LEVEL 1: PRIMARY

INSTRUCTOR’S MANUAL

Michael Maloney
Lynne Brearley

Teach Your Children Well Press

Belleville, Ontario, Canada
Copyright© 2006 by Teach Your Children Well

All rights reserved.

No part of this book may be reproduced or transmitted in any form,
by any means, without written permission from the authors.

Printed in Canada by:

Teach Your Children Well

208-210 Front Street, Second Floor
P.O. Box 908, Belleville, Ontario K8N 5B6
Canada

ISBN 1-894595-79-3
 This book is dedicated to Rikki-Anne McNaught,

a lover of Spelling, a friend, advisor and liaison at Essence Communications Group, printer of the

Teach Your Children Well series. Rikki-Anne’s patience, expertise and sunny personality

continually make our work much easier. Thanks for being there for us, Rikki-Anne!
 Michael Maloney is a teacher, principal and author of the best-selling
book, Teach Your Children Well and the co-author of the Teach Your
Children to Read Well series. He created Scholastic’s Math Tutor, an
award-winning software system for teaching arithmetic. Michael has
founded or assisted others to found 20 learning centers and schools
across North America for children and adults with learning difficulties.
He was the winner of the Canada Post National Literacy Award in
2001.

Michael Maloney, M.A.

Lynne Brearley has taught high school English and Physical

Education, as well as elementary school French. When she is not
writing or editing, Lynne loves to read, travel, sail, play tennis and
rollerblade. With a diploma in Graphic and Web Design, she puts her
skills to good use in the creation of the Teach Your Children Well
series of reading and spelling books as well as the day-to-day
management of the teachyourchildrenwell.ca website.

Lynne Brearley, B.A. (Hon)

INSTRUCTOR’S GUIDE
Congratulations! By choosing this book you
have taken the first step in teaching
someone you care about to become a
competent speller.
Features of the Series
Teach Your Children To Spell Well is a
rules-based series which teaches students
everything they need to learn in order to
spell fluently. The series consists of multiple
Levels which span the elementary school
years. At each Level the student will master
increasingly complex spelling skills. The
teaching of these concepts is carefully
arranged in a sequential order. Each of the
Levels has two texts - an Instructor’s
Manual and a Student Workbook.
The Teach Your Children To Spell Well
series combines three highly successful
educational technologies - Direct
Instruction, Precision Teaching and
Behavior Management.
Direct Instruction is based on the premise
that quality teaching is a critical variable in
student success. In over thirty years of
educational research involving hundreds of
thousands of children, Direct Instruction
has been proven to be far and above the
most effective teaching method. It looks
carefully at how material is organized and
presents concepts so that they will not be
confusing to the student.
A measurement system, derived from
Precision Teaching, quickly and easily
determines the student’s progress. It
enables the instructor to gather data
quickly and accurately and to make
decisions immediately. It signals the need
for review as well as the need for
additional practice. It might even
recommend skipping Tasks or Lessons.
Behavior Management is a method for
getting the student under instructional
control so that you can teach and s/he can
learn effectively. No one teaches or learns
well in the midst of chaos. Behavior
Management strategies are included to
motivate and reward the learner. This
approach has been soundly supported by
almost fifty years of empirical research.
Placement Tests
Each Level of the Teach Your Children To
Spell Well series contains a Placement
Test which will assist the instructor in
placing the student(s) in the appropriate
program. The Placement Test is on the
back cover of each of the books in the
series as well as on our website at
www.teachyourchildrenwell.ca.
Using the Instructor’s Guide
Do yourself and your student(s) a favor
and read the Guide carefully before you
begin to teach. It will save time, effort and
frustration for both you, as the instructor,
and the student(s). There is a direct cause
and effect relationship between how well
the instructor is prepared and how well the
student(s) learns. Remember: If the
student didn’t learn, the teacher didn’t
teach.
Learning Objectives
Learning objectives are the framework for
the job of teaching someone to spell. They
are a list of the skills you want the learner
to know when the program is completed.
These objectives are specified so that the
instructor can see the contents of each
Lesson, the order in which new skills are
introduced and the Lessons in which these
skills will be reviewed. The learning
objectives for Level 1 of Teach Your
Children To Spell Well are outlined in the
Scope and Sequence Chart which follows.
INSTRUCTOR’S GUIDE 1
SCOPE AND SEQUENCE CHART ~ Level 1 Lessons 1-30
Lesson Number 1 2 3 4 5 6 7 8 9

Skill
See Sounds/Say Sounds .................................................. a t ● d h ● sh o
m é i th n l
s r c f e
See Sounds/Mark Sounds ................................................ ● ● ●
See Words/Say Sounds in Words .................................... ● ● ● ●
See Alphabet Letters/Say Alphabet Letter Names ............ ● ● ● ●
See Alphabet Letters/Print Alphabet Letters...................... ● ● ● ●

See Words/Count Sounds in Words .................................. ● ● ● ● ●

See Words/Spell Words .................................................... ● ● ● ● ● ● ●

See Letters/Say Letter Names .......................................... ● ● ●

See Pictures/Print Picture Names...................................... ● ●
Hear Sounds/Say Letter Names ........................................ ● ● ●

See Alphabet Letters/Say Alphabet Letters Fluency Check ● ● ● ● ●

See/Say Vowels and Consonants Fluency Check ............ ● ● ● ● ●

Hear Words/Spell Words.................................................... ●

Hear Words/Print Words .................................................... ● ●
Hear Words Spelled/Say Words ........................................ ●

See Words/Print Words......................................................

Think/Print Alphabet Letters Fluency Check......................
Hear Sounds/Print Sounds in Words ................................
Spelling Dictation ..............................................................
See Sounds/Say Sounds Fluency Check ........................
See/Say Vowel Sounds or Vowel Names ........................
Final E Rule ......................................................................
Hear Sounds/Print Letter Names ......................................
Double Consonant Rule ....................................................
Workbook Exercises .......................................................... ● ● ● ● ● ● ● ● ●

2 INSTRUCTOR’S GUIDE
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

g y b j ol al
w u x p wa ar
ing v z or
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INSTRUCTOR’S GUIDE 3
SCOPE AND SEQUENCE CHART ~ Level 1 Lessons 31-60
Lesson Number 31 32 33 34 35 36 37 38 39

Skill

See Words/Say Sounds in Words .................................... ● ●

See Words/Count Sounds in Words .................................. ● ● ●

See Words/Spell Words .................................................... ● ● ● ● ● ● ●

See Pictures/Print Picture Names...................................... ● ● ●

Hear Words/Spell Words.................................................... ● ● ●
Hear Words/Print Words ................................................... ● ● ● ●

Hear Words Spelled/Say Words ........................................ ●

See Words/Print Words...................................................... ● ●

Think/Print Alphabet Letters Fluency Check...................... ● ● ● ● ● ● ● ● ●

Hear Sounds/Print Sounds in Words ................................ ● ●
Spelling Dictation .............................................................. ● ● ● ● ● ● ● ● ●

See/Say Vowel Sounds or Vowel Names ........................ ● ● ●

Final E Rule ...................................................................... ● ● ●

Double Consonant Rule .................................................... ● ● ●

Workbook Exercises .......................................................... ● ● ● ● ● ● ● ● ●

