READING INTERVENTIONS A Guide to Systematic Phonics Instruction* RESOURCE SUPPORT FOR BELIZE EDUCATORS As part of the Rotary International Global Grant Project LITERACY ALIVE! July/August 2023 “Adapted and abridged from the work of Dr. George Georgiou ‘These materials are used with permission from Dr.George Georgiou and Alberta Education. This condensed version of the full program was created for teacher convenience with the understanding that one copy of the {ull resource is available in each participating schoo! July/August 2023,Contents * Page numbers refer to master document availabe in School/District Office Introduction, The Theory Behind the Intervention Reading Intervention Scope and Sequence ‘Sequence of Lessons Daily Lesson Format at a Glanc Letter Knowiodgo Phonics Lesson Format ‘Shared Book Reading Lesson 1: Lesson 2:1 aw Lesson &: 5 Lesson 4: Review: Lessons 14. Lesson 6:1 Lesson 6: Lesson Lesson Revk Lesson 8:6. LOSER 10: Pn Lesson 11:.. Lesson 12: m. Roview: Lossons 9-12 wns Lesson 18: 0.. Lesson 14: LOSSON 18: Qn Lesson 16: Review: Lessons 19-16. Lesson 17: u. Lesson 18:k... Lesson 19:h.. 159 Lesson 20: F. 167 Review: Lessons 17-20Lesson 24: y Review: Lessons 21-24 Lesson 25:2. Lesson 26:5. Lesson 27: Double Consonants. Lesson 20: oh. Lesson 31: th Lesson 32: ed Review: Lessons 29-32. Lesson 33: ng, Lesson 84: ar. Lesson 86: er, Lesson 36 ir. Review: Lessons 38-36. Lesson 87:6 Lesson 38:1.¢ 8ar Lesson 39: e¢ 338 Lesson 40: 0a 343 Review: Lessons 97-40 Lesson 41: ay. Lesson 42: ai Lesson 43: aw Lesson 44; ow Roview: Lessons 41-44. Lesson 45: Orn Lesson 46: 00. Lesson 47: 0a.. Lesson 48: ou. Review: Lessons 45-48 Lesson 49: ow Lesson 50: igh Lesson 51: 4 wun Lesson 52: kn. Review: Lessons 49-82.Lesson 53:9) Lesson 54: wh.. Lesson 56: wi Lesson 56: tch.. Review: Lessons 53-56 Losson 57: dge Lesson 58: alt. Lesson 59: ear. Lesson 60: eer. Roview: Lessons 57-60, Lesson 61: Lesson 62: Lesson 63: ore... Lesson 64: oar. Review: Lessons 60-64. Appendix 1: High-frequency Irregular Words Appendix 2: Challenge Words... Appendix 8: R-Controlied Vowels. Appandix &: volead eth an. Appendix 6: <-ed>.. Appendix 6: . Appendix 7: as in book References. DITIONAL RESOURCES PrelPost Assessment + Letter Name - Sounds (LeNS) Test = Castles & Cottheart 3 (CC3) Test ~ LeNS & 003 Alberta Noms ‘Sample Resources = Lesson Materials ~ _ Instuctions for Reading for Success Kits = Word Lists ~ Sound Boxes ~ Daily Plan/Student Summary oOIntroduction \When iearning to read, many students have lficuity understanding and applying the relationships between spelings and sounds, and will continue to have diffcuity reading new words if they do not recelve intensive instruction that targets the teaching ‘of common mult-etter sound relationstips (Graphomo-Proneme Correspondences; GPC3) and phonological decoding (eg., Envi otal, 2001; Galuschica ot al, 2014; National Reading Panel, 2000; Savage & Cloutier, 2018) The folowing reacing intervention wes designed to supgort teachers in the delvery of explicit, systematic phonics instruction to small aroups of Grade 140 3 stuxients identified as ‘risk’ on the sub-exical and lexical qualities of word reading (see LeNS and OC3 Assessment Interpretation Guide for overview) The Theory Behind the Intervention ‘When students frst begin to lear to read, they are familar with a large number of spoken words. but they cannot recognize these words in pried form. After some insituction and/or early experisnces with reading, students begh to realize that letters correspond to sounds {for example, the tet the beginning of the word tap is pronounced fi). Students are able fo use this, basic information about granheme-phoneme correspondences (PCs) to help them sound out other words fg. tip). Words ‘that can be sounded out succassfully using the GPCs are referred to as regular words (@.g., bed, wedding, mustang). As stuclent’s knowledge of GPC rules grows, they are able fo sound out longer and more complex words. A large body of research shows that the most effective way to teach a stuclent to reed independently is to cover the carnmon grapheme-phoneme correspondences expitily and systamatically. ‘Sounding out using GPCs is a good strategy for reading words, but't isa slow process, Evary time a student sounds out the word correctly, they gain valuable practice with that word, Repidly, sometimes after only two attemps to sound out the ‘word, they learn to recognize that word as @ whole - when they 88e the word again, the pronunciation of the entire word fs automatically activated anc decoding each grapheme is no longer necessary. This is called whole word reading, or sometimes sight reading. In addition to regular words students have not yet decaded multiple times, about 25% of monosyllabic words in English cannot be road accurately using the GPC rules alone, These words are known as Irregular wards, Some examples of irregular words are give, come, and iron, Different cognitive processes are neecad 1o be successful in souncing out the words and recognizing them as wholes. These processes have been described by a cognitive model called the Dual Route Cascacied (DRC) model, which describes how Words are read aloud (see Figure ‘), The DRC has two reading "routes" the lexical route and the sub-lexical route. When a person sees a writ word, it prompls a visual analysis ofthe letters in the word. This analysis triggers the sub-exical route to Conwertlottere into aounds via the GPC rules. This process is somatimes called phonological recoding or phonological decoding. ‘The word eiso triggers the lexical route to search the memory store written word recognition” in Figure 1) of already known written words for the same word which, Iffound, activates a spoken version of the word ('spcken word recognition” in Figure 1). ‘This process is sometimes caled visual word recognition or whole word reading. The outout of both the sub-iexical and lexical rouies is the pronunciation ofthe written word, I the student decoded the word using the sub-foxial route and the word is in-thair epoken vocabulary, it's then recognized on the basis ofthis pronunelation. Ifthe word was recognized as a whole, is meaning and pronunciation were both activated simultaneously.WRITTEN INPUT VISUAL ANALYSIS WRITTEN WORD RECOGNITION Y WORD MEANINGS SOUND-LETTER RULES ¥ SPOKEN WORD PRODUCTION Ss SPOKEN OUTPUT LEXICAL ROUTE SUB-LEXICAL ROUTE : gure 1. The Dual outa Model In sum, the ability to read words aicud depends on multe cognitive procassos that fall into two processing routes. The ‘su-lexical route Is criical for reading new words that are reguiar whereas the lexical routs is important for iregular words that ‘oan't be fully soundod out and it's so used to read all known regular words. As the student's reading skis develop, they recognize more anc more words using the lexical route wrile the sub-lexical route remains ae @ backup strategy when they ‘encounter unknown wards, Its important to note that due to the lintations of the human memory system, using the slower sub-laxical route whon learning to read words is nooossary because our visual memory system cannot support leaming thousands of words by their visual features, We leam to associate spellings of words to their pronunciations in segments, not as wholes (Colthoart etal, 2007). Reading Intervention Scope and Sequence “The following intervention includes 80 small-groun lessons dasigned to exalcity teach the 64 mest frequently ocourting GPs in children's books. in each