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HomeMy WebLinkAbout2nd Grade ECRI Unit 6-ElectronicEnhanced Core Reading InstructionTier 2 Foundational Skills Intervention (2.6) For use with Journeys Common Core 2014     This program was developed and supported in part with funding from the Institute of Education Sciences, U.S. Department of Education, Grant No. R324A090104 to the Center on Teaching and Learning (CTL), University of Oregon. The principal investigators on the project include Scott K. Baker, Hank Fien, Jean Louise M. Smith, and Keith Smolkowski. This publication does not necessarily represent the policy of the U.S. Department of Education, nor does the federal government necessarily endorse the material. Enhanced Core Reading Instruction Author and Development Team: Carol Dissen, Jean Louise M. Smith, Lana Edwards Santoro, Patricia Travers, Scott K. Baker, Hank Fien, & Edward Kame’enui   All  trademarks  referenced  in  this  work  remain  the  property  of  their  respective  holders,  and  are  used  by  the  University  of  Oregon  and  CTL  solely  to   describe  how  this  work  supplements  the  referenced  title.      Their  use  in  no  way  indicates  any  relationship  between  UO  and  the  holders  of  said   trademarks.    Houghton  Mifflin  Harcourt  and  any  associated  Journeys  identifiers  are  registered  trademarks  of  Houghton  Mifflin  Harcourt,  Inc..    Any   usage  of  these  terms  anywhere  in  this  work  is  done  so  simply  as  part  of  the  description  of  how  to  use  CTL's  work.    The  description  of  such  products   does  not  indicate  any  endorsement  or  affiliation  with  Houghton  Mifflin  Harcourt.  Inc.  and  UO  is  not  an  authorized  distributor  of  Houghton  Mifflin   Harcourt,  Inc.  products.     Moving  Up!,  Moving  Up!  Literacy,  and  Enhanced  Core  Reading  Instruction  are  trademarks  of  the  University  of  Oregon.     Copyright  ©  2013  University  of  Oregon   All  rights  reserved     First  Edition  10/15/2013     Acknowledgements We are indebted to a long history of research and outreach on instructional design at the University of Oregon. We would like to acknowledge our colleagues and research teams, including coordinators, data collectors, research assistants, and our business and administrative support staff members who worked diligently on the research of Moving Up! TM programs. We also want to thank the teachers, instructional assistants and school administrators across the country who partnered with us in our research and development work. Of course, and not least, we thank the thousands of students who participated in our research—they are the reason we come to work each day. Terms of Use   This curriculum is provided to you solely under the product license you agreed to on the CTL Marketplace. No part of this work may be reproduced, scanned, or distributed in any printed or electronic form without permission. You may print the number of copies specified in your license invoice and may distribute those copies solely in accordance with the license agreement. If you would like a copy of your invoice or receipt, please call 888-497-4290 or email support@dibels.uoregon.edu. This curriculum may be used for educational purposes only.           Tier 2 Foundational Skills Intervention The Tier 2 Foundational Skills Intervention provides interventionists with the tools necessary to explicitly and systematically pre-teach the Tier 1 core foundational skills for students at risk for reading problems in Kindergarten, Grade 1 and Grade 2. The intervention covers foundational skills in reading that are directly aligned with the Common Core State Standards and directly aligned with the core reading program’s scope and sequence. The Tier 2 Foundational Skills Intervention materials provide teachers with 150 ready-to-use 30-minute pre-teach lessons used in addition to the Tier 1 core reading instruction. Because Tier 2 instruction is pre-taught and there are more practice opportunities, students who receive Tier 2 intervention often are more engaged, more successful, and more confident about their learning. Complete Overview, Training, and Practice Refer to the Interventionist Workbook for the complete explanation and practice of all instructional routines used in the Tier 2 Foundational Skills Intervention lessons. See Foundational Skills Intervention Lesson Activities table on the following page for a complete list of all instructional routines. The Interventionist Workbook also explains how to increase explicitness through instructional routines, how to organize your small group setting and ways to establish rules and routines to support reading instruction. Examples and practice opportunities are provided for each of the instructional routines that are implemented in the Tier 2 Foundational Skills Intervention lessons. Pronunciation Guide Teachers can help prepare students for the blending practice by teaching students to hold continuous sounds (i.e., sounds that can be held without distortion) for a second or two and to hold stop sounds for just an instant (i.e., sounds that can not be held without distorting the sound). The table to the right identifies letters that are continuous sounds, letters that are stop sounds, and provides the pronunciation for each letter. Materials ü Chains of two, three, and four cubes or similar type of manipulative for the Phoneme Blending Routine (Grade K and Grade 1 only) ü Sound-spelling cards from the core reading program ü Copies of the core reading program decodable texts (one copy for each student) ü Paper and pens, or small white boards, markers and erasers (one for each student) for the Dictation Routine ü Blank index card, drop-e card, drop-y card for the Spelling-Focused Multisyllabic Blending Routine (Grade 1 and Grade 2 only) Continuous Sounds Pronounced Stop Sounds Pronounced a aaa b b e eee c c f fff d d i iii g g l lll h h m mmm j j n nnn k k o ooo p p r rrr t t s sss u uuu v vvv Stop then Continuous Sound Pronounced w woo q kwoo y yee x ksss z zzz 1 Foundational Skills Intervention Lesson Activities The following table includes the instructional routines that are used for each activity, an approximation of the instructional time requirements, and the Interventionist Workbook chapter to use as a reference for training and support. Lesson Activity Instructional Routines Instructional Time Interventionist Workbook Chapter Reference Irregular Word Reading • Irregular Word Reading Routine 