Assembly Information

• Teachers will model assembly on the whiteboard for students in Units 4-15
according to the Lesson Plans or when students struggle with particular words. In
Units 16-20, teachers should allow students to try to read the words on their own.
When they see that students are struggling with particular words, teachers should
provide support by assembling them on the board for the whole class to see.
• In Units 4 and 5, although pronunciation markings appear in the Lesson Plans,
they are teacher’s use only. Teachers should not use the markings with students in
Units 4 and 5.
• Beginning in Unit 6, teachers should include the pronunciation markings when
assembling new words so that students become familiar with them. By using the
markings with students, it will prepare them to be able to understand the
markings when they see them in the REP Writing Fun activities starting in Unit 8.
• In the following lists, review words are noted with the unit in parentheses after the
word. For example: r/u/n (U4).
• When teachers come across review words, it is not necessary to assemble them
with GrapeSEED pronunciation markings since students have learned them in
previous unit(s). Only use the markings with review words when students need
help or reminders of the markings.

GrapeSEED Pronunciation Markings

o Underline Multi-letter Phonograms: right
o Use the “x” mark for silent sounds: havex
o Underline the word and put an asterisk on the left-side of the word if it is a
sight word: *everyone
o Mark the number of the sound at the bottom right of the letter if the
Phonogram has more than one sound: fro4m
o Slashes are only shown for teachers to understand the pronunciation
breaks. They are not necessarily to be written on the board. (e.g.,
b/e/tt/er) The slashes are helpful early on in Units 4-5 when students are
first learning the segmenting process because it helps separate the sounds
more visually.
Unit 6 Assembly
o Beginning in Unit 6, teachers should begin using the pronunciation markings
with students when introducing new words.
o It is not necessary to use pronunciation markings with review words unless
students struggle with particular words.
o When assembling sentences, teachers should not use pronunciation markings.
o Instructions are provided in the Lesson Plans in the Assembly section.

Words in the Lesson Plans

b/i/g i/n a3/ll (U5) d/o3 (U4) f/u/n (U5)

I2 u/p h/a/s2 (U5) w/a4/s2 (U5) h/e2 (U4)

i/s2 a/n/d (U5) h/i/ll d/o/g (U4) o/n (U4)

w/i/ll c/a/n (U5) m/e2 (U5) g/o2 (U4) r/u/n (U4)

d/i/d i/f a4 (U5) n/o2 (U4)

h/i/s2 w/e2 (U5) a/m (U5) s/o2 (U4)

Sentences in the Lesson Plans

I2 a/m b/i/g. W/i/ll h/e2 g/o?

D/i/d h/e2 g/o2? I/f h/e2 c/a/n h/e2 w/i/ll g/o2.

H/i/s2 d/o/g i/s2 b/i/g. H/e2 r/u/n/s.

H/e2 w/i/ll g/o2 u/p. C/a/n a4 d/o/g r/u/n?

C/a/n h/e2 g/o2 u/p a4 h/i/ll? W/e2 c/a/n a3/ll g/o2.

H/i/s2 d/o/g d/i/d g/o2. H/e2 c/a/n r/u/n.

C/a/n w/e2 g/o2? H/e2 h/a/s2 f/u/n.

H/e2 w/i/ll g/o2 u/p a4 h/i/ll. A4 d/o/g c/a/n r/u/n.

C/a/n h/e2 r/u/n? A4 d/o/g h/a/s2 f/u/n.

H/e2 c/a/n a/n/d h/e2 w/i/ll. W/i/ll h/e2 g/o2 u/p?

Unit 4 Assembly
o Unit 4 is the first-time teachers will assemble words (not sentences) with
students during TSI.
o Instructions are provided in the Lesson Plans in the Assembly section.
o Remember, do not use the pronunciation markings with students in Unit 4.

Words in the Lesson Plans

g/o2 r/u/n h/e2 o/n

d/o3 d/o/g n/o2 s/o2

Unit 5 Assembly
o In addition to assembling words, teachers will also begin to assemble
sentences during TSI.
o Instructions are provided in the Lesson Plans in the Assembly section.
o Remember, do not use the pronunciation markings with students in Unit 5.

Words in the Lesson Plans

a/n/d a/m w/a4/s2 r/u/n (U4) n/o2 (U4)

w/e2 h/a/s2 f/u/n g/o2 (U4) s/o2 (U4)

c/a/n m/e2 d/o/g (U4) o/n (U4)

a4 a3/ll h/e2 (U4) d/o3 (U4)

Sentences in the Lesson Plans

C/a/n w/e2 g/o2? A4 d/o/g c/a/n r/u/n.

W/e2 c/a/n a3/ll g/o2. H/e2 h/a/s2 f/u/n.

C/a/n h/e2 r/u/n? A4 d/o/g h/a/s2 f/u/n.

H/e2 r/u/n/s. C/a/n w/e2 g/o2?

H/e2 c/a/n r/u/n. W/e2 c/a/n a3/ll g/o2.

C/a/n a4 d/o/g r/u/n?