lesson, students are given explicit instruction in how to continuously blend regular words that ‘contain these GPCs., Continuous blending with guided support will assist students in building and applying their knowledge cf letter-sounds to phonetically decode unfamiliar werds, Research has shown that the explicit teaching of high-frequency GPOs through direct mapping of text, beginning with the simplest to more complex, ard ongaging with ‘real acoxs' ac soon es {_,) posse, can increase the number of words a sfuclant reads independently. Additionally, explicitly teaching the high-frequency GPCs can auppor struggling roaders in applying thelr letter-sound knowledge to cecocing parts of irregular wortis and enhance thelr overall engagement in reading jsee Chen & Savage, 2014; Savage el. al, 2018, 201For students to make progress, tis important that tho lessons inthe intervention are taught inorder, one aftr the other. Each lesson contains terge! words that have been purposely selected based! on thelr level of compiexty fouling fom shorter io longer later strings) and integrate GPOs that were taught in previous lessons, Effective reading intervention occurs when students are provided with direct exoltt, systematic instruotion daly for an extended Period of ime to eneuro that these skils and knowedge of reading have been mastered atthe end of each grade level For students determined ‘at-risk’ in word reading based on the LeNS and GC3 assessments, the intervention should bs Delivered 5 times a week 4 GPC lessons plus review lessor), 30 minutas @ day, After Grade 1 students have recelved instruction in letter knowledge, and ro earler than mic-year have boon determined ‘at-tisk’ in word reacing, begin at Lesson 1. From there. ‘pontinue the lessons while remaining within the expectations as speciiad by the Avesta Program of Studles for end of grade 1. Grade 2 students determined ‘a-tisk’ in word reading should also begin al Lesson 1 In early fall and continue up to Lesson 45. ‘The recommended starting point in cary fall for Grace 3 at-risk’ stucents fs Lesson 27, unless they need explit instruction in the single consonants and/or short vowel etter-sound corrsspondences, If his is the case, these students must begin at an warlior lesson and continue thereatter, Sequence of Lessons Order of Teaching GPs Example Target Words 1 1 ten 2 8 s sit 42 sh ship, sholl fish 30 ch chat, chop, much a1 th (unvolosd thin, bath, thick 32, ed enaing () tixed, passed, missed 33 ng king, fang, sting 34. @ car, farm, sharp 96 e he, pet, stem 36, e git, bird, shirt 37 as make, shake, (ade 38 ‘ke, te, sds 39 ee 500, treo, sheep 40 ea 0a, beak, crear 42 ai ‘aim, ln, tain 43 aw saw, paw, straw 45 46 00 moon, soon, roorn a oa, oats, boat, goat ‘out, shout, loud 3 é ow row, Blow, show 50 ‘igh high, night, light St wu ‘uit, queen, quack. 52 kn knot, knee, knight 3 on ‘shal gave, gnome st wh when, white, whale 55 we wile, wrap, wrench 56 ich watch, itch, stitchcr Order of Teaching @Pcs Example Target Words dye edge, hedge, fudge alr a, hal, chais ee oar, near, hear deer, sheer, cheer 61 yest ‘my ory 62 ie pia, te, le 63 ore more, shore, snore 6a car a, ar, soar Daily Lesson Format at a Glance ach faason has been designed to be detvered in 30-minute blocks to smal groups of students 2-4 stunts), Alternativo}, teachers may choose to teach each component of the lesson, beginning with the introduction of the target letter-sound correspondence othe day flowed by word work and shated book reading, throughout cifferont ines ofthe day rather than in ‘70 30-minute session, 4. Introduce target letter-sound correspondence of the day (5 minutes) Students are introduced to a GPC of the day (e.g, , /b/) and a set of reguiar (decodable) words that contain it, They are also given two inrequiar words. Word Work Practice (10 minutes) Students are explicitly taught how to continuously blend letter-sounds together to decode target words that contain the letter-sound correspondence of the day. 3. Shared Book Reading (10 minutes) ‘Students are exposed to a varity of words thal contain the letter-sound ofthe day through an interactive shered book reading experience, The teacher reads the text aloud, pauses, end encourages each child to identity and decode words they know and words thet contain the newly learned GPC anc! regular words, 4, Wrap Up (5 minutes) Students are asked to say the leiter-sound cl the lesson and share the lwo ireguiar words they reviewed, Letter Knowledge Before beginning the intervention lessons, it is important to ensure that students can recognize, distinguish, and name the letters of the alphabel. I there are some students that need more practice in developing letter recognition, trachers should provide a vtoty of aipabet actvites that prosent the unercaca end iowercsse ettarsn afferent fons and sizos,Phonics Lesson Format Each Infeventon lesson i 90 minutes In onath end proves explct instuctin n the deveding of reguler words that contain a (>) target GPC. Students wil practice Identifying, isolating, ancl manipulating the target GPC by engaging in word work using a set of letter-sound cards. These leter-2ound cards will be used to order, bland, and sogment tier strings to read and spell regular words. ‘The target word lists in each lasson begin with simple letter strings auch as Vowel-Consonant (VO; € i) and Consonant- \Vowel-Consonant pattems (CVO; ene, end then move onto mare compa eter strings (¢.g., COVE, GVO, CVO, GvCe} Shorter units (VO 0° GVC leer srg} take up loss momory and are easiest to decode. Lotersound boxes can be provided for stuclants who need visual suppor inlnking the phoneme (sound, eg. /p/ or lang fi] they hear to ts grapheme (letter o letter ‘combinations, 6.9,

or <2e>] representation, end to order the later-scund correspondences for decoding sémple to more complex words, In adtion to decoding regular words, teachers may choose two irregular words to review in sach lesson. Inegular words such fs be, give, or one are those that appear often in text but cannot be read accurately using GPC rules alone, These words are typical taught as whole words and must be memorized through multiple exposures, A selection of 128 irregular words from Fiy’s List (1980) of high-frequency words have been included in Appendix 1, Each lesson aso conteine a mocily and extond section to support diferentition in fearing. Teachars may modify a lesson by providing students with leter-sound boxes. Letter-sound boxes are a visual too thal assis students in sequencing, blencing, tnd segmenting individual letter-2ound correspondences inio whole worcs. For readers who have mastered the daly st of target words, but coukt also benef from practice decoding more complex words, a list of Chalange Words is included for the review lessons (see Appencix 2 for the Challenge Word Ls). key contribution of each lesson is to provide postive reinforcement and corrective feedback throughout the decoding process, supporting each studont in progressing at their level. Shared Book Reading nimporan opener teach bison shared booked Events shown hat ig eared GCS to aig veal boot can rots sudo oroed nd corte tonal ron roa (chan & Savage, 20 Sage £1208 May ghey con's tok tat conan ho GP Ce tate ievarton a eae in soho ere shoorom tars heestioean, Pe ech ede sre tt al fom acidon's oe hat techs seed that ort igh fen ogres. Towson ah nha Mn eaten Gesdate wor at Ne" to go GPO oft dy end prov ure ore arr lsson shar booked, ech sev oe dost ose niortvig end Good wore sod