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    Wilson Academy - Just Words Virtual Launch Activity Handout Printer Friendly

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    SRS a - Virtual Launch aang Workshop Handout Just Words® Virtual Launch Workshop Handout Just Words Virtual Launch Workshop Handout Item # JWVLWH ISBN 978-1-56778-704-7 PUBLSHED By Wilson Language 47 Old Webster Road Oxford, MA 01540 United States of America (800) 899-8454 wowwwilsontanguage.com ing Corporation Copyright ©2020 Wilson Language Training Corporation. All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, Including photocopying, recording, or by information storage and retrieval system or network, without permission in writing from Wilson Language Training Corporation. Printed in the USA. June 2020 eer ean Wilson Language Training Sr wns Please have all workbooks, handouts, consumables, and materials at your work rea so that you can actively participate throughout the workshop. You wil receive a confirmation emai, prior to your workshop, directing you to which materials you should have on the day ofthe traning. XY Tip #2 Minimize Distractions Distractions make a significant impact ona video conference, Meeting manners are the same even ifyou aren't physically present with the other participants. Put the golden rule to work here: do unto other online meeting attendees, as you would have them do in your mestings El Tip #3 Stick to the Schedule Al participants are encouraged to join the workshop prior to the start time. Please follow the prescribed schedule and be ready tolearn! on Tip #4 Keep It Professional Important Reminders fora Successful Virtual Experience Please always have your video camera on so that our trainers can make necessary shits. As fellow teachers, itis important that visual connections can be kept throughout the workshop to gauge participation, understanding and connectivity. You will be Instructed as to when your microphone can be unmuted. ‘Tip #5 Participation if Key Though we always prefer volunteers, we often will call on participants randomly. The purpose of calling on participants is to activate learning and promote participation. These sessions are lve and thus require continued, active involvement, Tip #6 Keep the Meeting Moving We encourage questions and want to make sure that you get the right information for implementation. We ask that if you have '8 question while the trainer is presenting, please use the chat function to send them to the trainer. If, due to time, your {question is not answered during the live workshop, we will follow up shortly to answer your questions. Tip #7 Effective Wrap-Up Itisimperative that you help us help you. We need your critical feedback for ongoing improvements to our logistics and content, Please ensure you complete the evaluation prior to leaving your workshop. Congratulations! You are ready to go. Just Words® Virtual Launch Workshop PowerPoint Slides Slide 1 Slide 2 intent ey ne ho Slide 3 Important Reminders for a Successful Virtual Experience Slide 4 oy er Onn Slide 5 ‘Now and thrughout Just Words implementation tet he Intervent Learning Comerun for Just Words help you! Slide 6 Slide 7 Slide 8 Slide 9 Slide 10 io Slide 12 Slide 13 Explict ———+ Mutisensory —+ ‘Systematic ——+ Repetition ——+ Feedback | Slide 14 yo St a) Slide 15 Slide 16 Slide 17 Sersraeonenng Slide 18 en | “ip Slide 19 Slide 20 Slide 21 Slide 22 Somes 1 = Slide 23 aoe = 6 Goa ae Manipulatives help tc BB satya . ae Slo Slide 24 Slide 25, Om Slide 26 Slide 27 Slide 28 thought Slide 29 kindness Slide 30, Slide 31 Slide 32 Slide 33 Slide 34 Slide 35, Slide 36 Slide 37 Slide 38 Slide 39 Slide 40 Slide 41 Slide 42 Slide 43, Slide 44 Slide 45 Slide 46 Slide 47 Slide 48 sides eee Slide 50 Slide 51 Slide 52 Slide 63 Slide 54 Slide 55 Slide 56 Slide 57 Slide 58 Se Slide 60 Slide 61 Slide 62 Slide 63 Slide 64 Ses Inarcton presetby DAY Sess Slide 67 et io opt mgzonracnonmanan Slide 68 Slide 69 Slide 70 Slide 71 Slide 72 Slide 73 Slide 74 Slide 75 Slide 76 Slide 77 Slide 78 sider? eer Slide 80 Slide 81 = Prom | Slide 83 Slide 84 Slide 85 a Slide 86 Slide 87, Slide 88 Se Slide 90 Slide 93 Slide 94 Slide 95 “No tor ol at in eaoo an ar Deaton aon amare mpi ‘Soin I he ateway wal oer Rowe ES) be ustword6 Bee Ce uel tet Student Materials Teacher Material The following teacher materials are included in the kit: One set of student durable and consumable materials are included in the kit: The Reference Chart includes 8 posters for class- Durable Materials room reference, assembled in a portable, desktop A Dry Erase Tablet is used for dictation activities. flip chart. Posters include: Syllable Frames are used to build m + Basic Keyword strations) with Letter Tiles. + Welded Sounds rations) Each student has a Magnetic Journal Tiles to manipulate word parts for s *Mark My Words Consumable Materials The Student Notebook isa reference for: Learning Communi in Wilson Academy” provides pri ‘materials/resources, discussion boards, demonstrations, and the Just Words software. Membership th purchase of the Just Words Manual and Kitand is renewable Just Words InterActivities is a web-based ‘aid for teacher preparation for sound and word structure mastery by unit. Additionally, ABlue and Red Pencil it can be used interactively with students in Is provided for students class ifan interactive whiteboard and internet to graph their progress. ES) be Teacher Materials ‘The following teacher materials are included in the kit: The Instructor Manual provides detailed instruc- ~S__tiomand controled text resources foreach of > the 14 units and two Bonus units. Sound Cards are used to dill sounds and directly teach word structure by manipulating word parts. Sound combi- ‘nations and consonant and vowel phonemes are printed ‘on one side; keywords and pronunciation codes are on the reverse. Cards are color-coded for consonant (ivory), vowel (peach), and welded (green) sounds. ition on the back. Commen prefixes andLatin LA; rootswithadefntion and Keyword llistration J ont back ae provided for fashcard review. The unit where the word structure is introduced Is indicated on the front ofeach card, along withthe following symbols: isnot