4 INSTRUCTOR’S GUIDE
40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

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INSTRUCTOR’S GUIDE 5
Tasks
Using Teach Your Children To Spell Well is
as simple as following a recipe. It provides
a complete set of instructions that tells the
instructor what to say and what to expect
the student(s) to respond. Each Lesson is
divided into a number of Tasks, each of
which teaches a particular skill. All Tasks
are carefully scripted. As the instructor you
need only to follow the script and the
objectives will be covered by the end of
the program.
Instructions to the instructor are written in
regular script.
Statements said by the instructor are
written in bold-face script.
Responses of the student are written in
italic print.
There are 15 major Task formats that the
instructor needs to present proficiently.
Like an actor in a play, it is critical that the
instructor knows his/her part. It is well
worth the time and effort involved to
become thoroughly familiar with each format.
In the Instructor’s Manual an asterisk indicates
each time a new Task is introduced. The new
Task can be learned by the instructor before
commencing that Lesson. Do not begin a new
Lesson until you are completely familiar with
the material it contains. Each format should be
learned so that it can be delivered at a normal
speaking rate without hesitation or errors.
Poorly presented formats create errors and
attention loss for both the instructor and the
student.
Most of the Task formats follow a procedure
called “Model - Lead - Test.” First the
instructor models the Task so the student(s)
can understand what the correct answer is.
After modeling the Task, the instructor will
ask the student(s) to repeat the procedure
6 INSTRUCTOR’S GUIDE
with him/her. This is known as the lead.
When the instructor is satisfied that the
student(s) knows the correct procedure or
answer, the instructor gives the student(s)
the chance to do it independently, thereby
testing the student’s ability to do the Task.
If the instructor is working with a group of
students, s/he will follow the group test with
turns for individual students on the same
Task. These individual turns are used with
groups so that the instructor is assured that
every member of the group can perform the
Task. Usually the student most at risk of
failing the Task is included in the individual
turns.
For the first several times they appear, the
Tasks are quite detailed. They become
shorter as both you, as the instructor, and
the student(s) become comfortable with
them.
Correction Procedures
Specific Correction Procedure formats are
scripted for each type of Task across all
Levels of the series. It is critical for you as
the instructor to listen for and correct every
error that the student makes. The student
should complete a Task quickly, completely
and correctly before moving on to the next
part of the Lesson. Sloppy error corrections
allow students to progress when, in fact,
they have not mastered the material.
Instructors who either do not catch, or
worse, neglect to correct errors, are setting
the student up for future failure. Every error
must get corrected every time it occurs.
Most corrections follow the Model-Lead-
Test-Repeat procedure.
Signals
Signals are a critical part of teaching these
programs well. They are especially
important when teaching a group of
students. Signals are used in the same
way a choir conductor uses them to keep
everyone singing in unison. Signals tell the
students when to respond. This is important
in order to be sure that every student can
do the task. Most groups have some
students who are overeager to answer and
some who are happy to stay in the
background. If the overeager student gives
the answer before the other students, the
instructor never really knows if the quiet
student knows the answer or is just copying
the overeager student. To avoid this
problem, saying “Ready,” followed by a
signal such as a tap on the table or a snap
of your fingers, is used so that all of the
students say the answer at the same time.
The time frame between saying, “Ready,”
and giving the signal is about half a second.
It is important that this pause remains
consistent. When the students say the
correct answer together, the response is
clear. When one or more students respond
slightly earlier or slightly later than the rest,
the instructor hears a ragged jumble of
answers. That tells you to do the Task
again.
Major Tasks included in this program are:
1. See Sounds/Say Sounds
2. See Alphabet Letters/Say Alphabet
Letter Names
3. See Alphabet Letters/Print Alphabet
Letters
4. See Letters/Say Letter Names
5. Hear Sounds/Say Letter Names
6. Hear Sounds/Print Letter Names
7. See Words/Say Sounds in Words
8. See Words/Count Sounds in Words
9. See Words/Spell Words
10. See Words/Print Words
11. See Pictures/Print Picture Names
12. Hear Sounds/Print Sounds in Words
13. Hear Words Spelled/Say Words
14. Hear Words/Spell Words
15. Hear Words/Print Words
Let’s take a detailed look at each of these
Tasks:
1. See Sounds/Say Sounds
In order to learn to spell, the student needs to
know the sounds and sound combinations
that make up words. Sounds and sound
combinations are formed by individual letter
or letter combinations. Each letter or letter
combination in the English language has one
or more sounds. In all, Level 1 of the Teach
Your Children to Spell Well series contains
33 sounds and sound combinations. To avoid
confusion, each sound or sound combination
in the program has one and only one sound.
In the case of vowels, which always have two
sounds, a line is placed above the letter to
indicate that the sound says the vowel’s
name. If the sound or sound combination
appears in a word but has a different sound,
that word will be considered as an irregular
word. Irregular words will be taught in the
program using different strategies. The list of
the 33 sounds and sound combinations found
at this Level appears on the next page.
Students who do not know these sounds and
sound combinations should not be placed in
this spelling program until they master their
phonics. They should be begin Level 1A of
the Teach Your Children to Read Well series,
or, if the student is 8 years of age or older,
begin Reading 1 of The Toolbox Series for
Literacy.
Students who are currently in either of the
above books should remain at least ten
Lessons further ahead in their Reading
program than they are in Level 1 of the
Spelling program. This will ensure that they
have learned the sounds and sound
combinations used in the Spelling program.
If the student is currently using some other
reading program, the instructor will have to
determine whether or not all of the 33 sounds
and sound combinations used in this program
INSTRUCTOR’S GUIDE 7
have been taught. If they have, begin Level 1 of Teach Your Children to Spell Well. If not,
either wait until the student has been taught the 33 required sounds or sound combinations or
teach any of the missing sounds using the list below. To ensure success in the program
students must be able to correctly identify the sounds in the Fluency Check on the opposite
page at 50-60 sounds per minute with no more than two errors.

NOTE: Throughout the program both lower- and upper-case letters are used.

All sounds and sound combinations are in lower-case letters.

eg. When saying the sounds in the word man, you would see the lower-case letters m, a, n.

All letter names are in upper-case letters.

eg. When spelling the word man, you would see the upper-case letters M-A-N.

List of Sounds and Sound Combinations Found in Level 1

Lesson Symbol Sound As in Short/Continuous
1 a aaa am continuous
1 m mmm am continuous
1 t t at short
1 é ééé me continuous
1 s sss sat continuous
1 r rrr rat continuous
3 d d mad short
3 i iii it continuous
3 c c cat short
3 h h him short
3 th ththth the continuous
3 f fff fat continuous
8 n nnn man continuous
8 sh shshsh she continuous
8 e eee met continuous
8 o ooo on continuous
8 l lll let continuous
13 ing ing sing continuous
13 g g gas short
13 w wooo wing continuous
13 y yééé yes continuous
13 u uuu sun continuous
21 b b bat short
21 x ksss ox continuous
21 v vvv van continuous
21 j j jet short
8 INSTRUCTOR’S GUIDE
 21 p p pig short
21 z zzz zebra continuous
25 ol ólll old continuous
25 wa wooo water continuous
25 or órrr for continuous
25 al olll tall continuous
25 ar orrr art continuous

SOUND FLUENCY CHECK 3

t r i 25 wa p 5

or 10 al s u
d sh 10

z é ar w 35 n 15

b ol 20 x e h 20

5 c o g óy ing 25

j f wa 30 or l 30

c 15 ar th m á 35

ol al d v 40 j 40

INSTRUCTOR’S GUIDE 9
2. See Alphabet Letters/Say Alphabet Letter
Names
Another tool skill that students require in
order to learn to spell is to be able to
recognize the names of the letters of the
alphabet. Students should know their
alphabet before being placed in this program.
3. See Alphabet Letters/Print Alphabet
Letters
In this Task the student is given practice
printing the alphabet in correct order. The
aim is to make the student more fluent in
printing alphabet characters in order to
eventually print words quickly and well. This
Task is meant as a review, not as initial
teaching. Students should be able to print the
letters of the alphabet before beginning Level
1 of the Spelling series.
4. See Letters/Say Letter Names
Students are given practice in discriminating
quickly between vowel letters and consonant
letters of the alphabet.
5. Hear Sounds/Say Letter Names
In this Task the student hears a sound or
sound combination and has to say which
letter or letters make that sound or sound
combination. This is an important tool skill to
help the student translate the sound(s) into
letter(s) in order to spell words. New sounds
and sound combinations are added
throughout the Lessons until all have been
reviewed.
6. Hear Sounds/Print Letter Names
Transcribing sounds into letters is another
necessary tool skill in becoming successful at
spelling. This skill is needed so that students
can print the character or characters which
make up a sound or sound combination.
10 INSTRUCTOR’S GUIDE
7. See Words/Say Sounds in Words
Students can learn to spell thousands of
phonetically regular words by saying each
sound or sound combination in the word. This
Task begins with simple phonetically regular
words that are made from the sounds and
sound combinations reviewed in the Lessons
up to that point.
8. See Words/Count Sounds in Words
In this Task the student says and counts the
sounds in a variety of phonetically regular
words.
9. See Words/Spell Words
As an intermediary step to spelling words
from memory, this Task gives the student the
opportunity to spell words while looking at
them. This process leads to fewer errors and
helps build the students’ spelling skills and
their confidence in spelling words. In early
Lessons simple words are used; in later
Lessons more complex words are added.
Throughout the series students will see and
spell a word at least four times before being
expected to spell that word from memory.
10. See Words/Print Words
Copying words correctly is another important
spelling skill. The program provides students
with the opportunity to copy words that they
are in the process of learning before they are
asked to spell them from memory.
11. See Pictures/Print Picture Names
In this Task the student is asked to look at a
picture and then copy the picture word.
12. Hear Sounds/Print Sounds in Words
In this Task the student hears the individual
sounds that make up phonetically regular
words and then prints those sounds in order
to make the word.
13. Hear Words Spelled/Say Words
In this Task the student hears a word spelled
and then has to determine which word it is. In
dictation exercises students are expected to
listen to words spelled aloud in order to do
corrections. This Task prepares the student
for such an exercise.
14. Hear Words/Spell Words
In this Task students practice spelling words
that are presented to them orally. Again, all
words appear in other Tasks at least four
times beforehand in order to familiarize the
students with them.
15. Hear Words/Print Words
One of the most common tasks in spelling is
to have the student listen to specific words
and then print those words correctly. In this
program only words which have been
presented at least four times in other Tasks
are given either to spell from memory or to
print in a dictation.
Teaching Spelling Rules
In this program students learn three rules.
These are the discrimination between
vowel sounds and vowel names; secondly,
the final E rule; and thirdly, the final double
consonant rule. In subsequent programs
increasingly more sophisticated rules are
introduced. At each Level of the series the
student will learn and use each of the
spelling rules in order to become a
competent speller. In teaching these rules,
the instructor must make sure that the
student learns the rules exactly and can
repeat any rule in its entirety. Students who
do not learn the rules fluently soon forget
them.
Spelling Dictation
Level 1 contains opportunities for a number
of spelling dictations of ten words that have
been taught up to that point in the program.
Spelling dictation is easy if you are working
with a single student. You say the word,
wait for the student to print or write it, and
then provide the next word. This process
continues until you have completed the
entire list.
Spelling dictation can be more of a problem
if you have a large group and/or there are
weak students in the class. The weaker
students cannot print as quickly as their
peers; they cannot spell as well. They are
consistently asking the instructor to wait or
to repeat a word. As a result spelling
dictation becomes a chore because some
students are finished and getting distracted
while others are struggling and getting
frustrated.
Here is a method for dictation to use for a
group of students. Say the first word. Pause
for approximately five seconds. Repeat the
word. Pause for another five seconds. Go
on to the next word.
If one or more students consistently fail to
print the words in the time allotted, consider
placing those students in a setting where
they can practice their letter-printing skills.
A Spelling Dictation sheet is found on page
12. This sheet may be copied for daily
dictations. In order to keep track of the
student’s scores on each dictation, a
dictation chart is provided on page 172 of
the Student Workbook.
INSTRUCTOR’S GUIDE 11
 Spelling Dictation

