SB1 Modified Instructions

Lesson 16: Skills Practice 1: Beginning Sounds /b/, /c/, /d/ and /f/
T: Open your notebook to the next clean page. Write todays date at the top.
T: Next, we are going to compare letter sounds. We are going to focus on beginning
sounds.
I will say two words from the story. They will begin with the same sound.
I want you to write the letter for the sound these two words begin with on the top
of your paper.
T: The words are bBird, BobBob?.
[S: Wwrites b at the top (left side) of their his or her notebook page. If learner
uses the upper case B, then ask the learner to write the lower case b beside
the B,]
If the learner does not write the correct letter then repeat the questionwords.
Note: If the wrong letter is written or your learner is not able to articulate which
letter to write, then they learner have has worked too fast through the skill book.
They The learner needs to go back through the lessons one at a time. They need
to and learn to spell every word in each lesson before they move advancing on
to the next lesson. We have flash cards, letter tiles, computers, and many other
ways for the learner to practice spelling, to build hearing, feeling, and identifying
working with these letter sounds until they the learner can distinguish between
them the letters sounds without hesitation.
T: When you think of the letter b, what word do you think of?
T: Write that word under the letter b.
Note: You are listening for a word that begins with /b/.
Note: This book uses bird as the key word. Your learner may use any appropriate
word. If they your learner selects a word from the skill book as struggle with
spelling their his or her key word and struggles with spelling this word, in the list
from the skill book, then direct them him or her to the back of the skill book to
find the word in the word list and to copy the word below the b. If their the
learners word is not from the book, then write the learners selected word on
paper so they your learner can copy itthe word under the b.

/c/
T: I will say two more words from the story. They will also begin with the same
sound. Write the letter for the sound these two words begin with on your paper
next to the right of the letter to b. The two words are cup, Cal?.

[S: Wwrites c to the right of b.]

T: When you think of the letter c, what word do you think about? (This book uses
cup as the key word.) Write that word under the letter c.

/d/
T: I will say two more words from the story. They will also begin with the same
sound. Write the letter for the sound these two words begin with on your paper
next to the right of the to c. The two words are dish, Dan?.
[S: Wwrites d to the right of c.]
T: When you think of the letter d, what word do you think about? (This book uses
dish as the key word) Write that word under the letter d.

/f/
T: I will say two more words from the story. They will also begin with the same
sound. Write the letter for the sound these two words begin with on your paper
next to the right of the d. The two words are fish, Fran?.
[S: Wwrites f to the right of d.]
T: When you think of the letter f, what word do you think about? (This book uses
fish as the key word) Write that word under the letter f.
T: Lets review what you wrote. [T reviews the sounds and key words the learner
wrote down.]
The learner should now have four columns written on the paper. At the top of
each column is a letter. Underneath each letter is a key word selected by the
learner.

Now use these four letters and key words to practice beginning sounds.
/b/
T: I will say a word. Listen to its beginning sound. Each This word will begin with one
of the sounds on your paper. (Review the key words and sound the learner wrote
down)
T: The first word is bookbest. Say bookbest. Write bookbest under another
word that has the same beginning sound. (Use the word in a simple sentence, if
the learner is having difficulty pronouncing or understanding the word.)
Note: Do not react to the learner if they arehe or she appears unsure and is
looking for help. Encourage the learner to make a decision and then Have be
silent until the learner has something writtendecide and write. If the learner asks

for help, your response is What do you think? or Put your answer where you
think it goes.
If the learner struggles with the spelling of best, guide the learner in putting
whatever letters make the most sense based on what the learner thinks, feels in
his or her mouth and throat, and any other strategies he or she has available,
such as visual memory. Guide the learner in making appropriate spelling choices.
After the word is written, ask, Is it in the correct place? Whether it is right or
wrong, ask, Why? The point of this is to get the learner to think and to
articulate. Be patient. Guide them the learner to the answer if you have to but
dont give it to themthe answer away. The point here is for the learner to create
strategies for building independence and confidence, not for you to show off your
skills.
Using the guidelines for above, ask the learner to write these words under the
correct key word. Give the words in random order. (Feel free to substitute other
common one-syllable words.)
/b/ big, boy, bed, box, bird, ball
/c/ - call, cup, coat, car, come
/d/ - door, dish, day, duck, desk
/f/ fast, fun, fish, fell, five, for