Ae ese procera eer apendgon he sioper dad be wena to ety end dace word on aoa, ann prgen f acn sve creole sede or entnode adCO Lesson 1:t Letter-sound Correspondence , /t/ Objective: ‘Students wil identify and blend words that contain the letter-sound correspondence, Material Letter-sound card ‘Target word carcis Individuat letter sound cards Selected text for shared book reading Lettor-sound boxes (optional) Recording sheet (optional) hat hot not ten (Choose two traqular words from Frys List wopendix 1) to review. Instructions: 4. Introduce the letter-sound, the target words, and two selected irregular words (5 minutes) ‘Show the students the letier sound card t ‘Say: “This is the letter & The letter t says //. Say its sound! with me: f./* Show the students the terget words. Say: “We can read! words by sounding them out, Look at each word, isten to hovr I ead i, then repeat after me.” ‘Show each target word one ward at a time. Say the word aloud emphasizing the lst: each word and repeat it back to you. sound /M, Have the stuclents look at ‘Say: ‘Now let's ook at some now words. These words are called irregular wor. They are irregular because they have only some parts that can be directly sounded out. The other parts we must look at and remember” Show each iegular word one word at a tine. Say the word aloud. Have the students look at each word snd repeat i back to you.2, Word Work ~ Continuous Blending (10 minutes) Dietrioute one set of letter-cound cards to each student, Have the students lay the cards face up in front of them, then search for the letter-sound cards i ,s, a. Tel them to place the rest ofthe letter-sound cards to the side Say: “Let's blend these sounds together" Using the letter sound cards | and t, mode! how to biend the sounds /V/t/ together to read the word I. Place your finger under the ‘lette-sound card as you say iis sound: /V. As you are saving its sound, move your finger to the next Jetter-sound card and say its sound: /V. Go back tothe firs fetter, and continucusly blend the two sounds together: Say the word (i. Go back to the beginning and repeat the process, continuously blending the frst sound through to the last sound. ‘Say: "Now it's your tum Blend the sounds together” Have the students find tha Jattor- sound cards a, 8, and t, Using these lettorsound cerds, ask them to say the sound of each letter, ff, Soy: “Let's try blending another word. Notice that there ars three sounds. The short @ sound /8/ wil be inthe micole of the word! ing the letter cound carci a, 6, and t, model how to blend! the sounds /s//i/-t/ together 1 read the word sat. Show the slucients how to place the letier-sound cards in the corect order, ‘Say: "Place your finger under the first letter Say tts sounat /s/, Keep saying its sound as you move your finger to the noxt Totter Say its sounds 2, Go back to the frst letter. Now blend the fist two sounds together: /s-4/ Ga back to the beginning. ‘Now move your finger as you blend /s-2V to the last sound: /t Say the wordt ‘sat’. Keep practicing! Blend the sounds again {from the beginning to the midale to the end. What word ait you react?” (sat) Walch ant isten as the students blend. Model correct pronunciation and provide corrective feedback es needed. Have the students practice blending the same word multiple times, making sure they piace and glide thelr finger under the Jetter-eound carts while blending aloud. Repeat the continuous blanding strategy to read the cher target words (hat, hot, net, ten), Modify: Provide the student with ‘ettor sound boxes to help them visually organize the placement of ftters and movement from the beginning to the end sound of the word. Extend: For more-able racers, have them use the leter-sound cards to blend and read words on thelr own or with @ partner, the student is ready, thay may write the fatiers as they blend them together to spell the word. 3. Shared Book Reading (10 minutes) Using the text that you have selected for shared book reading, intoractivly read the text aloud, pausing at citferent places to help the students idantity and read words that contain the lattr-sounds. The studenis should be encouraged to mead any irregular words they have reviewed, elong with other words that they already know. 4, Wrap Up (5 minutes) ‘Ask the students to say the letter sound of the lesson and read the two ieqular words they reviewed, 0Lesson 2:n Letter-sound Correspondence , /n/ Objective Studonts wil dont and blend werds that contain te letter-sounc! correspondence, Materials: Lotter-sound cara Targot word carcs Individual letter sound cards Selected text for shared book reading Letter-sound boxes (optional) Racerding sheat (optional) Target Words net fut nap ot neat (Choose two regular wards from Fry's List “Aopendix 1) to review. Instructions: 4. Introduce the letter-sound, the target words, and two selected irregular words (5 minutes) ‘Show the students the letter-sound card. Say; "This Is the etter n. The letter n says (nd. Say ts sound with me: /A..A" ‘Show the students the target words. Say: "We can read words by sounding them out, Look at each word, isten to haw I read, then repeat after me.” ‘Show ech target wore one word at a time, Say the word aloug emphasizing the letter-sound /rv, Have the students look at ‘each wort and repeat it back to you, ‘Sey; "Now let's look at some new words, These words are called irregular words, They are inagular be same parts that can be directly sounded out. The other parts we must ook at and rememb euse they have only Show each iragular word one word! at atime. Say the word aloud. Have the students look et each word and repeat it back to you.2 Word Work - Continuous Blending (10 minutes) oO Distribute one set of letter sound cards to each student, Have the students lay the cards face up in front of them, then ssoarch for the letter-sound cards 0, n, 8, t Tall ther to place the test ofthe letts-sound cards to the side, ‘Say: “Let's blend thess sounds together" Using the lettersound cards 0 and n, model how to blend the sounds /b//rv together to read the word on. Place your inger Undler the 'o letter-sound card 2s you say lis Sound: short /6/, As you are saying its sound, move your finger to the next Jetter-sound card and say its sound: /n/. Go back to the first letter, and continuously bland the two sounds together: /O= ‘Say the word (on). Go back to the beginning and repeat the process, continuously blending the first sound through to tho last sound. Say: “Now it's your tum! Blend the sounds together” Have the students find the letter-sound cards e,t, and n. Using these letter-sound cards, ask them to sey the sound of each letter, 64, jn Say: “Let's try bloncing another ward. Notice that there are three sounds. Tho short 6 sound! /8/ wil be in the mide ofthe word" Using the lette-sound cards ,t, and n, model how fo blend the sounds /n/-//ttogother to reed the word net, Show the students how to place the letter sound cards inthe correct order. a Pave ur fnge unc h tt t Say ts sour Keo sayg te cures you nam our gro he nxt ts byt sound Co bet to ctor Ne Dao hat re ounds ager no Go bah oo Dogg. Nonnove your frgeras oud fr fea son: Say he wont. Keep preci le a coun apa tone bogening tho mie toon, Whe wore ase? oh oO |Watch and listen as the students blend, Model corract pronunciation and provide corrective feedback as needed. Have: the students practice blending the seme word muiiple timos, making sure they place and glide their nger under the Jatter-sound cards wile blending