Word(Reading 139 open people starts yellow few happy high my window across people yellow You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Irregular(Word(Reading((continued) 140 chick (ch, _tch) sheep (sh) thumb (th) whale (wh) 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!2,!Lesson!8,!Day!3 Sound4Spelling(Card(Practice 141 sh ng wh _tch th _tch a_e sh 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!2,!Lesson!8,!Day!3 Sound4Spelling(Review:((Advanced 142 -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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Affix(Card(Introduction(and(Practice 143 wished match choke munched Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Sound4by4Sound(Blending 144 cracked scamp phone string huffing thanked puffing clutching Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!8,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 145 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 146 cracked scamp phone string huffing thanked puffing clutching You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 Regular(Word(Reading 147 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 For use with 8B Drifting Up, Up, Up Decodable(Text(Reading(2:((Intermediate 148 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!3 For use with 8B Drifting Up, Up, Up Decodable(Text(Fluency(Practice 149 which then catch thumb 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!2,!Lesson!8,!Day!3 Dictation(2:((Advanced 150 afraid dark for kept You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Irregular(Word(Reading 151 afraid dark for kept open people starts yellow dark afraid kept for You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Irregular(Word(Reading((continued) 152 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!2,!Lesson!8,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 153 igh _ck _y ce s k ci_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!2,!Lesson!8,!Day!4 Sound4Spelling(Review:((Advanced 154 -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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Affix(Card(Introduction(and(Practice 155 liked using riding chased Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Sound4by4Sound(Blending 156 used mixed pitched path thinking shining standing picked 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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!8,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 157 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 158 used mixed pitched path thinking shining standing picked You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 Regular(Word(Reading 159 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!4 For use with 8B Drifting Up, Up, Up Decodable(Text(Fluency(Practice 160 slick sent stacks blend 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!2,!Lesson!8,!Day!4 Dictation(2:((Advanced 161 many might own show You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Irregular(Word(Reading 162 many might own show own for dark many kept show might afraid You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Irregular(Word(Reading((continued) 163 ocean 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!2,!Lesson!8,!Day!5 164 k _ll _ck l c oa _ll _ck You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'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!2,!Lesson!8,!Day!5 Sound4Spelling(Review:((Advanced 165 -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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Affix(Card(Introduction(and(Practice 166 spilled making closed hoping Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Sound4by4Sound(Blending 167 catch picked taped baked mixing chasing flying spilling Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!8,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 168 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy.! Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 169 catch picked taped baked mixing chasing flying spilling You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Regular(Word(Reading 170 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!8,!Day!5 Re-read U2L8 Decodables Decodable(Text(Fluency(Practice 171 liked using riding chased 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!2,!Lesson!8,!Day!5 Dictation(2:((Advanced 172 why would afraid might You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!1 Irregular(Word(Reading 173 why would afraid might kept show would dark own for why many You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!1 Irregular(Word(Reading((continued) 174 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!1,!Lesson!9,!Day!1 Sound4Spelling(Card(Practice 175 u_e i_e _ll ie l ai _ck _ay You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!1 Sound4Spelling(Review:((Advanced 176 I + am = I'm do + not = don't is + not = isn't can + not = can't Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!1 Contraction(Card(Introduction(and(Practice 177 I'm don't isn't can't You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!1 Contraction(Review 178 baked hiding standing asked Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!1 Sound4by4Sound(Blending 179 spilled asking waves jumped finished riding spelling chasing Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!1,!Lesson!9,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 