because ithas meaning High Frequency Word Cards are flashcards of high frequency and irregular words designed for reading and spelling practice. Words with inreqularpatterns or untaught word patterns are taught as words to be memorized. Noort aaa Sufix and stable Fromescredhersable mogrtic — frames for demonstrating andprcticng mltsylabic wordsandworaswithsuffes The blank white Syable frames ee use make uly words 3 Te Student Challenge Phrase Kit includes =f laminated taly sheets foreach unit 0 the teacher can easily keep track of while the student is reading phrases charting and monitoring progress. The Digital Timer counts forward and back- 5) ward andis used for charting, Just Start, and © Progress Check activities. Just Words® Instructor Manual Pages Unit 2 Standard Unit Structure ‘At a Glance: Days 15 ‘At a Glance: Days 6-10 pay JUST START! (High Frequency Words) HIGH FREQUENCY WORD DICTATION / DRY ERASE pays JUST START [Demensaion Word] DICTATION / COMPOSITION 800K pay 10 JUSTSTART! (QUICK REVIEW /TEST PREPARATION UNIT TEST / DICTATION AND CHART PHRASES. Daily Instruction Instructions for each lesson are provided by day (Day 1, Day 2, and so on). The lessons for each unit are organized in the order in ‘which they should be taught. Each unitconsists of 10 days of instruction. Days 1-2 introduce new concepts. Days 3-4 provide practice with the concepts, Day 5 provides practice and a dictation check-up, Days 6-7 introduce additional new concepts. Days 8-9 provide practice with these new concepts as well as weaving fn the concepts presented in week 1 Day 10 assesses mastery of all unit concepts. Just Words Activities sping smoothly 1s to master te proche of he lene cies itis recommended Hat you laminate the descriptions and have handy as a reference card while you are learning the Certain activities often occur on particular days. The chart provides a general reference of the activities that are typically conducted on a day: (There are exceptions in some units.) sss INSTRUCTOR MANUAL 28 S15: + Concept of blends *+ Concept of digraph blends + Blending and segmenting 4 sounds ina syllable + Closed sylable ype pavse0 + Blending and segmenting 5 and 6 sounds, inasylebe + Closed sable exception DEMONSTRATION WORDS shift shred script post. © mind HIGH FREQUENCY WORDS: for to you your were In This Unit In Unit 2, you will teach the difference between a digraph and a blend. A digraph contains two con- sonants and only makes one sound, as in /sb/. A ‘blend contains two or three consonants, but each keeps its own sound, as in /sp/ U/s/ and /p/) and ‘scx/ (el Fe ‘You will also teach digraph blends. A digraph Students wil ean to bel and segue four, ir six sounds in a syllable with blends or agaph tends In addition, you will teach the rules for the closed. syllable type. 1 This syllable can only have one vowel 2 The vowel is followed by one or more conso- nants (closed in). 3 The vowel sound is short, marked with a breve (~). Examples ash cup blast —seript TS — Finally, you will teach the exceptions to the closed. syllable type. Closed syllable exceptions follow a similar pattern to closed syllables, but have a long vowel sound instead of the expected short vowel sound. ‘These exceptions are taught as welded or “giued” sounds. The exceptions are: ind, ild, old, olt, and ost. Keywords will be used to help students recall the sounds of the exceptions. Unit 2 Arrange the Sound Card display inthe following manner: a] [e] [f i] fk] 1 qu) |r| |s 5 5 I0864 oO & & 4 & BE & @& INSTRUCTOR MANUAL 71 Unit 2 Day1 Progress Check ‘Students should open to the Progress Check in their Student Challenge Books and fold back answers. Have students repeat and write, allowing 15 seconds per phrase. 1. Gavda wish students graph their progress. Progress Check Explain that at the beginning of each new unit, students will do a Progress Check to see how they improve over time. Tell them that you do not ex- pect them to be able to know all the words that ‘you will give them immediately. In fact, at the be- ‘inning of this program, it is likely that they will not be able to spell very many of the words, but eventually they will master them. They should ‘gradually do better and better. Have students get out their Student Challenge Books and find the Unit 2 Progress Check page. ‘Teach students how to fold back their answers on this page. Tell students that you will dictate phrases. Tell them to do their best and if they do not know how to spell a word just to put letters they think might be in the word. Have students repeat each phrase and then give them 15 seconds (and fix if desired) their work. ‘Show students how to open the page to display the answers. Explain that the circled words are high frequency words and the underlined words are phonetic and follow the sound system, Give students colored pencils. Using the red pencil, have students circle all correctly spelled high frequency words. Using the blue pencil, have them underline all correctly spelled phonetic words. Next, have students tally up the number of cor- With each student, demonstrate how to chart their progress in the My Progress section of their ‘Student Challenge Books. (in subsequentProgress Checks, students can graph their progress while you circulate the room once you have checked their work.) Explain to the whole class how this chart shows this is nota test but a way to see their progress as they learn more and more about words. ‘Tell students that they will soon be able to work with these kinds of words and know everything about them, Unit 2 Introduce New Concepts Teacher Builds Words REVIEW DIGRAPHS ‘Show students Sound Cards for the digraphs wh, sh, ch, th, and ck. Remind students that these consonants stick together to form one sound even though there are two letters. Using Sound Cards, review these digraphs with their letter-keyword-sound. Be sure to note that most digraphs can come at the beginning or end ‘ofaword, but the digraph wh is only found at the beginning of words and the digraph ek is only found at the end of words or syllables. Build the word ship with Sound Cards: flee) Ask students where the digraph is in the word. Have a student come up and underline the digraph