Student Name: _______________

Dictation Number: ____
Attempt: 1 2 3 Test

Dictation Words Correction Practice

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

12 INSTRUCTOR’S GUIDE
Fluency Checks
One of the major breakthroughs of
Precision Teaching lies in its development
of the concept of fluency. Fluency is that
level to which a skill is learned so that it is
performed almost automatically and is not
lost during periods of non-use.
Fluency Checks provide the essential data
which signify success or the need for more
practice. Students whose scores reach
fluent levels are learning the skills well.
Students whose scores fail to reach the
standard, drop or remain the same, need
more instruction, coaching and practice
until they reach the goal set for that fluency.
Conducting Fluency Checks
In order to do a Fluency Check the instructor
needs a timer that is accurate for measuring
periods of up to one minute, a pencil and
the recording Charts found at the back of
the Student Workbook. When the student
has the correct page open to the desired
Fluency Check, the instructor describes the
task to the student as outlined in the
Instructor’s Manual. Then the instructor will
say, “Ready. Please begin.” At the end of
the 30-second timing, s/he will say, “Thank
you.” Do not use words such as “Get
ready, set, go!” and “Stop.” This is not a
race, but simply the collection of a sample
of performance. Do not imitate competitive
situations by using competitive language.
When the student has finished, count and
record the number of corrects/incorrects on
the appropriate Chart. Compare that day’s
results with those from previous days. A
student should demonstrate fluent
performances three times before discontinuing
that particular Fluency Check. If, however,
after five times the student has not
achieved the standard or there is no
increase in corrects or decrease in errors,
you need to practice and review before
moving on to a new Fluency Check.
Group Work
A successful strategy for completing
Fluency Checks with a group is to divide
the students into triads. Each group of
three students has a specific composition,
a top student, an average student, and a
lower performing student. The students
work together to become fluent on a variety
of tasks in each Lesson. The top student is
capable of monitoring the performance of
the other two students. The average student
can most likely monitor the performance of
the top student. The low performing student
may not yet have sufficient skills to monitor
another student accurately, but can be
involved in practicing with the other two
students.
Each member of the group is given an
opportunity to complete the fluency task for
a specifically measured time period as
outlined in the Lesson. The student who is
acting as monitor counts the number of
errors and the total number of responses.
With younger students, this can be done by
simply marking the spot in the list with a
pencil where the student ended when the
time elapses. The student then writes
down the number of errors and corrects
and gives the results to the teacher.
During Fluency Checks the teacher goes
from group to group assisting the students
and ensuring that the counts for both
correct responses and errors are accurate.
INSTRUCTOR’S GUIDE 13
Beginning in Lesson 5 of this program, the
student will complete one or two Fluency
Checks on specific skills per Lesson.
There are four different Fluency Checks in
Level 1. These include:
1. See Alphabet Letters/Say Alphabet
Letter Names
As previously mentioned in this Guide,
students must know the names of the letters
of the alphabet in order to spell well. This
Fluency Check is measured for 30 seconds
and scores are doubled and reported as
per-minute scores. Students at this Level
should be able to say alphabet letters in a
random order at 100 or more letters per
minute with no more than two errors.
2. See Vowels and Consonants/Say
Vowels and Consonants
In order to apply the rules taught in the
program, the student has to be able to tell
the difference between vowel letters and
consonant letters. In this Fluency Check
the student is presented with a page of
random letters and is asked to specify
whether each letter is a vowel or a
consonant. Students should be able to do
80 to 100 discriminations between vowels
and consonants with no more than two
errors. As with the Alphabet Fluency
Check, this task is completed in 30
seconds with scores doubled and reported
as per-minute scores.
3. Think Alphabet Letters/Print Alphabet
Letters
A prerequisite to printing or writing words
correctly is the student’s ability to print or
write letters of the alphabet quickly and
14 INSTRUCTOR’S GUIDE
legibly. Adults can typically generate 150-
160 letters of the alphabet per minute. By
the end of Level 1 students should be able
to print 80-100 alphabet letters per minute.
A template for doing the Think/Print
Alphabet Letters Fluency Checks is found
on page 15. This sheet may be copied for
daily use. The charts for keeping student
scores are found on pages 170 and 171 of
the Student Workbook.
4. See Sounds/Say Sounds
In this Fluency Check the student is
presented with a sheet of sounds and
sound combinations reviewed up to that
point. The student should be able to identify
sounds and sound combinations at a rate
of 50-60 per minute with no more than two
errors. As with the three other Fluency
Checks, this one is usually done for a 30-
second time period with the scores doubled
and reported as a per-minute score.
There are three Sound Fluency Checks in
Level 1. In order to ensure success in the
program, make sure that the student
reaches the standard of 50-60 correctly
said sounds in each Check. Students with
weak phonics skills will find learning to
spell unnecessarily difficult.
The scripted formats for Fluency Checks
are practically identical. Once you learn
one, the others are easy. A sample of one
of the student’s Sound Fluency Checks
follows on page 16. It will help you to
familiarize yourself with measuring a
student’s skills in this manner. As mentioned,
all scores are entered into the Fluency
Charts found at the back of the Student
Workbook. A sample of how scores are
recorded on this chart is shown on page 17.
 Think/Print Alphabet Letters

Student Name: _______________

Fluency Check Number: ____
Day: 1 2 3 4 5

Practice:

INSTRUCTOR’S GUIDE 15
 Sample of a Sound Fluency Check

SOUND FLUENCY CHECK 1

e i é 25 r u 5

th 10 ing c d th 10

a t h d 35 s 15
Example of a
pencil mark to
show where
the student
stopped after
n é 20 s c g 20

30 seconds.
(One if student
chose to go
down, the other
5 i t l o f 25

if student chose
to go across.)
The numbers
sh e u n g
She said 27
sounds. 30 30 running down
the right-hand
side of the page
are for words
l 15 m t h r 35 being read
across.

w y th ing 40 h 40
There are 40
sounds in every
Sound Fluency
Check.

The student made four mistakes.

The numbers here are
Subtract the errors and put a star
for students who
beside the number of sounds said
choose to read down
correctly. Leave this star. The student
the rows.
will try to go further than this on the
next attempt.

16 INSTRUCTOR’S GUIDE
 1 2 3 Find the Fluency Check that
the student has been timed
on.

ies

ities
es
ectly

ctly
ly
rrect
uniti
tunit

orre
ortun
Corr

t
d Co
ppor

r
C
o

Opp
Opp
Said

Said
i
O
a
D S
ning

ning
ning
nds

nds
nds
A
Lear

Lear
Lear
Sou

Sou
Sou

Y
1 46 8
The student had four errors
in 30 seconds. Multiply this
by two for one minute.
2 Record 8 in this column.

On the sample Fluency

3 Check the student said 23
sounds correctly in 30
seconds. Multiply this
4 number by two. Enter 46 in
this column for Day 1.

5
If the student wishes to do
more than one timing, record
A
D 6 only the best score of the
D day.
I
T
I 7
O
N
A
L 8
Sample of a
P
R Sound Fluency Chart
A 9
C
T
I
C 10
E

If, after five attempts, the student has not

yet reached fluency, review the previous
five Lessons and enter scores for additional
practice in these columns.

INSTRUCTOR’S GUIDE 17
The Student Workbook
The Student Workbook is comprised of two
types of tasks. The first tasks are for
practicing the skills that were taught in the
oral part of the Lesson. This may also
entail the review of some skills from a
previous Lesson.
The second set of tasks in the Student
Workbook are fun exercises. These include
puzzles, mazes, word searches and other
activities that are not only a reward for the
student but also a fun way to practice
spelling many of the words taught previously.
The directions for each of the Workbook
activities are part of the Instructor’s
Manual. They are scripted in the same way
as the other Tasks. The fun activities can
be given to the student after the Lesson to
do independently as time allows. The
Workbook activities can be done as seat-
work to give the classroom teacher time to
work with individual students or to give the
homeschool instructor time to work with
another child.
Praise and Points
Praise is a powerful reinforcer of many
behaviors. It is critical to encourage the
student’s efforts and improvement. Praise
should be as specific as possible so that it
describes what the student did that
pleased you. It is important to vary your
praise statements. Using the same words
over and over again weakens the
effectiveness and can become tedious.
Ultimately we want the child’s improved
skills to be the reward for all the hard work
s/he is doing. For some children the
spelling activities are rewarding enough to
keep them engaged in learning. For others,
however, intervening rewards may have to
be provided. When students are working
18 INSTRUCTOR’S GUIDE
hard and are not yet competent spellers,
the incentive of collecting points to earn
something special is a very good motivator.
Points are like putting money into a bank
account. They can be saved up and used
to “buy” things the student might want.
The points system is optional. Whether or
not to use it is a decision made by the
instructor or parents or both. If you do
choose to award points, tell the student,
before you begin the program, that points
will be awarded for working hard, paying
attention, following instructions, completing
Workbook Exercises and doing well on
Fluency Checks. Then determine what the
points can be used for. One option is to
make up a menu and allow the students to
select from it. The menu should include
suggestions from the student and should
pay reasonably well for hard work insofar
as the parent can afford it. Students need
to know the value of items. For smaller
things a penny-a-point seems to work well.
Determining equivalent points for larger
items or ones without monetary value is left
up to the parent’s discretion. Examples of
rewards that could be “purchased” with
earned points include: a special event (visit
to a restaurant or museum, bowling or a
camping trip to name just a few), renting a
video, treats (chocolate bars, Lifesavers,
pizza), cards, inexpensive toys or even the
privilege of staying up later, having a
sleepover or extra time on the computer.
For nutritional and health reasons some
people might not wish to use food items.
Every situation is different in terms of
family values and practices. Parents and
teachers have to determine what kinds of
rewards they are willing to make available.
Points are awarded at the end of every
Lesson. There is a Points Chart after the
exercises of each Lesson in the Student
Workbook. After the student has completed
the Lesson, determine and circle the
number of points earned in each category. Add the scores and enter the total for that
Lesson on the chart provided on pages 173 and 174 of the Student Workbook. A sample
of this chart and how to use it is illustrated below.