180 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 181 spilled asking waves jumped finished riding spelling chasing 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!1,!Lesson!9,!Day!1 Regular(Word(Reading 182 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!1 For use with 9A Maybe So Decodable(Text(Reading(2:((Intermediate 183 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!1,!Lesson!9,!Day!1 For use with 9A Maybe So Decodable(Text(Fluency(Practice 184 spilled making closed 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!1,!Lesson!9,!Day!1 Dictation(2:((Advanced 185 afraid dark for kept 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!1,!Lesson!9,!Day!2 Irregular(Word(Reading 186 afraid dark for kept own for dark many kept show would dark 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!1,!Lesson!9,!Day!2 Irregular(Word(Reading((continued) 187 goose 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!1,!Lesson!9,!Day!2 Sound4Spelling(Card(Practice 188 _y _ck ce _ll c s l ci_ 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!1,!Lesson!9,!Day!2 Sound4Spelling(Review:((Advanced 189 we + are = we're they + will = they'll I + have = I've did + not = didn't Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!2 Contraction(Card(Introduction(and(Practice 190 we're they'll I've didn't I'm don't isn't can't You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!2 Contraction(Review 191 teasing knocking mixed skating Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!2 Sound4by4Sound(Blending 192 race smiled healed curled wanted ringing racing waking Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!1,!Lesson!9,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 193 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 194 race smiled healed curled wanted ringing racing waking 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!1,!Lesson!9,!Day!2 Regular(Word(Reading 195 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!2 For use with 9A Maybe So Decodable(Text(Fluency(Practice 196 baked hiding standing asked 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!1,!Lesson!9,!Day!2 Dictation(2:((Advanced 197 many might own show You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Irregular(Word(Reading 198 many might own show afraid own might kept own for dark many You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Irregular(Word(Reading((continued) 199 jump 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Sound4Spelling(Card(Practice 200 j _ck ie _ll a_e l dge c 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Sound4Spelling(Review:((Advanced 201 that + is = that's she + will = she'll you + have = you've they + are = they're Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Contraction(Card(Introduction(and(Practice 202 that's she'll you've they're we're they'll I've didn't You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Contraction(Review 203 label paper never jumping Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Sound4by4Sound(Blending 204 grace bagel meter begin bacon tiger hoping gliding Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 205 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 206 grace bagel meter begin bacon tiger hoping gliding 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Regular(Word(Reading 207 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 For use with 9B Racing Away! Decodable(Text(Reading(2:((Intermediate 208 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 For use with 9B Racing Away! Decodable(Text(Fluency(Practice 209 teasing knocking mixed skating 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!3 Dictation(2:((Advanced 210 because better go me 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Irregular(Word(Reading 211 because better go me why would afraid might better go me because You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Irregular(Word(Reading((continued) 212 eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 213 _y a_e ce _ay a _ck ai c 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Sound4Spelling(Review:((Advanced 214 you + are = you're is + not = isn't we + will = we'll do + not = don't Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Contraction(Card(Introduction(and(Practice 215 you're isn't we're don't I've didn't can't they'll You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Contraction(Review 216 I'm don't isn't can't Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Sound4by4Sound(Blending 217 that's she'll you've they're we're they'll hotel danced 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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 218 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 219 that's she'll you've they're we're they'll hotel danced 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Regular(Word(Reading 220 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 For use with 9B Racing Away! Decodable(Text(Fluency(Practice 221 label paper never jumping 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. UTeach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!nit!1,!Lesson!9,!Day!4 Dictation(2:((Advanced 222 old really right they You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!5 Irregular(Word(Reading 223 old really right