aloud. Repeat the continuous blending strategy to read the other target words (nut, nap, not, nest Modify: Provide the stuciont with ltter-sound boxes to help them visually organize the placement of stters and movement {rom the beginning to the end sound of the word! Extend: For more-able readers, have them use the lettersoundi cards to blend and read words on their own or with & partner, tf ihe student is ready, thoy may writa the letors as they biend them together to spell the word, ‘Shared Book Reading (10 minutes) Using the text thet you have selected for shared book reading, interactively read the text aloud, pausing at diferent plaoss to help the students identify and reaci words that contain the letter-sounds. The students should be encouraged to read any Irregular words they have reviewed, along with olher words that they already know. Wrap Up (5 minutes) ‘Ask the slucents to say the lattarsound af the lesson and read the two regular words they reviewed.Lesson 3: s Letter-sound Correspondence , /s/ Objective: ‘Stacionts wil identity andl blond wort thet contln the letter sound correspondence. Material: Letter-sound card Target word cards Individual letter-sound cards Selected text for shared book reading Letter-sound boxes (optional) Racarding sheet (optional Target Words st set Qe sap step sep (Choose two regular words from Ecv's List |Aopandl 1} to raviow. Instructions: 1. Introduce the letter-sound, the target words, and two selected irregular words (5 minutes) ‘Show the studonts the Istter-sound card ‘Say; "This isthe fetter s. The letter s says fx Say its sound! with me: /s..£" ‘Show the students the target words, Say: “We can read words by sounding them out, Look at each ward, lsten to how lead t, then repeat efter me," ‘Show each target word one word at atime. Say the word aloud emphasizing the lettor-sound /s/, Have the students look at each word and repeat it back to you. ‘Say: "Now Jet's look at some new words. These words are called regular words. They are iregular because they hewve only some parts that can be dvecily sounded out. The other parts we must look et and remember.” ‘Show each irregular word one word! at a time, Say the word aloud. Have the students look at each word and repeat it back to you.Word Work - Continuous Blending (10 minutes) oO Distribute one set of letter-sound cards to each student, Have the students lay the cards face up in front of them, then ‘search for the ietter-sound cards 9 ts. Tall them to place the rest ofthe jatter-sound cards to the side, Say: ‘Lot's blends these sounds together!” Using the letter-sound cards s, |, and 1, model how to blend the sounds /6/-/1-/t together to read the word sit. Place your finger under the 's'letter-sound card as you say its sound: /s/. As you are saying its sound, move your finger to the next Ietier-sound card and say Its sound: /1/, Go back tothe fst letter, and continuously blend the frst two sounds together: f5-/, 28 you move to the last sound: /v. Say the word (st). Go back to the beginning and repeat the process, continuously blending the first sound through to the last sound. Say: “Now it's your tur! Blend the sounds together" Have the students find the letter-sound cards 6, i, and e. Using these letter sound cards, ask them to say the sound of each letter, (8%, Say: “Let's ty blending another word. Notice that there are thre sounds. The short e sound /¥/ will bein the middle of the word" Using the lettor-sound cards st, and @, model how to blend the sounds /si, ,/V together to read the word se. Show the students how to place the letter-soundi cards in the correct order. ‘Sey: ‘Place your finger under th fst latter. Say its sounet fv, Keep saying its sound as you move your finger tothe next feller, Say ts sound: / Go back tothe fst letter. Now blend the ist two sounds together: /-@/. Go back to the beginning. [Now move your finger as you bland /s-8 othe last sound: / Say the wor: ‘sat, Keap practicing! Blend the sounds again ‘rom the beginning tothe mide to the end. What word dd you reed?” set O Walch and Iiston 2s the students blend. Model correct pronunciation and provide corrective feedback as needed. Have the students practice blending the samme word multiple times, making sure they place and glide thei finger under the lotter-sound cardis while blending aloud. epoat the continuous blonding strategy to read the other target words (sp, sap, stop, slp), Modify: Provide the student with leter-cound boxes to help thern visually organize the placement of letters and movement {rom the beginning to the end sound of the word. Extend: For more-able readers, have them use the letter-s0und cards to blond and read words on theit own or with & partner, Ifthe student is ready, they may write the 'sters as they blend them together to spall the word. ‘Shared Book Reading (10 minutes) Using the text that you have selected for sharad book reading, interactively read the text aloud, pausing at diferent places to help tho students identity and road words that contain the letler-sounds. The students should be encouraged to read any regular words they have reviewed, along with other words that they already know. Wrap Up (5 minutes) [Ask the students to say the leter-sound of the asson and react the two reguler words they reviewed.oC Lesson 4; Letter-sound Correspondence , short /i/ Objective: ‘Stucients willdentty and blend words that contain the letter sound correspondence, Materials: Latter-sound card ‘Target word cards Individual letier-sound cards Selected text for shared book reading Leiter-sound boxes (optional) Recording sheet (optional) Target Words pn it soft ‘on sie Choose two imeaular words from Env’ List (Appendix 1} to reviow, Instructions: 1. Introduce the letter-sound, the target words, and two selected irregular words (5 ‘Say: "Thi is the letter, The etter | ssys the short // sound. Say fs sound With Me: ed” ‘Show the students the target words. Say "We can read words by sounding them out, Look at each word, isten to how I reall, then repeet after me. ‘Show each targal werd one ward ata time. Say the word aloud emphasizing the look at each word and repeat it back to you, er-sound short //, Have the students ‘Say: "Now fats look at some new words. These wards are called irregular words. They are iragular hecauise they have only some parts thal can be dtectly sounded out. The other parts we must look at and remember.” Show each inegular word one word at a time, Say the werd aloud. Have th to you. students jook at each word and repeat ft back2. Word Work~ Continuous Blending (10 minutes) fe Distrinute one set of istter-sound cards to each student, Have the students lay the carcss face up in front of them, then ‘search for the letter-sound cards in, p. Tef them to place the rest ofthe letter-sound cards to the side, ‘Say: “Lot's Blend these sounds together!" Using the lattar-sound eards i and n, model how to blend the sounds /1//tv together to read the word in, Place your finger under the 1 leiter-sound card as you say its sounds: /7/, As you are saying its sound, move your finger to the next Jetter-sound card and say ts sound: rv, Go back to the frst letter, and continuously blend the two sounds together: /T-n/ ‘Say the word jn). Go back to the baginning and repeat the process, continuously blending the frst sound throug to the last sound. ‘Sey: "Now it's your turn! Blend the sounds together” Have the students find the lstter-sound cards letter, i, fo, fe and p, Using thes letier-sound cards, ask them to