! 1 - 30
Points Chart ~ Lessons
L L
E Points Running Points E Points Running Points
S Balance S Balance
S Earned Total Spent S Earned Total Spent
O O
N N

1 30 30 0 30 16
2 29 59 0 59 17
3 34 93 0 93 18
4 40 133 0 133 19
5 39 172 125 47 20
6 21
7 22
8 23
9 24
10 25
11 26
12 27
13 28
14 29
15 30

INSTRUCTOR’S GUIDE 19
Pace of the Lesson
The pace at which the teaching occurs is a
major factor in how students learn. Too
slow a pace allows student’s attention to
wander, creates boredom, disinterest and
even behavior problems. Too fast a pace
forces students into errors that they would
not usually make. A proper pace keeps the
student engaged and attentive without
forcing them into unnecessary mistakes.
Presentations should be made at a pace at
which the weakest student in the group is
able to do each format completely and
correctly.
Each Lesson is designed to take
approximately 20 to 30 minutes to complete.
If for some reason the student is having
difficulty finishing the material within this
time frame, take a break and continue
later. Spending too much time on the same
Task will only create fatigue and frustration
for the student.
Getting Started
For Tutors, Homeschooling Parents and
Small Group Instructors
If you have the luxury of teaching one
student or a very small group of students,
completing a Lesson each day should be
fairly easy. Try to establish a consistent
schedule for teaching the student. As much
as possible try to arrange the lessons for
the same time each day, preferably just
before one the student’s more rewarding
activities. This will motivate the student to
work diligently so as not to miss any part of
his/her favorite activity.
20 INSTRUCTOR’S GUIDE
Most people like consistent and familiar
settings. If possible the learning environment
should have its own specific location.
Remove or minimize as many sources of
distraction as possible to assist the student
in paying attention to the task at hand.
For Classroom Teachers
The Teach Your Children to Spell Well
series is also designed to be taught to the
entire class as a group. The objective is to
complete one Lesson per day. The first
step is to give the students the Placement
Test so that you are confident that each
student is well placed in the program.
Some students may require more reading
skills before they can succeed in learning
to spell. Students who do not know their
phonics and cannot read the words that
they are being taught to spell are likely to
be frustrated. Their inability to read words
used in the spelling lessons will likely
cause problems in teaching the rest of the
class. If possible, assign them another
activity during spelling time. Ideally this
would be extra reading instruction to get
them ready for more advanced work.
Simple seatwork exercises that build on
alphabet skills are recommended if you
have no one to supervise this group.
Another option is to trade students with
another teacher to make homogeneous
groups. One teacher takes all of the children
who are ready to begin learning to spell.
The other teacher takes all those who need
more instruction in reading to prepare them
for spelling. If you are fortunate enough to
have a classroom aide, a placement student
or a parent volunteer, they can work with
the students while you teach the spelling
program to the rest of the class.
Word Lists for Level 1
Level 1 of Teach Your Children to Spell Well teaches 500 words in 60 Lessons. Included
below is a list of the words in two separate formats. Firstly, there is an alphabetized list of
all 500 words taught in this program. This is simply a guide for easy reference so that you
as the instructor know which words appear in this program. You may wish to use this list
as a pretest before you begin Spelling 2 or perhaps as a review for students who place in
higher levels of the series.

The second format found on pages 23 and 24 is a list of the 500 words in the order that
they appear. This list can be used for practicing and testing as the student moves through
the program. Note that this list also appears at the end of the Student Workbook so that
students can study or so that parents of children at school can practice with their children
at home, confident that the students have already been taught the words up to that time.

Alphabetized List of Words Taught in Level 1

above across act all almost also always
am and any are arm as at
ate away bad bag ball band bat
bay be behind below bend best bet
bid big bill bin bind bit bite
blind blow bluff bog bold both bow
box bring bug but buzz call came
can cane cap cape cash cast cat
clam clap class clay cliff cling cold
colt come con cone cop cope cost
cot craft crash cross crow cub cube
cuff cup cut cute dad day did
dig dill dim dime ding dip dish
do does dog dot drag dress drift
drop dug end fad fade fall fan
far fast fat fell felt fend few
fill fin find fine fish fist fit
five fix flap flash fling flow fluff
fog fond for forest forget forgot fort
fresh frog from front fun fuzz game
gap gape garden gas gash gate gave
get gift gill give glad glass gloss
glow go gold good got grab gram
grand grass gray great grim grin grind
grip grow gruff had hall ham hand
hard has hat hate have hay he
held help hid hide hill him hind
hip his hit hold home hop hope
hot how huff hug if ill in
into is it jam jay jet job
INSTRUCTOR’S GUIDE 21
jug jump just land lap last late
lay left lend ess let life lift
line lip lit live live log long
lost lot love low lug mad made
mall man mane many map mass mast
mat mate math may me men mend
mess met mill mind mine miss mist
mob mold month most move mow mud
mug must name nap net new next
nine nip no north not note now
nut of off old on once one
or pal pale part pass pat path
pay pet pill pin pine pit plan
plane plant play pond port pot pray
press puff raft ram ran rap rat
rate ray red rest rid ride rim
rind ring rip rob robe rod rode
roll row rug run rush sad said
salt sand sap sat save say scarf
school scuff sell send set seven shaft
she shift ship shop short shot show
shrug side sill sin sing sip sit
site six slid slide slim slime slip
slop slope slow slug small smart smell
sniff snow snuff so soft sold some
somebody someone something sometime sometimes somewhere song
sort sow spell spill spin spine spring
staff stall stand star start state stay
step stiff still stop storm story stow
stray stress strip stripe strong stuff sun
swam swim tag talk tall tam tap
tape tax tell ten tend tent than
that the them then there these thin
thing this those thrill till time tin
tip told top torn toss tow tray
trim trip tug two up us use
van very vest vet walk wall was
wash way we well went were west
wet what where who wide will win
wind wind wine wing wish with word
work world yell yes yet you your
zap zebra zip

22 INSTRUCTOR’S GUIDE
 List of Words as They Appear in Level 1
Lesson 1 am rat sat ram tam
Lesson 2 at mat mast me
Lesson 3 sit dim it fast sad dad ham raft
Lesson 4 if did math craft fist he the mad act rid him cast
mist rim fat hat that cat
Lesson 5 hit this trim fad drift hid had
Lesson 6 No new words
Lesson 7 No new words
Lesson 8 cash in hot man met fresh them stand last ran thin left
front on shaft she then shot felt crash hand flash
Lesson 9 end fend lend mend send tend not dish lift can ten lost
Lesson 10 and fin land men cost from than held rest lit cot tin
soft rod fan red dot fish set shift fond let tent
Lesson 11 clam lot net
Lesson 12 slid
Lesson 13 dog us went with dug glad cut song frog wind gas how
swam lit yet mug
Lesson 14 sing ring ding fling cling thing wing is as are his has
sin fit sand slim must run swim month grand long grim west
fun strong
Lesson 15 rug rush tag con many drag nut grin
Lesson 16 get gift yes fog got wish
log
Lesson 17 grind lug most hug day go we gram dig now tug said
do to into of
Lesson 18 gash any no
Lesson 19 lay find low grow
Lesson 20 was were there where may clay
Lesson 21 rob robe ate made rate mate zip bet jet pet vet wet
Lesson 22 bay bin both jay mind but jam pay zap box crow band
van big bug
Lesson 23 bring job spring next pond ship jump zebra slop cub cute hate
slope mane site cube cone note hide
Lesson 24 good great some come one bit cop win bite cope rode wine
use slime fade slide fine
Lesson 25 line fix jug be drop hay blind dip stay
Lesson 26 mine late game those time five side plane ride state plant sort
also scarf tax old bold cold gold hold mold sold told
Lesson 27 clap pot short bend pat wash north arm top cup grab colt
strip so or nip step pit
Lesson 28 stiff well buzz glass dress pill puff fell cross stuff hip salt
trip seven almost stop new few once two does
Lesson 29 cap cape pale pin gate name tape tap these wide plan
Lesson 30 staff fuzz thrill ill across cuff will pass less sill press rip
slug star always bag vest path hard garden far for

INSTRUCTOR’S GUIDE 23
Lesson 31 port story forget forgot storm part torn start forest away gray play
pray ray say stay stray tray way just up who what word
work world snow bat bog rap slow shop help
Lesson 32 sniff spell bill fill gloss fluff mill small tell smart fort spine
pine six
Lesson 33 grip lip gape nine cane gave dime line home hope came nap
slip
Lesson 34 lap mob sip
Lesson 35 yell miss sell off class spill dill roll smell mess bid school
you your walk talk very stripe shrug
Lesson 36 live show bad all ball call fall hall mall stall tall wall
tip
Lesson 37 pal blow
Lesson 38 grass till toss hill
Lesson 39 life have live give love above move
Lesson 40 cliff mass stress huff still behind bind hind rind
Lesson 41 No new words
Lesson 42 No new words
Lesson 43 someone somebody sometime sometimes something somewhere
Lesson 44 flap gap map sap
Lesson 45 No new words
Lesson 46 No new words
Lesson 47 No new words
Lesson 48 No new words
Lesson 49 No new words
Lesson 50 No new words
Lesson 51 bow row flow below mow tow glow sow stow
Lesson 52 No new words
Lesson 53 No new words
Lesson 54 bluff gruff scuff snuff
Lesson 55 No new words
Lesson 56 No new words
Lesson 57 No new words
Lesson 58 No new words
Lesson 59 No new words
Lesson 60 No new words

24 INSTRUCTOR’S GUIDE
LESSON 1 • There are four rows of sounds. Find the
first row. Touch the sound at the
*TASK 1: SEE SOUNDS/ beginning of that row. Check to see that
SAY SOUNDS the student has touched the circled m.
Ask, What’s that sound? Ready. Signal.
• Say to the student, Open your • Student says, m.
Workbook to page 1. Put your finger on • Yes, m. That m has a circle around it.
Exercise 1. You are going to find all of the m’s in
• Say, In this Exercise you are going to the row and draw a circle around them.
say some sounds. • Touch the first sound. Is that m? Ready.
• Touch the first sound. What’s that Signal.
sound? Ready. Signal. • Student says, no.
• Student says, a. • That’s right. Touch the next sound. Is
that m? Ready. Signal.
• Next sound. Ready. Signal. • Student says, no.
• Student says, m. • Right again. Touch the next sound. Is
that m? Ready. Signal.
• Repeat for each sound in the list. • Student says, yes.
• Do the Task until the student can say all • Good. Now draw a circle around that m.
the sounds correctly.

a m s t é r ✓ Correction Procedure
If the student makes an error say,
s t m é a t That sound is (correct sound).
Say that sound for me. Ready.
a r é s t é Signal.

r s m t r a • Repeat for each sound in the row.

