LEVEL 1A: GRADES K-2

INSTRUCTOR’S MANUAL

Michael Maloney
Lynne Brearley
Judie Preece

Teach Your Children Well Press

Belleville, Ontario, Canada
Copyright© 2001 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.

Teach Your Children Well

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

ISBN 1-894595-01-7
 This book is dedicated to the memory of

Joos Pusswald
(November 14, 1947 - May 9, 1999)

Friend, educator, publisher and founder of Lipura Verlag.

This book is to honor his life’s work of providing better
instructional programs for teachers, students and parents.
 Michael Maloney is a teacher, principal and author of the
best-selling book, Teach Your Children Well. He co-authored
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 nominated and was a
finalist for the Canada Post National Literacy Awards in 2000.

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.

Lynne Brearley, B.A. (Hon)

Judie Preece is a retired high school teacher and administrator.

She is the author of another work of non-fiction, What’s in a Name?
Judie enjoys traveling with her husband and friends, reading,
rollerblading, painting and the companionship of her dog and
three cats.

Judie Preece, B.A.

ACKNOWLEDGMENTS
The authors wish to thank the following people for their effort and support in the creation of
Teach Your Children to Read Well:

Willi Zaback (graphic artist), Bob House (photographer), Essence Printing, Susan Pearce,
Laurel Coo, Lovorka Fabek-Fischer, Mark Bishop, Kay Snedden, Susan Sweet, Patti Clapp,
Judy Ruttan and Tammy Belliveau.
INSTRUCTOR’S GUIDE
Congratulations! By choosing this book you
have taken the first step in teaching
someone you care about to become a
competent reader.
Features of the Series
Teach Your Children To Read Well is a
phonics-based series which teaches
students everything they need to learn in
order to read fluently. The series consists
of four Levels - 1A and 1B, 2, 3 and 4 -
which span the elementary school years.
Each Level contains 60 lessons and covers
approximately two grades of reading skills.
Each of the four Levels has three texts - an
Instructor’s Manual, a Student Reader and
a Student Workbook.
The Teach Your Children To Read 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
Read 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 the Instructor’s Manual for
each Level.
Using the Instructor’s Guide
It is important not to assume that you know
all of the necessary skills to teach
someone to read. Study the Instructor’s
Guide first. Do yourself and your student(s)
a favor and master the Guide 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 to read. 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 read. 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 Read Well are outlined in the
Scope and Sequence Chart which follows.
1
SCOPE AND SEQUENCE CHART ~ Level 1A
Lesson Number 1 2 3 4 5 6 7 8 9

Skill
Teaching Sounds .............................................................. a é d h n g w u
m s i th sh e wh y
t r c f ing o l
Practicing Sounds ..............................................................







Sounding Out Words..........................................................








Teaching/Practicing Alphabet Letters ................................









Teaching/Practicing Vowels and Consonants....................








Sounding Out Words that Begin With Short Sounds ........





Reading Words ..................................................................



Reading Rhyming Words ...................................................



Saying the Underlined Sounds and Reading the Words ..




Reading Sentences............................................................


Teaching/Practicing Irregular Words..................................




Sound Fluency Check ........................................................





Word Fluency Check..........................................................





Story Reading ....................................................................

Vowel Letter Sounds ..........................................................
Alphabet Letters Fluency Check ........................................
Story Reading Fluency Check ..........................................
Teaching Quotation Marks ................................................
Teaching/Reviewing the Final e Rule ................................
Workbook Exercises ..........................................................

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

á
í k b x j qu p or er tch
ó ck v ol al ir
ú ch ur

3
SCOPE AND SEQUENCE CHART ~ Level 1B
Lesson Number 31 32 33 34 35 36 37 38 39

Skill
Teaching Sounds .............................................................. ÿ æ ar
z ai oi/oy
ou oo
Practicing Sounds ..............................................................


Sounding Out Words ........................................................






Sounding Out Words that End in e-d ..............................
Sounding Out Words that Begin With Short Sounds ........

Reading Words ..................................................................





Reading Rhyming Words ..................................................




Saying the Underlined Sounds and Reading the Words ..





Reading Sentences ..........................................................


Teaching/Practicing Irregular Words ................................


Sound Fluency Check........................................................









Word Fluency Check ........................................................









Story Reading ....................................................................





Story Reading Fluency Check ..........................................









Teaching/Reviewing the Final e Rule ................................


Sounding Out Double Consonants ....................................

Workbook Exercises ..........................................................

