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2nd Grade ECRI Unit 5-Electronic
Enhanced Core Reading InstructionTier 2 Foundational Skills Intervention (2.5) 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 took voice ground very 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!5,!Lesson!21,!Day!1 Irregular(Word(Reading 4 took voice ground very move nothing one out across behind house how 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!5,!Lesson!21,!Day!1 Irregular(Word(Reading((continued) 5 bird (ir, er, ur) orange (or, ore) artist (ar) 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!5,!Lesson!21,!Day!1 Sound4Spelling(Card(Practice 6 ur ea ir ar ea ch er 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!5,!Lesson!21,!Day!1 Sound4Spelling(Review:((Advanced 7 nerve hurt stopped chirp perfume thunders danger explorers 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!5,!Lesson!21,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 8 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. 9 nerve hurt stopped chirp perfume thunders danger explorers 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!5,!Lesson!21,!Day!1 Regular(Word(Reading 10 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!1 For use with 21A Mustangs 11 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 21A Mustangs Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!1 12 water verb paper cracker 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!5,!Lesson!21,!Day!1 Dictation(2:((Advanced 13 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$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!2 Irregular(Word(Reading 14 across behind house how took voice tall stood move nothing one out You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!21,!Day!2 Irregular(Word(Reading((continued) 15 bird (ir, er, ur) orange (or, ore) artist (ar) 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!5,!Lesson!21,!Day!2 Sound4Spelling(Card(Practice 16 er ay ur ea or ee ir th You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!2 Sound4Spelling(Review:((Advanced 17 bird cried sleeve burst sister corner slippery thirsty 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!5,!Lesson!21,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 18 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. 19 bird cried sleeve burst sister corner slippery thirsty 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!5,!Lesson!21,!Day!2 Regular(Word(Reading 20 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 21A Mustangs Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!2 21 offer cover germ master 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!5,!Lesson!21,!Day!2 Dictation(2:((Advanced 22 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!5,!Lesson!21,!Day!3 Irregular(Word(Reading 23 move nothing one out ready laugh behind voice took ground across voice 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!5,!Lesson!21,!Day!3 Irregular(Word(Reading((continued) 24 bird (ir, er, ur) orange (or, ore) artist (ar) 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!5,!Lesson!21,!Day!3 Sound4Spelling(Card(Practice 25 ir ar ur or ur y er ge 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!5,!Lesson!21,!Day!3 Sound4Spelling(Review:((Advanced 26 turned urge purse move dirty urgent turkey whisper 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!5,!Lesson!21,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 27 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. 28 turned urge purse move dirty urgent turkey whisper 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!5,!Lesson!21,!Day!3 Regular(Word(Reading 29 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!3 For use with 21B Time to Move 30 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 21B Time to Move Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!3 31 fern ever remember feather 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!5,!Lesson!21,!Day!3 Dictation(2:((Advanced 32 boy does everyone field You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!4 Irregular(Word(Reading 33 boy does everyone field move nothing one out ground found across behind You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!21,!Day!4 Irregular(Word(Reading((continued) 34 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!5,!Lesson!21,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 35 er ay ur ea or ee ir th You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!4 Sound4Spelling(Review:((Advanced 36 -er (use to compare two things) -est (use to compare more than two) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!4 Affix(Card(Introduction(and(Practice 37 -er -est over-pre- -ful mis--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!5,!Lesson!21,!Day!4 Affix(Review 38 longer smartest thinner sadder largest bigger tallest jumped 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!5,!Lesson!21,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 39 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. 40 longer smartest thinner sadder largest bigger tallest jumped 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!5,!Lesson!21,!Day!4 Regular(Word(Reading 41 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 21B Time to Move Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!4 42 first turnip sighed burn 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!5,!Lesson!21,!Day!4 Dictation(2:((Advanced 43 floor found into their You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!5 Irregular(Word(Reading 44 floor found into their house move ground very took voice everyone field You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!21,!Day!5 Irregular(Word(Reading((continued) 45 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!5,!Lesson!21,!Day!5 46 ore ar ur or a_e ore ai ge 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!5,!Lesson!21,!Day!5 Sound4Spelling(Review:((Advanced 47 -er (use to compare two things) -est (use to compare more than two) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!5 Affix(Card(Introduction(and(Practice 48 -er -est -ed -ing -ly mis--y 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!5,!Lesson!21,!Day!5 Affix(Review 49 smarter kinder what's hotter hardest explained players shorter 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!5,!Lesson!21,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 50 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. 