2 minutes Chapter 4 Phoneme Blending • Phoneme Blending Routine 1 minute Chapter 2 Sound-Spelling Introduction and Practice • Letter Name Routine • Sound-spelling Card Introduction and Practice Routines • Sound-Spelling Review: Beginning Routine • Sound-Spelling Review: Advanced Routine 3 minutes Chapter 3 Regular Word Reading • Blending Routine 1: Continuous • Blending Routine 2: Sound-by-Sound • Contraction Card Introduction and Practice Routines • Affix Review Routine • Blending Routine 3: Spelling-Focused • Blending Routine 4: Spelling-Focused Multisyllabic • Regular Word Reading Routine 4 minutes Chapters 5 and 6 Reading in Connected Text • Decodable Text Routine 1: Introductory • Decodable Text Routine 2: Intermediate • Decodable Text Routine 3: Advanced • Decodable Text Fluency Practice Routine 15 minutes Chapters 8 and 9 Phoneme Segmentation • Phoneme Segmentation Routine 1 minute Chapter 2 Encoding Practice • Dictation Routine 1: Introductory • Dictation Routine 2: Advanced 4 minutes Chapter 7 2 How to Use the Presentation Book a. This presentation book contains directly aligned lessons for use with one Unit or Theme of the core reading program. Each page of the lesson includes a heading on the upper right side of the page that indicates the Unit or Theme, Week or Lesson, and Day. Each intervention lesson is designed to be taught prior to the classroom core reading lesson indicated on each page. b. A table with a white background and larger text should be displayed for all students to see. c. A table with a gray background and smaller text is for the teacher to use and is not displayed for the students to see. d. The instructional routine card name is located in the middle of each page. e. If materials are needed, the list will be on the bottom left side of each page. f. What the teacher will say is in bold type. What the teacher is supposed to do is in regular type. g. The indicates the directions for the signaling procedure that will be used to present each item on the page. h. The indicates the directions for correcting student errors. a. b. c. d . e f. g. h. 3 now won't again ago You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!1 Irregular(Word(Reading 4 now won't again ago done our goes through every follow hear head You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!1 Irregular(Word(Reading((continued) 5 moon (oo, ew, ue, ou) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!1 Sound4Spelling(Card(Practice 6 oo al ew oy ay ue igh ou You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!1 Sound4Spelling(Review:((Advanced 7 drew glue knew smooth scooter troop moonlight bellows 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!6,!Lesson!26,!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 drew glue knew smooth scooter troop moonlight bellows You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!1 Regular(Word(Reading 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!6,!Lesson!26,!Day!1 For use with 26A The New Moose 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 26A The New Moose Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!1 12 bloom grew room you Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!1 Dictation(2:((Advanced 13 alone don't every follow You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 Irregular(Word(Reading 14 alone don't every follow learn won't leaves ago now were again young You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 Irregular(Word(Reading((continued) 15 moon (oo, ew, ue, ou) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 Sound4Spelling(Card(Practice 16 oo a_e ue ee ou ie ew oa You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 Sound4Spelling(Review:((Advanced 17 wrong news hoot clue fooled affection chewy screwdriver 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!6,!Lesson!26,!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 wrong news hoot clue fooled affection chewy screwdriver You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 Regular(Word(Reading 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 26A The New Moose Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 21 stew boost scoop flew Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!2 Dictation(2:((Advanced 22 goes head now won'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!6,!Lesson!26,!Day!3 Irregular(Word(Reading 23 goes head now won't alone don't hear through only done every follow You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!3 Irregular(Word(Reading((continued) 24 moon (oo, ew, ue, ou) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!3 Sound4Spelling(Card(Practice 25 ea oo al o_e ew ay ou ue You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!3 Sound4Spelling(Review:((Advanced 26 spoon glue true orange fuzzy patches crusty stuffed 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!6,!Lesson!26,!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 spoon glue true orange fuzzy patches crusty stuffed You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!3 Regular(Word(Reading 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!6,!Lesson!26,!Day!3 For use with 26B Follow the Clues 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 26B Follow the Clues Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!3 31 zoo noon shampoo balloon Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!3 Dictation(2:((Advanced 32 buy called even father You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!4 Irregular(Word(Reading 33 buy called even father again ago now won't goes head alone don't You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!26,!Day!4 Irregular(Word(Reading((continued) 34 cook (oo, 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!6,!Lesson!26,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 35 oo ea igh i_e ue oo ee oa You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!4 Sound4Spelling(Review:((Advanced 36 bright woof soot clue mistook backyard looking bookstore 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!6,!Lesson!26,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 37 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. 