with one line. ship ‘Tell students that the single line reminds us that {thas one sound. Explain that this word is also formed by two consonants, a vowel, and another consonant. ‘There 1s, however, a big difference between the words ship and slip. Tap out ship (three taps) “Tap out slip by tapping one finger over each card {in the word. Explain that stip has four sounds because the letters, 8 and I each have their own sound. That is why s and I have their own cards, unlike the sh card. separated, the two consonants blend together Separate the s and 1 cards, then push them together as students practice saying sounds individually and then blended. ‘Show students that blends may appear before a ‘vowel (snap) or after a vowel (sent). Follow this example with several other Unit 2 ‘words such as vest, stash, trash, etc. Pull blends apart (separating Sound Cards) while students say each individual sound. Put blends together (joining Sound Cards) as students read letters to blend them together. ‘TEACH DIGRAPH BLENDS Demonstrate the digaph blends with Sound CBee PEE) ‘These words also have four sounds. A digraph 4s blended with another consonant. Call this a digraph blend. Tap above each card to demon- strate four sounds (although the word has five letters). ‘TEACH STUDENTS TO MARK WORDS ‘own sound, so each letter gets its own line under ft Bulld the words slush, slip and mask. Have students come up and underline the digraph with one line and the letters in the blend with one line under each letter. slush slip mask Aigraph blend can be marked like this: lunch shred INSTRUCTOR MANUAL 73 Unit 2 sentences to the High Frequency / Sight Words. section of their Student Notebooks. Wordfesource ‘one - Grab one from the bunch. for - Trim the shrub for Mom. to - Did you stop to rest? do - Do not dump the milk. spall the .e word each ime. Do three times for each Have students check the High Frequency / Sight (This can be done at another time.) Hold students accountable for the spelling of these words. Students can look them up in their notebooks as needed. 74 WILSONJUSTWORDS* ¢l (point to aand stress one) is closed in (move t) tap each individual sound. Put blends together Uoning Sound Cars) as students read eters to Explain that words have parts that go together called syllables. A syllables part of a word that Ask students to point to the closed syllables Cat has one syllable. Catnip has two syllables. (such, it), Discuss each word, asking students to ‘Tell the students that there are six kinds of | “ syllables in English. The closed syllable is the first kind of sylable they will earn. Itis the most Form the word bat with your Sound Cards: ‘Tell students that a closed syllable has one vowel only (point to a) and must be closed in (move the + closer to the a to show how it closes it tn). A closed syllable gives the vowel the short sound; ‘Sound Cards must be used to teach the closed Day2 Unit 2 Avoid using h, r, y, and w at the end (ah, bar, bay, saw). These are not closed syllables. Do not explain them yet: just avoid them! TEACH STUDENTS TO MARK WORDS You mark closed syllables like this: cit or git Be sure to practice marking closed syllables of ten. Underline or scoop the syllable frst. cat cat cit ~~ c Then, identify the type of syllable with a ¢ for closed. Finally, mark the vowel with a breve to show that it makes a short sound, as in apple. Be sure to mark the vowel last, emphasizing that if the syllable is closed, then the vowel is short. Student Notebook Entry Have the students locate the definition of a closed have them add the following words and non- sense words: dip flash banch c c c chip ém stip c c Teach Spelling For spelling, students must now learn to pull apart four sounds. Teach students to tap each sound of a blend separately. Demonstrate with the word soft. Do this with Sound Cards, tapping above each card: (elL) ‘Then take away the cards and say the same word (soft), Instruct students to tap sounds, visualizing the cards in their minds. Dictate the word shift. Have students repeat the Have a student mark the blend and the digraph in the word. shift Dictate the word glad. Have students repeat the word and tap out the sounds, Have a student. ‘come up and build the word with Sound Cards. Aske Is this a closed syllable? Why? (Yes, because ithas conly one vowel and itis followed by a consonant.) Have the student mark it closed: glad, ¢ Next, have the student mark the blend. Review that the blend has a line under each consonant to demonstrate that each makes a sound. aig, ¢ Dictate the word flock. Have a student make the ‘word with Sound Cards. Discuss the ek choice for /k/ after the short vowel. (fa [ole Make the words crib and mask with Sound Cards: Cle BEM Explain that if the /k/ sound is the first letter of a blend, the /k/ is spelled with a c. Explain that ifthe /ly sound is the last letter of a | blend, the /l/is spelled with I. Using the Unit Resources, dictate several words with two-letter blends. Have students repeat each word, tap out the sounds, and build the word ‘with their Magnetic Letter Tiles. You can build the ‘words with Sound Cards or call on a student to do so. Be sure to dictate words with the /k/ sound. isa blend at the end, k will be used. ‘Student Notebook Entry Have the students add the words crib and mask as examples of the spelling of the /ly sound at the beginning and end of a blend on the Three Ways to Spell Ak/ page (Spelling Rules section) of their Student Notebooks, INSTRUCTOR MANUAL 75 Unit 2 Day3 ‘mark the word as a closed syllable and underline the digraph with one line and blend with two separate lines. Word Resource Shift (to move alittle) ‘We must shift the plant to a better spot fm the sun, ‘Teacher Builds Words ‘Make the word shift with Sound Cards: 176 WILSONJUSTWORDS* Review the concept of blends and closed sylla- camplesothowthe worl isusel Have students) use the word in a sentence. ‘Make Additional Words Using the Sound Cards, make and discuss addi- tonal real words from the Unit Resources. other words without tapping, Discuss meanings + | for 1-2words. Display Words Display a selection of Word Cards, including cur- rent and review words. Have students find, read, and mark up the words as directed below. 