• Say, Now find the next row of sounds.

✓ Correction Procedure
If the student makes an error, say,
That sound is (sound).
Say that sound with me. Ready.
Signal.
Say that sound by yourself. Ready.
Signal.
Good. Now start again at the
beginning of the row.
*TASK 2: SEE SOUNDS/
MARK SOUNDS
• Say, Now let’s look at Exercise 2.
• In this Exercise you will be crossing out
or circling certain sounds.
Touch the sound at the beginning of the
row. Check to see that the student has
touched the crossed-out t. What’s that
sound? Ready. Signal.
• Student says, t.
• Yes, t. That t is crossed out. You are
going to find all of the t’s in the row and
cross them out.
• Touch the first sound. Is that t? Ready.
Signal.
• Student says, no.
• That’s right. Touch the next sound. Is
that t? Ready. Signal.
• Student says, yes.
• Good. Now cross out that t.

LESSON 1 25
• Repeat for each sound in the row.
• Repeat for the circled s’s and the
crossed-out r’s.
*TASK 3: SEE WORDS/
SAY SOUNDS IN WORDS
• Say to the student, Look at Exercise 3
at the top of the next page.
am
• Touch the first word. What’s that word?
Ready. Signal.
• Student says, am.
✓
Correction Procedure
If the student does not read the word
correctly, say, Listen. That word is
am. What’s that word? Ready.
Signal.
• Say, I am going to say the sounds in
am.
• My turn. Listen. The first sound is a. The
next sound is m.
• Listen again to the sounds in the word
am. The first sound is a, the second
sound is m.
• Your turn to say the sounds in the word
am.
• First sound. Ready. Signal.
• Student says, a.
• Next sound. Ready. Signal.
• Student says, m.
• Say, That’s correct. Good work.
✓ Correction Procedure
If the student does not say any sound
correctly, say, Listen. My turn. That
sound is (sound). Repeat.
26 LESSON 1
Say, Do that with me. What’s that
sound? Ready. Signal. Repeat.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself. Ready. Signal.
Go back and do the Task again.
rat
• Say to the student, Touch the second
word. Read that word. Ready. Signal.
• Student reads, rat.
• Say, I am going to say the sounds in
rat.
• My turn. Listen. The first sound is r. The
next sound is a. The last sound is t.
• Listen again to the sounds in the word
rat. The first sound is r, the second
sound is a, the last sound is t.
• Your turn to say the sounds in the word
rat.
• First sound. Ready. Signal.
• Student says, r.
• Next sound. Ready. Signal.
• Student says, a.
• Last sound. Ready. Signal.
• Student says, t.
• Say, Great!
• Repeat Task for each word in the list:
3. sat
4. ram
5. tam
*TASK 4: SEE ALPHABET LETTERS/
SAY ALPHABET LETTER NAMES
• Say to the student, In Exercise 4 you
see all the alphabet letters printed.
Touch each letter and tell me its name.
• First letter. colored. That sound will be the mystery
• Ready. Signal. sound and you will print it in the space
• Have student repeat each letter. beside the big question mark.
• Say, First you are going to color all of
Aa Bb Cc Dd the t’s yellow.
• Touch the first sound. Is that a t?
Ee Ff Gg Hh Ready. Signal.
Ii Jj Kk Ll • Student answers, no.
Mm Nn Oo Pp
Qq
Uu
Rr
Vv
Ss
Ww
Tt
Xx ✓ Correction Procedure
If the student identifies a sound
Yy Zz incorrectly, say, That sound is
(correct sound). What’s that sound?
Ready. Signal.

✓ Correction Procedure
Say, That letter’s name is (letter
• Touch the next sound. Is that a t?
Ready. Signal.
name). • Student answers, yes.
Say that letter’s name for me. Ready. • Say, Good. Color that t yellow.
Signal.
• Repeat for the rest of the sounds and
*TASK 5: SEE ALPHABET LETTERS/
have the student color each t yellow.
PRINT ALPHABET LETTERS

• Repeat for: s = blue, m = red, a =

• Say, Now you are going to practice
printing the alphabet letters. You will
print each letter between the lines
underneath the letters in Exercise 4.
Print as neatly as you can.
orange, é = green.
• When the student has finished
coloring all the above sounds, say,
There is one sound that is not colored.
What sound is it? Ready. Signal.

✓ Correction Procedure
Watch the student carefully as s/he
•
•
Student answers, r.
Say, That’s right! The sound r is the
mystery sound. Print an r on the line
prints the alphabet letters. If s/he next to the big question mark.
makes an error printing any letter,
have him/her erase that letter. Print a
faint letter for him/her to copy.

*TASK 6: MARK SOUNDS/

✓ Correction Procedure
PRINT MYSTERY SOUND
• Say, Let’s look at Exercise 5 at the top
of page 3 in your Workbook. In this
Exercise you are going to color certain
sounds with the colors that I say. There
will be one sound at the end that is not
If the student says an incorrect sound
as the mystery sound, say, The only
sound that is not colored is r. What
sound? Ready. Signal.
If the student prints the sound r
incorrectly, have him/her erase it and
print a faint r for him/her to copy.
LESSON 1 27
 *TASK 7: AWARD POINTS
LESSON 2
TASK 1: SEE SOUNDS/
(Refer to page 18 SAY SOUNDS
for detailed information concerning
Student Points.)
• Say to the student, Open your
Workbook to page 4. Put your finger on
• Say to the student, Look after Exercise Exercise 1.
5 in your Workbook. You will see a
• Say, In this Exercise you are going to
Points Chart.
review the sounds you did in Lesson 1.
• Remember, in every Lesson you will
• Touch the first sound. What’s that
earn points for working hard, paying
sound? Ready. Signal.
attention, following instructions and
• Student says, m.
completing Workbook Exercises.
• Remind the student that the points are Next sound. Ready. Signal.
•
being saved for a particular reward.
• Student says, r.
• Say, Let’s look at each category and
• Repeat for each sound in the list.
decide how many points you earned
• Do the Task until the student can say all
today.
the sounds correctly.
• Determine and circle the number of
points the student has earned in each
category. Add the four scores. m r a é t s
• Record the total points for Lesson 1 on
the chart provided on page 173 of the r t m é s t
Workbook.

End of Lesson 1 a r t a r s
é s t m a r

✓ Correction Procedure
If the student makes an error, say,
That sound is (sound).
Say that sound with me. Ready.
Signal.
Say that sound by yourself. Ready.
Signal.
Good. Now start again at the
beginning of the row.

TASK 2: SEE WORDS/

SAY SOUNDS IN WORDS

• Say to the student, Look at Exercise 2.

28 LESSON 2
 at
• Touch the first word. What’s that word?
Ready. Signal.
• Student says, at.
✓ Correction Procedure
If the student does not read the word
correctly, say, Listen. That word is at.
What’s that word? Ready. Signal.
• Say, I am going to say the sounds in
at.
• My turn. Listen. The first sound is a. The
next sound is t.
• Listen again to the sounds in the word
at. The first sound is a, the second
sound is t.
• Your turn to say the sounds in the word
at.
• First sound. Ready. Signal.
• Student says, a.
• Next sound. Ready. Signal.
• Student says, t.
• Say, That’s correct. Good work.
✓ Correction Procedure
If the student does not say any sound
correctly, say, Listen. My turn. That
sound is (sound). Repeat.
Say, Do that with me. What’s that
sound? Ready. Signal. Repeat.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself. Ready. Signal. Go back and
do the Task again.
mat
• Say to the student, Touch the second
word. Read that word. Ready. Signal.
• Student reads, mat.
• Say, I am going to say the sounds in
mat.
• My turn. Listen. The first sound is m. The
next sound is a. The last sound is t.
• Listen again to the sounds in the word
mat. The first sound is m, the second
sound is a, the last sound is t.
• Your turn to say the sounds in the word
mat.
• First sound. Ready. Signal.
• Student says, m.
• Next sound. Ready. Signal.
• Student says, a.
• Last sound. Ready. Signal.
• Student says, t.
• Say, Great!
• Repeat Task for each word in the list:
3. sat
4. am
5. mast
*TASK 3: SEE WORDS/
COUNT SOUNDS IN WORDS
•
•
Say, Put your finger on Exercise 3 at
the top of the next page.
Touch the first word. That word is me. I
am going to say and count the sounds
in the word me.
me
• Listen. My turn. The first sound (hold up
one finger) is m. The second sound
(hold up a second finger) is é.
• Listen again to the sounds in the word
me. The first sound (one finger up) is m,
the second sound (another finger up) is
é.
LESSON 2 29
• Your turn to say and count the sounds
in the word me.
• Say the first sound and hold up one
finger. Ready. Signal.
• Student says, m with one finger up.
• Now say the next sound. Hold up
another finger. Ready. Signal.
• Student says, é with two fingers up.
• Say, That’s correct. How many fingers
are you holding up? Ready. Signal.
• Student says, two.
• So how many sounds are there in the
word me? Ready. Signal.
• Student says, two.
• Right on. Good work!
✓
Correction Procedure
If the student does not say a sound
correctly, say, Listen. My turn. That
sound is (sound). Repeat.
Say, Do that with me. What’s that
sound? Ready. Signal. Repeat.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself. Ready. Signal.
If the student does not count the
sounds correctly, say, The first sound
is (sound). Hold up one finger.
The second sound is (sound). Hold
up another finger.
Say, There are two sounds in the
word me.
Go back and do the Task again.
• Say, Finger on the next word. That
word is mat.
mat
• I am going to say and count the sounds
in the word mat. Listen. My turn. The
first sound (hold up one finger) is m. The
30 LESSON 2
second sound (hold up a second finger)
is a. The third sound in the word mat
(hold up a third finger) is t.
• Listen again to the sounds in the word
mat. The first sound (one finger up) is m,
the second sound (another finger up) is
a, the third sound (third finger up) is t.
• Your turn to say and count the sounds
in the word mat.
• Say the first sound and hold up one
finger. Ready. Signal.
• Student says, m with one finger up.
• Now say the next sound. Hold up
another finger. Ready. Signal.
• Student says, a with two fingers up.
• Now say the third sound. Hold up
another finger. Ready. Signal.
• Student says, t with three fingers up.
• Say, That’s correct. How many fingers
are you holding up? Ready. Signal.
• Student says, three.
• So how many sounds are there in the
word mat? Ready. Signal.
• Student says, three.
• Say, Great!
• Repeat Task for each word in the list:
3. at
4. ram
5. rat
*TASK 4: SEE WORDS/
SPELL WORDS
• Say to the student, Find Exercise 4.
• Say, In this Exercise you are going to
spell the words that you have practiced
in Lessons 1 and 2.
• Touch the first word. Read that word.
Ready. Signal.
• Student reads, at.
• Good. Listen. I am going to spell the • First letter.
word at. A-T. • Ready. Signal.