say the sound of each ‘Say: ‘Let's try blending another word. Notice that there are three sounds. The short i sound /i/ wil be in the mice of the word" Using the letter- sound cards ip, and n, modet how to blend the sounds /p//i/-n! together to read! the word pin. Show the students how to place the letter-sound cards in the comect order. say Plc our fg under rt et Saye sour soap sa cud as you move younger oe nt intl cyt our 1 Go back tote Stine Now br eat source gtr: do beck to beget Now move yur goes ou bene et sour Saye weep procter te sounds sph tom ta bogning emda a Wha wor eyo) oO \Watch and listen as the students blend, Model correct pronunciation and provide corrective feedback es neaded. Have the students practice blending the same word multiple times, meking sure thay place and aide their fnger undsr the letter-sound cards whe blending aloud, Repeat the continuous blending strategy to reac the other target words (ft, spit, Soin, slic). ‘Modify: Provide the student with fetter sound boxes to help them visually organize the placement of letters and movement ‘rom the beginning to the end sound of the word. Extend: For more-able readers, have them use the letter-sound cards to blond and read words on thelr own or with a ppariner, the student is ready, they may write the letters as they blend them together to apell the word. 3. Shared Book Reading (10 minutes) Using the text that you have selected for shared book reading, interactively road the text aloud, pausing at diferent places ‘to help the students Identify and read wards that contain the llter-sounds. The students should be encouraged to read any irregular words they have reviewed, slong with other words that they already know. 4. Wrap Up (6 minutes) ‘Ask the students to say the letter-sound of the lesson and read the two Irregular words they reviewed. OOReview: Lessons 1-4 Letter-sound Correspondences (t, n, s, short i) Objective: ‘Stucients will dently ancl blend words thet contain the lelter-sound correspondence. Material: Letter scund card Target word cards Individual lotar-sound cards Selected text for shared book reading LLotter-sound boxes (optional) : Recording sheet foptional) Target Words Irregular Words Select words from lessons 14 ‘Some teacher selected words from lessons 14 ‘Before beginning the lesson, select the target words that willbe reviewed, These words should include those that have not yet been mastered. Some imagular wards should bo reviewed ae well Instruction: 4. Review the letter-sounds, target words, and irregular words (10 minutes) First, show the students the individual letter-sound carcls and ask them to tell you the name of each letter and the sound it makes (eg. the letter n says /n./), Next, select a few target words. Place one word card in front of each student and ask ther to bland the sounds to read the word. Select cards that your students have not yet mastered, Finally, present iregular words and ask the students to read them, the student masters I the cards up end repeat, soling aside sach card as3. Word Work - How many words can you make? (10 minutes) (ay Provide each student with a supply of fetter-sound cards, Pre-select how many and what letters to give (tart with 8 and Increase to 6), Beginning with less challenging words (e,g,, 0, nin), dictate @ word to the students, You may give them all the ‘same word cr each a cifferent word depending on thet needs. Have them fing the letters that mak the sounds in the word, put them in order, and then bland them together to read! the word. Keep a tally ofthe number of words the students male, Say: “How many words can we make? Look at your isttars. Make the word What do you need to do frst?” (Find the letters} "What do you nsed to do next?* (Put te sounds in order} "What do you need to do naw?" (Bland the sounds together) ‘And finaly, what shouid you co?” (Say the word) “Modify: Provide the student with feter-2ound boxes to help them visually organize the placement of letters and movernent from the beginning to the endl sound of the word, Extend: For moré-eble readers, have ther use the ltter- sound cards fo blend and read words on their own or with a” ppariner the student is ready, they may write the letters as they blend them together to spel the word. ‘Shared Book Reading (10 minutes) Using the text that you have selected for shared book reading, interactively read the text aloud, pausing at cfferent places toholp tho stusnts identty end reed words that contain the leter-sounds, The students should be encouraged to read the irregular words they reviewed. along with other words that they already know Wrap Up (5 minutes) ‘Ask the stucents to say the latter-sounds ofthe lessons and irregular words they review. OoLesson 5:1 Letter-sound Correspondence , // Objective: ‘Students willidentiy and blend words that contain the letar-sound conespondence, Material: Letter sound card Target worl cards Individat fetter-sound cards Selected text for shared book reading Letter-sound boxes (optional) Recording sheot (optional) Choose two irregular words from Ery’s List openctx 1) 1 review. Instructions: 1. Introduce the [etter-soung, the target words, and two selected irregular words (5 minutes) ‘Show the students the letier-sound card | Say: “This isthe leter The letter I says A. Say its sound with me: fd" ‘Show the students the target words ‘Say: “We can read words by sounding them out. Look at Bach word, listen to how I read, then repeat alter ma.” ‘Show each target word one word ata time. Say the word aloud emphasizing the latter-sound /V. Have the students look at ‘each word and repeat it back to you. ‘Say: "Now let's look at some new vrords. These words are called inegular wards. They are frequiar because they have only some parts thst can be directly sounded aut. The other parts we must look et and remember." ‘Show each imegular word one word at a time, Say the word aloud. Have the stucients look at each ward and rapeat It back to you.2. Word Work ~ Continuous Blending (10 minutes) Oo Distribute one set of letter-sound cards to each student. Have the students lay the cards face up In front of them, then ‘search for the letter-sound cards a, p |. Tal them to place the rast of the feter-sound cards to the side, Say: "Let's blend these sounds together!” Using the latter sound carts a, 9, and |, model how to blend the sounds /\-/A/+/p/ together to read the word lap. Place your finger under the’ leiter-sound card as you say Its sounds /V As you are saying Its sound, move your finger to the next [etter-sound card and say its sound: //. Go back to the first letter, and continuously blend the first two sounds together: 7-8/, as you move to the last sound: /p/. Say the word (lo). Go back to the beglaning and repeat the process, continuously blending the frst sound through to the last gound, ‘Say: "Now i's your turn! Blend! the sounds together” Have the students find the later-sound cards |, and p, Using these tetter-sound cards, ask them to say the eound af each, letter, MV, Jos Say: ‘Let's try blending another word, Note that there are three sounds The short i sound /i/ wil be in the mide ofthe word." Using the letter sound cards |, and p, model how to blend the sounds /V//V-fp/ together to read the word li. Show the students how to place the letter-sound! cards in the correct order. ‘Say: "Place your finger under the frst letter. Say Ils sounck Z. Keep saying ls sound as you move your finger to the next letter, Say its sounds /1, Go back to the fist latter. Now