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

au igh wa oa kn ph tion
aw ea gi,e ly sion
ould ci,e

5
Tasks
Using Teach Your Children To Read 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 students to respond. Each
Lesson is divided into a number of Tasks.
Each Task teaches a particular skill, such
as learning new sounds. Each Task is
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.
Responses of the student are written in
italic print.
There are 14 major Task formats that the
instructor needs to learn in order to teach
this program. Once they are learned, the
procedures can be applied to other Tasks.
Samples of these major Task formats
along with annotated instructions are
included in this Guide. 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.
As the instructor you do not have to learn all
14 formats before beginning to teach the
program. In the Instructor’s Manual an asterisk
indicates the first 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
thoroughly 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.
6
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,
and equally important, what it is not, as well
as the steps for arriving at the correct
answer. After modeling the Task the
instructor will ask the student(s) to repeat the
procedure 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 his/her ability to do the Task.
For the first several times they appear, the
Tasks are very 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 remain 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.
The following is a list of the 14 major Tasks
to be mastered by the instructor:
1. Teaching Continuous Sounds and
Sound Combinations
2. Teaching Short Sounds and Sound
Combinations
3. Practicing Sounds and Sound
Combinations
4. Sounding Out Words
5. Sounding Out Words that Begin with
Short Sounds
6. Saying the Underlined Sounds and
Reading the Words
7. Reading Rhyming Words
8. Teaching Irregular Words
9. Story Reading
10. Teaching the Final e Rule
11. Using the Final e Rule
12. Sounding Out Words with Double
Consonants
13. Sound Fluency Check
14. Story Reading Fluency Check
Let’s take a detailed look at each of these
Tasks:
Teaching Sounds and Sound Combinations
Each letter or letter combination in the
English language has one or more sounds.
There are two types of sounds - continuous
and short. Fifty of the sixty-six sounds and
sound combinations taught in Levels 1A
and 1B are continuous sounds. This
means that you can say them for as long
as you have breath. All vowels, most
consonants and most sound combinations
are continuous sounds. When they are
introduced and practiced, they are marked
with a dot under them. The student must
be taught to hold continuous sounds for
one second.
The 16 other sounds and sound
combinations are short sounds. They
cannot be said for more than a fraction of a
second. The sounds b, c, d, g, g(i,e), h, j,
k, p and t are short sounds, as are the
sound combinations ck, ch, tch, ould, tion
and sion. They are marked with an arrow
under them. It is imperative that students
be taught to differentiate between
continuous and short sounds before they
begin to blend these sounds into words.
In order to make learning easier for the
student, some sounds and sound
combinations have horizontal lines marked
over them. For example, when a vowel letter
says its name, a line appears over the sound.
(Exceptions are long vowels in irregular
words and in words with a final e. They are
not marked. The student is taught to
recognize these words without prompts.) In
Levels 2, 3 and 4 these marks are faded out.
Listed below are the sounds and sound
combinations taught in Levels 1A and 1B of
the series. The sounds are organized and
taught in such a way as to be most readily
distinguished from other similar looking or
similar sounding ones. This way they are
least likely to be confusing for the learner.
7
Previously taught sounds and sound
combinations are thoroughly reviewed in
subsequent Lessons and in Fluency
Checks at the end of each Lesson. The list
below shows the sounds, the Lesson in
which they are taught, what each sound
says, an example of a simple word which
contains that sound and whether the sound
is a continuous or short sound.

Lesson Symbol Sound As in Short/Continuous

Level 1A ........ 1 a aaa am continuous
1 m mmm am continuous
1 t t at short
2 é ééé me continuous
2 s sss sat continuous
2 r rrr rat continuous
3 d d mad short
3 i iii it continuous
3 c c cat short
4 h h him short
4 th ththth the continuous
4 f fff fat continuous
5 n nnn man continuous
5 sh shshsh she continuous
5 ing ing sing continuous
6 g g gas short
6 e eee met continuous
6 o ooo on continuous
8 w wooo wing continuous
8 wh wooo when continuous
8 l lll let continuous
9 u uuu sun continuous
9 y yééé yes continuous
10 á ááá ate continuous
10 í ííí find continuous
10 ó óóó no continuous
10 ú úúú use continuous
11 k k king short
11 ck k kick short
14 b b bat short
15 x ksss ox continuous
15 v vvv van continuous
17 j j jet short
18 qu cooo quick continuous