1 word with ‘Students Build Words Have students use their Magnetic Journals and * Say a sound. Have students echo and find the letter(s) on their Magnetic Journals. worDs Dictate several words and have students echo. * For one-sylable words, students tap and build the {Word et cal on Stent fo fore word wih ‘Sound Cards, back to you and mark the closed syllables. Have them underline the digraphs, blends, and digraph lends. Day4 Unit 2 ‘mark the word as a closed syllable and mark the digraph blend. ord Resource shréd_ (to cut into small parts) are: © Did Brad shred the letter? worm Present Tigh Pre Frequency Word flashcards for reading automaticity. + As words are mastered for both reading and spelling, eliminate from this drill. Teacher Builds Words Make the word shred with Sound Cards: Elle) Rew the coneept of graph blends and closed ‘Make Additional Words Using the Sound Cards, make and discuss ad- ditional real and nonsense unit words from the Unit Resources. Have students quickly decode words without stopping to discuss them, (Goal: automaticity) Word Talk Read Words ‘Add the new Demonstration Word to the Word Card packet and use it as a flashcard. Use blank Word Cards to make additional unit words. Have students quickly read them without tapping, Se- lect 1-2. words and ask a student to use that word ‘ina sentence and another student to explain what the word means. Display Words Display a selection of Word Cards, inchuding cur- rent and review words. Have students find, read, and mark up the words as directed below. Instruct Students Find and mark digraphs. Find and mark a word with a digraph blend. Mark a closed syllable (and explain why itis closed). Select a word to define and use in a sentence. Dictation / Composition Books low proper Dictation Activity procedures as these are very important. Be sure students repeat each dictation. Dictate 3 sounds, 2 review words, 2 nonsense words, 6 current words, 4 phrases, and 2 sen- tences. Words Follow the dictation procedure for review and cur- rent words. (See the Just Words Activities section {nthe front of the manual.) After doing the review and current words, have students read them back to you and mark the closed syllables. Have students underline the digraphs, blends, and digraph blends. ‘Students should orally spell and write high fre- quency words with their finger prior to writing Phrases Have all students repeat and write each phrase before an individual is selected to model writing it for the whole class. Sentences ‘Students independently write the sentence and in the front ofthe manual) Then ask, “What's the Seoa” Hap students phrase the sentence for INSTRUCTOR MANUAL 77 Unit 2 Day5 Just Start! Set the timer for five minutes. Write phrases: do nat trip coe had one wish, © c cs Big to gop ce Teacher Buds Words ‘Make Words ‘Make and discuss several unit and review words with your Sound Card display: sounds, ‘whyitisa closed syllable). ‘Tapand mark some of them and then make sev 78 WILSONJUSTWORDS* Phrase It PRACTICE: DAYS 1.5 Have students find unit phrases from the Days 1.5 Phrase Practice list in their Student Challenge and read. Discuss phrasing as needed. Do 2-3 phrases in this manner. Next, selecta student to demonstrate marking up and check students’ work. Also, selectively ask a student to read some of the phrases to you to spot-check decoding accuracy. Sai, pret aR RE ble un ast CHECK-UP ‘Students do Day’ Dictation in their Composition ‘Books. Have them check the Check-up box at the top of the page. Have stuclents repeat the sounds, words, phrases, and sentences and then write independently. Do not have students spell orally: Encourage them to tap as appropriate. Dictate 3 sounds, 2 review words, 2 nonsense words, 6 current words, 4 phrases, and 2 sentences. Note You shoud colette Student Composton Boks to view student application and mastery ithe un us a. Unit 2 Day6 Just Start! Introduce New Concepts ‘TEACH THREE-LETTER BLENDS ‘Student Notebook Entry ‘Teacher Builds Words Blends can also have three letters. Using Sound sentences to the High Frequency / Sight Words section of their Student Notebooks. erdreoure ‘you - You must not blush in the film, ‘your - Flash your big grin at them, ‘were - They were at the golf club. where - Where do the squid swim? High Frequency Words Present new high frequency words using High Frequency Word Cards. Have students write each word on the table sur- face with their finger. Students should orally spell the word each time, Do three times for each word. Have students check the High Frequency / Sight (This can be done at another time.) Hold students accountable for the spelling of these words. Students can look them up in their notebooks as needed. | TEACH BLENDING WORDS WITH 5 SOUNDS Explain that some words have five sounds in a EEL) How many sounds are i Add c to make crust. Point out that the word now has five sounds, with a blend before the vowel (er) and a blend after the vowel (st). ‘To tap words with five sounds, re-use the index finger or tap on the board and desktop using the ‘thumb for first tap. In some words, a digraph will combine with a consonant to form a digraph blend. Make the word shrimp to demonstrate: ell ‘Tap and count the sounds (5). @ | Be sure to identify both blends when marking words: crust shrimp Cards build the word scrap. Have students tap the word. Ask students if there are consonants together in the word that all keep their sounds. Note that letters in the blend, using a separate line under each letter: sera p. Teach Spelling REVIEW SPELLING Remind students to tap each sound of a blend or digraph blend separately. Dictate the word elasp. Have students ri repeat the two- and thee Jeter blends and digraph blends. ‘TEACH SPELLING WITH BLANK TILES INSTRUCTOR MANUAL 78 Unit 2 Day7 atic, sequin ¢ ¢ ite bimeh ° ° Quickly review. Discuss: squint is a closed sylla- ble even though there are two vowels in the word. ‘The w s not working as a vowel. It ts only there for q. REVIEW CLOSED SYLLABLES Eee! Have a student tap and read the word. Tell otdnts that here are ve exceptions to the closed syllable rules. Explain that an exception is something that does not follow the