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HomeMy WebLinkAbout2nd Grade ECRI Unit 4-ElectronicEnhanced Core Reading InstructionTier 2 Foundational Skills Intervention (2.4) For use with Journeys Common Core 2014     This program was developed and supported in part with funding from the Institute of Education Sciences, U.S. Department of Education, Grant No. R324A090104 to the Center on Teaching and Learning (CTL), University of Oregon. The principal investigators on the project include Scott K. Baker, Hank Fien, Jean Louise M. Smith, and Keith Smolkowski. This publication does not necessarily represent the policy of the U.S. Department of Education, nor does the federal government necessarily endorse the material. Enhanced Core Reading Instruction Author and Development Team: Carol Dissen, Jean Louise M. Smith, Lana Edwards Santoro, Patricia Travers, Scott K. Baker, Hank Fien, & Edward Kame’enui   All  trademarks  referenced  in  this  work  remain  the  property  of  their  respective  holders,  and  are  used  by  the  University  of  Oregon  and  CTL  solely  to   describe  how  this  work  supplements  the  referenced  title.      Their  use  in  no  way  indicates  any  relationship  between  UO  and  the  holders  of  said   trademarks.    Houghton  Mifflin  Harcourt  and  any  associated  Journeys  identifiers  are  registered  trademarks  of  Houghton  Mifflin  Harcourt,  Inc..    Any   usage  of  these  terms  anywhere  in  this  work  is  done  so  simply  as  part  of  the  description  of  how  to  use  CTL's  work.    The  description  of  such  products   does  not  indicate  any  endorsement  or  affiliation  with  Houghton  Mifflin  Harcourt.  Inc.  and  UO  is  not  an  authorized  distributor  of  Houghton  Mifflin   Harcourt,  Inc.  products.     Moving  Up!,  Moving  Up!  Literacy,  and  Enhanced  Core  Reading  Instruction  are  trademarks  of  the  University  of  Oregon.     Copyright  ©  2013  University  of  Oregon   All  rights  reserved     First  Edition  10/15/2013     Acknowledgements We are indebted to a long history of research and outreach on instructional design at the University of Oregon. We would like to acknowledge our colleagues and research teams, including coordinators, data collectors, research assistants, and our business and administrative support staff members who worked diligently on the research of Moving Up! TM programs. We also want to thank the teachers, instructional assistants and school administrators across the country who partnered with us in our research and development work. Of course, and not least, we thank the thousands of students who participated in our research—they are the reason we come to work each day. Terms of Use   This curriculum is provided to you solely under the product license you agreed to on the CTL Marketplace. No part of this work may be reproduced, scanned, or distributed in any printed or electronic form without permission. You may print the number of copies specified in your license invoice and may distribute those copies solely in accordance with the license agreement. If you would like a copy of your invoice or receipt, please call 888-497-4290 or email support@dibels.uoregon.edu. This curriculum may be used for educational purposes only.           Tier 2 Foundational Skills Intervention The Tier 2 Foundational Skills Intervention provides interventionists with the tools necessary to explicitly and systematically pre-teach the Tier 1 core foundational skills for students at risk for reading problems in Kindergarten, Grade 1 and Grade 2. The intervention covers foundational skills in reading that are directly aligned with the Common Core State Standards and directly aligned with the core reading program’s scope and sequence. The Tier 2 Foundational Skills Intervention materials provide teachers with 150 ready-to-use 30-minute pre-teach lessons used in addition to the Tier 1 core reading instruction. Because Tier 2 instruction is pre-taught and there are more practice opportunities, students who receive Tier 2 intervention often are more engaged, more successful, and more confident about their learning. Complete Overview, Training, and Practice Refer to the Interventionist Workbook for the complete explanation and practice of all instructional routines used in the Tier 2 Foundational Skills Intervention lessons. See Foundational Skills Intervention Lesson Activities table on the following page for a complete list of all instructional routines. The Interventionist Workbook also explains how to increase explicitness through instructional routines, how to organize your small group setting and ways to establish rules and routines to support reading instruction. Examples and practice opportunities are provided for each of the instructional routines that are implemented in the Tier 2 Foundational Skills Intervention lessons. Pronunciation Guide Teachers can help prepare students for the blending practice by teaching students to hold continuous sounds (i.e., sounds that can be held without distortion) for a second or two and to hold stop sounds for just an instant (i.e., sounds that can not be held without distorting the sound). The table to the right identifies letters that are continuous sounds, letters that are stop sounds, and provides the pronunciation for each letter. Materials ü Chains of two, three, and four cubes or similar type of manipulative for the Phoneme Blending Routine (Grade K and Grade 1 only) ü Sound-spelling cards from the core reading program ü Copies of the core reading program decodable texts (one copy for each student) ü Paper and pens, or small white boards, markers and erasers (one for each student) for the Dictation Routine ü Blank index card, drop-e card, drop-y card for the Spelling-Focused Multisyllabic Blending Routine (Grade 1 and Grade 2 only) Continuous Sounds Pronounced Stop Sounds Pronounced a aaa b b e eee c c f fff d d i iii g g l lll h h m mmm j