38 bright woof soot clue mistook backyard looking bookstore You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!4 Regular(Word(Reading 39 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 26B Follow the Clues Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!4 40 coop clue smooth hoop Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!4 Dictation(2:((Advanced 41 maybe outside tomorrow town You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!5 Irregular(Word(Reading 42 maybe outside tomorrow town buy every even father now called won't follow You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!5 Irregular(Word(Reading((continued) 43 cook (oo, 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!6,!Lesson!26,!Day!5 44 oo ue ou ay al ew aw oo You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!5 Sound4Spelling(Review:((Advanced 45 brook foot could Woody wooden notebook football undercooked 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!6,!Lesson!26,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 46 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. 47 brook foot could Woody wooden notebook football undercooked You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!5 Regular(Word(Reading 48 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 U6L26 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!5 49 took books foot hoof Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!26,!Day!5 Dictation(2:((Advanced 50 water where buy called You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 Irregular(Word(Reading 51 water where buy called goes head tomorrow town maybe outside again ago You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 Irregular(Word(Reading((continued) 52 cook (oo, ou) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 Sound4Spelling(Card(Practice 53 ai ou a_e oo ou i_e al ew You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 Sound4Spelling(Review:((Advanced 54 Woody basketball driveway wooden suddenly crookedly footstep Woodchuck 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!6,!Lesson!27,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 55 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. 56 Woody basketball driveway wooden suddenly crookedly footstep Woodchuck You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 Regular(Word(Reading 57 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!6,!Lesson!27,!Day!1 For use with 27A Woody Woodchuck and the Mysterious Ball 58 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 27A Woody Woodchuck and the Mysterious Ball Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 59 cook nook hood wood Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!1 Dictation(2:((Advanced 60 even father maybe outside You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!2 Irregular(Word(Reading 61 even father maybe outside water don't every called alone where buy now You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!2 Irregular(Word(Reading((continued) 62 cook (oo, ou) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!2 Sound4Spelling(Card(Practice 63 gn a ou aw aw oo _mb 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!6,!Lesson!27,!Day!2 Sound4Spelling(Review:((Advanced 64 gnaw exact comb remove handbook cookies overcook sailboat's 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!6,!Lesson!27,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 65 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. 66 gnaw exact comb remove handbook cookies overcook sailboat's You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!2 Regular(Word(Reading 67 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 27A Woody Woodchuck and the Mysterious Ball Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!2 68 stood shook crook cookbook Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!2 Dictation(2:((Advanced 69 tomorrow town water where You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 Irregular(Word(Reading 70 tomorrow town water where even goes maybe outside follow father head won't You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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!6,!Lesson!27,!Day!3 Irregular(Word(Reading((continued) 71 cook (oo, ou) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 Sound4Spelling(Card(Practice 72 u_e ou ea oo ou o_e oo y You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 Sound4Spelling(Review:((Advanced 73 explained photos animals'flowers painted pictures different amazed 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!6,!Lesson!27,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 74 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. 75 explained photos animals'flowers painted pictures different amazed You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 Regular(Word(Reading 76 Materials:!Copy!of!decodable!text!listed!for! each!student. You’re'going'to'practice'reading'a'story.'I’ll' show'you'what'it'will'look'like'when'we' practice'reading'together. 1.!My'turn.!Use!the!signal!for!each!word! and!page.*!Model!reading!the!decodable! text!one!or!two!times!when!first! introducing!the!decodable!text!routine.! The!model!instructions!are!on!the! Decodable!Text!Routine!3!page!found!in! the!appendix. 2.!Your'turn.!Hand!out!a!decodable!book! to!each!student.!Use!the!signal!for!each! word!and!page*!to!guide!students! through!the!first!read!of!the!text. !!!!!!!!!!!*Signal(for(each(word(and(page 1.!Touch'under'the'first'word'on'the' page.'Whisper'read'the'page.!Monitor! students!and!allow!sufficient!time!for! most!of!the!students!to!read!the!page. 2.!Stop.'Go'back'to'the'top'of'the'page.' Touch'under'the'first'word!(pause).! Read.!Tap!for!students!to!read!the!word. 3.!Continue!to!tap!every!1!to!2!seconds! for!each!word!on!the!page. 4.!Repeat!steps!1!through!3!for!each! page!of!the!text. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors.!Follow!the!signal!for!each! word!and!page*!steps!1!through!3. Decodable(Text(Reading(3:((Advanced Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 For use with 27B One or More 77 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 27B One or More Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 78 looked good crooked bookcase Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!3 Dictation(2:((Advanced 79 above enough falling happened You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!4 Irregular(Word(Reading 80 above enough falling happened tomorrow called water father buy town even where You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!4 Irregular(Word(Reading((continued) 81 owl (ow, ou) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!6,!Lesson!27,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 82 ow oo o_e ou ee aw a ow You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!4 Sound4Spelling(Review:((Advanced 83 count mouth plow clown shouted cloudy chowder amount 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!6,!Lesson!27,!Day!4 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 count mouth plow clown shouted cloudy chowder amount You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!4 Regular(Word(Reading 86 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 27B One or More Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!4 87 wood hood cars book Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!4 Dictation(2:((Advanced 88 lived loved should sorry You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!5 Irregular(Word(Reading 89 lived loved should sorry above enough tomorrow town maybe outside falling happened You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!5 Irregular(Word(Reading((continued) 90 owl (ow, ou) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$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!6,!Lesson!27,!Day!5 91 ow igh ou ee ci__y ow igh You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!5 Sound4Spelling(Review:((Advanced 92 frown crowd pout proud account flowers grouchy painting 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!6,!Lesson!27,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 93 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. 94 frown crowd pout proud account flowers grouchy painting You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!5 Regular(Word(Reading 95 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 U6L27 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!5 96 cow house town shout Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!27,!Day!5 Dictation(2:((Advanced 97 want while above enough You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!1 Irregular(Word(Reading 98 want while above enough lived loved buy outside water where should sorry You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!1 Irregular(Word(Reading((continued) 99 owl Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!1 Sound4Spelling(Card(Practice 100 ow ai ou ie ou ee ow ai You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!1 Sound4Spelling(Review:((Advanced 101 crown couch hound growl around sunflowers downtown Howie 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!6,!Lesson!28,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 102 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. 103 crown couch hound growl around sunflowers downtown Howie You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!1 Regular(Word(Reading 104 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!6,!Lesson!28,!Day!1 For use with 28A Howie's Big Brown Box 105 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 28A Howie's Big Brown Box Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!1 106 down mouse found loud Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!1 Dictation(2:((Advanced 107 falling happened lived loved You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 Irregular(Word(Reading 108 falling happened lived loved tomorrow while even enough want called above town You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 Irregular(Word(Reading((continued) 109 ice cream Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 Sound4Spelling(Card(Practice 110 oa ow igh ou au ie oa ou You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 Sound4Spelling(Review:((Advanced 111 shout scowl snowstorm scout surprise outlook rainstorm umbrellas 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!6,!Lesson!28,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 112 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. 113 shout scowl snowstorm scout surprise outlook rainstorm umbrellas You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 Regular(Word(Reading 114 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 28A Howie's Big Brown Box Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 115 brown ground pound flower Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!2 Dictation(2:((Advanced 116 should sorry want while You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!3 Irregular(Word(Reading 117 should sorry want while falling happened father maybe water even lived loved You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!3 Irregular(Word(Reading((continued) 118 eagle Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!3 Sound4Spelling(Card(Practice 119 ee ow ai ou ow igh ou ee You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!3 Sound4Spelling(Review:((Advanced 120 gown ounce flower brown outer shooting balloons spouting 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!6,!Lesson!28,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 121 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. 122 gown ounce flower brown outer shooting balloons spouting You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!3 Regular(Word(Reading 123 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!6,!Lesson!28,!Day!3 For use with 28B What a Surprise! 124 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 28B What a Surprise! Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!3 125 out now towel pounce Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!3 Dictation(2:((Advanced 126 eight near once paper You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 Irregular(Word(Reading 127 eight near once paper sorry want while failing should above enough happened You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 Irregular(Word(Reading((continued) 128 acorn (a, a_e, ai, ay) boy (oy, oi) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 129 ie oa ai igh ow ay ou ie You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 Sound4Spelling(Review:((Advanced 130 stained braids train hang basketball playground afraid spaceship 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!6,!Lesson!28,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 131 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. 132 stained braids train hang basketball playground afraid spaceship You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 Regular(Word(Reading 133 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 28B What a Surprise! Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 134 count ground pounds mounds Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!4 Dictation(2:((Advanced 135 seven upon wash who You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!5 Irregular(Word(Reading 136 seven upon wash who eight loved should paper lived near once sorry You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!5 Irregular(Word(Reading((continued) 137 ice cream (I, i_e, ie, igh) boy (oy, oi) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!5 138 a i_e ay ow oa oo ie igh You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!5 Sound4Spelling(Review:((Advanced 139 alike tray night time climate lightest finding complained 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!6,!Lesson!28,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 140 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. 141 alike tray night time climate lightest finding complained You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!5 Regular(Word(Reading 142 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U6L28 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!5 143 aim snail bay braid Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!28,!Day!5 Dictation(2:((Advanced 144 woman your eight near You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 Irregular(Word(Reading 145 woman your eight near want while wash who seven upon above loved You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 Irregular(Word(Reading((continued) 146 boy (oy, oi) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 Sound4Spelling(Card(Practice 147 y oy igh oi i_e ay oy y You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 Sound4Spelling(Review:((Advanced 148 coin enjoy point lunchboxes painless trying brightness raisins 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!6,!Lesson!29,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 149 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe. Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 150 coin enjoy point lunchboxes painless trying brightness raisins You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 Regular(Word(Reading 151 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!6,!Lesson!29,!Day!1 For use with 29A Not So Alike 152 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 29A Not So Alike Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 153 ray always gain sly Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!1 Dictation(2:((Advanced 154 once paper seven upon You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!2 Irregular(Word(Reading 155 once paper seven upon woman your want near should sorry eight while You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!2 Irregular(Word(Reading((continued) 156 boy (oy, oi) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!2 Sound4Spelling(Card(Practice 157 igh oy ai oi y ay oe oa You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!2 Sound4Spelling(Review:((Advanced 158 choice spoil noise broil spying daily Corduroy mailman 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!6,!Lesson!29,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 159 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. 160 choice spoil noise broil spying daily Corduroy mailman You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!2 Regular(Word(Reading 161 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 29A Not So Alike Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!2 162 chain shy sly fright Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!2 Dictation(2:((Advanced 163 wash who woman your You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 Irregular(Word(Reading 164 wash who woman your once paper enough should above loved seven upon You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 Irregular(Word(Reading((continued) 165 boy (oy, oi) Materials:'SoundDspelling!cards!from!your! core!reading!program. You're'going'to'practice'the'soundH spelling'card(s).'When'I'tap'the'card' you'll'say'the'name,'sound'or'spelling.'' Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.!Card?! (pause)!Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.!Let’s'practice'this'one'together.! Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture. 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling.!! 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Use!signal!for!practice**!to!present! two!other!soundDspelling!cards!and!reD present!the!missed!card. 6.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 Sound4Spelling(Card(Practice 166 y oy ai oi o_e o a_e oy You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 Sound4Spelling(Review:((Advanced 167 coil noise plane loyalty annoyed employ toyshop fighting 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!6,!Lesson!29,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 168 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy. Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 169 coil noise plane loyalty annoyed employ toyshop fighting You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 Regular(Word(Reading 170 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!6,!Lesson!29,!Day!3 For use with 29B Corduroy and Will 171 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 29B Corduroy and Will Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 172 tray try contain thigh Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!3 Dictation(2:((Advanced 173 almost dear door from You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 Irregular(Word(Reading 174 almost dear door from eight near upon seven wash who woman your You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 Irregular(Word(Reading((continued) 175 ocean (o, o_e, oa, ow) eagle (e, e_e, ea, ee) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 176 oi e oy a_e e_e ai oo oe You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 Sound4Spelling(Review:((Advanced 177 oars fifteen homework reason oxbow simple middle candle 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!6,!Lesson!29,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 178 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. 179 oars fifteen homework reason oxbow simple middle candle You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 Regular(Word(Reading 180 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 29B Corduroy and Will Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 181 daylight myself choice cowboy Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!4 Dictation(2:((Advanced 182 money pushed remember sometimes You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!5 Irregular(Word(Reading 183 money pushed remember sometimes paper who your woman door from almost dear You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!5 Irregular(Word(Reading((continued) 184 ocean (o, o_e, oa, ow) eagle (e, e_e, ea, ee) Materials:'SoundDspelling!cards!from!your! core!reading!program. You’re'going'to'learn'the'new'soundH spelling'card(s).'When'I'tap'the'card,'you’ll' repeat'the'name,'sound,'or'spelling.' !!!!!!!!!!!