51 smarter kinder what's hotter hardest explained players shorter 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!5,!Lesson!21,!Day!5 Regular(Word(Reading 52 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U5L21 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!21,!Day!5 53 meet meat week weak 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!5,!Lesson!21,!Day!5 Dictation(2:((Advanced 54 toward what's boy does You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!1 Irregular(Word(Reading 55 toward what's boy does across behind how voice floor found into their You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!22,!Day!1 Irregular(Word(Reading((continued) 56 bird (ir, er, ur) orange (or, ore) artist (ar) 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!5,!Lesson!22,!Day!1 Sound4Spelling(Card(Practice 57 er ay ur ar or ar ir th You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!1 Sound4Spelling(Review:((Advanced 58 -er (use to compare two things) -est (use to compare more than two) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!1 Affix(Card(Introduction(and(Practice 59 -er -est over-pre- -ful mis--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!5,!Lesson!22,!Day!1 Affix(Review 60 neatest faster slower smallest snapped coldest giggled funny 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!5,!Lesson!22,!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 neatest faster slower smallest snapped coldest giggled funny You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’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!5,!Lesson!22,!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!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!1 For use with 22A What's That? 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. For use with 22A What's That? Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!1 65 mane main tail tale 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!5,!Lesson!22,!Day!1 Dictation(2:((Advanced 66 everyone field floor found 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!5,!Lesson!22,!Day!2 Irregular(Word(Reading 67 everyone field floor found across behind took move toward what's house voice 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!5,!Lesson!22,!Day!2 Irregular(Word(Reading((continued) 68 bird (ir, er, ur) orange (or, ore) artist (ar) 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!5,!Lesson!22,!Day!2 Sound4Spelling(Card(Practice 69 ir ar ur or ur y er 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!5,!Lesson!22,!Day!2 Sound4Spelling(Review:((Advanced 70 -er (use to compare two things) -est (use to compare more than two) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!2 Affix(Card(Introduction(and(Practice 71 -er -est -ed -ing -ly mis--y 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!5,!Lesson!22,!Day!2 Affix(Review 72 Texas biggest longer thinking kindest between brighter maddest 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!5,!Lesson!22,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 73 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. 74 Texas biggest longer thinking kindest between brighter maddest 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!5,!Lesson!22,!Day!2 Regular(Word(Reading 75 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 22A What's That? Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!2 76 be bee too two 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!5,!Lesson!22,!Day!2 Dictation(2:((Advanced 77 into their toward what's You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!3 Irregular(Word(Reading 78 into their toward what's nothing took out found everyone field floor one You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!22,!Day!3 Irregular(Word(Reading((continued) 79 bird (ir, er, ur) orange (or, ore) artist (ar) 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!5,!Lesson!22,!Day!3 Sound4Spelling(Card(Practice 80 ar ay ur ar or er oi th You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!3 Sound4Spelling(Review:((Advanced 81 -er (use to compare two things) -est (use to compare more than two) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!3 Affix(Card(Introduction(and(Practice 82 -ful mis--ing -ies -er -est -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!5,!Lesson!22,!Day!3 Affix(Review 83 largest higher darker shortest quizzes Ver mont smartest nickels 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!5,!Lesson!22,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 84 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. 85 largest higher darker shortest quizzes Vermont smartest nickels 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!5,!Lesson!22,!Day!3 Regular(Word(Reading 86 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!3 For use with 22B Get Smarter! 87 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 22B Get Smarter! Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!3 88 sea see threw through 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!5,!Lesson!22,!Day!3 Dictation(2:((Advanced 89 coming down four give You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!4 Irregular(Word(Reading 90 coming down four give into their toward what's took voice everyone field 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!4 Irregular(Word(Reading((continued) 91 bird (ir, er, ur) orange (or, ore) artist (ar) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!5,!Lesson!22,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 92 ir ar ur or ar y ore ge 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!5,!Lesson!22,!Day!4 Sound4Spelling(Review:((Advanced 93 -y (full of) -ly (in a certain way) -ful (full of) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!4 Affix(Card(Introduction(and(Practice 94 -y -ly -ful -ing -ed -ies 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!5,!Lesson!22,!Day!4 Affix(Review 95 sticky hopeful softly hairy windy nicely snowy kitchen 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!5,!Lesson!22,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 96 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. 