blend the frst two sounds together: /-V. Go back to the beginning. ‘Now move your finger as you blend /-V to the last souncs: /o/. Say the wort: 'ip’. Keep practicing! Biend the sounds again : tom te bognig nia rd Wat worse ou roel” O Watch and liston as the students blend, Model correct pronunciation and provide corrective feedback as needed. Have the students practice blending the same word muiiole times, making sure they place and glide their finger under the letier-sound cards whie blending aloud. Repeat the continuous blending strategy to read the other target words (et, log, last, lis ‘Modify: Provide the stucient with lettsr-sound boxes to help them visually organize the placement of letters and movernent {rom the beginning to the end sound of the word. Extend: For more-able readers, have them use the letter-sound cards to blend and read words on their own or with & partner. Ifthe student is ready, they may wrte the letters as they blend thern together to spell the word, 3. Shared Book Reading (10 minutes) Using the text that you have selected for shared book reading, interactively reac the taxt aloud, pausing at clferont plaoss to help the studonis identify and read words that contain the Istter-sounds. The siudents should be encouraged to read ary irregular words they have reviewed, along with other words that they alreacty know, 4. Wrap Up (5 minutes) Ask the sludonts to sey the fetter-sound of the lesson and read the two ireguler words they reviewed.Lesson 6:r Letter-sound Correspondence , // Objecti Studiants wil idonily and blend words tht contain the lttor sound corespondonco. Materials: Lotter-sound cara Target word cards Individual lette-sound cards Selected text for shared book reading Lotter-sound boxes (optional) Recording sheet (optiona) Target Words _ ret rot CC ® cut ust (Choose two ineguiar words trom Fry's List (Appendix to review. In Appondic 3 alternate letter sounds can be found. Instructions: 4. Introduce the letter-sound, the target words, and two selected irregular words (5 minutes) ‘Show the students the letter-sound card Say: "This is the fetter. The letter r says dr. Say its sound! with me: /r.° Show the students the target words, Say: ‘We can read word's by sounding them out. Look at each word, sien fo how I ead it ther repeat after me.” Show each target word one word at atime, Say the word aloud emphasizing the letter-sound /, Have the students look at each word and repeat it back to you. ( ‘Say; "Now let's tock at some new words. These words are callsd ireguler words. They are regular because they have only - some pavis that can be cirectly sounclsd out. The ather parts we must ook at and remember." ‘Show ezch ‘regular word one word at a time. Say the word aloud, Have the siudents look at each word and repest it back to you.Word Work - Continuous Blending (10 minutes) QQ Distribute one set of letter-sound cards to each student. Have the students lay the ards face up infront of them, then ‘search for the letter-sound cards a, t,o. Tall them to place the rest of the letter-sound cards to tha side. ‘Say: "Let's blend these sounds together!” Using the lette-sound cards a, 1, andr, mode! how to blend the sounds /r-/a//t/ together to read the word rat. Place your ‘finger under the ' letter-sound card as you say ts sound: /7. As you ere saying ts Sound, mows your finger to the next letiersound card and say its sound: // Go back to the fst letter, anc continuously blond the frst two sounds together: fr, as you move to the last sound: /v, Say the word (ra), Go back to the beginning and repeat the process, coriinuously blending the frst sound through to the last sound. Say: "Now it's your tum! Blond the sounds together.” Have the students find the Ieiter-sound cards r,t, and 0. Using these lstiersound cards, ask them ta say the sound of each letter, 8, Say: “Let's try blending another word. Notice that there are three sounds. The short 0 sound £8 wil be in the miciols ofthe word" Using the letter sound cards, and ©, made! how io blond the sounds ff, tf togsther to read the word rot. Show the studonts how to place the iettor-sound cards in the correct order. ‘Say! "Place your fingar under the first letter. Say ts sound: /. Keep saying its saund es you move your finger to the next letter. Say its sound! 43. Go back to the frst fetter. Now blend the frst two sounds together: /r-0/ Go back to the beginning. ‘Now move your finger 2s you blend r-0/ to the last sounct A, Say the words: ‘or’. Keep practicing! Blend the sounds again trom the beginning to the mice to the end. What word aid you read?” (ro!) Watch and listen as the students bland, Model correct pronunciation and provitie corrective feedback as needed, Have the students practice blending the same word multiple times, making sure they place and glide thelr nger under the letter-sound cards whie biending aloud, Repeat the continuous blending strategy to read the other target words (rp rut un, rust, ‘Modify: Provide the student with leter-saund boxes to help them visually orgenize the placement of letters and movement ‘rom the beginning to the end sound of the word. Extends: For more-aole readers, have them use the letter-sound cards to biend and read words on their own or with & partner, lithe student is ready, they may virite the letiers as they bland them together to spell the word. 3. Shared Book Reading (10 minutes) Using the text that you have selected for shared book reading, interactivaly read the text aloud, pausing at cifferent places to help the students ident fy andl read words that contain the lotte-sounds. The students should be encourages to read ary irregular words they have raviewed, elong with other words that they already know. 4, Wrap Up (6 minutes) ‘Ask the students to say the latter sound of the lesson and read the two irreguler words they reviewed. iw)C Lesson Letter-sound Correspondence , short /a/ Objective: ‘Students wil identity and blend words that contain the letter sound correspondence. Materials: Letter-sound card “Tergat word cards Individual letter-sound cards Selected text for shared book reading Lattor-sound boxes (optional) Recording shast foptionel) ‘Target Words, cat can at Choose two regular words from Erv’s List “Appendix 1) to reviow. Instructions: 4. Introduce the letter-sound, the target words, and two selected irregular words (5 minutes) ‘Show the students the letter-sound card a, Say: “This isthe letter a. The letter a says the short AY sound. Say ts sound with me: fu” ‘Show the students the target words. Say: ‘We can read words by sounding them out Look at each word, listen to how I read ft, then repeat after me.” ‘Show each target word one word at a time. Say the word aloud emphasizing the felter-sound /2v, Have the students look at ‘each word ancl repeat it back to you. ‘Say: "Now Jet's look at some new words. These words are called ivegular wards. They are iregular because they have only some parts that car be directly sounded aut, The other parts we must look at and remember” ‘Show each irregular word ane word ata time. Say the word aloud, Have the students look at each word and repeat It back to you.2. Word Work - Continuous Blending (10 minutes) oO Distribute one set of lettar-sound cards to each student, Have the students lay the cards face up in front of them, then ‘search for the letter-sound cards a, t,o, n. Tell them to place the rest ofthe leter-sound cards to the side. Say: "Lot's blend these sounds togethert" Using the lettersounc cards a, t, and, model how