*Signal(to(introduce(a(new (((((((((((((sound$spelling(card 1.!Touch!to!the!side!of!the!picture.! The'card'is'[card'name].'Card?!(pause)! Tap!to!the!side!of!the!picture.! 2.!Touch!to!the!side!of!the!picture.! The'sound'is'[sound].'Sound?!(pause)! Tap!to!the!side!of!the!picture. 3.!Touch!to!the!side!of!the!spelling.! The'spelling'is'[spelling].'Spelling?! (pause)!Tap!to!the!side!of!the!spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. 5.!Repeat!steps!1!through!4!for!each!of! the!new!cards. Now'you're'going'to'practice'the'new' soundHspelling'card(s).'When'I'tap'the' card'you'll'say'the'name,'sound'or' spelling.'Your'turn. !!!!!!!!!!!**Signal!to!practice!the !!!!!!!!!!!!!soundDspelling!card 1.!Touch!to!the!side!of!the!picture.! Card?!(pause)!Tap!to!the!side!of!the! picture.! 2.!Touch!to!the!side!of!the!picture.! Sound?!(pause)!Tap!to!the!side!of!the! picture. 3.!Touch!to!the!side!of!the!spelling.! Spelling?!(pause)!Tap!to!the!side!of!the! spelling. 4.!Repeat!step!3!for!each!additional! spelling!on!the!card. !!!!!!!!!!!Correcting(Student(Errors 1.'Let’s'practice'this'one'together. 2.!Follow!the!signal!to!introduce!a!new! soundDspelling!card*!steps!1!through!4. 3.!Practice!two!other!soundDspelling! cards. 4.!ReDpresent!the!missed!card!following! the!signal!to!practice!the!soundDspelling! card**!steps!1!though!4. 5.!Continue!presenting!the!soundD spelling!cards. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!5 185 o y oy oa ea o_e ee ow You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!5 Sound4Spelling(Review:((Advanced 186 coldest rowboat maple golden bugle hopeful slowly splendid 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!6,!Lesson!29,!Day!5 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 coldest rowboat maple golden bugle hopeful slowly splendid You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.' I’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! list.!Use!the!signal!for!each!word.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal(for(each(word 1.!Touch!to!the!left!of!the!word.!! Word?!! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.!ReDpresent!the!missed!word. 2.!Your'turn.!ReDpresent!the!missed!word. 3.!Now'let’s'practice'blending'that'word.! Follow!the!blending!routine!used!in!the! previous!blending!activity!to!have!students! practice!blending!the!missed!word. 4.!Back!up!two!words!and!continue!presenting! the!words!on!the!chart. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!5 Regular(Word(Reading 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. Re-read U6L29 Decodables Decodable(Text(Fluency(Practice Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!5 190 seated keeps speed seen Materials:!paper!and!pencil,!or!small!white! board,!and!marker!and!eraser!for!each! student You’re'going'to'practice'writing'words.' Your'turn.!Use!the!routine!for!each! word.* !!!!!!!!!!!*Routine(for(each(word 1.!Pencils'down.'The'word'is'[word].' What’s'the'word?!Tap. 2.!Tell!the!students!a!sentence!using!the! word.![Sentence] 3.!Have!students!repeat!the!word.! What’s'the'word?!Tap. 4.!Say'the'sounds'in'[word]'in'your' head.! 5.!Pick'up'your'pencil.'Write'the'word.! Monitor!and!provide!feedback!to! individuals. 6.!After!the!students!have!written!the! word,!write!the!correct!spelling!of!the! word!on!the!board!for!all!students!to! see.!If!students!wrote!the!word! incorrectly,!have!students!rewrite!the! correct!spelling!of!the!word. 7.!Repeat!steps!1!through!6!for!each!of! the!words!on!the!list. Teach!this!lesson!prior!to!the!Tier!1!classroom!core!reading!instruction!of:!Unit!6,!Lesson!29,!Day!5 Dictation(2:((Advanced 191 together years almost dear 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. Unit!6,!Lesson!30,!Day!1 Irregular(Word(Reading 192 together years almost dear wash once pushed money almost remember eight near You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Unit!6,!Lesson!30,!Day!1 Irregular(Word(Reading((continued) 193 ocean (o, o_e, oa, ow) eagle (e, e_e, ea, ee) 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. Unit!6,!Lesson!30,!Day!1 Sound4Spelling(Card(Practice 194 oi y a_e _ey o_e ee _ie_ay You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!30,!Day!1 Sound4Spelling(Review:((Advanced 195 gentle crumble shadow clean beaver crowbar screaming gingerly 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. Unit!6,!Lesson!30,!Day!1 Spelling4Focused(and(Multisyllabic(Word(Blending 196 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. 197 gentle crumble shadow clean beaver crowbar screaming gingerly 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. Unit!6,!Lesson!30,!Day!1 Regular(Word(Reading 198 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 Unit!6,!Lesson!30,!Day!1 For use with 30A A Picnic Problem 199 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 30A A Picnic Problem Decodable(Text(Fluency(Practice Unit!6,!Lesson!30,!Day!1 200 means clean groan roast 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. Unit!6,!Lesson!30,!Day!1 Dictation(2:((Advanced 201 door from money pushed You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Unit!6,!Lesson!30,!Day!2 Irregular(Word(Reading 202 door from money pushed almost seven together who upon dear paper years You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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. Unit!6,!Lesson!30,!Day!2 Irregular(Word(Reading((continued) 203 ocean (o, o_e, oa, ow) eagle (e, e_e, ea, ee) 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. Unit!6,!Lesson!30,!Day!2 Sound4Spelling(Card(Practice 204 ai _ie_ay i_e y ow _ey oo You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!30,!Day!2 Sound4Spelling(Review:((Advanced 205 air toasted candles noodles beetle needle poodle freedom 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. Unit!6,!Lesson!30,!Day!2 Spelling4Focused(and(Multisyllabic(Word(Blending 206 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. 