rules. Explain that when there is an exception something unexpected happens, something that does not usually happen. ‘Tall students these sounds are called exceptions Decause they break the closed syllable rules and have long vowel sounds rather than short vowel sounds. Use Sound Cards to introduce each of the excep- tions. Say the letter-keyword-sound and have students repeat. Sey Ind -find - ne! old - cold -/6ld! ost - post -/6st! ‘Teacher Builds Words ‘Make the word cold with Sound Cards using the green old card: =) Demonstrate how to tap this word: /k/ - one sounds together, rather than segmenting them. Have students practice words with all of the new ‘make it easier to read and spell them. Using the Unit Resources, build several words with closed syllable exceptions and have the stu- dents tap and read the words. Tell students that these letter combinations are not always exceptions, Build the word lost with ‘Sound Cards, Use individual cards for the 0, 8 and t~not the green ost card: HET) Have the students tap and read the word using a short vowel sound. Explain that in this case the ost is not a closed syllable exception because the © follows the rule and remains short. Day7 Unit 2 Make the words below with Sound Cards: ee = mHEL Read one as the exception (wind) and the other as a closed syllable (wind). TEACH STUDENTS TO MARK WORDS Use the following procedure to mark closed syllable exceptions. First underline (scoop) the syllable: told ‘Then identify the type of syllable by putting a with an x through it (Tell students that we put an .x through the ¢ because itis an exception.) told ‘Next mark the vowel with a macron (“to indicate the long vowel sound. told ‘Student Notebook Entry Have students add keyword pictures for ind, ild, of the closed syllable exceptions in the Syllables section. They can add the sentence below to help them remember the exceptions: ‘The kind old man led the wild colt to his post. ‘Student Challenge Write the following words on the board (without ‘markcups). Select students to mark each word: quilt stint C ¢ ay blond c find ~ ehrimp ¢ and Letter Tiles. (See Unit Resources for Echo ‘Sounds and Words.) Warm-Up Echo Sounds Dictate the new welded soundsand have students echo the sounds and find the corresponding Letter Ties: Echo [Find Words Dictate the word cold and have students repeat. sued together for the /6ld/ sound. Have students tap out cold. Ask a student to come up and build the word with Sound Cards. Have students tap out the ‘word saying the sounds. Then have them tap out the word saying the letter names. Using the Unit Resources, dictate other words including some with closed syllable exceptions. Have the students build them on their Magnetic Journals. Phrase It PRACTICE: DAYS 6-10 Have students find unit phrases from the Days 6-10 Phrase Practice list in their Student SENTEN their Student Challenge Books. Help students determine phrasing for meaning and have them reread the sentence using phrasing as a guide. INSTRUCTOR MANUAL #1 Unit 2 Day8 Just Start! Student Notebook Entry Set the Umer for five minutes. Have students Teacher Builds Words Make the word script with Sound Cards: ote | Cle Bel) ‘mark blends and closed syllables and underline the blend with two separate lines. eres (Words written for a play) C- Megwill act out the seript. en! Cheengng Nowe Sounds + Point to a Sound Card: say letter-keyword sound. * All students echo, or select an individual eve Sounds * Selectively review; drop keyword when mastered. Review the concept of blends and closed syllables student(s) use the word in a sentence. ‘Make Additional Words Using the Sound Cards, make and discuss ad- ditional real and nonsense words from the Unit without tapping Discussmeaningsfor 1-2words. | 5 Display Words Display a selection of Word Cards, including current and review words. Have students find, read, and mark up the words as directed below. Instruct Students Find and mark the blends. How do you tap these words? ‘Select a word to define and use in a sentence. ‘Students Build Words Have students use their Magnetic Journals and Letter Tiles. A student can be at the front of the * Say a sound. Have students echo and find the letter(s) on their Magnetic Journals. worDs Dictate a word and have students echo. + For one-syllable words, students tap and build the word; then call on a student to form the word with Sound Cards. | Aska student to spell the word orally. Unit 2 ordResore POEL Mang o apt SK Can you post this No Fishing sign? mind -(1.A person's thinking or thoughts) SK The test was on dims mind (2. Care) He did not mind that th shredded his fip-fo Warm-Up "Spel eliminate rom this rl. ‘cuss mulliple meanings as appropriate, Have student{s) use the words in a sentence. Make Additional Words Using the Sound Cards, make and discuss ad- ditional real and nonsense unit words from the Unit Resources. Have students quickly decode words without stopping to discuss them. (Goal: automaticity) Word Talk Read Words ‘Add the new Demonstration Words to the Word Display Words Display a selection of Word Cards, including cur- rent and review words. Have students find, read, and mark up the words as directed below. Find and mark words with closed syllables and exceptions. What does the vowel say? Select a word to define and use in a sentence. Dictation / Composition Books Refer to the Unit Resources’ list of Sounds, Words, Portant. Be sure stuclents repeat each dictation. Dictate 3 sounds, 2review words, 2 nonsense words, 6 current words, 4 phrases, and 2 sentences, Words Follow the dictation procedure for review and cur- Students should orally spell and write high fre- quency words with their finger prior to writing Tae al sudents repeat and unite each phrase before an individual is selected to model writing it for the whole class. Sentences Students independently write the sentence and INSTRUCTOR MANUAL #3 Unit 2 Day 10 Just Start! ‘Set the timer for five minutes. Direct students to practice reading phrases in their Student Chal- lenge Books (not the Phrases for Charting). Teacher Builds Words Quick Review / Test Preparation ‘Make Words Make and discuss the nonsense words below with your Sound Card display. Ble 4 = Unit