j n nnn k k o ooo p p r rrr t t s sss u uuu v vvv Stop then Continuous Sound Pronounced w woo q kwoo y yee x ksss z zzz 1 Foundational Skills Intervention Lesson Activities The following table includes the instructional routines that are used for each activity, an approximation of the instructional time requirements, and the Interventionist Workbook chapter to use as a reference for training and support. Lesson Activity Instructional Routines Instructional Time Interventionist Workbook Chapter Reference Irregular Word Reading • Irregular Word Reading Routine 2 minutes Chapter 4 Phoneme Blending • Phoneme Blending Routine 1 minute Chapter 2 Sound-Spelling Introduction and Practice • Letter Name Routine • Sound-spelling Card Introduction and Practice Routines • Sound-Spelling Review: Beginning Routine • Sound-Spelling Review: Advanced Routine 3 minutes Chapter 3 Regular Word Reading • Blending Routine 1: Continuous • Blending Routine 2: Sound-by-Sound • Contraction Card Introduction and Practice Routines • Affix Review Routine • Blending Routine 3: Spelling-Focused • Blending Routine 4: Spelling-Focused Multisyllabic • Regular Word Reading Routine 4 minutes Chapters 5 and 6 Reading in Connected Text • Decodable Text Routine 1: Introductory • Decodable Text Routine 2: Intermediate • Decodable Text Routine 3: Advanced • Decodable Text Fluency Practice Routine 15 minutes Chapters 8 and 9 Phoneme Segmentation • Phoneme Segmentation Routine 1 minute Chapter 2 Encoding Practice • Dictation Routine 1: Introductory • Dictation Routine 2: Advanced 4 minutes Chapter 7 2 How to Use the Presentation Book a. This presentation book contains directly aligned lessons for use with one Unit or Theme of the core reading program. Each page of the lesson includes a heading on the upper right side of the page that indicates the Unit or Theme, Week or Lesson, and Day. Each intervention lesson is designed to be taught prior to the classroom core reading lesson indicated on each page. b. A table with a white background and larger text should be displayed for all students to see. c. A table with a gray background and smaller text is for the teacher to use and is not displayed for the students to see. d. The instructional routine card name is located in the middle of each page. e. If materials are needed, the list will be on the bottom left side of each page. f. What the teacher will say is in bold type. What the teacher is supposed to do is in regular type. g. The indicates the directions for the signaling procedure that will be used to present each item on the page. h. The indicates the directions for correcting student errors. a. b. c. d . e f. g. h. 3 saw something gone have You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Irregular(Word(Reading 4 saw something gone have after book care ever small thought over new You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Irregular(Word(Reading((continued) 5 eagle (ea, ee) acorn (ai, ay) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Sound4Spelling(Card(Practice 6 oa ai ay ow ea oa o ow You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Sound4Spelling(Review:((Advanced 7 -ed (happened before) -ing (happening now) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Affix(Card(Introduction(and(Practice 8 -ed -ing -ly -es mis-pre--s -ing You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!16,!Day!1 Affix(Review 9 oatmeal mixed wagged cutting standing robots clapping jogging 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!4,!Lesson!16,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 10 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. 11 oatmeal mixed wagged cutting standing robots clapping jogging You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Regular(Word(Reading 12 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!4,!Lesson!16,!Day!1 For use with 16A Beep! Beep! Decodable(Text(Reading(2:((Intermediate 13 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!4,!Lesson!16,!Day!1 For use with 16A Beep! Beep! Decodable(Text(Fluency(Practice 14 batted selling pinned cutting Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!1 Dictation(2:((Advanced 15 horse look river said You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Irregular(Word(Reading 16 horse look river said over small thought saw also fly gone have You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Irregular(Word(Reading((continued) 17 eagle (ea, ee) acorn (ai, ay) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Sound4Spelling(Card(Practice 18 oo ay ow e oa ea ai oo You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Sound4Spelling(Review:((Advanced 19 -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!4,!Lesson!16,!Day!2 Affix(Card(Introduction(and(Practice 20 -ed -ing mis-pre- -es -ed -s -ly You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!16,!Day!2 Affix(Review 21 grinned shopped clipping potted popped tripping helped growing 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!4,!Lesson!16,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 22 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. 23 grinned shopped clipping potted popped tripping helped growing You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Regular(Word(Reading 24 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 For use with 16A Beep! Beep! Decodable(Text(Fluency(Practice 25 sitting rubbed missed grabbed Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!2 Dictation(2:((Advanced 26 saw something said thought You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Irregular(Word(Reading 27 saw something said thought also fly gone have horse look river said You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Irregular(Word(Reading((continued) 28 eagle (ea, ee) acorn (ai, ay) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Sound4Spelling(Card(Practice 29 ai oa ay oo o_e a_e u a You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Sound4Spelling(Review:((Advanced 30 -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!4,!Lesson!16,!Day!3 Affix(Card(Introduction(and(Practice 31 -ing -ed -ly -es -s mis-pre--ed You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!16,!Day!3 Affix(Review 32 bagged learning popped sitting napping strumming tugged stretching 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!4,!Lesson!16,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 33 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. 