/c/
T: I will say a word. Listen to its beginning sound. Each word will begin with one of
the sounds on your paper. (Review the key words and sound the learner wrote
down)
T: The first word is call. Say call. Write call under another word that has the
same beginning sound.
/d/
T: I will say a word. Listen to its beginning sound. Each word will begin with one of
the sounds on your paper. (Review the key words and sound the learner wrote
down)
T: The first word is door. Say door. Write door under another word that has the
same beginning sound.
/f/

T: I will say a word. Listen to its beginning sound. Each word will begin with one of
the sounds on your paper. (Review the key words and sound the learner wrote
down)
T: The first word is fast. Say fast. Write fast under another word that has the
same beginning sound.

Lesson 16: Skills Practice 2: Ending Sounds /b/, /d/, /n/ and /l/
T:Use the same process (explained in Lesson 1: Skills Practice 1) for building the
Beginning Sounds chart with the letter sounds /b/, /c/, /d/, and /f/ chart to build the
Ending Sounds chart with the letter sounds /b/, /d/, /n/, and /l/. (This chart may be
written on the same page as Skills Practice 1. Write todays date next to this new
chart.) Have the learner print the following letters on a piece of paper. (b,
d, n and l)

T: We are going to compare letter sounds. Our focus will be on ending sounds.
I will say two words. They will end with the same sound.
I want you to write the letter for the sound these two words end with on your
paper.
T: The words are Bob and rob.
[S writes b on the notebook page. If learner uses the upper case B, then ask
the learner to write the lower case b beside the B,]
If the learner does not write the correct letter then repeat the words.
Note: If the wrong letter is written or your learner is not able to articulate which
letter to write, then the learner has worked too fast through the skill book. The
learner needs to go back through the lessons one at a time and learn to spell
every word in each lesson before advancing to the next lesson. We have flash
cards, letter tiles, computers, and many other ways for the learner to practice
spelling to build hearing, feeling, and identifying these letter sounds until the
learner can distinguish between the letters sounds without hesitation.
T: When you think of a word ending with /b/, what word do you think of?
T: Write that word under the letter b.
Note: This book does not offer key words for ending sounds. Your learner may
use any appropriate word. If your learner selects a word from the skill book as
his or her key word and struggles with spelling this word, then direct him or her
to the back of the skill book to find the word in the word list and copy the word
below the b. If the learners word is not from the book, then write the learners
selected word on paper so your learner can copy the word under the b.
Continue building the chart (for further directions See Lesson 1: Skills Practice
1). Use these sets of words.
/c/ - Ed and red
/n/ - Ann and Dan
/l/ - Cal and girl

Now use these four letters and key words to practice ending sounds.
/b/
T: I want you to write the letter for the sound the word ends with. Bob?
S: Writes b in their notebook.
T: Yes, you hear the same letter at the end of Bob that you hear at the
beginning.
T: When you think of the letter b and the sound it makes, what other
words do you think of?
S: Writes down their answer.
Note: if it is not from the book write it down so they can copy it.
T: I will say a word. Listen to its ending sound. This word will end with one of the
sounds on your paper.
T: The first word is fun. Say fun. Write fun under another word that has the
same ending sound. (Use the word in a simple sentence, if the learner is having
difficulty pronouncing or understanding the word.)
Note: Do not react to the learner if he or she appears unsure and is looking for
help. Encourage the learner to make a decision and then be silent until the
learner has something written. If the learner asks for help, your response is
What do you think? or Put your answer where you think it goes.
If the learner struggles with the spelling of fun, guide the learner in putting
whatever letters make the most sense based on what the learner thinks, feels in
his or her mouth and throat, and any other strategies he or she has available,
such as visual memory. Guide the learner in making appropriate spelling choices.
After the word is written, ask, Is it in the correct place? Whether it is right or
wrong, ask, Why? The point of this is to get the learner to think and to
articulate. Be patient. Guide the learner to the answer if you have to but dont
give the answer away. The point here is for the learner to create strategies for
building independence and confidence, not for you to show off your skills.
Using the guidelines for above, ask the learner to write these words under the
correct key word. Give the words in random order. (Feel free to substitute other
common one-syllable words.)
/b/ cab, job, dab, lab
/d/ - bird, sad, red, fed
/n/ - man, in, run, pan
/l/ call, girl, sell, pal,