• Spell the word at with me. Ready. • Have student repeat each letter.
Signal.
• Student spells, A-T with instructor. Aa Bb Cc Dd
• Well done. Now spell the word at by Ee Ff Gg Hh
yourself. Ready. Signal. Ii Jj Kk Ll
• Student spells, A-T. Mm Nn Oo Pp
Qq Rr Ss Tt
✓ Correction Procedure
If student reads the word incorrectly,
Uu
Yy
Vv
Zz
Ww Xx
say, That word is at. What’s that
word? Ready. Signal. Repeat Task.

If student misspells the word, say, My

turn to spell at. A-T. What word did I
spell? Ready. Signal. Your turn to
spell at. Ready. Signal.
• Second word. Read that word. Ready.
Signal.
• Student reads, me.
• Good. Listen. I am going to spell the
word me. M-E.
• Spell the word me with me. Ready.
Signal.
• Student spells, M-E with instructor.
• Well done. Now spell the word me by
yourself. Ready. Signal.
• Student spells, M-E.
• Repeat for each word in the list: 3. rat,
4. am, 5. sat, 6. mast, 7. ram, 8. mat.
✓ Correction Procedure
Say, That letter’s name is (letter
name).
Say that letter’s name for me. Ready.
Signal.
*TASK 6: SEE LETTERS/SAY
LETTER NAMES
• Say, Some letters in the alphabet are
called vowels. Other letters are called
consonants.
• Aa, Ee, Ii, Oo and Uu are vowel letters.
They are underlined.
• The rest of the letters are consonant
letters.
• Say each letter and tell me if it is a
vowel letter or a consonant letter.
Ready. Signal.

TASK 5: SEE ALPHABET LETTERS/

SAY ALPHABET LETTER NAMES
• Say to the student, Turn the page. In
Exercise 5 you see all the alphabet
letters printed. Touch each letter and
tell me its name.
✓ Correction Procedure
If the student makes an error
identifying a letter, tell him/her the
correct answer and repeat the Task
from the beginning.

LESSON 2 31
 TASK 7: SEE ALPHABET LETTERS/ LESSON 3
PRINT ALPHABET LETTERS
TASK 1: SEE SOUNDS/
SAY SOUNDS
• Say, Now you are going to practice
printing the alphabet letters. You will • Say, Open your Workbook to page 7.
print each letter between the lines Find Exercise 1.
underneath the letters in Exercise 5. • Let’s see if you can say all of those
Print as neatly as you can. sounds.
• Finger on the first sound. What’s that

✓ Correction Procedure
Watch the student carefully as s/he
•
sound? Ready. Signal.
Student says, a.
prints the alphabet letters. If s/he • Next sound. Ready. Signal.
makes an error printing any letter, • Student says, m.
have him/her erase that letter. Print a
faint letter for him/her to copy. • Repeat for each sound in the list.

TASK 8: AWARD POINTS

a m s d f
• Say to the student, Look after Exercise t h r i c
5 in your Workbook. You will see a
Points Chart.
• Remember, in every Lesson you will
c th d é m
earn points for working hard, paying
attention, following instructions and t r a f t
completing Workbook Exercises.
• Remind the student that the points are h c i é f
being saved for a particular reward.

• Say, Let’s look at each category and

decide how many points you earned
today.
✓ Correction Procedure
If the student makes an error, say,
That sound is (sound).
• Determine and circle the number of Say that sound with me. Ready.
points the student has earned in each Signal.
category. Add the four scores. Say that sound by yourself. Ready.
• Record the total points for Lesson 2 on Signal.
the chart provided on page 173 of the Good. Now start again at the
Workbook. beginning of the row.
End of Lesson 2 TASK 2: SEE SOUNDS/
MARK SOUNDS

• Put your finger on Exercise 2.

• In this Exercise you will be crossing out

32 LESSON 3
 or circling certain sounds. • Repeat for each sound in the row.
• There are four rows of sounds. Find the
first row. Touch the sound at the • Repeat for the circled f’s in the third row
beginning of that row. Check to see that and the crossed-out c’s in the fourth
the student has touched the circled th. row.
Ask, What’s that sound? Ready. Signal.
• Student says, th. TASK 3: SEE ALPHABET LETTERS/
• Yes, th. That th has a circle around it. SAY ALPHABET LETTER NAMES
You are going to find all of the th’s in
the row and draw a circle around them. • Say to the student, Turn the page. In
• Touch the first sound. Is that th? Ready. Exercise 3 you see all the alphabet
Signal. letters printed. Touch each letter and
• Student says, no. tell me its name.
• That’s right. Touch the next sound. Is
that th? Ready. Signal. • First letter.
• Student says, no. • Ready. Signal.
• Right again. Touch the next sound. Is
that th? Ready. Signal. • Have student repeat each letter.
• Student says, yes.
• Good. Now draw a circle around that th. Aa Bb Cc Dd
Ee Ff Gg Hh
✓ Correction Procedure
If the student makes an error, say,
Ii
Mm
Jj
Nn
Kk
Oo
Ll
Pp
That sound is (correct sound).
Say that sound for me. Ready. Qq Rr Ss Tt
Signal. Uu Vv Ww Xx
Yy Zz
• Repeat for each sound in the row.

• Say, Now find the next row of sounds.

Touch the sound at the beginning of the
row. Check to see that the student has
touched the crossed-out d. What’s that
sound? Ready. Signal.
• Student says, d.
• Yes, d. That d is crossed out. You are
going to find all of the d’s in the row and
cross them out.
• Touch the first sound. Is that d? Ready.
Signal.
• Student says, no.
• That’s right. Touch the next sound. Is
that d? Ready. Signal.
• Student says, yes.
• Good. Cross out that d.
✓ Correction Procedure
Say, That letter’s name is (letter
name).
Say that letter’s name for me. Ready.
Signal.
TASK 4: SEE LETTERS/SAY
LETTER NAMES
• Say, Remember in the last Lesson we
talked about vowels and consonants.
• Aa, Ee, Ii, Oo and Uu are vowel letters.
The rest of the letters are consonant
letters.