34 bagged learning popped sitting napping strumming tugged stretching You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Regular(Word(Reading 35 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!4,!Lesson!16,!Day!3 For use with 16B We Helped Decodable(Text(Reading(2:((Intermediate 36 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!4,!Lesson!16,!Day!3 For use with 16B We Helped Decodable(Text(Fluency(Practice 37 wrapped swelling mixed going Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!3 Dictation(2:((Advanced 38 any blue carry doing You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Irregular(Word(Reading 39 any blue carry doing horse look river said saw something look have You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Irregular(Word(Reading((continued) 40 ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 41 igh ea _y ay oa igh ay 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!4,!Lesson!16,!Day!4 Sound4Spelling(Review:((Advanced 42 tie lit mind item reply trying digging highway 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!4,!Lesson!16,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 43 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. 44 tie lit mind item reply trying digging highway You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Regular(Word(Reading 45 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 For use with 16B We Helped Decodable(Text(Fluency(Practice 46 kicked tipping striking skipped Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!4 Dictation(2:((Advanced 47 else room studied sure You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Irregular(Word(Reading 48 else room studied sure saw something fly also any blue carry doing You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Irregular(Word(Reading((continued) 49 ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 50 i_e igh ee ie i ea _y ow You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Sound4Spelling(Review:((Advanced 51 dry shines might pie lighthouse fright spider daytime 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!4,!Lesson!16,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 52 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. 53 dry shines might pie lighthouse fright spider daytime You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Regular(Word(Reading 54 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Re-read U4L16 Decodables Decodable(Text(Fluency(Practice 55 night kind spy child Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!16,!Day!5 Dictation(2:((Advanced 56 teacher turned any blue You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!1 Irregular(Word(Reading 57 teacher turned any blue something said gone also else room studied sure You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!1 Irregular(Word(Reading((continued) 58 ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!1 Sound4Spelling(Card(Practice 59 igh ow ie a_e ee i o_e _y You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!1 Sound4Spelling(Review:((Advanced 60 shy slight bright flight sunlight China spying stripes 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!4,Lesson!17,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 61 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. 62 shy slight bright flight sunlight China spying stripes You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!1 Regular(Word(Reading 63 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!4,Lesson!17,!Day!1 For use with 17A Bright Lights Decodable(Text(Reading(2:((Intermediate 64 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!4,Lesson!17,!Day!1 For use with 17A Bright Lights Decodable(Text(Fluency(Practice 65 light find right high Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!1 Dictation(2:((Advanced 66 carry doing else room You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!2 Irregular(Word(Reading 67 carry doing else room any blue studied sure teacher turned always anything You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!2 Irregular(Word(Reading((continued) 68 ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!2 Sound4Spelling(Card(Practice 69 i _ck _y ee igh ow ie 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!4,Lesson!17,!Day!2 Sound4Spelling(Review:((Advanced 70 cried high sight while final beehive sunlight myself 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!4,Lesson!17,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 71 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. 72 cried high sight while final beehive sunlight 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! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!2 Regular(Word(Reading 73 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!4,Lesson!17,!Day!2 For use with 17A Bright Lights Decodable(Text(Fluency(Practice 74 wild July fry sigh Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!2 Dictation(2:((Advanced 75 studied sure teacher turned You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!3 Irregular(Word(Reading 76 studied sure teacher turned else room studied sure any blue carry doing You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!3 Irregular(Word(Reading((continued) 77 ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!3 Sound4Spelling(Card(Practice 78 igh i_e oo ie ee i ea _y You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!3 Sound4Spelling(Review:((Advanced 79 green fright pine nice sightsee silent myself insect 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!4,Lesson!17,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 80 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. 