8
 18 ol ólll old continuous
20 p p pig short
24 or órrr for continuous
24 al olll tall continuous
24 ch ch chip short
27 er rrr term continuous
27 ir rrr sir continuous
27 ur rrr turn continuous
30 tch tch match short
Level 1B ....... 34 ÿ ííí my continuous
34 z zzz zebra continuous
37 æ ééé meat continuous
37 ou owww out continuous
37 ai ááá sail continuous
39 ar orrr art continuous
39 oi/oy óyééé oil / boy continuous
39 oo ooo cool continuous
40 au/aw ooo auto/saw continuous
40 ould ould would short
41 igh ííí high continuous
41 ea eee head continuous
44 wa wooo water continuous
44 gi,e j ginger short
44 ci,e sss ice continuous
46 oa óóó boat continuous
47 kn nnn knee continuous
47 ly lééé quickly continuous
49 ph fff phone continuous
51 tion/sion shun motion/tension short

Learning these sounds and sound
combinations is one of the two most important
skills in learning to read. Before you can
teach a student the sounds, you must have a
thorough knowledge what sound each letter
or combination of letters makes. Many
individuals taught to read during the last 20 to
30 years were taught without an emphasis on
phonics (recognizing individual symbols and
the sounds they make). As a result, these
instructors may not be completely fluent with
the phonics used in this series. Fluency
involves being able to recognize and correctly
say the 66 sounds and sound combinations in
one minute. On page 10 is a practice sheet of
sounds and sound combinations taught in
Level 1A. Again, a dot under the sound
indicates that it is a continuous sound. Hold
these sounds for one second. An arrow
indicates a short sound. Do not hold these
sounds. Use this sheet to practice and
become thoroughly familiar with the sounds
you will be teaching. Refer to the list of
sounds on pages 8 and 9 to ensure that you
are saying all the sounds and sound
combinations correctly.
9
 PRACTICE SHEET OF LEVEL 1A SOUNDS

r sh ck 25 f p 5

• • > • >
qu 10 a w x ur 10

• • • • •
wh k á s 35 e 15

• > • • •
h t 20 o n ch 20

> > • • >

5 m ing ir v é 25

• • • • •
l i tch 30 d or 30

• • > > •
al 15er g u y 35

• • > • •
ol j th c 40 b 40

• > • > >

10
Now let’s look at the scripted formats of the Tasks for Teaching both Continuous and
Short Sounds and Sound Combinations as well as the Task for practicing these sounds.
Instructions to the instructor
are written in normal script.
The instructor’s spoken
instructions to the student
are written in bold script.
The instructor says “Ready” and then
touches the dot and holds his/her
finger on it for one second while
saying the sound with the student(s).
Try to look at each student to see
that they are saying the sound. If in
doubt, do the lead again.
Be sure to reinforce correct
answers with positive comments.
Listen carefully to hear if all of the
students respond at the same time.
Be particularly attentive to any
student who responds late.
Student responses are written in
italic script.
It is important to vary your praise
statements so as not to
become repetitive and tedious.
There is a dot under the sound a Ready. Signal.
because a is a continuous sound
which the student should say for one
second. With a sound combination
such as shshsh, there will also
be a dot because it too is a
continuous sound.
All Correction Procedures are
indicated with a check mark.
TASK 1: TEACHING THE CONTINUOUS
SOUND a as in am
Point to the sound a.
Say to the student, I am going to touch this sound Model - First the instructor
and say it. demonstrates the sound or
Listen. Touch the dot under the a and say aaa for one sound combination twice.
second. Lift your finger.
Say, Listen again. Touch the dot and say aaa.
Lift your finger.
Say to the student, Say the sound with me. When I
Lead - The instructor then says
touch the sound, we will both say it. We’ll keep on
the sound or sound combination
saying it as long as I touch it.
with the student two or more
Ready. Touch the dot under the a and say aaa with the
times.
student for one second.
Lift your finger and stop saying the sound.
Say, Good saying aaa. Let’s do that again. Remember,
when I touch the sound we both say it. We’ll keep on
saying it as long as I touch it.
Ready. Signal.
Repeat the task until the student does it as instructed.
Say, Now it is your turn to say the sound. When I Test - The instructor then listens
touch the sound, you say it. Keep on saying it as long to the student say the sound or
as I touch it. sound combination on his/her
Ready. Touch the dot under the a and listen to the own.
student say aaa.
Lift your finger after one second. Student stops saying
the sound.
Say, Great! Do that again. Remember, when I touch
the sound, you say it.
Keep on saying it as long as I touch it.
Repeat the task until the student does it as instructed.
a
•
✓
Correction Procedure
If the student does not say the sound correctly or
does not hold the sound for one second, say, I’ll
Correction Procedure - If any
say this sound. Listen. Touch the dot under the
student makes an error, use the
sound and say aaa for one second.
Correction Procedure in a
Say, Do that with me. Ready. Signal. Repeat the
step-by-step fashion to correct it.
task. When the student has said the sound
Then redo the entire Task with
correctly with you, say, Nice going! You got it.
the whole group.
Now say that sound all by yourself when I touch it.
Ready.
Touch the dot under the sound and listen to the
student say aaa.
11