to bland the sounds /W/-f8//¥ together to read the word cat. Place your finger under the ‘c fetter-sound cardi as you say its sound: /k/. As you are saying its sound, move your finger to the next letier-sound card and say its sound: /8/, Go back to the fst fatter, ancl continuously blend the fist two sounds together: 74d, a8 yOu move to the last sound: /V, Say the word (call. Go baok to the beginning and repeat the process, continuously blending the frst sound through to the last sound. Say: “Now it’s your turn Blend the sounds together” Heve the students find the latier-sound cards a, n, and c. Using these letter-scund cards, ask them to say the sound of each etter, fv, J, Say “Let's try blending another word. Notice that there are three sounds. The short a sound /&/ will bein the mide ofthe word." Using the fetter sound cards a, n, and c, model hovr to blend the sounds /k,//,/n/ together to read the word can, Show the students how to place the lettr-sound cards in the comect order. si: "Pace or rer nr tl 54 sre Hap aig a sud you re org to tr redone Go bettie tea earbad Ue tt cence oot back oo apg. Maa oe tg your i et oa ay wee a: wp rook Eon es aah fon penne tention ver yoo adn oO Watch and liston 2s the students blend. Model corct pronunciation and provide corrective feedback as needed. Have the etudents practice blending the same word multipe times, making sure they place and glide their finger under the lettor-sound cards while blending aloud. Repeat the continuous blending stateay to read the other target words (at, an, tan, 2p). Modify: Provide the student with lator sound boxes to help them visually organize the placement of letters and movement ‘rom the beginning ta the end sound of the word. Extend: For more-able readers, have them use the letter-sound cards to blend and read words on their own or with a partner. Ifthe student is ready, they may write the leters as they blend ther together to spell the word. Shared Book Reading (10 minutes) Using the toxt thal you have selected for shered book reasing, interactively read the text aloud, pausing at diffrent places {to help the studonts identify and reac words that contain the letter sounds, The students should be encouraged to read any ‘irregular words they have reviewed, along with other words that they already know. Wrap Up (5 minutes) ‘Ask the stucients to soy the leter-sound of the lesson and read the two regular words they reviewed.oO Lesson 8: d Le’ tter-sound Correspondence , /d/ Objective: ‘Suuclents wil identify end blend words that contain the ltter-sound correspondence. Materials: Letter sound card Targe et word cards Individual lottor-sound cards .ctacl text for shared book reading Letter-sound boxes (optional) Recording sheet (optional) Target Words dad sad ad és lid dust Choose two irregular words rom Ery's List Anpandis 1) 1 review Insi 1 tructions: Introduce the letter-sound, the target words, and two selected irregular words (6 minutes) ‘Show the students the lette-sound card c. Say: "This is the latter d. The letter ¢ says /l/ Say its sound with me: f./° Show the students the target words, Say: "We can read words by sounding them out. Look at each ward, 1 to how I read i, then repeat efter me.” ‘Show each target wore! one word at a ime. Say the word aloud emphasizing the lette-sound /a, Have the students look at ‘each word and repeat il back to you. Say: ‘Now let's look at some now words. These words are called ieguler words. They are iregular bacause they have only some parts that can be directly sounded aut. The other parts we must look at and remember.” ‘Show each irregular word one word at atime, Say the word aloud. Have the students look at each word and repeat it back. to you.Word Work - Continuous Blending (10 minutes} Distribute one set of later-sound cards to each student. Have the students lay the cards face up infront of them, then ‘search for the letter-sound cards a, d,s, cl. Tall them to place the rest of the letter-sound cards to the side. ‘Say: "Let's blend these sounds together!” Using the letter sound cards a, d, and d, model how to blend the sounds /d//8/-/d/ together to read the word dad. Place your finger under the ‘letter sound card as you say ts sound: /a/ As you are seying its sound, move your fingor to the next letersound card and say fs sound: /. Go back fo the frst letter, end continuously blend the frst two sounds ‘together: /d-8i, as you move to the last sound: /d. Say the word {dad}. Go back to the beginning and repeat the process, continuously blending the fst soundl through to the last sound. ‘Say: "Now i's your tum! Bisnd the sounds together: Have the students fnc'the letter sound cards , d, and a, Using these fetter-sound cards, ask them to say the sound of each letter, fs, A, Say: "Let's try blencing another word. Notice that there are three sounds. The short a sound /4/ wil be in the micola of the word." Using the letter sound cards 8, d, and a, mode! how to blend the sounds /s/f/-/d together to read the word sed. Show the: students how to placo tho leiter-sound cards in the correct order. ‘Say: “Place your fingor undor the first fetter, Say its sound! /&/. Keep saying iis sound as you move your finger to the next letter Say its sound: f4/. Go back to the fist letter, Now blend the frst wo sounds together: /=&/, Go back to the beginning. ‘Now move your fnger as you blend! /s-8/ tothe last sounds /a. Say the word: ‘sao’. Keep practicing! Blend the sounds again ‘rom the beginning to the mile to the end. What word dic you read?” (sah ‘Watch and iston as the students blend. Model corsct pronunciation and provide corrective feedback as needad. Have the students practice blending the same word multiple fines, making sure they place and glide their finger under the felter-sound cards while blending aloud. Repeat the continuous blending strategy to read the other target words fac, al, i, dust Modify: Provide the studert with letter-sound boxes to hela thern visually organize the placement of letters andl movement from tha beginning to the end sound of the word. Extend: For more-able readers, have thom use the ltte-scund cards to blend and read words on thair own or wth @ partner. the student is ready, they may writ the letters as they blend them together to spell the word. Shared Book Reading (10 minutes) Using the text that you have selected for shared book reading, interactively road the text aloud, pausing at citferent places to hop the students Identify and reac! words thet contain the latior-sounds. The students shoul be encouraged to read any Irragular words they have reviewed, along with other words that they already know. Wrap Up (5 minutes) ‘Ask the students to say the etter-6ound of the lesson and read the two irregular words they reviewed, oO oOReview: Lessons 5~- Letter-sound Correspondences (I, 5, short a, d) Objective: Studiants wil ently andl blond words that contain the letter sound corresponclones. Materials: Lettessound card ‘Target word cards Individual letter-sound ears Selected text ior shared book reading Lotter-sound boxes (optional) Recording sheet (optional) Target Words regular Words. ‘Salact words from lessons 5-8 .cheraelected words irom lessons 5-8 Before beginning the lesson, select the target wort that willbe reviewed. These words should include those that have not yyot bean mastered. Some irreguiar words should be reviewed as wel, Instructions: Review the letter-sounds, target words, and irregular words (10 minutes) First, show the stucints the individual