97 sticky hopeful softly hairy windy nicely snowy kitchen 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!5,!Lesson!22,!Day!4 Regular(Word(Reading 98 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 22B Get Smarter! Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!4 99 pail pale mail male 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!5,!Lesson!22,!Day!4 Dictation(2:((Advanced 100 great idea knew large You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!5 Irregular(Word(Reading 101 great idea knew large boy does everyone field floor found into their 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!5 Irregular(Word(Reading((continued) 102 Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!5,!Lesson!22,!Day!5 103 er ay ur ar or er ir oi 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!5,!Lesson!22,!Day!5 Sound4Spelling(Review:((Advanced 104 -y (full of) -ly (in a certain way) -ful (full of) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!5 Affix(Card(Introduction(and(Practice 105 mis--ful pre--ly -y -ies -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!5,!Lesson!22,!Day!5 Affix(Review 106 brightly slowly Fraidy weekly playful restful suggested gently 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!5,!Lesson!22,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 107 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. 108 brightly slowly Fraidy weekly playful restful suggested gently 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!5,!Lesson!22,!Day!5 Regular(Word(Reading 109 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U5L22 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!22,!Day!5 110 helpful sadly hopeful thankful 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!5,!Lesson!22,!Day!5 Dictation(2:((Advanced 111 though write coming down 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!5,!Lesson!23,!Day!1 Irregular(Word(Reading 112 though write coming down floor large found knew toward what's idea great You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!1 Irregular(Word(Reading((continued) 113 acorn 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!5,!Lesson!23,!Day!1 Sound4Spelling(Card(Practice 114 a_e ar ur or ai y ore ea You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!1 Sound4Spelling(Review:((Advanced 115 -y (full of) -ly (in a certain way) -tion (act of, or condition of) -ture (act or process) 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!5,!Lesson!23,!Day!1 Affix(Card(Introduction(and(Practice 116 -y -ly -tion -ture -ful over--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!5,!Lesson!23,!Day!1 Affix(Review 117 gladly picture feature caption playful problems suddenly vacation 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!5,!Lesson!23,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 118 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. 119 gladly picture feature caption playful problems suddenly vacation 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!5,!Lesson!23,!Day!1 Regular(Word(Reading 120 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!1 For use with 23A Fraidy Cat 121 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 23A Fraidy Cat Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!1 122 slowly wishful kindly useful 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!5,!Lesson!23,!Day!1 Dictation(2:((Advanced 123 four give great idea You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!2 Irregular(Word(Reading 124 four give great idea into their toward wife though what's coming down You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!23,!Day!2 Irregular(Word(Reading((continued) 125 eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!2 Sound4Spelling(Card(Practice 126 ea ay ur ar or er ir oi 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!5,!Lesson!23,!Day!2 Sound4Spelling(Review:((Advanced 127 -y (full of) -ly (in a certain way) -tion (act of, or condition of) -ture (act or process) 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!5,!Lesson!23,!Day!2 Affix(Card(Introduction(and(Practice 128 -er -est -tion -ture -ly mis--y 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!5,!Lesson!23,!Day!2 Affix(Review 129 creation quite nature capture fraction information fracture explained 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!5,!Lesson!23,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 130 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. 131 creation quite nature capture fraction information fracture explained 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!5,!Lesson!23,!Day!2 Regular(Word(Reading 132 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 23A Fraidy Cat Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!2 133 safely painful mouthful weakly 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!5,!Lesson!23,!Day!2 Dictation(2:((Advanced 134 knew large though write 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!5,!Lesson!23,!Day!3 Irregular(Word(Reading 135 knew large though write field into coming down four give great idea You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!3 Irregular(Word(Reading((continued) 136 bird 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!5,!Lesson!23,!Day!3 Sound4Spelling(Card(Practice 137 ir ar ur or ar y ore ge 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!5,!Lesson!23,!Day!3 Sound4Spelling(Review:((Advanced 138 re- (again) mis- (not, or wrong) -tion (act of, or condition of) -ture (act or process) 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!5,!Lesson!23,!Day!3 Affix(Card(Introduction(and(Practice 139 re-mis-pre--ture -er -est -tion over- 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!5,!Lesson!23,!Day!3 Affix(Review 140 action lecture creatures mention mixture furniture action ladybug 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!5,!Lesson!23,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 141 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. 