Instructions to the instructor
are written in normal script.
The instructor’s spoken
instructions to the student
are written in bold script.
The instructor says “Ready,” then
taps the arrow and lifts his/her
finger while saying the
sound with the student(s).
Try to look at each student to see
that they are saying the sound.
If in doubt, do the lead again.
Listen carefully to hear if all of the
students respond at the same time.
Be particularly attentive to any
student who responds late.
Student responses are written
in italic script.
There is an arrow under the sound
t because t is a short sound which
the student should not hold.
With a sound combination such as
ck, there will also be an arrow
because it too is a short sound.
Be sure to reinforce correct
answers with positive comments.
12
TASK 2: TEACHING THE SHORT SOUND t as in at
Point to the sound t.
Say to the student, This is a short sound. I am Model - First the instructor
going to touch this sound and say it. demonstrates the sound or
Listen. Tap the arrow under the t and lift your finger sound combination twice.
immediately as you say t.
Listen again. Tap, lift and say t.
Do that with me. When I touch the sound,
we will both say it.
Ready. Tap the arrow under the t and say t with the Lead - The instructor then says
student. the sound or sound combination
Good saying t. Let’s do that again. Remember, with the student two or more
when I touch it we both say the sound. times.
Ready. Signal.
Repeat the task until the student does it as instructed.
Say, Now it’s your turn. Say the sound when I
touch it. Test - The instructor then listens
Ready. Tap under the t and listen to the student to the student say the sound or
say t. sound combination on his/her
Say, Super! Do that again. own.
Ready. Signal.
Repeat the task until the student does it as instructed.
t
>
✓ Correction Procedure
If the student does not say the sound correctly or
Correction Procedure - If any
student makes an error, use the
holds the sound, say, I’ll say this sound. Listen.
Correction Procedure in a step-
Tap the arrow under the sound, say the sound
by-step fashion to correct it.
and lift your finger.
Then redo the entire Task with
Say, Do that with me. Ready. Signal. Repeat the
the whole group.
task.
When the student has said the sound correctly
with you, say,
All right! You got it. Now say that sound all by
yourself when I touch it. Ready. Tap the arrow
under the sound, lift your finger and listen to the
student say t.

In this format, only sounds and/or
sound combinations which have
been taught in previous Lessons
are grouped together for review.
See Correction Procedure below.
The instructor uses the
Ready signal and touches
each continuous sound
for one second.
The instructor uses the Ready
signal and taps each short sound,
quickly lifting his/her finger.
Continuous sounds and sound
combinations will have a dot
under them. Students will hold
these sounds for one second.
Short sounds and sound
combinations will have an arrow
under them. Students should not
hold these sounds.
TASK 3: PRACTICING SOUNDS
Say, Now let’s see if you can remember all of the
sounds you have learned.
I am going to touch each of the sounds.
When I touch the sound, you say it. If you make
three mistakes, we will practice the sounds and then try
again.
Put your finger on the first sound.
Say, What’s this sound?
Ready. Signal. Student says, mmm.
Next sound.
Ready. Signal. Student says, t.
Repeat for each sound in the list. Remember to touch
and hold the dot under the continuous sounds for one
second and to tap the arrow under the short sounds.
m t a é t r t m é
• > • • > • > • •
t s a r a r m é s
> • • • • • • • •
✓ Correction Procedure
If the student is not able to say all of the sounds
in the list with fewer than three errors, change the If an error occurs, the
task. Model the sounds in the first row and have instructor follows the
the student practice only that row three or four Model-Lead-Test-Repeat
times. Correction Procedure.
Then model the sounds in the next row and have
the student do it three or four times. Do not spend
more than one minute practicing each row. If the
student is still having difficulty, take a short break
and repeat the Lesson from the beginning.
13
Sounding out Words
Once the student can attach a sound to a
symbol, s/he must then be taught to blend
those sounds together to produce a word.
This is undoubtedly the most important part
of the program. The critical aspect in
teaching blending skills is to make sure the
student does not stop between the sounds
in a word. S/he must be taught to go from
one sound to the next without gaps
between the sounds. This is particularly
difficult to achieve with words such as “cat”
which begin with a short sound. There is a
natural tendency to say the sound c and
then stop. The student needs to be taught
to blend the c into the aaa and say “caaa”
without a break between the two sounds.
Learning proper blending skills allows the
student to decode the thousands of
phonetically regular words in the English
language.
To help students sound out words, lines
with dots and arrows appear under them.
The big dot at the front of the line is where
the instructor puts his/her finger to focus
the student’s attention on the word. (It is
14
suggested that for teaching one student the
instructor sits on the student’s left. Place the
Manual on the table between you. Touch
the bullets with your left index finger to
easily follow the scripted format. Use your
right index finger to touch the dots and
arrows. For groups, the instructor will sit in
front of the students with the Manual held
up so that each student can see it.) To
sound out the word, the instructor says
“Ready,” then slides his/her finger along the
line to the dot under the first sound. Dots
along the line signify continuous sounds or
sound combinations that must be held for
one second. Arrows denote short sounds or
sound combinations. They indicate that the
student should say but not hold the sound
and keep moving along the line to the next
sound. These dots and arrows help the
instructor and the student to determine
which letters to hold and which to blend into
the next sound. Step-by-step procedures for
sounding out a word starting with a
continuous sound and a word beginning
with a short sound are shown in the
diagrams on page 15.
Sounding out a word that starts with a continuous sound.