they aftraid better go why because might would me You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!5 Irregular(Word(Reading((continued) 224 ocean Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!1,!Lesson!9,!Day!5 225 s k ci_i_e c s k ci_ 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!1,!Lesson!9,!Day!5 Sound4Spelling(Review:((Advanced 226 it + is = it's was + not = wasn't I + am= I'm do + not = don't Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!5 Contraction(Card(Introduction(and(Practice 227 they'll that's wasn't you've it's I'm didn't they're You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!5 Contraction(Review 228 we'll it's I've didn't Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!1,!Lesson!9,!Day!5 Sound4by4Sound(Blending 229 you're isn't we're don't sunshine drifted travel smiled Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!1,!Lesson!9,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 230 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy.! Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 231 you're isn't we're don't sunshine drifted travel 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!1,!Lesson!9,!Day!5 Regular(Word(Reading 232 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!1,!Lesson!9,!Day!5 Re-read U2L9 Decodables Decodable(Text(Fluency(Practice 233 I'm don't isn't can't 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!1,!Lesson!9,!Day!5 Dictation(2:((Advanced 234 was you because better You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Irregular(Word(Reading 235 was you because better might really own they old many right they You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Irregular(Word(Reading((continued) 236 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!2,!Lesson!10,!Day!1 Sound4Spelling(Card(Practice 237 a_e ue a_e u_e ai c _ay wr 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!2,!Lesson!10,!Day!1 Sound4Spelling(Review:((Advanced 238 would + not = wouldn't will + not = won't we + are = we're I + have = I've Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Contraction(Card(Introduction(and(Practice 239 wouldn't won't we're I've isn't didn't they'll don't You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Contraction(Review 240 you're that's wasn't you've Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Sound4by4Sound(Blending 241 waves they'll that's he'll stinging slimy baking skating Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!10,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 242 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 243 waves they'll that's he'll stinging slimy baking skating You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 Regular(Word(Reading 244 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 10A Let's Have Fun Decodable(Text(Reading(2:((Intermediate 245 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!1 10A Let's Have Fun Decodable(Text(Fluency(Practice 246 we'll it's I've didn't 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!2,!Lesson!10,!Day!1 Dictation(2:((Advanced 247 go me old really You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Irregular(Word(Reading 248 go me old really they better you because was you right own You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Irregular(Word(Reading((continued) 249 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!2,!Lesson!10,!Day!2 Sound4Spelling(Card(Practice 250 sh ea a_e u s k ci_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!2,!Lesson!10,!Day!2 Sound4Spelling(Review:((Advanced 251 would + not = wouldn't will + not = won't you + have = you've they + have = they've Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Contraction(Card(Introduction(and(Practice 252 that's she'll you've won't we're they'll I've didn't You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Contraction(Review 253 they're wouldn't us them Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Sound4by4Sound(Blending 254 wished they've glide shape finish beach helped future Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!10,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 255 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 256 wished they've glide shape finish beach helped future You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 Regular(Word(Reading 257 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!2 10A Let's Have Fun Decodable(Text(Fluency(Practice 258 you're that's wasn't you've 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!2,!Lesson!10,!Day!2 Dictation(2:((Advanced 259 right they was you You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Irregular(Word(Reading 260 right they was you go old really me because better they 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! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Irregular(Word(Reading((continued) 261 jump 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!2,!Lesson!10,!Day!3 Sound4Spelling(Card(Practice 262 j e a_e j igh _y _ck i You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'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!2,!Lesson!10,!Day!3 Sound4Spelling(Review:((Advanced 263 will + not = won't they + have = they've we + will = we'll do + not = don't Materials:'Contraction!cards!from!your!core! reading!program You’re'going'to'learn'the'new'contractions.' When'I'tap'the'card'you’ll'repeat'the' words'and'the'contraction. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((contraction(card 1.!Touch!to!the!side!of!the!two!words.! The'words'are'[two'words].'Words?! (pause)!Tap!to!the!side!of!the!words.! 2.!Touch!to!the!side!of!the!contraction.! The'contraction'is'[contraction].' Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! new!contraction!cards. Now'you're'going'to'practice'the'new' contraction'card(s).'When'I'tap'the'card' you'll'say'the'words'and'the' contraction.'Your'turn. !!!!!!!!!!!**Signal!to!practice!a !!!!!!!!!!!!!contraction!card. 1.!Touch!to!the!side!of!the!words.! Words?!(pause)!Tap!to!the!side!of!the! words. 2.!Touch!to!the!side!of!the!contraction.! Contraction?!(pause)!Tap!to!the!side!of! the!contraction. 3.!Repeat!steps!1!and!2!for!each!of!the! contraction!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! contraction!card*!steps!1!and!2. 3.!Practice!two!other!contraction!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!a!contraction! card**!steps!1!and!2. 5.!Continue!presenting!the!contraction! cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Contraction(Card(Introduction(and(Practice 264 you're isn't we're don't won't didn't can't we'll You’re'going'to'practice'reading' contractions.'When'I'slide'my'finger,'read' the'contraction'out'loud.'I’ll'show'you'how' to'read'the'first'two'contractions.' 1.!My'turn.!Use!the!signal!for!each! contraction.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first! contraction!on!the!chart.!Use!the!signal! for!each!contraction.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'contraction;'everyone' will'read'the'contraction'in'their'head.'I' will'call'one'student’s'name'and'only' that'student'will'read'the'contraction' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!contraction 1.!Touch!to!the!left!of!the!contraction.! Contraction?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!contraction. !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!to!practice! a!contraction!card**!to!review!the! contraction!card!of!the!missed! contraction.!Then!reDpresent!the!missed! contraction!on!the!chart. 2.!Your'turn.!Follow!the!signal!for!each! contraction*!and!reDpresent!the!missed! contraction. 3.!Back!up!two!contractions!and! continue!presenting!the!contractions!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Contraction(Review 265 they've I've they'll that's Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Sound4by4Sound(Blending 266 won't she's stripes sand pencil pumped drifting present Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!10,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 267 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 268 won't she's stripes sand pencil pumped drifting present You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 Regular(Word(Reading 269 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!sentence.*!Model!reading!the! decodable!text!one!or!two!times!when! first!introducing!the!decodable!text! routine.!The!model!instructions!are!on! the!Decodable!Text!Routine!2!page! found!in!the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!sentence*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and( (((((((((((((sentence 1.!Touch!under!the!first!word.!Think.! Wait!3Dplus!seconds!for!students!to! think. 2.!Read.!Tap!for!students!to!read!the! word. 3.!Continue!to!tap!every!3Dplus!seconds! for!each!word!in!the!sentence. 4.!At!the!end!of!the!sentence,!the! teacher!reDreads!the!sentence!in!a! natural,!fluent!voice. 5.!Repeat!steps!1!through!4!for!each! sentence!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!or!sentence*!steps!1!through!4. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 10B I'm Going to Win Decodable(Text(Reading(2:((Intermediate 270 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!3 10B I'm Going to Win Decodable(Text(Fluency(Practice 271 they're wouldn't us them 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!2,!Lesson!10,!Day!3 Dictation(2:((Advanced 272 another far grow hard You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Irregular(Word(Reading 273 another far grow hard old really grow better another for because hard You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Irregular(Word(Reading((continued) 274 apple 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!2,!Lesson!10,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 275 i e_e a ea c ee _y 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!2,!Lesson!10,!Day!4 Sound4Spelling(Review:((Advanced 276 -s (more than one) -es (more than one) pre- (before) mis- (not or badly) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Affix(Card(Introduction(and(Practice 277 -s -es pre-mis- -es pre-mis--s 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.' 1.!My'turn.!Use!the!signal!for!each!affix.*! Model!until!students!are!successful!with! the!routine. 2.!Your'turn.!Go!back!to!the!first!affix!on! the!chart.!Use!the!signal!for!each!affix.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'prefix'or'suffix;' everyone'will'read'and'say'the'meaning' in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'read' and'say'the'meaning'out'loud.'Call!on! two!to!three!students. !!!!!!!!!!!