142 action lecture creatures mention mixture furniture action ladybug 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!5,!Lesson!23,!Day!3 Regular(Word(Reading 143 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!3 For use with 23B Bugs in Action 144 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 23B Bugs in Action Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!3 145 jumped saying quickly wonderful 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!5,!Lesson!23,!Day!3 Dictation(2:((Advanced 146 away began brothers brown You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!4 Irregular(Word(Reading 147 away began brothers brown four give great idea knew large though write You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!4 Irregular(Word(Reading((continued) 148 cook 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!5,!Lesson!23,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 149 oo ay oo ar ai er ir oi 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!5,!Lesson!23,!Day!4 Sound4Spelling(Review:((Advanced 150 re- (again) un- (not) over- (above or beyond) pre- (before) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!4 Affix(Card(Introduction(and(Practice 151 un-re-pre-mis- -est -er -tion -ture 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!5,!Lesson!23,!Day!4 Affix(Review 152 replace pretest mistrust overlook mistreat unfold preheated unreal 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!5,!Lesson!23,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 153 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. 154 replace pretest mistrust overlook mistreat unfold preheated unreal 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!5,!Lesson!23,!Day!4 Regular(Word(Reading 155 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 23B Bugs in Action Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!4 156 section lotion future motion 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!5,!Lesson!23,!Day!4 Dictation(2:((Advanced 157 earth here learning surprised You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!5 Irregular(Word(Reading 158 earth here learning surprised knew large though write away began brothers brown You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!23,!Day!5 Irregular(Word(Reading((continued) 159 ice cream 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!5,!Lesson!23,!Day!5 160 i_e ar ur or ar y ore ge 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!5,!Lesson!23,!Day!5 Sound4Spelling(Review:((Advanced 161 re- (again) mis- (not, or wrong) un- (not) pre- (before) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!5 Affix(Card(Introduction(and(Practice 162 re-un-mis-pre- -ture -er -tion -est You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!5,!Lesson!23,!Day!5 Affix(Review 163 retie overtime preheat misread unplug misspell overlook retrace 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!5,!Lesson!23,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 164 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. 165 retie overtime preheat misread unplug misspell overlook retrace 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!5,!Lesson!23,!Day!5 Regular(Word(Reading 166 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U5L23 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!23,!Day!5 167 unhappy retell untangle unkind 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!5,!Lesson!23,!Day!5 Dictation(2:((Advanced 168 there without away began You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!1 Irregular(Word(Reading 169 there without away began coming here learning four earth down give surprised You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!1 Irregular(Word(Reading((continued) 170 unicorn noodle (n, kn, gn) mouse (m, mb) 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!5,!Lesson!24,!Day!1 Sound4Spelling(Card(Practice 171 u_e ay ur ar or er ir or 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!5,!Lesson!24,!Day!1 Sound4Spelling(Review:((Advanced 172 re- (again) un- (not) over- (above or beyond) pre- (before) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!1 Affix(Card(Introduction(and(Practice 173 un-re-pre-over- -est -er -tion -ture 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!5,!Lesson!24,!Day!1 Affix(Review 174 pregame replied unload overdo unfinished rechecked mistimed preteen 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!5,!Lesson!24,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 175 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. 176 pregame replied unload overdo unfinished rechecked mistimed preteen 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!5,!Lesson!24,!Day!1 Regular(Word(Reading 177 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!1 For use with 24A The Unreal Party 178 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 24A The Unreal Party Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!1 179 repaint refill unlike remake 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!5,!Lesson!24,!Day!1 Dictation(2:((Advanced 180 brothers brown earth here 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!5,!Lesson!24,!Day!2 Irregular(Word(Reading 181 brothers brown earth here there idea away large great without knew began 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!5,!Lesson!24,!Day!2 Irregular(Word(Reading((continued) 182 unicorn noodle (n, kn, gn) mouse (m, mb) 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!5,!Lesson!24,!Day!2 Sound4Spelling(Card(Practice 183 kn ar m _ck or gn u_e _mb 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!5,!Lesson!24,!Day!2 Sound4Spelling(Review:((Advanced 184 re- (again) mis- (not, or wrong) un- (not) pre- (before) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!2 Affix(Card(Introduction(and(Practice 185 re-un-mis-pre- -ture -er -tion -est You’re'going'to'practice'reading'and'saying' the'meaning'of'affixes.'When'I'slide'my' finger,'read'the'affix'out'loud.'When'I'slide' my'finger'again,'say'the'meaning'out'loud.' I’ll'show'you'how'to'read'and'say'the' meaning'for'the'first'two'affixes.' 