81 green fright pine nice sightsee silent myself insect You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!3 Regular(Word(Reading 82 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!4,Lesson!17,!Day!3 For use with 17B Wild Cats Decodable(Text(Reading(2:((Intermediate 83 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!4,Lesson!17,!Day!3 For use with 17B Wild Cats Decodable(Text(Fluency(Practice 84 behind lightning by why Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!3 Dictation(2:((Advanced 85 always anything been draw You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!4 Irregular(Word(Reading 86 always anything been draw teacher turned doing sure else room studied carry You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!4 Irregular(Word(Reading((continued) 87 eagle (ea, ee, _y) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 88 _y oo a_e oa ea ee _y ay You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!4 Sound4Spelling(Review:((Advanced 89 -y (full of) -ful (full of) -ies (more than one) 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!4,Lesson!17,!Day!4 Affix(Card(Introduction(and(Practice 90 -y -ful -ies -ing mis-pre--ed -ly You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,Lesson!17,!Day!4 Affix(Review 91 shiny easy funny really slippery fifty lucky bunny 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!4,Lesson!17,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 92 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. 93 shiny easy funny really slippery fifty lucky bunny You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!4 Regular(Word(Reading 94 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!4,Lesson!17,!Day!4 For use with 17B Wild Cats Decodable(Text(Fluency(Practice 95 lights kite mild blind Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!4 Dictation(2:((Advanced 96 friends mother soon under You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!5 Irregular(Word(Reading 97 friends mother soon under always anything been draw teacher turned blue else You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!5 Irregular(Word(Reading((continued) 98 eagle (ea, ee, _y) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!5 99 ay _y ai ee oa ea _y 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!4,Lesson!17,!Day!5 Sound4Spelling(Review:((Advanced 100 -y (full of) -ful (full of) -ies (more than one) 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!4,Lesson!17,!Day!5 Affix(Card(Introduction(and(Practice 101 -y -ful -ies -ly pre-mis--ed -ing You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,Lesson!17,!Day!5 Affix(Review 102 ponies babies puppies penny yummy families breezy leafy 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!4,Lesson!17,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 103 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. 104 ponies babies puppies penny yummy families breezy leafy You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!5 Regular(Word(Reading 105 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!4,Lesson!17,!Day!5 Re-read U4L17 Decodables Decodable(Text(Fluency(Practice 106 happy pretty baby leafy Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,Lesson!17,!Day!5 Dictation(2:((Advanced 107 watch words always anything You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Irregular(Word(Reading 108 watch words always anything friends mother turned sure doing teacher soon under You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Irregular(Word(Reading((continued) 109 eagle (ea, ee, _y) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Sound4Spelling(Card(Practice 110 _y ay _y ea i_e _y ai ee You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Sound4Spelling(Review:((Advanced 111 -y (full of) -ful (full of) -ies (more than one) 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!4,!Lesson!18,!Day!1 Affix(Card(Introduction(and(Practice 112 -y -ful -ies -ing mis-pre--ed -ly You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!18,!Day!1 Affix(Review 113 beamed shiny penny winding hopping sleepy puppies sunny 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!4,!Lesson!18,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 114 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. 115 beamed shiny penny winding hopping sleepy puppies sunny You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Regular(Word(Reading 116 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!4,!Lesson!18,!Day!1 For use with 18A Bunny and the Penny Decodable(Text(Reading(2:((Intermediate 117 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!4,!Lesson!18,!Day!1 For use with 18A Bunny and the Penny Decodable(Text(Fluency(Practice 118 puppy funny carry lucky Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!1 Dictation(2:((Advanced 119 been draw friends mother You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Irregular(Word(Reading 120 been draw friends mother carry else been draw always anything blue any You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Irregular(Word(Reading((continued) 121 eagle (ea, ee, _y) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Sound4Spelling(Card(Practice 122 _y oo _y ee ow igh oa _y You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Sound4Spelling(Review:((Advanced 123 -y (full of) -ful (full of) -ies (more than one) 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!4,!Lesson!18,!Day!2 Affix(Card(Introduction(and(Practice 124 -y -ful -ies -ly pre-mis--ed -ing You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!18,!Day!2 Affix(Review 125 joyful bodies tricky daisies sleepy carries checkup fluttery 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!4,!Lesson!18,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 126 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. 