LESSON 3 33
• Now touch each letter in the alphabet
and tell me if it’s a vowel letter or a
consonant letter. Ready. Signal.
✓
Correction Procedure
If the student makes an error
identifying a letter, tell him/her the
correct answer and repeat the Task
from the beginning.
TASK 5: SEE ALPHABET LETTERS/
PRINT ALPHABET LETTERS
• Say, Now you are going to practice
printing the alphabet letters. You will
print each letter between the lines
underneath the letters in Exercise 3.
Print as neatly as you can.
✓ Correction Procedure
Watch the student carefully as s/he
prints the alphabet letters. If s/he
makes an error printing any letter,
have him/her erase that letter and
print a faint letter for him/her to copy.
TASK 6: SEE WORDS/
COUNT SOUNDS IN WORDS
• Say, Now look at Exercise 4.
• Touch the first word. That word is sit. I
am going to say and count the sounds
in the word sit.
sit
• Listen. My turn. The first sound (hold up
one finger) is s. The second sound
(hold up a second finger) is i. The third
sound is t.
• Listen again to the sounds in the word
sit. The first sound (one finger up) is s,
the second sound (another finger up) is
i, the third sound (three fingers up) is t.
34 LESSON 3
• Your turn to say and count the sounds
in the word sit.
• Say the first sound and hold up one
finger. Ready. Signal.
• Student says, s with one finger up.
• Now say the next sound. Hold up
another finger. Ready. Signal.
• Student says, i with two fingers up.
• Now say the last sound. Hold up
another finger. Ready. Signal.
• Student says, t with three fingers up.
• Say, That’s correct. How many fingers
are you holding up? Ready. Signal.
• Student says, three.
• So how many sounds are there in the
word sit? Ready. Signal.
• Student says, three.
• Good work!
✓ Correction Procedure
If the student does not say a sound
correctly, say, Listen. My turn. That
sound is (sound). Repeat.
Say, Do that with me. What’s that
sound? Ready. Signal. Repeat.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself. Ready. Signal.
If the student does not count the
sounds correctly say, The first sound
is (sound). Hold up one finger.
The second sound is (sound). Hold
up another finger.
The third sound is (sound). Hold up a
third finger.
Say, There are three sounds in the
word sit.
Go back and do the Task again.
• Say, Finger on the second word. That
word is mast.
 mast
• I am going to say and count the sounds
in the word mast. Listen. My turn. The
first sound (hold up one finger) is m. The
second sound (hold up a second finger)
is a. The third sound in the word mast
(hold up a third finger) is s. The fourth
sound (hold up a fourth finger) is t.
• Listen again to the sounds in the word
mast. The first sound (one finger up) is
m, the second sound (another finger up)
is a, the third sound (third finger up) is s,
the fourth sound (fourth finger up) is t.
• Your turn to say and count the sounds
in the word mast.
• Say the first sound and hold up one
finger. Ready. Signal.
• Student says, m with one finger up.
• Now say the next sound. Hold up
another finger. Ready. Signal.
• Student says, a with two fingers up.
• Now say the third sound. Hold up
another finger. Ready. Signal.
• Student says, s with three fingers up.
• Now say the last sound. Hold up
another finger. Ready. Signal.
• Student says, t with four fingers up.
• Say, That’s correct. How many fingers
are you holding up? Ready. Signal.
• Student says, four.
• So how many sounds are there in the
word mast? Ready. Signal.
• Student says, four.
• Say, Good work!
• Repeat Task for each word in the list:
3. dim
4. tam
5. it
6. am
7. fast
8. sad
9. dad
*TASK 7: SEE PICTURES/
PRINT PICTURE NAMES
• Say, Now let’s do Exercise 5 at the top
of page 9. In this Exercise you are
going to practice printing some words.
• Touch the first picture. Tell me what that
picture is. Ready. Signal.
• Student says, a mat.
• That’s right! Look beside the picture of
the mat. The word mat is printed there.
Print another mat between the lines
under this.
✓
Correction Procedure
If the student uses a different word
for the picture, say, Yes, but we’re
going to call it a mat. What’s that a
picture of? Ready. Signal.
If the student makes an error printing
the word, have him/her erase the
mistake. Print a faint letter for
him/her to copy.
• Repeat for: 2. rat, 3. ham, 4. raft, 5.
ram.
TASK 8: AWARD POINTS
• Say, Look at the Points Chart after
Exercise 5 in your Workbook. Let’s
decide how many points you earned.
• Determine and circle the number of
points earned. Add the four scores.
• Record the total points for Lesson 3 on
page 173 of the Workbook.
End of Lesson 3
LESSON 3 35
LESSON 4
*TASK 1: HEAR SOUNDS/
SAY LETTER NAMES
• Listen. I’m going to say a sound. After I
say the sound, you will say the letter
name of that sound.
a Ready. Signal.
• First sound. a. What letter makes the
sound a? Ready. Signal.
• Student answers, A.
TASK 2: SEE WORDS/
SPELL WORDS
• Say to the student, Turn to page 10 in
your Workbook. Find Exercise 1.
• Say, In this Exercise you are going to
read and spell some words.
• Touch the first word. Read that word.
• Student reads, if.
• Good. Listen. I am going to spell the
word if. I-F.
• Spell the word if with me. Ready.
Signal.

✓ Correction Procedure
If the student repeats the sound, say,
•

•
Student spells, I-F with instructor.

Well done. Now spell the word if by

You told me the sound, not the letter
name. The sound is a. The letter yourself. Ready. Signal.
name is A. • Student spells, I-F.
Repeat Task.

If the student says an incorrect letter

name, say, The letter name for the
sound a is A. What is the letter name
for the sound a? Ready. Signal.
Repeat Task.
f turn to spell if. I-F. What word did I
• Next sound. f. What letter makes the
sound f? Ready. Signal.
• Student says, F.
• Good job!
• Repeat for the rest of the list of sounds.
✓ Correction Procedure
If student reads the word incorrectly,
say, That word is if. What’s that
word? Ready. Signal. Repeat Task.
If student misspells the word, say, My
spell? Ready. Signal. Your turn to
spell if. Ready. Signal.
• Number 2. Read that word. Ready.
Signal.
• Student reads, mast.
• Good. Listen. I am going to spell the
word mast. M-A-S-T.

m i c é th • Spell the word mast with me. Ready.

Signal.
• Student spells, M-A-S-T with instructor.
t r d s h
• Well done. Now spell the word mast by
yourself. Ready. Signal.
• Student spells, M-A-S-T.

36 LESSON 4
 ✓
• Repeat for each word in the list: 3. me,
4. did, 5. math, 6. craft, 7. fist, 8. he, 9.
the, 10. mad.
TASK 3: SEE ALPHABET LETTERS/
SAY ALPHABET LETTER NAMES
Correction Procedure
If the student makes an error
identifying a letter, tell him/her the
correct answer and repeat the Task
from the beginning.

• Say to the student, In Exercise 2 you TASK 5: SEE ALPHABET LETTERS/

see all the alphabet letters printed. PRINT ALPHABET LETTERS
Touch each letter and tell me its name.
• Say, Now you are going to practice
• First letter. printing the alphabet letters. You will
• Ready. Signal. print each letter between the lines
underneath the letters in Exercise 2.
• Have student repeat each letter. Print as neatly as you can.

Aa
Ee
Bb
Ff
Cc
Gg
Dd
Hh ✓ Correction Procedure
Watch the student carefully as s/he
Ii Jj Kk Ll prints the alphabet letters. If s/he
Mm Nn Oo Pp makes an error printing any letter,
have him/her erase that letter. Print a
Qq Rr Ss Tt faint letter for him/her to copy.
Uu Vv Ww Xx
TASK 6: SEE WORDS/
Yy Zz SAY SOUNDS IN WORDS

✓
• Say to the student, Now let’s look at
Correction Procedure Exercise 3 at the top of the next page.
Say, That letter’s name is (letter
name). tam
Say that letter’s name for me. Ready.
Signal. • Touch the first word. What’s that word?
Ready. Signal.
TASK 4: SEE LETTERS/SAY • Student says, tam.
LETTER NAMES

• Say, Remember in the last Lessons we

talked about vowels and consonants.
✓ Correction Procedure
If the student does not read the word
• Aa, Ee, Ii, Oo and Uu are vowel letters. correctly, say, Listen. That word is
The rest of the letters are consonant tam. What’s that word? Ready.
letters. Signal.

• Now touch each letter and tell me if it’s • Say, I am going to say the sounds in
a vowel letter or a consonant letter. the word tam.
Ready. Signal. • My turn. Listen. The first sound is t. The

LESSON 4 37
 second sound is a, the last sound is m. • Your turn to say the sounds in the word
• Listen again to the sounds in the word act.
tam. The first sound is t, the second • First sound. Ready. Signal.
sound is a, the last sound is m. • Student says, a.
• Next sound. Ready. Signal.
• Your turn to say the sounds in the word • Student says, c.
tam. • Last sound. Ready. Signal.
• First sound. Ready. Signal. • Student says, t.
• Student says, t.
• Next sound. Ready. Signal. • Well done. Now spell the word act.
• Student says, a. Ready. Signal.
• Last sound. Ready. Signal. • Student spells, A-C-T.
• Student says, m.
• Say, Great!
• Well done. Now spell the word tam.
Ready. Signal. • Repeat Task for each word in the list:
• Student spells, T-A-M.
3. rid
• Say, That’s correct. Good work. 4. him
5. cast
6. mist
✓ Correction Procedure
If the student does not say any sound
7. rim
TASK 7: SEE WORDS/
correctly, say, Listen. My turn. That
sound is (sound). Repeat. SPELL WORDS
Say, Do that with me. What’s that
sound? Ready. Signal. Repeat. • Say to the student, Look at Exercise
When the student has said the sound 4 in your Workbook.
correctly with you, say, Good. You • Say, In this Exercise you are going to
got it. Now say that sound all by spell some words that rhyme with at.
yourself. Ready. Signal.
Go back and do the Task again. at
act • Touch the word inside the cat. Read
that word. Ready. Signal.
• Say to the student, Touch number 2. • Student reads, at.
Read that word. Ready. Signal. • Good. Spell the word at. Ready. Signal.
• Student reads, act. • Student spells, A-T.
• Say, I am going to say the sounds in

•
act.
My turn. Listen. The first sound is a. The
next sound is c. The last sound is t.
✓ Correction Procedure
If student reads the word incorrectly,
say, That word is at. What’s that
• Listen again to the sounds in the word word? Ready. Signal. Repeat Task.
act. The first sound is a, the second
sound is c, the last sound is t.