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!5,!Lesson!24,!Day!2 Affix(Review 186 knack climb knob limb knot comb paintings knelt 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!5,!Lesson!24,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 187 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. 188 knack climb knob limb knot comb paintings knelt 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!5,!Lesson!24,!Day!2 Regular(Word(Reading 189 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 24A The Unreal Party Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!2 190 unpack reread unlock replay 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!5,!Lesson!24,!Day!2 Dictation(2:((Advanced 191 learning surprised there without You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!3 Irregular(Word(Reading 192 learning surprised there without though write earth here brothers brown coming down You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!24,!Day!3 Irregular(Word(Reading((continued) 193 unicorn noodle (n, kn, gn) mouse (m, mb) 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!5,!Lesson!24,!Day!3 Sound4Spelling(Card(Practice 194 _mb ore kn_gn kn_ow _mb 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!5,!Lesson!24,!Day!3 Sound4Spelling(Review:((Advanced 195 over- (above or beyond) re- (again) un- (not) pre- (before) Materials:'Affix!cards You’re'going'to'learn'a'new'affix.'When'I' tap'the'card'you’ll'repeat'the'affix'and'the' meaning. !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((affix(card 1.!Touch!to!the!side!of!the!affix.!The'affix' is'[affix].'Affix?!(pause)!Tap!to!the!side! of!the!affix.! 2.!Touch!again!to!the!side!of!the!affix.! The'meaning'is'[meaning].'Meaning?! (pause)!Tap!to!the!side!of!the!affix. 3.!Repeat!steps!1!and!2!for!each!of!the! new!affix!cards. Now'you're'going'to'practice'the'new' affix'card(s).'When'I'tap'the'card'you'll' say'the'affix'and'the'meaning.'Your' turn. !!!!!!!!!!!**Signal!to!practice!an !!!!!!!!!!!!!affix!card. 1.!Touch!to!the!side!of!the!affix.!Affix?! (pause)!Tap!to!the!side!of!the!affix. 2.!Touch!to!the!side!of!the!affix.! Meaning?!(pause)!Tap!to!the!side!of!the! affix. 3.!Repeat!steps!1!and!2!for!each!of!the! affix!cards. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! affix!card*!steps!1!and!2. 3.!Practice!two!other!affix!cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!an!affix!card**! steps!1!and!2. 5.!Continue!presenting!the!affix!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!3 Affix(Card(Introduction(and(Practice 196 re-mis-pre--ture un--est -tion over- 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!5,!Lesson!24,!Day!3 Affix(Review 197 knick gnat numb crumb lamb climbing known gnaw 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!5,!Lesson!24,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 198 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. 199 knick gnat numb crumb lamb climbing known gnaw 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!5,!Lesson!24,!Day!3 Regular(Word(Reading 200 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!3 For use with 24B Knick and Knack 201 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 24B Knick and Knack Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!3 202 read Bighorn rewrite overheard 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!5,!Lesson!24,!Day!3 Dictation(2:((Advanced 203 ball done hear learn 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!5,!Lesson!24,!Day!4 Irregular(Word(Reading 204 ball done hear learn learning surprised there without away began crown brothers 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!4 Irregular(Word(Reading((continued) 205 saw (aw, al, o, a) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!5,!Lesson!24,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 206 aw gn al _mb kn_o m ea You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!4 Sound4Spelling(Review:((Advanced 207 chalk haul mall hawk faucet because often water 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!5,!Lesson!24,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 208 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. 209 chalk haul mall hawk faucet because often water 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!5,!Lesson!24,!Day!4 Regular(Word(Reading 210 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 24B Knick and Knack Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!4 211 redo surprised overpaid misunderstand 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!5,!Lesson!24,!Day!4 Dictation(2:((Advanced 212 leaves only our through 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!5,!Lesson!24,!Day!5 Irregular(Word(Reading 213 leaves only our through brown done hear learning ball earth here learn 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$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!5 Irregular(Word(Reading((continued) 214 saw (aw, al, o, a) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!5,!Lesson!24,!Day!5 215 au gn a _mb _mb al kn_gn 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!5,!Lesson!24,!Day!5 Sound4Spelling(Review:((Advanced 216 salt broth spring fault author walking walnut baseball 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!5,!Lesson!24,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 217 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. 