Dictation Test Have students find the Unit Test pages in their Student Challenge Book. Dictate the sounds, words, phrases and sentences. Be sure to read the sentences to students, emphasizing correct phrasing Have students repeat and then write independently. Encourage them to tap. However, they should not use their Student Notebooks. When proofreading the sentences, students should also scoop into phrases for meanings, as dictated. Dictate the Flowing Sounde ae fig) ew ita Fotowing Words end Nonsense Words cloth shred brisk strap bind esp stb gremp test vold Hove the Students Mark Word and Nonsense Works * Underline blends and digraph blends. ‘+ Mark the closed syllables and exceptions. Dictate Sentences and Have Students We and Pras The Did they sprint to the pond and back? ‘The child crept to get the milk from Ted. The child creptt Ialiczed words = Phonetic Words [Bold words = High Frequency Words Duert students 10 phrase and proofed the (Students should use their blue pencils.) Record Unit Test / Chart Phrases Direct stuclents to mark up Phrase It phrases and complete any unfinished activities for this ‘unit in their Student Challenge Books, ‘Meet with students individually. Correct their Unit Tests and provide feedback. Chart individual students with accurate phrase reading from the Phrases for Charting listin their ‘Student Challenge Books, while you tse the cor- responding laminated card from the Student Challenge Kit to record errors. ‘Students should scoop the phrase with their fin- ger asit is read. Record stuclent scores in the Stu- dent Challenge Books as well as on your Student Progress Recording Form, Unit 2 Resources Warm-Up / Drill Sounds. oavs10 onyse10 Sounds appear bewoen / New sounds appearin ota. | WELDED WELDED . 3410, also Include days 1-5 sounds. ind -find -find ld - wild - a’ find/-ind — fld/-ild le old old -cold -/@ld/ ol -colt- at) pel olt —_/est/-ost CONSONANTS ost - post -/Ost/ b-bat -/b/ c- cat =f) - Freq -dog- fa/ f-fun-A Warm-Up / Review High Frequency Words &- game - fe hat fh are from have is of the ‘Sounds appear between // New sounds appear in bold J-jug-B! k-klte- Ay You say the sound. Stadenisecho the soundandssay the | they was letter Bepending onthe activity, students then etter find 1 lamp - iV ‘m-man -/m/ ‘or write the letter comesponcing fo that sound. n-nut -/tv > pan-/p/ cmsts Current Unit High Fi w qu-queen-/kw/ r= rat-// snake -/s/ t top -/v Be aca wt ays 15 vv-van -W/ w- wind - Av) ” ive Ws one tr fe do “8 - - x fox ks! y- yellow -v/ onvse10 n-rebra- [al Mieke ok M1 mn) -m you your were where i-n tp-p ‘w/~ CONSONANT DIGRAPHS sh ship -/sh/ ck sock - ef alee W-s Wet wh-whistle-w/ th thumb -/th/ New fu-wewh ks) ch chin -/ch/ Whey toe Jetv-ch voweLs Jsh-sh (thy th a-apple--/a/ e-Ed- voweLs 1 tteh - AV 0 octopus -/6/ ea lc ja u-up- Ay ° By-0 fiy-u INSTRUCTOR MANUAL 5 Unit 2 Review Words Woros chat bet fib tax path bog rid lack — dock sick x NONSENSE WORDS lat min fex Ib pob-— shib eck quin ox Current Unit Words: oars 15 orbs wire souns sent must best pest pond flap jump bend chest raft stub gust stash belt gad slush trot wept vest step flag lend shelf last ip grin dust swish past vent dump brush fist ‘4% WiLSONJUSTWORDS* shock quick quib pid grab trash flop drum hunt drip ip fest frog spin soft git lost. nest bled snip spot limp lump hint blush fled chimp mint twig twin trim slim melt felt help self tit film — gulp smog flash stop snug thump swim quilt squid Worn WITH ADIGRAPH BLEND bunch bench pinch punch shrub shrug lunch finch WoRoS WITH Ki SOUND AT ENO brick clock stuck black lick crack stack block pluck speck task mask bask bulk whisk risk NONSENSE WoRDS blash fig quept grut chend lick quent fent sleck swith chent grud fast trap mast lst flat snap chomp pump rust mend. golf gulf held wilt ‘went just squish, shred munch throb hunch stick stock flock cluck milk silk dusk: timp trub fleb lid roth plosh pavse10 worn wer s sounns ‘twist crust swift blend blond trust, stump clump crisp blast grunt swept drift graft draft print _grump craft slept slump stunt blimp plump squint thrust spend crept stomp clasp blunt trend flint primp brunt brisk glint brunch crest stint trench clomp flask crunch, WORDS WTH SETTER BLENDS, SORSSOUNDS serap strap serod split sprint strut struck strum sprig seript (GLoseDexcernions blind find wind bind = mind grind child mild wild bold old hold cold sold told mold fold gold scold bolt colt jolt most post host NONSENSE WORDS slomp brent praft brist clopt _clusp thrupt squest trent crench stret sprop flump stropt Unit 2 Resources Phrases Sentences ones owes they did help one bigdrum ‘Jack was at the pond to swim, ‘was not last do not gulp Did they have to get. a git? havea plum hhad one test ‘They must get help for Mom. from that spot swim to Pred Donot bragto him. for the trap went with Beth ‘They did not golf with us. do with Brad ‘othe trap ‘The stick is stuck tothe bench. snone stop they did snap Did Brad shred the ist for Ba? hunt for fan for the quit Do they have the one black drum? ty a gar hd one fog owss0 do the ist stop to rest ‘Are you in aad shump? ones Di you shift the vent forthe drat? for the print was a find ‘Where do they post a ist for the best brunch? hhave one shrimp for the cold ‘They must do the plot for your seript. they had slept sold your bench Do you have to squint inthis sun? did one stunt from the child ‘They didnot mind this cold ‘was not brisk crust had mold ‘They were told thal your colts wild. you trust him hold your stick You must sprint on that path. INSTRUCTOR MANUAL #7 Just Words® Lesson Planning at a Glance Lesson Planning Templates, Activity Cue Cards, Just Words Daily Lesson Plan, and Writing Responsive Lesson Plans in Just Words ee JustStart (Demo Word) ssim Demestion Was Stade aang: W arma > Teacher Builds Words o7:sniues Counts StodentteekPage hen pie) Worse ae D5: ih een Was: pee i Just Start (HFW) © sriues ‘Student Notebook Page: “es one-Grab one from the bunch to-Did you stop to rest? | for-Trim the shrub for Mom do - Do not dump the milk ‘iy 85: Students circle HFW and add sentence to notebook (High Frequency Words © soa Sut lege Boni _) "Present HFW using HFW cards. Students write word saying letters with