207 air toasted candles noodles beetle needle poodle freedom 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. Unit!6,!Lesson!30,!Day!2 Regular(Word(Reading 208 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. For use with 30A A Picnic Problem Decodable(Text(Fluency(Practice Unit!6,!Lesson!30,!Day!2 209 bowls crow owe grown 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. Unit!6,!Lesson!30,!Day!2 Dictation(2:((Advanced 210 remember sometimes together years 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. Unit!6,!Lesson!30,!Day!3 Irregular(Word(Reading 211 remember sometimes together years your money almost once from woman wash door You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Unit!6,!Lesson!30,!Day!3 Irregular(Word(Reading((continued) 212 ocean (o, o_e, oa, ow) eagle (e, e_e, ea, ee) 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. Unit!6,!Lesson!30,!Day!3 Sound4Spelling(Card(Practice 213 _ey ai ow o_e a_e _ie_oa 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. Unit!6,!Lesson!30,!Day!3 Sound4Spelling(Review:((Advanced 214 noon apples puzzle middle bubble approach snowball poodles 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. Unit!6,!Lesson!30,!Day!3 Spelling4Focused(and(Multisyllabic(Word(Blending 215 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. 216 noon apples puzzle middle bubble approach snowball poodles 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. Unit!6,!Lesson!30,!Day!3 Regular(Word(Reading 217 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 Unit!6,!Lesson!30,!Day!3 For use with 30B Polly Poodle 218 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 30B Polly Poodle Decodable(Text(Fluency(Practice Unit!6,!Lesson!30,!Day!3 219 green snow peace below 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. Unit!6,!Lesson!30,!Day!3 Dictation(2:((Advanced 220 together years almost dear You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Unit!6,!Lesson!30,!Day!4 Irregular(Word(Reading 221 together years almost dear wash once pushed money almost remember eight near You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$it,(spell$it,(say$it!steps!1! through!4!for!each!missed!word. 2.!Back!up!two!words!and!use!the!signal!for! each!word*!to!continue!presenting!the!words! on!the!chart. Unit!6,!Lesson!30,!Day!4 Irregular(Word(Reading((continued) 222 ocean (o, o_e, oa, ow) eagle (e, e_e, ea, ee) 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. Unit!6,!Lesson!30,!Day!4 Sound4Spelling(Card(Introduction(and(Practice 223 _ce y a_e _ey o_e ee _ow _ce You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!30,!Day!4 Sound4Spelling(Review:((Advanced 224 stove eating remarked wiggled single following opened street 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. Unit!6,!Lesson!30,!Day!4 Spelling4Focused(and(Multisyllabic(Word(Blending 225 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. 226 stove eating remarked wiggled single following opened street 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. Unit!6,!Lesson!30,!Day!4 Regular(Word(Reading 227 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 30B Polly Poodle Decodable(Text(Fluency(Practice Unit!6,!Lesson!30,!Day!4 228 colder hopeful peanut feeding 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. Unit!6,!Lesson!30,!Day!4 Dictation(2:((Advanced 229 door from money pushed You're'going'to'learn'to'read'new'words' using'say$it,(spell$it,(say$it. !!!!!!!!!!*Signal!for!say$it,(spell$it,(say$it 1.!Touch!to!the!left!of!the!word.' My'turn.'The'word'is…'Slide!finger!under! the!word![word]. 2.!Touch!to!the!left!of!the!word.! Your'turn.'Word?'Slide!finger!under!the! word!for!the!students!to!respond. 3.!Touch!to!the!left!of!the!word.! Spell'[word].'Tap!under!each!letter!as! students!spell!the!word. 4.!Touch!to!the!left!of!the!word.! Word?!Slide!finger!under!the!word!for! the!students!to!respond. 5.!Repeat!steps!1!through!4!for!the! remaining!words. !!!!!!!!!!!!!!Correcting(Student(Errors •!Word!Error:!My'turn.'This'word'is' [word].'Your'turn.'Everyone,'word?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. •!Spelling!Error:!My'turn.'This'letter'is' [spelling].'Your'turn.'Everyone,'letter?' Let’s'start'again.!ReDpresent!the!missed! word!using!steps!1!through!4!above.! Continue!presenting!the!remaining! words. Unit!6,!Lesson!30,!Day!5 Irregular(Word(Reading 230 door from money pushed almost seven together who upon dear paper years You’re'going'to'practice'reading'words.'When'I' point'to'a'word,'say'the'word'in'your'head.' When'I'slide'my'finger,'read'the'word'out'loud.'I' ’ll'show'you'how'to'read'the'first'two'words. 1.!My'turn.!Use!the!signal!for!each!word.*! Model!until!students!are!successful!with!the! routine. 2.!Your'turn.!Go!back!to!the!first!word!on!the! chart.!Use!the!signal!for!each!word.* 3.!Let's'do'some'individual'turns.I'will'touch' next'to'a'word;'everyone'will'say'the'word'in' their'head.'I'will'call'one'student’s'name'and' only'that'student'will'say'the'word'out'loud.' Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!word 1.!Touch!to!the!left!of!the!word.!Word?! 2.!Wait!2!seconds!for!students!to!think. 3.!Slide!finger!under!the!word. !!!!!!!!!!!Correcting!Student!Errors 1.!Follow!the!say$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. Unit!6,!Lesson!30,!Day!5 Irregular(Word(Reading((continued) 231 ocean (o, o_e, oa, ow) eagle (e, e_e, ea, ee) 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. Unit!6,!Lesson!30,!Day!5 232 _ce _ie_ay i_e y _ie__ce oo You’re'going'to'practice'saying'sounds.'When'I' point'to'a'spelling,'say'the'sound'in'your'head.' When'I'tap,'say'the'sound'out'loud.'I’ll'show'you' how'to'say'the'sounds'for'the'first'two'spellings. 1.!My'turn.!Use!the!signal!for!each!soundD spelling.*!Model!until!students!are!successful! with!the!routine. 2.!Your'turn.!Go!back!to!the!first!soundDspelling! on!the!chart.!Use!the!signal!for!each!soundD spelling.* 3.!Let’s'do'some'individual'turns.'I'will'touch' next'to'a'soundHspelling;'everyone'will'say'the' sound'in'their'head.'I'will'call'one'student’s' name'and'only'that'student'will'say'the'sound' out'loud.'Call!on!two!to!three!students. !!!!!!!!!!!*Signal!for!each!soundDspelling 1.!Touch!to!the!left!of!the!soundDspelling.! Sound?! 2.!Wait!2!seconds!for!students!to!think. 3.!Tap!finger(s)!under!the!soundDspelling!(use! one!finger!for!each!of!the!letters!in!the! spelling). !!!!!!!!!!!Correcting!Student!Errors 1.!My'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 2.!Your'turn.!Follow!the!signal!for!each!soundD spelling*!and!reDpresent!the!missed!soundD spelling. 