*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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Affix(Review 278 hens eggs ducks bikes Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Sound4by4Sound(Blending 279 kits stacks pins trucks muffins flashes athletes places 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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!10,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 280 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 281 kits stacks pins trucks muffins flashes athletes places You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Regular(Word(Reading 282 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 10B I'm Going to Win Decodable(Text(Fluency(Practice 283 they've I've they'll that's Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!4 Dictation(2:((Advanced 284 heard kind light more You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Irregular(Word(Reading 285 heard kind light more because far grow hard another they heard you You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Irregular(Word(Reading((continued) 286 ostrich 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!2,!Lesson!10,!Day!5 287 o u e a g ge _gg j 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!2,!Lesson!10,!Day!5 Sound4Spelling(Review:((Advanced 288 -s (more than one) -es (more than one) pre- (before) mis- (not or badly) 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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Affix(Card(Introduction(and(Practice 289 pre-mis--s -es -s pre--es mis- 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.' 1.!My'turn.!Use!the!signal!for!each!affix.*! Model!until!students!are!successful!with! the!routine. 2.!Your'turn.!Go!back!to!the!first!affix!on! the!chart.!Use!the!signal!for!each!affix.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'prefix'or'suffix;' everyone'will'read'and'say'the'meaning' in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'read' and'say'the'meaning'out'loud.'Call!on! two!to!three!students. !!!!!!!!!!!*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. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Affix(Review 290 boxes wishes dresses names Materials:'White!board,!marker,!and!eraser You’re'going'to'practice'blending'sounds' to'read'words.'I’ll'show'you'how'to'blend' and'read'the'first'word. 1.!My'turn.!Use!the!signal!for!each! word.*!Model!until!students!are! successful!with!the!routine. 2.!Your'turn.!Go!back!to!the!first!word! on!the!list.!Use!the!signal!for!each! word.* 3.!Let’s'do'some'individual'turns.'I'will' touch'next'to'a'word;'everyone'will'say' the'word'in'their'head.'I'will'call'one' student’s'name'and'only'that'student' will'say'the'word'out'loud.'Call!on!two! to!three!students. !!!!!!!!!!!*Signal(for(each(word •!SoundDspellings:!Write!spelling.!Sound?! Tap!under!spelling. •!Blend!(each!time!a!sound!is!added):! Touch!to!the!left!of!the!first!spelling.! Blend?!Loop!finger!under!spellings. •!Word!Reading:!Touch!to!the!left!of!the! word.! Word?!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors •!Sound!Error:!My'turn.'This'sound'is' [sound].'Your'turn.'Sound?!Tap!under! spelling.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Blending!Error:!My'turn.'Watch'me' blend'this'word.!Demonstrate!blending.! Your'turn.'Blend.!Loop!finger!from!letter! to!letter.!Let’s'start'over.!Use!the!signal! for!each!word*!and!reDpresent!the!word.! Continue!presenting!the!words!on!the! chart. •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Word?!Slide!finger! under!the!word.!Let’s!start!over.!Use!the! signal!for!each!word*!and!reDpresent!the! word.!Continue!presenting!the!words!on! the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Sound4by4Sound(Blending 291 don't you're chicks plans wishes buzzes roses gifts Materials:!blank!card,!card!with!e!written!on!the! left!side!(dropDe!card),!card!with!y!written!on!the! left!side!(dropDy!card). You’re'going'to'practice'reading'words.'I’ll'show' you'how'to'read'the'first'word.' 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Cover!all!of!the!syllables!except!for!the!first! one. 2.!Touch!finger(s)!under!the!focus!spelling!(e.g.,! vowel!spellings)!of!the!syllable.! Sound?!Wait!1!second!for!students!to!think.! Tap!finger(s)!under!spelling. 3.!Touch!to!the!left!of!the!word.! Blend.!(pause)!Loop!finger!under!each!of!the! syllable(s)!that!have!been!presented. 4.!Uncover!the!next!syllable!continuing!to! move!the!card!to!the!right!until!every!syllable!is! revealed. 5.!Repeat!steps!2!and!3!for!each!syllable!in!the! word. 6.!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. •!Blending!Error:!My'turn.'Listen'to'me'blend.! Demonstrate!blending.!Your'turn.'Blend?!Loop! finger!under!the!syllable.!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!2,!Lesson!10,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 292 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy.! Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 293 don't you're chicks plans wishes buzzes roses gifts You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Regular(Word(Reading 294 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!2,!Lesson!10,!Day!5 Re-read U2L10 Decodables Decodable(Text(Fluency(Practice 295 hens eggs ducks bikes 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!2,!Lesson!10,!Day!5 Dictation(2:((Advanced 296 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (2.2) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014