T: I want you write down the word that ends with the same sound as Bob.
Cab, Box?
S: Writes Cab.
T: Ride, Rob?
S: Writes Rob.
T: Job, Cup?
S: Writes Job.
/d/
T: I want you to write the letter for the sound the word ends with. Ed?
S: Writes d in their notebook.
T: Yes, Ed ends with the same sound you hear at the beginning of dish.
T: When you think of the letter d and the sound it makes, what other
words do you think of?
S: Writes down their answer.
T: I want you write down the word that ends with the same sound as Ed.
Man, Red?
S: Writes Red.
T: Cal, Sad?
S: Writes Sad.
T: Dead, Hat?
S: Writes Dead.

/n/
T: I want you to write the letter for the sound the word ends with. Ann?
S: Writes n in their notebook.
T: Yes, Ann ends with the same sound you hear at the beginning of neck.
T: When you think of the letter n and the sound it makes, what other
words do you think of?
S: Writes down their answer.
T: I want you write down the word that ends with the same sound as Ann.
Man, Cup?
S: Writes Man
T: In, Big?
S: Writes In.
T: Tom, Run?

S: Writes Run.
/l/
T: I want you to write the letter for the sound the word ends with. Cal?
S: Writes l in their notebook.
T: Yes, Cal ends with the same sound you hear at the beginning of leg.
T: When you think of the letter l and the sound it makes, what other
words do you think of?
S: Writes down their answer.
T: I want you write down the word that ends with the same sound as Cal.
Sell, Get?
S: Writes Sell.
T: Dan, Al?
S: Writes Al.
T: Cap, Pal?
S: Writes Pal.

Lesson 16: Skills Practice 3: Vowel Sounds / / /a/ and / //e/

Build a chart for / / and / /. Write todays date next to each new chart. (These
charts may be written on the same page as Skills Practice 1 and/or Skills Practice 2.
This chart must be double spaced so the learner has room to write x under the
vowel in each word.)
T: We are going to work with two vowels. First, you will build a chart. Then, we will
decide when the vowel sounds are at the beginning of words or in the middle of
words.
T: Lets begin. I will say two words. They both have the same vowel sound. What
vowel sound do you hear? Here are the
T: Have the learner print the letters a and e in their notebook.
/a/
T: Listen to the following two words. : apple, Ann. What vowel sound do you hear?
[S says / /.]
Note: If learner does not say / /, then work with the learner to say Ann. Help
the learner to hold the initial sound / / - feeling where the sound happens in the
mouth, throat, and teeth until the learner can produce the / / by itself. Then
ask for the letter name.
Note: If the learner says /Ann/, then immediately says a, acknowledge that the
learner has the correct letter name. Then, redirect the learners attention to
producing the / / sound (short a sound) associated with /Ann/.
T: Then wWrite the letter in your notebook.
[S T: Apple, Ann?
S:/a/, writes a in their the notebook.]
T: What word do you think about when you hear // (short a sound)?
[S says a word. The word must have // (the short vowel sound) as the first letter
of the word. If the word is appropriate, guide the learner in writing the selected
word under the a in his or her notebook. If the word is not appropriate, then
guide the learner in finding an appropriate word. Help the learner spell or copy
his or her word under the .
T: Where does the vowel sound come in the your word? Beginning At the beginning
of the word or in the middle of the word?

[S: says At the beginning.]

T: Write an x under the a. Write b to the left of your word. B means the / /
(short a sound) is at the beginning of the word.
Note: If the learner does not say at the beginning, then work through the
sounds of the word, identifying the order of the sounds in the word.

T: Lets talk about the second vowel sound next.