127 joyful bodies tricky daisies sleepy carries checkup fluttery You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Regular(Word(Reading 128 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!4,!Lesson!18,!Day!2 For use with 18A Bunny and the Penny Decodable(Text(Fluency(Practice 129 only sunny penny city Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!2 Dictation(2:((Advanced 130 soon under watch words You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Irregular(Word(Reading 131 soon under watch words friends mother soon under always anything been draw You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Irregular(Word(Reading((continued) 132 eagle (ea, ee, _y) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Sound4Spelling(Card(Practice 133 ai ee ow igh i_e _y a_e _y You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Sound4Spelling(Review:((Advanced 134 -y (full of) -ful (full of) -ies (more than one) 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!4,!Lesson!18,!Day!3 Affix(Card(Introduction(and(Practice 135 -ies -y -ful -ly -ed -ing mis-pre- 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!4,!Lesson!18,!Day!3 Affix(Review 136 fluttering bunny willful sneezy puppies stories grassy respectful 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!4,!Lesson!18,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 137 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. 138 fluttering bunny willful sneezy puppies stories grassy respectful You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Regular(Word(Reading 139 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!4,!Lesson!18,!Day!3 For use with 18B Puppies Decodable(Text(Reading(2:((Intermediate 140 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!4,!Lesson!18,!Day!3 For use with 18B Puppies Decodable(Text(Fluency(Practice 141 sorry noisy tiny grassy Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!3 Dictation(2:((Advanced 142 are baby didn't good You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Irregular(Word(Reading 143 are baby didn't good always mother been draw friends anything soon under You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Irregular(Word(Reading((continued) 144 artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 145 ar _y oo a_e ea ar _y ay You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Sound4Spelling(Review:((Advanced 146 -y (full of) -ful (full of) -ies (more than one) 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!4,!Lesson!18,!Day!4 Affix(Card(Introduction(and(Practice 147 -ful -ies -y -ly pre-mis--ed -ing You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!18,!Day!4 Affix(Review 148 smart march cart barking starling garden darling harmful 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!4,!Lesson!18,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 149 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. 150 smart march cart barking starling garden darling harmful You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Regular(Word(Reading 151 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!4,!Lesson!18,!Day!4 For use with 18B Puppies Decodable(Text(Fluency(Practice 152 bunny silly lady stories Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!4 Dictation(2:((Advanced 153 I'll is please sound You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Irregular(Word(Reading 154 I'll is please sound are baby soon under friends mother didn't good You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Irregular(Word(Reading((continued) 155 artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 156 ar i_e _y ai oa ea ar 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!4,!Lesson!18,!Day!5 Sound4Spelling(Review:((Advanced 157 -y (full of) -ful (full of) -ies (more than one) 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!4,!Lesson!18,!Day!5 Affix(Card(Introduction(and(Practice 158 -y -ful -ies -ing mis-pre--ed -ly You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!18,!Day!5 Affix(Review 159 mark chart scarf cart starting partly market party 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!4,!Lesson!18,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 160 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. 161 mark chart scarf cart starting partly market party You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Regular(Word(Reading 162 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Re-read U4L18 Decodables Decodable(Text(Fluency(Practice 163 car dark arm star Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!18,!Day!5 Dictation(2:((Advanced 164 talk too are baby You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Irregular(Word(Reading 165 talk too are baby watch words please sound I'll is always anything You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Irregular(Word(Reading((continued) 166 artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Sound4Spelling(Card(Practice 167 ee _y ay ar i_e _y ai ee You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Sound4Spelling(Review:((Advanced 168 Marty army marshes Arnie sunrise artist alarm party 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!4,!Lesson!19,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 169 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. 