finger on table three times each word. “Check their Units 1-3 pretest and if they missed any ofthe above words - make an index card with word Teach New Sounds (wien applicable) © sons Set att here San AY Teacher Builds Words © vanes Steen) Geass Review blends. Teach Closed Syllable Concept. Teach Students to Mark Words WorsioMhirand0ecss Make the word "flip" with sound cards. Remind students that a blend is two or more consonants together each making own sound. Tap each sound, Build: shelf, plug, fist, stub Closed Syllable - Build "bat". Teach concept of closed: 1 vowel followed by 1 or more consonants - vowel is short i> = or Build: bath, such, it, she and coal - For each ask is it one vowel? followed by one or more consonants? vowel sound short’ to determine examples and nonexamples of closed. Teach marking - scoop under the syllable. identify with a "c" under scoop and put a breve over vowel to show itis short. Have students put ‘examples in student notebook: up, flash, bunch, chip, em and stip with correct markings, Teach Spelling (when applicable) 0 wrens ‘uote ioe pc r2#85Seqmenting 4 sounds - blends. Demonstrate tapping for spelling - keeping the sounds separated and do not blend back together. Demonstrate saying word, tapping keeping it segmenting and pulling correct letters to ‘match the sounds. Have a student come to board to do a few as models. Students then need magnetic boards. ee sent os soft, shift, glad, flock, crib, mask (explain with * v) mask’ if the first leter of a blend is /k/ then use ac". if last letter, use ak". Mark a few of these at board. ‘tc After demonstrating how to build the above words as models, have students use tiles on magnetic boards. dictate word - they repeat - tap keeping segmented and then build word with tiles on board. Spell chorally or call on a student to spel orally. Clear boards or spell away. Words to use: flash, task, tit, click, snip Other (when applicable) oan J® Student Notebook entry - Have students add the words “crib and "mask" as examples of the spelling of /k/ at v the beginning or end of a blend. Use spelling rules section of notebook. DICTATION / CHECK UP © _torsmnuTes: pays Miiewords! + Students use their Composition Books and check the Check-up box + Dictate 3 sounds 2 review words 2 nonsense words 6 current words 4 phrases 2 sentences + Follow dictation procedures + This is testing time: students work independently, do not spell orally, and should not refer to their ‘Student Notebooks DICTATION PROCEDURE / DRY ERASE © 10-45 " van : 10-15 MINUTES: DAYS 3,8 Rerewords + Students use their Dry Erase Tablets + Dictate 3 sounds 3 review words (can include nonsense) 3 current words 3 high frequency words 3 phrases: + Follow dictation procedures + This is teaching time, not testing time DICTATION / COMPOSITION BOOK © 101s minuTEs: DavS 4.9 + Students use their Composition Books + Dictate 3 sounds 2review words 2nonsense words 6 current words 4 phrases 2 sentences + Follow ictation procedures + For sentences: Dictate with prosody and phrasing. ‘Students repeat entire sentence with same prosody, then write, scoop phrases, and proofread sentences + This is teaching time, not testing time ee just wore Bevo * Dictate sound from Unit Resources + Students repeat sound and write ltter(s) + Atleast one student names letters), including all leamed responses (for example, /ki-, k, Cx) (Note: Students do not name letters fit is @ Dictation / ‘Check Up or Unit Test.) DICTATION PROCEDURE / ONE SYLLABLE WORDS Fustwords! * Dictate 2 word from Unit Resources and students echo + Students tap word (when initaly learning a word structure, you can have students orally spel the ‘word before writing as well) + Students write the word + All students spell word aloud chorally + Proofread and Mark Up: After review and current ‘words are completed, have a student read back all the words and then direct students to “mark up” their ist of words. (Note: Students do not spell word chorallyifitis a Dictation / Check Up or Unit Test.) DICTATION PROCEDURE / WORDS WITH SPELLING OPTION justwords’ + Dictate a word from Unit Resources and have students repeat the word + Students tap individual sounds to help isolate and identity speling options + Students write word, leaving a blank line for the option + Students write out possible spelling options (entire word) and name letters + One student uses spell checker or dictionary to find correct spelling + All students write correct letter(s) in blank + Prooftead and mark up words + For mutisylable words with an option: Students repeat entire word and name each syllable, then follow Speling Option procedure forthe syllable with spelling options (Note: Students do not spell word chorallyif itis a Dictation / Check Up or Unit Test.) DICTATION PROCEDURE / MULTISYLLABIC WORDS. fustwords + Dictate a muitisylabic word and have students echo + Students orally segment and name one sylable ata time to represent syllable parts (Students also touch the sylable frames when using the Dry Erase Tablets) + Students name each syllable again, spelling it aloud and writing it by syllable (Students write in syllable frames when using the Dry Erase Tablets) + Students immediately read word back, scooping syllables from left to right (and circling sux if required) to proofread their work + Proofread and mark up words (Note: Students do not spell word chorally if tis a Dictation / Chack Up or Unit Test.) DICTATION PROCEDURE / HIGH FREQUENCY WORDS just wor isteweros + Dictate a high frequency word and have students repeat + Remind students that high frequency / sight words are not tapped + Students orally spell and write high frequency sight word with a finger on desk, then say the whole word + Students then write the word on Dry Erase Tablets ‘Composition Books, naming letters and saying word as they write (Note: Students do not spell word chorallyif tis @ Dictation / Check Up or Unit Test) DICTATION PROCEDURE / PHRASES. st words! + Diotate a phrase and have students repeat entire phrase + Students write the phrase independentyy + Students check for capitalization of proper nouns + Students circle high frequency words and use notebook (es needed) to confirm speling + Students