3.!Back!up!two!soundDspellings!and!continue! presenting!the!sounds!on!the!chart. Unit!6,!Lesson!30,!Day!5 Sound4Spelling(Review:((Advanced 233 float space onboard winter respond skeleton orbit repair 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. Unit!6,!Lesson!30,!Day!5 Spelling4Focused(and(Multisyllabic(Word(Blending 234 Multisyllabic(Word(Reading:((Tips(and(Techniques Doubled!consonants!(e.g.,!rabbit):!The!teacher!will!use!the!signal!for!each!word*!steps!1!through!5!to!present!each!syllable.!Only!one!letter!of!a!double!consonant!is!visible!when!presenting!the!syllables.! When!signaling!to!blend!syllables!with!a!double!consonant,!the!teacher!says,!“Blend,”!and!loops!his!or!her!finger!past!the!double!consonant. Signal!for!affixes:!The!teacher!slides!his!or!her!finger!(not!loops!or!taps)!under!the!word!parts!that!have!meanings!(affixes). Prefixes!(e.g.,!distrust):!The!teacher!covers!all!of!the!syllables!except!for!the!prefix.!The!teacher!touches!to!the!left!of!the!prefix!syllable,!says,!"Prefix?"!to!indicate!that!it!is!a!word!part!that!has!a!meaning! and!slides!his!or!her!finger!under!the!syllable!to!signal!students!to!read!the!prefix.!The!teacher!uses!the!signal!for!each!word*!and!continues!to!present!the!word. Suffix!(e.g.,!reckless):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!To!present!the!suffix,!the!teacher!touches!to!the!left!of!the!syllable,!says,!"Suffix?"!to!indicate!that! it!is!a!word!part!that!has!a!meaning!and!slides!his!or!her!finger!under!the!syllable!for!students!to!read!the!suffix. Drop!e!syllables!(e.g.,!baking):!The!teacher!uses!a!dropDe!card!to!cover!up!the!syllable!after!the!dropDe!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!silentDe.! Drop!y!syllables!(e.g.,!pennies):!The!teacher!uses!a!dropDy!card!to!cover!up!the!syllable!after!the!dropDy!syllable.!The!students!see!the!base!word!of!the!syllable!to!help!them!identify!the!correct!vowel!sound.! The!teacher!uses!the!signal!for!each!word*!and!presents!the!syllable!with!the!droppedDy.! Inflectional!ending!Ded!(e.g.,!started):!The!teacher!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!touches!to!the!left!of!the!inflectional!ending!Ded!syllable!and!says,!"Say' /ĕd/".!The!teacher!slides!his!or!her!finger!under!the!'Ded'!for!the!students!to!respond.!The!teacher!continues!presenting!the!word. One!syllable!word!with!inflectional!ending!Ded!(e.g.,!jumped!or!turned):!The!teacher!covers!the!'Ded'!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!2!and!3!to!present!the!base!word.!The! teacher!uncovers!'Ded'!and!says,!"Say![pronunciation!of!'ed'!for!the!word]."!The!teacher!slides!his!or!her!finger!under!'Ded'!to!signal!student!response.!The!teacher!touches!to!the!left!of!the!word,!says,! "Blend"!and!pauses.!The!teacher!loops!their!finger!under!the!entire!one!syllable!word!and!continues!presenting!the!word. Two!inflectional!endings!or!suffixes!(e.g.,!fearfully):!The!teacher!covers!the!suffixes!with!a!blank!index!card!and!uses!the!signal!for!each!word*!steps!1!through!5!for!the!first!syllable(s).!The!teacher!uncovers! the!first!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!his!or!her!finger!under!the!suffix.!The!teacher!touches!to!the!left!of!the!word,!says,!"Blend?"!and!pauses.!The!teacher!loops!his!or!her!finger! under!each!syllable!to!signal!student!response.!The!teacher!uncovers!the!next!suffix,!says,!"Suffix?"!and!pauses.!The!teacher!slides!their!finger!under!the!suffix.!The!teacher!uses!the!signal!for!each!word*!to! continue!presenting!the!word. Doubled!consonants!with!a!suffix!(e.g.,!sitting):!Before!presenting!the!first!syllable,!point!out!that!the!consonant!has!been!doubled.!Use!the!signal!for!each!word*!steps!1!through!3!to!present!the!base!word! without!showing!the!doubled!consonant.!Uncover!the!suffix.!Touch!to!the!left!of!the!suffix!syllable.!Suffix?!Slide!your!finger!under!the!suffix!syllable.!Continue!presenting!the!word!and!remember!after! saying!"blend"!to!loop!your!finger!past!the!double!consonant. Irregular!vowel!sounds:!For!irregular!vowel!sounds!(e.g.,!a!vowel!that!is!in!an!unstressed!syllable!that!makes!a!schwa!sound,!like!"uh"!as!in!duh),!the!teacher!asks!students!to!adjust!the!pronunciation!after! word!reading.!!The!teacher!uses!the!signal!for!each!word*!steps!1!through!7!to!present!the!word.!The!teacher!again!touches!to!the!left!of!the!word!and!says,!“Adjust,”!and!pauses.!The!teacher!slides!their! finger!under!the!word!to!signal!students!to!adjust!the!pronunciation.!If!students!can’t!adjust!the!pronunciation,!the!teacher!models!the!correct!way!to!pronounce!the!word,!and!reDpresents!the!word. 235 float space onboard winter respond skeleton orbit repair 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. Unit!6,!Lesson!30,!Day!5 Regular(Word(Reading 236 Materials:!Copy!of!decodable!text!listed!for! each!student. You'will'whisper'read'to'yourself'the'story' that'we'just'read.'Your'job'is'to'read' without'making'any'errors.'I'will'listen'to' some'students'read'while'everyone' continues'whisper'reading.'If'you'get'to' the'end'of'the'story,'start'the'story'over' and'continue'whisper'reading'until'I'say' stop.'I’ll'show'you'what'it'looks'and' sounds'like'to'whisper'read. 1.!My'turn.!Model!what!whisper!reading! to!yourself!looks!and!sounds!like. 2.!Your'turn.!Hand!out!decodable!texts! and!have!students!whisper!read!and! then!provide!some!additional!fluency! practice. Practice!for!students!only: •!Students!will!individually!whisper!read! the!text!again!two!to!three!times. •!Listen!to!individual!students!read!and! check!for!accuracy!and!fluency.!If!an! individual!student!makes!an!error,!use! the!correcting!student!errors!procedure. Additional!Fluency!Practice: At!least!two!more!times,!use!one!of!the! following!options!to!have!students! reread!the!story. •!Individual!Reading:!Provide!more!time! for!students!to!whisper!read!while!the! teacher!monitors!and!checks!accuracy! and!fluency!of!individuals. •!Partner!Reading:!Students!read!with!a! partner!while!the!teacher!monitors!and! checks!accuracy!and!fluency!of! individuals. !!!!!!!!!!!Correcting(Student(Errors 1.!My'turn.'This'word'is'[word]. 2.!Your'turn.'Word?!Tap. 3.!Start'at'the'beginning'of'the'sentence' and'read'this'sentence'without'making' any'errors. Re-read U6L30 Decodables Decodable(Text(Fluency(Practice Unit!6,!Lesson!30,!Day!5 237 bowl bubbled oodles boiled 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. Unit!6,!Lesson!30,!Day!5 Dictation(2:((Advanced 238 MarketplaceEnhancEd corE rEading instructionTier 2 Foundational Skills Intervention (2.6) For use with Houghton Mifflin Harcourt - Journeys Common Core 2014