38 LESSON 4
 If student misspells the word, say, My
turn to spell at. A-T. What word did I
spell? Ready. Signal. Your turn to
spell at. Ready. Signal.
fat
• Second word. Read that word. Ready.
Signal.
• Student reads, fat.
•
•
Say, Does that word rhyme with at?
Ready. Signal.
Student answers, yes.
✓ Correction Procedure
If student responds, No, say, Listen.
fat, at. The word fat rhymes with at.
Repeat Task.
• Say, Spell fat. Ready. Signal.
• Student spells, F-A-T.
• Repeat for each word in the list:
3. hat
4. that
5. rat
6. cat
7. sat
8. mat
TASK 8: AWARD POINTS
• Determine and circle the number of
points the student has earned in each
category.
• Record the total points for Lesson 4 on
the chart provided on page 173 of the
Workbook.
End of Lesson 4
LESSON 5
*TASK 1: SEE WORDS/
PRINT WORDS
• Find Exercise 1 on page 12 of your
Workbook. Touch the first word. Read
that word. Ready. Signal.
• Student reads, hit.
✓ Correction Procedure
If the student makes an error, say,
That word is hit. What’s that word?
Ready. Signal.
• That’s right. Now you are going to print
the letters that are missing in the word
hit.
• Touch the first blank. What letter goes
in that blank? Ready. Signal.
• Student says, H.
• Good. Print H in the first blank.
✓ Correction Procedure
If the student makes an error, say,
That missing letter is (correct letter).
Say that letter for me. Ready. Signal.
If the student makes an error
printing, print a faint letter for him/her
to copy.
• Put your finger on the next blank. What
letter goes in that blank? Ready. Signal.
• Student says, T.
• Good. Print T in the second blank.
• Ask, What word did you print? Ready.
Signal.
• Student says, hit.
• Good. Spell the word hit. Ready. Signal.
• Student spells, H-I-T.
LESSON 5 39
• Read the second word. Ready. Signal.
•
•
Student reads, this.
That’s right. Now you are going to print
the letters that are missing in the word
this.
• Touch the first blank. What letter goes
in that blank? Ready. Signal.
• Student says, T.
• Good. Print T in the first blank.
• Put your finger on the next blank. What
letter goes in that blank? Ready. Signal.
• Student says, H.
• Good. Print H in the next blank.
• Put your finger on the next blank. What
letter goes in that blank? Ready. Signal.
• Student says, S.
• Good. Print S in the next blank.
• Ask, What word did you print? Ready.
Signal.
• Student says, this.
✓ Correction Procedure
If student reads the word incorrectly,
say, That word is at. What’s that
word? Ready. Signal. Repeat Task.
If student misspells the word, say, My
turn to spell at. A-T. What word did I
spell? Ready. Signal. Your turn to
spell at. Ready. Signal.
fat
• Second word. Read that word. Ready.
Signal.
• Student reads, fat.
• Say, Does that word rhyme with at?
Ready. Signal.
• Student answers, yes.

•
•
Yes. Spell the word this. Ready. Signal.
Student spells, T-H-I-S.
✓ Correction Procedure
If student responds, No, say, Listen.
fat, at. The word fat rhymes with at.
• Repeat for the rest of the words in the Repeat Task.
list: 3. trim, 4. craft, 5. fad, 6. drift, 7.
fast, 8. raft. • Say, Spell fat. Ready. Signal.
• Student spells, F-A-T.
TASK 2: SEE WORDS/
SPELL WORDS • Repeat for each word in the list:

• Say to the student, Now look at 3. hat

Exercise 2.
• Say, In this Exercise you are going to
4. that
spell some words that rhyme with at. 5. rat
6. cat
at 7. sat
• Touch the word inside the cat. Read
8. mat
that word. Ready. Signal. TASK 3: SEE WORDS/
• Student reads, at. COUNT SOUNDS IN WORDS
• Good. Spell the word at. Ready. Signal.
• Student spells, A-T.
• Say, Look at Exercise 3 on top of page
13 in your Workbook.

40 LESSON 5
• Touch the first word. That word is hid. I
am going to say and count the sounds
in the word hid.
hid
• Listen. My turn. The first sound (hold up
one finger) is h. The second sound
(hold up a second finger) is i. The third
sound (third finger up) is d.
• Listen again to the sounds in the word
hid. The first sound (one finger up) is h,
the second sound (another finger up) is
i, the third sound (third finger up) is d.
• Your turn to say and count the sounds
in the word hid.
• Say the first sound and hold up one
finger. Ready. Signal.
• Student says, h with one finger up.
• Now say the next sound. Hold up
another finger. Ready. Signal.
• Student says, i with two fingers up.
• Now say the last sound. Hold up
another finger. Ready. Signal.
• Student says, d with three fingers up.
• Say, That’s correct. How many fingers
are you holding up? Ready. Signal.
• Student says, three.
• So how many sounds are there in the
word hid? Ready. Signal.
• Student says, three.
• Spell the word hid. Ready. Signal.
• Student spells, H-I-D.
• Good work!
✓
Correction Procedure
If the student does not say a sound
correctly, say, Listen. My turn. That
sound is (sound). Repeat.
Say, Do that with me. What’s that
sound? Ready. Signal. Repeat.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself. Ready. Signal.
If the student does not count the
sounds correctly, say, The first sound
is (sound). Hold up one finger.
The second sound is (sound). Hold
up another finger.
The third sound is (sound). Hold up
another finger.
Say, There are three sounds in the
word hid.
Go back and do the Task again.
• Say, Finger on the second word. That
word is math.
math
• I am going to say and count the sounds
in the word math. Listen. My turn. The
first sound (hold up one finger) is m. The
second sound (hold up a second finger)
is a. The third sound in the word math
(hold up a third finger) is th.
• Listen again to the sounds in the word
math. The first sound (one finger up) is
m, the second sound (another finger up)
is a, the third sound (third finger up) is
th.
• Your turn to say and count the sounds
in the word math.
• Say the first sound and hold up one
finger. Ready. Signal.
• Student says, m with one finger up.
• Now say the next sound. Hold up
another finger. Ready. Signal.
• Student says, a with two fingers up.
• Now say the third sound. Hold up
another finger. Ready. Signal.
• Student says, th with three fingers up.
LESSON 5 41
• Say, That’s correct. How many fingers
are you holding up? Ready. Signal.
• Student says, three.
• So how many sounds are there in the
word math? Ready. Signal.
• Student says, three.
• Spell the word math. Ready. Signal.
• Student spells, M-A-T-H.
• Say, Well done!
• Repeat Task for each word in the list:
3. mad
4. the
5. sad
6. it
7. act
8. did
9. had
TASK 4: MARK SOUNDS/
PRINT MYSTERY SOUND
• Say, Now let’s look at Exercise 4. In this
Exercise you are going to color certain
sounds with the colors that I say. There
will be one sound at the end that is not
colored. That sound will be the mystery
sound and you will print it in the space
beside the big question mark.
• Say, First you are going to color all of
the vowels green.
• Touch the first sound. Is that a vowel?
Ready. Signal.
• Student answers, no.
✓ Correction Procedure
If the student identifies a sound
incorrectly, say, That sound is (not) a
vowel. Repeat question.
42 LESSON 5
• Touch the next sound. Is that a vowel?
Ready. Signal.
• Student answers, no.
• Repeat until student identifies the i at
the end of the top row..
• Say, Yes, i is a vowel. Color that i
green.
• Repeat for the rest of the sounds and
have the student color each vowel
green.
• Repeat for: r, d, m, c, s = red.
• When the student has finished
coloring all the above sounds, say,
There is one sound that is not colored.
What sound is it? Ready. Signal.
• Student answers, h.
• Say, That’s right! The sound h is the
mystery sound. Print a h on the line
next to the big question mark.
✓ Correction Procedure
If the student says an incorrect sound
as the mystery sound, say, The only
sound that is not colored is h. What
sound? Ready. Signal.
If the student prints the sound h
incorrectly, have him/her erase it and
print a faint h for him/her to copy.
*TASK 5: SEE/SAY ALPHABET
LETTERS FLUENCY CHECK
(Refer to page 13 of the Instructor’s
Guide for detailed information concerning
Fluency Checks.)
• Say to the student, Turn to page 15 in
your Workbook.
• Say, Today I am going to time you for
30 seconds on saying alphabet letters.
You must be able to say at least 40
 letters correctly in a 30-second time
period. If you are unable to do this, we
will continue to review the alphabet.
• You are going to say the letters as
quickly as you can when I say please
begin. Try not to make mistakes.
• You may go down the columns (indicate
down) or across (indicate across)..
Which way would you like to go in this
list? Student chooses down or across.
O.K., you are going to go (down or
across).
• Remember, I will say please begin
when you are to start and thank you
when you are to stop.
• Put your finger on the first letter.
• Ready. Please begin. Time the student
for 30 seconds.
• Say, Thank you.
• Make a pencil mark in the list where the
student ended.. Determine the number
of errors and/or skipped letters. Subtract
the number of errors from the total
letters said. Put a star to mark the total
number of letters the student said
correctly on this attempt.
• Say to student, To know how many
letters you said in one minute, I will
multiply your scores by 2 and we will
record them in the back of your
Workbook.
• This time you said (number) letters per
minute with (number) errors.
• Record letters said correctly per minute
in the Alphabet Letters Said Correctly
column for Day 1 of See/Say Alphabet
Letters Fluency Check on page 169 of
the Student Workbook.
• Record number of errors and/or skipped
letters per minute in the Learning
Opportunities column.
• If the student was able to say 80+
letters in one minute, s/he is fluent and
does not need to repeat this Fluency
Check again.
*TASK 6: SEE/SAY VOWELS &
CONSONANTS FLUENCY CHECK
• Say, Now I am going to time you for
30 seconds on saying the vowels or
consonants on this page. You must be
able to say at least 30 vowels and
consonants correctly in 30 seconds.
• You may go down the columns (indicate
down) or across (indicate across)..
Which way would you like to go in this
list? Student chooses down or across.
O.K., you are going to go (down or
across).
• Remember, I will say please begin
when you are to start and thank you
when you are to stop.
• Touch each letter and say vowel or
consonant.
• Put your finger on the first letter.
• Ready. Please begin. Time the student
for 30 seconds.
• Say, Thank you.
• Make a pencil mark in the list where the
student ended.. Determine the number
of errors and/or skipped letters. Subtract
the number of errors from the total
vowels and consonants said. Put a
happy face to mark the total number of
vowels and consonants the student said
correctly on this attempt.
• Say to student, To know how many
vowels and consonants you said in one
minute, I will multiply your scores by 2
and we will record them in the back of
your Workbook.
LESSON 5 43