170 Marty army marshes Arnie sunrise artist alarm party You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Regular(Word(Reading 171 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!4,!Lesson!19,!Day!1 For use with 19A Darling Starling Decodable(Text(Reading(2:((Intermediate 172 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!4,!Lesson!19,!Day!1 For use with 19A Darling Starling Decodable(Text(Fluency(Practice 173 park yard party hard Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!1 Dictation(2:((Advanced 174 didn't good I'll is You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Irregular(Word(Reading 175 didn't good I'll is talk too friends mother been draw are baby You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Irregular(Word(Reading((continued) 176 artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Sound4Spelling(Card(Practice 177 ea ar oo _y ow igh ie ar You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Sound4Spelling(Review:((Advanced 178 going dark Marge yarn harvest charming barnyard starlight 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!4,!Lesson!19,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 179 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. 180 going dark Marge yarn harvest charming barnyard starlight You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Regular(Word(Reading 181 Materials:!Copy!of!decodable!text!listed!for! each!student. You'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!4,!Lesson!19,!Day!2 For use with 19A Darling Starling Decodable(Text(Fluency(Practice 182 farm start part spark Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!2 Dictation(2:((Advanced 183 please sound talk too You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Irregular(Word(Reading 184 please sound talk too soon good I'll words didn't under watch is You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Irregular(Word(Reading((continued) 185 artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Sound4Spelling(Card(Practice 186 ee ai ee ow i_e _y a_e _y You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Sound4Spelling(Review:((Advanced 187 card lark farm fleece packing Marge sharpen visiting 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!4,!Lesson!19,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 188 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. 189 card lark farm fleece packing Marge sharpen visiting You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Regular(Word(Reading 190 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!4,!Lesson!19,!Day!3 For use with 19B Going to the Farm Decodable(Text(Reading(2:((Intermediate 191 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!4,!Lesson!19,!Day!3 For use with 19B Going to the Farm Decodable(Text(Fluency(Practice 192 carpet apartment art jar Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!3 Dictation(2:((Advanced 193 I've being flower ground You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Irregular(Word(Reading 194 I've being flower ground please baby didn't too are sound talk good You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Irregular(Word(Reading((continued) 195 orange (or, ore) artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 196 igh or u_e ore ea ee _y ay You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Sound4Spelling(Review:((Advanced 197 over- (above or beyond) 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!4,!Lesson!19,!Day!4 Affix(Card(Introduction(and(Practice 198 over--y -ful -ies -ly pre-mis--ed You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!19,!Day!4 Affix(Review 199 cord porch north storm sporty dropped shortly beeped 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!4,!Lesson!19,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 200 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. 201 cord porch north storm sporty dropped shortly beeped You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Regular(Word(Reading 202 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!4,!Lesson!19,!Day!4 For use with 19B Going to the Farm Decodable(Text(Fluency(Practice 203 arctic sharper Carl card Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!4 Dictation(2:((Advanced 204 laugh ready stood tall You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Irregular(Word(Reading 205 laugh ready stood tall I've is please ground I'll being flower sound You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Irregular(Word(Reading((continued) 206 orange (or, ore) artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 207 th or ar ore oa ea ore 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!4,!Lesson!19,!Day!5 Sound4Spelling(Review:((Advanced 208 over- (above or beyond) 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!4,!Lesson!19,!Day!5 Affix(Card(Introduction(and(Practice 209 over-pre--ful mis- -ing -ies -ly -y You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!19,!Day!5 Affix(Review 210 stork snort thorn hopped before orbit forgave orchard 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!4,!Lesson!19,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 211 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. 212 stork snort thorn hopped before orbit forgave orchard You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Regular(Word(Reading 213 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!4,!Lesson!19,!Day!5 Re-read U4L19 Decodables Decodable(Text(Fluency(Practice 214 horn story fork score Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!19,!Day!5 Dictation(2:((Advanced 215 very begins I've being You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Irregular(Word(Reading 216 very begins I've being too are stood tall talk laugh ready baby You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Irregular(Word(Reading((continued) 217 orange (or, ore) artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Sound4Spelling(Card(Practice 218 ore ea or i_e i_e _y ai ee You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Sound4Spelling(Review:((Advanced 219 over- (above or beyond) 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!4,!Lesson!20,!Day!1 Affix(Card(Introduction(and(Practice 220 over--y -ful -ies -ly pre-mis--ed You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!20,!Day!1 Affix(Review 221 snore torn sore porch dripped rainstorm corncob inform 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!4,!Lesson!20,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 222 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. 