218 salt broth spring fault author walking walnut baseball 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!5,!Lesson!24,!Day!5 Regular(Word(Reading 219 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U5L24 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!24,!Day!5 220 tall saw dog draw 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!5,!Lesson!24,!Day!5 Dictation(2:((Advanced 221 were young ball done 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!5,!Lesson!25,!Day!1 Irregular(Word(Reading 222 were young ball done learn there our through leaves only brown earth 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!5,!Lesson!25,!Day!1 Irregular(Word(Reading((continued) 223 saw (aw, al, o, a) 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!5,!Lesson!25,!Day!1 Sound4Spelling(Card(Practice 224 aw ee gn al ea _mb al kn_ You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!1 Sound4Spelling(Review:((Advanced 225 fawn malt leaves crawl grownups breezes blazing baseball 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!5,!Lesson!25,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 226 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. 227 fawn malt leaves crawl grownups breezes blazing baseball 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!5,!Lesson!25,!Day!1 Regular(Word(Reading 228 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!1 For use with 25A A Spring Walk 229 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 25A A Spring Walk Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!1 230 call fall soft paw 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!5,!Lesson!25,!Day!1 Dictation(2:((Advanced 231 hear learn leaves only You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!2 Irregular(Word(Reading 232 hear learn leaves only were learning ball done here young surprised there You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!2 Irregular(Word(Reading((continued) 233 saw (aw, al, o) 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!5,!Lesson!25,!Day!2 Sound4Spelling(Card(Practice 234 _mb aw al oa gn ea _mb al 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!5,!Lesson!25,!Day!2 Sound4Spelling(Review:((Advanced 235 prawn shawl draw flaw author umpire sliders clenched 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!5,!Lesson!25,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 236 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. 237 prawn shawl draw flaw author umpire sliders clenched 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!5,!Lesson!25,!Day!2 Regular(Word(Reading 238 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 25A A Spring Walk Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!2 239 ball yawn log small 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!5,!Lesson!25,!Day!2 Dictation(2:((Advanced 240 our through were young 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!5,!Lesson!25,!Day!3 Irregular(Word(Reading 241 our through were young without surprised leaves only hear learn learning here 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!5,!Lesson!25,!Day!3 Irregular(Word(Reading((continued) 242 saw (aw, al, o, a) 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!5,!Lesson!25,!Day!3 Sound4Spelling(Card(Practice 243 o al aw ow kn_gn a al 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!5,!Lesson!25,!Day!3 Sound4Spelling(Review:((Advanced 244 leaves lawn floss salt coffee softball law winning 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!5,!Lesson!25,!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 leaves lawn floss salt coffee softball law winning 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!5,!Lesson!25,!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!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!3 For use with 25B The Softball Game 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. For use with 25B The Softball Game Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!3 249 all walk awful wallpaper 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!5,!Lesson!25,!Day!3 Dictation(2:((Advanced 250 again ago alone don't You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!4 Irregular(Word(Reading 251 again ago alone don't ball done only our hear through learn were You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!25,!Day!4 Irregular(Word(Reading((continued) 252 moon (oo, ew, ue, ou) 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!5,!Lesson!25,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 253 au a oo ew ew aw ue au 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!5,!Lesson!25,!Day!4 Sound4Spelling(Review:((Advanced 254 soup tooth noon broom clueless jewel Tues day rooster 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!5,!Lesson!25,!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 soup tooth noon broom clueless jewel Tuesday rooster 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!5,!Lesson!25,!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. For use with 25B The Softball Game Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!4 258 jaw onto soft prawn 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!5,!Lesson!25,!Day!4 Dictation(2:((Advanced 259 every follow goes head You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!5 Irregular(Word(Reading 260 every follow goes head again ago ball only leaves young alone don't You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!5,!Lesson!25,!Day!5 Irregular(Word(Reading((continued) 261 moon (oo, ew, ue, ou) 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!5,!Lesson!25,!Day!5 262 oo ee oo ou ai ew oa ue You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!5 Sound4Spelling(Review:((Advanced 263 group hoof moose grew crouton crooning igloo dripping 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!5,!Lesson!25,!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 group hoof moose grew crouton crooning igloo dripping 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!5,!Lesson!25,!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. Re-read U5L25 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!5,!Lesson!25,!Day!5 267 root crew spoon few 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!5,!Lesson!25,!Day!5 Dictation(2:((Advanced 268 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (2.5) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014