letter-sound cartis andl ask them to tel you the name of each letter makes (ea. the ‘etter r ays // id the sound it Next, select 2 ow targel words. Place one word card in ont of each studdont and ask them to blend the sounds to read tho word, Select cards that your students have not yet mastered. Finally, present regular words and ask the stuclents to read! them. Mix the cards up and repeat, setting aside each cart as the student masters ItWord Work - How many words can you make? (10 minutes) Provide each stucient with @ supply of Isttor-sound cards. Pre-select how many and what fattrs to give {start with 3 and increase to 5). Beginning with less chellenging words (@.g., can, raf), dictate a word to the students. You may give them all tho same word or each a diferent word depending on their needs. Have them find the letters that make the sounds in the word, put them in order, and then blend them together to read the ‘word. Keep a tally of the number of words the students make. Say: “How many words can we make? Look at your letters. Make the word _. What do you need to do first?" (Fine ‘the letiers) "What do you need to do next?" {Put the sounds in order| “What co you need! to co now?" (Blend the sounds ogethe!) ‘And finally, what should you do?" (Say the word) Modify: Provide the student with letter-sound boxes to help them visually organize the placement of letters and movernent frorn the beginning to the end sound of the word, Extends: For more-able readers, heve them use the letter-sound cars to blend and! read words on their own or with partner, I the slucient is ready, they may write the letters as they blend them together to sgell the word, ‘Shared Book Reading (10 minutes) Using the text that you have selected for shared book reading intoactvely read the text aloucl, pausing et citferent piacoe to help the stuonts Kenity and read words that contain the letter-sounds, The students should be encouraged to read the ireguier words they reviewod, along wth other words tht they already know. Wrap Up (5 minutes) [Ask the students fo say the letter-sounde of the lessons and Irreguler words they reviewed. COLesson 9: c Letter-sound Correspondence , /k/ Objective: Stuconts wilantty and blond words that contain the lotr sound correspondence, Materials: Letter-sound card Target word cards Individual tetter-sound cards Selected text for shared book reading LLetter-soundl boxes (optional) Recording sheet (optional) QO ‘Choose two iraguiar words from Env List Appendix 1} to review. Instruction: 4. Introduce the letter-sound, the target words, and two selected irregular words (5 minutes) Show the students the etter-sound card Say: “This isthe leterc. The letter c says Ai. Say its sound with: Ma. ‘Show the students the target words, ‘Say: "We can read words by sounding them out Look at each word, listen to how | read it, then repeat after me." Show each target word one word ata tins. Say the word aloud emphasizing the ltter-sound //, Have the stucients look at each word and repeat It back to you Say: ‘Now lot's fook at soma now words. These words are called regular words. Thy are iregutsr because they have only ‘some parts that can be directly sounded out. The other parts we must look at and remember. xt ‘Show each ineguiar word one word at atime, Say the word eloud, Have the studer to you look al each word and repeat it backWord Work ~ Continuous Blending (10 minutes) oO Distribute one sot of latter sound cards to each student, Have the students lay the cards face up in front of them, then ssoarch for the letter-sound cards a, ¢,p, u. Tel them fo place the rest ofthe letter-sound cards io the side. Say: "Lot's blend these sounds together” Using the letter-sound cards a, c, and p, model how to blend the sounds /i/f/4fp/ together to read the word cap. Place your finger under the ‘'letter-sound! card as you say its sound: /k/, As you are saying is sound, move your finger to the next letter-sound card and say ts sound: /8/, Go back to the fst letter, and continuously blend the frst two sounds together: ‘/Ne8i, 28 you move to the last sound: fp. Say the word (ea). Go back to the beginning and repeat the process, continuously blending the frst sound through to the last sound. ‘Say: "Now it's your tum! Bland’ the sounds togetten.* Haye the studente find the letier-sound cards u, p, and ¢, Using these letter-sound cards, ask therm to say the sound of each letter, Ai, fp, el. Say: “Let's try blenaing another word. Notice that there are three sounds. The short ui sound! /O/ willbe inthe micloe of tho word” Using the letter-sound cards up, and, ¢, mode! how to biend the sounds /4/fa-/p/ together to reed the word cup. Show the students how to place the letter-sound cards in the corect orcler. Sa “lace your ge unde a stata Soy ssn Kap sy scund 8 ou move you lagaro he nxt fate Gay sen i Go back oe tet. Now bend re tt te sound gah Go back ebognh Now move your Inge as you bre tt lest sul Saye nord Ca Koop actor Sen sound eon tram begining toot to ore What Word a oe”) ¢ ‘Watcti end listen as the students blend, Model correct pronunciation and provide corrective feedback as needed. Have the students practice blending the same word multiple tines, raking sure thay plage and gid thelr nger uncer the letter-sound cars while Blencing aloud. Repeat the continuous blending strategy to read the other target words (can, cut, cot, cost ‘Modify: Provide the student with letter-sound boxes to help them visually organize the placement of letters and mevement {fom the beginning to the end sound of the wore. Extend: For more-abie readers, have then use the letlerssound cards to blend and read words on their own or with a partner. I the student is ready, they mey write the letters as thay blend! tham together to spel the word, 3. Shared Book Reading (10 minutes) Using the text that you have selectod for sharad book reading, interactively read the text aloud, pausing at diferent places to holp the students identify and read words that contain the latier-sounds. The students should te encouraged to read any Irregular words they have reviewed, along with ather words that they already know, 4. Wrap Up (6 minutes) ‘Ask the students to say the letter-sound of the lesson and read the two regular words they reviewed.Lesson 10: p Letter-sound Correspondence

, /p/ Objective: ‘Students wil dent and blend words that contain the later scund correspondence, Materials: Lottor-sound card Target word cards Inaividual letier-sound cards ‘Selectod text for shared book reading LLatter-sound baxes (optional) Recording shest (optional) (Choose two tragular words from Ery's List Anpendix 1) to review, Instructions: 4. Introduce the letter-sound, the target words, and two selected irregular words (5 minutes) ‘Show the students the latier- sound card p. Say: "This is the etierp. The letter p says fot. Say its sound with me: fp." Show the students the target words. Say: "We can read words by sounding them out, Look at each ward, listen to haw fread! then repeet after me.” ‘Show each target word ona word at a time. Say the word aloud emphasizing the fetler-sound /p/, Have the students Inok at each word and repeat it back to you, Say: "Now let's look at some new words, These words are called regular words. They are regular because they have only some parts that can be directly sounded out. The other parts we must look et and remember." ‘Show each regular word one word at a time, Say the word aloud. Have the students look et each word and repeat it ack to you.