proofread phonetic words by tapping sounds and scooping mulisyllabic words + Students reread entire phrase aloud while scooping (Note: Students do not spell word chorallyifitis a Dictation / Check Up or Unit Test.) JUST START © sunuTes;pavs210 se worls! + Set timer for five minutes High Frequency Words (Days 2, 6) + Students circle the new high frequency words and ‘add the sentence to the High Frequency / Sight ‘Words section of their Student Notebooks Demonstration Words (Days 3, 4,8, 9) + Students copy words, meaning and sentence ‘on the Demonstrations Words page (Vocabulary ‘section) of their Student Notebooks + Students can mark words as directed justralions can be drawn now or later + Quickly review ‘Apply Concepts (Days 5, 7) + Students write and mark words / phrases in their Composition Books as directed DICTATION PROCEDURE / SENTENCES: tyes + Dictate the sentence with prosody and have students repeat the entire sentence with same prosody + Students work independently to write sentence + Students phrase and proofread sentences, Proofreading Process: + Reread sentence while students point to each word + Students check capitalization and punctuation + Students circle high frequenoy words and use ‘Student Notebook (as needed) to confirm speling + Students tap one-sylable words, scoop syllables in multisylabic words, and circle suffixes to check {or proper speling + Use questioning to guide correction (Note: Students do not spell word chorally if tis a Dictation / Check Up or Unit Test.) HIGH FREQUENCY WORDS © swnutes: onvs.2.6 ae c ; st Wor iiteweros + Show High Frequency Word flashcard; students read it + Help with tricky parts of word and clues to memorization + Students write word on desktop and spell aloud, then say word (up to 3 times / word) + Students circle misspelled words in protests (Student Challenge Book) + Students can also make index cards for misspelled words PHRASE IT / PRACTICE © _10MINUTES: DAYS 5,7 wast wor . awe “Subs ria ea watt as + Next, have student (or group) read phrases while scooping “Ask students to find examples of unit concepts + Student selects a phrase, then write 1-2 sentences. ‘on board + Ask "What's the Scoop?” *Do 2-3 phrases + Mark bold words as indicated PROGRESS CHECK © sswmuTes: pay 1 oe words) + Students prepare Unit Progress Check page in Student Challenge Book + For each phrase, you dictate; students repeat and write + Give only 15 seconds for each phrase + Once finished, reread all phrases so students can proofread and fix + Have students open page and correct work + Students circle correct high frequency words in red + Students undertine correct phonetic words in blue * Students tally total number correct at bottom of page + Cireulate room to check students’ work * Once checked, have students graph their progress in My Progress PHRASE IT/ STORY © suiwuTes: BAYT tyes + Students read unit story (Student Challenge Book) + Ask ‘What's the Scoop?” + Work on scooping / phrasing unti students gain independence + Students (alone or as group) read aloud as they scoop with finger + Have students visualize and replay to prepare retelling + Students retell passage, using visualization ‘STUDENTS BUILD WORDS / SOUNDS a Foren Warm-Up / Echo Sounds + Students use Magnetic Journals and Tiles + Dictate sound from Unit Resources; students echo ‘and point to tiles + Students name letter(s}-all leamed responses + One student madels with Sound Cards at front of class, ‘STUDENTS BUILD WORDS | WORDS. © 10-415 WNUTES: DAYS 3,8 ‘STUDENTS BUILD WORDS / WORDS: © 1045 MINUTES: DAYS, 8 Single Syllable Words + Students use Magnetic Joumals and Tiles, + Dictate real / nonsense word from Unit Resources; students echo and tap as needed + Students build word with tiles + Students say and spell the word aloud [STUDENTS BUILD WORDS | WORDS © 101s manures, onvs3,8 oe words) Words with Spelling Options + Follow procedures for single sylable words ‘or multsylabic words, + For sylables with a speling option, use the blank tie to represent the option + Students place options below blank tle and ty each option + Students look up word and place correct tie inblank. + Students spell word orally Multisyllabic Words. + Students use Magnetic Journals and Tiles and Dry Erase Tablets + Dictate real / nonsense word from Unit Resources; students echo + Students name each syllable while pointing to syllable frames on Boards + Students name syllable again, one at a time, and build the syllable in the frame with Tiles or blanks while saying the letters + Students read word while scooping ‘TEACH NEW SOUNDS © SYOMNUTES:DAYS 1,2 ,7 WHEN APPUCASLE WE eed “ + Show Sound Card to students + Say letter(s)-keyword-sound; students repeat + Students should clip sounds ‘Teach only sounds and Keywords in current unit “For each sound, students give all responses taught so far + Students enter new sound in Sounds section (Student Notebook) ‘TEACH SPELLING (© 10 MNUTES: DAYS 12.6, 7 NHENAPPLICABLE st words) + Students use their Magnetic Journal and Letter Tiles while you demonstrate with your Sound Card display + Introduce spelling concept using Sound Cards and / ‘or Sylable / Suffix Frames and follow instructions in manual Warm-Up / Echo Sounds + Dictate sound from Unit Resources; students echo ‘and point to tiles + Students name letter(s)—all leamed responses Echo / Find Words + Using unit resources dictate additional words and have students repeat and build word + Students should build mutisyabic words on their Syllable Frames on their Dry Erase Tablets ‘Student Notebook Entry + Add example as directed UNIT TEST / DICTATION © sommuTEs, pay 10 ‘TEACHER BUILDS WORDS, ©1045 mnuTEs: DAYS 1-10 tyes + Make a new word with cards (and / or frames) + Explain word structure; students tap one-syllable words, scoop muitisylabic words, circle suffixes “Teach marking, as directed + Make and discuss each new concept with several words + Students decode additional words without discussing + Include nonsense words, as directed ‘Student Notebook Entry + Add example as directed justwords’ + Students locate Unit Test in their Student Challenge Book “This is testing time: students work independently,

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