T: I will say two words. They both have the same vowel sound. What vowel sound
do you hear? Here are the two words: egg, Ed.
[S says / /.]
Note: If learner does not say / /, then work with the learner to say Ed. Help
the learner to hold the initial sound / / - feeling where the sound happens in the
mouth, throat, and teeth until the learner can produce the / / by itself. Then
ask for the letter name.
Note: If the learner says /Ed/, then immediately says e, acknowledge that the
learner has the correct letter name. Then, redirect the learners attention to
producing the / / sound (short e sound) associated with /Ed/.
T: Write the letter in your notebook.
[S writes e in the notebook.]
T: What word do you think about when you hear / / (short e sound)?
[S says a word. The word must have / / (the short vowel sound) as the first
letter of the word. If the word is appropriate, guide the learner in writing the
selected word under the e in his or her notebook. If the word is not
appropriate, then guide the learner in finding an appropriate word. Help the
learner spell or copy his or her word under the .
T: Where does the vowel sound come in your word? At the beginning of the word or
in the middle of the word?
[S says At the beginning.]
T: Write an x under the a. Write b to the left of your word. B means the / /
(short e sound) is at the beginning of the word.
Note: If the learner does not say at the beginning, then work through the
sounds of the word, identifying the order of the sounds in the word.

Now practice distinguishing between the / / and / / vowel sounds and

their placements (beginning or middle) in their words.

T: Listen to the word Ann. Write Ann under the correct short vowel.

[S writes Ann under / /.]

Note: If the learner doesnt write Ann in the correct list, work through
identifying and feeling the production of the / / sound in Ann. Compare this
vowel sound to the vowel sounds in both of the learners key words.
Note: Do not react to the learner if he or she appears unsure and is looking for
help. Encourage the learner to make a decision and then be silent until the
learner has something written. If the learner asks for help, your response is
What do you think? or Put your answer where you think it goes.
If the learner struggles with spelling, guide the learner in putting whatever
letters make the most sense based on what the learner thinks, feels in his or her
mouth and throat, and any other strategies he or she has available, such as
visual memory. Guide the learner in making appropriate spelling choices.
After the word is written, ask, Is it in the correct place? Whether it is right or
wrong, ask, Why? The point of this is to get the learner to think and to
articulate. Be patient. Guide the learner to the answer if you have to but dont
give the answer away. The point here is for the learner to create strategies for
building independence and confidence, not for you to show off your skills.
T: Where is the vowel sound in the word Ann located? At the beginning of the
word or in the middle of the word?
[S says At the beginning.]
T: Write an x under the a. Then, write b to the left of your word. B means
the // (short a sound) is at the beginning of the word.
[S writes an x under the a in the word Ann, then writes b to the left Ann
under the .]

T: Listen to the word Cal. Write Cal under the correct short vowel.
[S writes Cal under / /.]
Note: If the learner doesnt write Cal in the correct list, work through
identifying and feeling the production of the / / sound in Cal. Compare this
vowel sound to the vowel sounds in both of the learners key words.

T: Where is the vowel sound in the word Cal located? At the beginning of the
word or in the middle of the word?

[S says In the middle.]

T: Write an x under the a in Cal. Write m to the left of your word. M means
the // (short a sound) is in the middle of the word.
[S writes an x under the a, then writes m to the left of Cal.]

Using the guidelines for above, ask the learner to write these words under the
correct key word and then for the position of the vowel. Give the words in random
order. (Feel free to substitute other common one-syllable words.)
/ / cab, at, fat, and, add, rat, ran, hand
/ / red, fed, pet, egg, end, bend, leg
T: Listen to the following words. What vowel sound do you hear? Then write the
letter in your book.
T: Cal, Dan?
S: /a/, writes a in their book.
T: Where does the vowel sound come in the word? Beginning or middle?
S: In the middle
T: When you hear the sound /a/, what other words do you think of?
S: Writes down their answer.
/e/
T: Listen to the following words. What vowel sound do you hear? Then
write the letter in your book.
T: Egg, Ed?
S: /e/, writes e in their book.
T: Where does the vowel sound come in the word? Beginning or middle?
S: At the beginning
T: Listen to the following words. What vowel sound do you hear? Then
write the letter in your book.
T: Red, Yell?
S: /e/, writes e in their book.
T: Where does the vowel sound come in the word? Beginning or middle?
S: In the middle
T: When you hear the sound /e/, what other words do you think of?
S: Writes down their answer.