223 snore torn sore porch dripped rainstorm corncob inform You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Regular(Word(Reading 224 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!4,!Lesson!20,!Day!1 For use with 20A A Sporty Game Decodable(Text(Reading(2:((Intermediate 225 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!4,!Lesson!20,!Day!1 For use with 20A A Sporty Game Decodable(Text(Fluency(Practice 226 store corn morning shore Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!1 Dictation(2:((Advanced 227 flower ground laugh ready You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Irregular(Word(Reading 228 flower ground laugh ready very begins I'll being didn't good I've is You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Irregular(Word(Reading((continued) 229 orange (or, ore) artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Sound4Spelling(Card(Practice 230 i ar or ai ow igh oa _y You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Sound4Spelling(Review:((Advanced 231 over- (above or beyond) 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!4,!Lesson!20,!Day!2 Affix(Card(Introduction(and(Practice 232 over-pre--ful mis- -ing -ies -ly -y You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!4,!Lesson!20,!Day!2 Affix(Review 233 horse story port dorm gasped overcook silent cheering 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!4,!Lesson!20,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 234 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. 235 horse story port dorm gasped overcook silent cheering You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Regular(Word(Reading 236 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 For use with 20A A Sporty Game Decodable(Text(Fluency(Practice 237 short born tore forget Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!2 Dictation(2:((Advanced 238 stood tall very begins You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Irregular(Word(Reading 239 stood tall very begins flower ground talk too please sound laugh ready You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Irregular(Word(Reading((continued) 240 orange (or, ore) artist (ar) ice cream (i, _y, ie, igh) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Sound4Spelling(Card(Practice 241 or igh ore i i_e _y a_e _y You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Sound4Spelling(Review:((Advanced 242 over- (above or beyond) 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!4,!Lesson!20,!Day!3 Affix(Card(Introduction(and(Practice 243 -ful -ies over-pre- mis--ed -ing -ies 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!4,!Lesson!20,!Day!3 Affix(Review 244 before wore stories clapping overflow overdress overpay reading 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!4,!Lesson!20,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 245 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. 246 before wore stories clapping overflow overdress overpay reading You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Regular(Word(Reading 247 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!4,!Lesson!20,!Day!3 For use with 20B My Story Decodable(Text(Reading(2:((Intermediate 248 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 For use with 20B My Story Decodable(Text(Fluency(Practice 249 report force for more Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!3 Dictation(2:((Advanced 250 across behind house how You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Irregular(Word(Reading 251 across behind house how I've laugh being flower stood tall very begins You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Irregular(Word(Reading((continued) 252 bird (ir, er, ur) orange (or, ore) artist (ar) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 253 ir ar er ay ur oo or ur You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Sound4Spelling(Review:((Advanced 254 stern torn drinks clerk hermit mermaid farmer perky 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!4,!Lesson!20,!Day!4 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 stern torn drinks clerk hermit mermaid farmer perky You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Regular(Word(Reading 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!4,!Lesson!20,!Day!4 For use with 20B My Story Decodable(Text(Fluency(Practice 258 hornet chore inform bore Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!4 Dictation(2:((Advanced 259 move nothing one out You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Irregular(Word(Reading 260 move nothing one out across behind house how I've being flower ground You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Irregular(Word(Reading((continued) 261 bird (ir, er, ur) orange (or, ore) artist (ar) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 262 ur ore ir ar er e er oa You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Sound4Spelling(Review:((Advanced 263 term horses herd serve teacher river riding mustangs 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!4,!Lesson!20,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 264 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. 265 term horses herd serve teacher river riding mustangs You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Regular(Word(Reading 266 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!4,!Lesson!20,!Day!5 Re-read U4L20 Decodables Decodable(Text(Fluency(Practice 267 father over under herd Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!4,!Lesson!20,!Day!5 Dictation(2:((Advanced 268 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (2.4) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014