Focus student’s
attention on the
word by putting
your finger on
the big dot.
Say, “Ready.”
Wait for half
a second.
s t i ff


>


Slide to the Slide right past Hold the i for Slide to the dot Slide along
dot under s. the arrow under one second under the ff. the arrow.
The student the t as the as the student Hold for one
says sss. student says t says tiii. second as the
Hold for to the dot student says fff.
one second. under
the i.

Sounding out a word that starts with a short sound.

Focus student’s
attention on the
word by putting
your finger on
the big dot.
Say, “Ready.”
Wait for half
a second.
c a s t ing

>

>

Slide right Touch the Slide to Slide right Hold for one Slide along
past the arrow dot under the the dot past the second as the the arrow.
under the c a for one under the arrow under student says
as the student second as s. Hold for the t as the ting.
says c to the the student one second student
dot under says caaa. as the says t to
the a. student the dot under
says sss. the ing.

Thoroughly learn the formats on pages 16 and 17 for teaching students how to sound out words.

15

Most students who have difficulty
learning to read cannot blend
sounds together without stopping
between the sounds, despite
knowing their phonics. It is critical
that students do not stop between
the sounds. Even very slight pauses
can create errors.
The instructor says, “Ready,” pauses
briefly and then slides along to the dot Say to the student, Do that with me. Say the sounds in
under the first sound.
Listen carefully to hear if all of the
students respond at the same time.
Be particularly attentive to any
student who responds late.
Focus the student’s attention by put-
ting your finger on the big dot in front
of the word.
Lines with dots and arrows are
provided under the words to show the
instructor where to pause while the
student says the sounds in the word.
16
TASK 4: SOUNDING OUT WORDS
THAT BEGIN WITH CONTINUOUS SOUNDS
Say, Now we are going to learn to sound out words. When
we sound out words, we say the sounds in the words without
stopping between the sounds.
Put your finger on the dot in front of the first word.
Model - The instructor
Say, My turn. I’m going to say the sounds in the word mat .
demonstrates how to sound
Listen. Slide to the dot under the m and say mmm for one
out the word twice.
second.
Slide to the dot under the a and say aaa for another second.
Slide through the arrow under the t and say t.
Keep on sliding along the arrow.
Do not stop between the sounds.
Put your finger on the dot in front of mat.
mat.
Ready. Slide through the dots and arrows as above as you Lead - The instructor then
and the student say mmmaaat. sounds out the word with the
Say, You got it. Good sounding out mat . student two or more times.
Let’s do that one more time.
Ready. Signal.
Say, Now do that all by yourself. Say the sounds in mat .
Remember, when I touch the sounds, you say them. Keep on
saying them as long as I touch them. Don’t stop between
the sounds. Test - The instructor then listens
Ready. Put your finger on the dot in front of mat and slide to the student sound out the
through the dots and arrows as the student sounds out word on his/her own.
mmmaaat.
Repeat.
Say, What’s that word?
Ready. Signal. Student says mat.
Say, That’s right. You sounded out mat . Nice work.
m a t

• • >
✓ Correction Procedure
If the student does not say the sounds correctly, does
not hold the sounds a or m for one second, holds the
sound t, or stops between the sounds when you touch The Correction
them, say, Listen. I’ll show you how to sound out this Procedure follows the
word. Model the task for the student by sliding through Model-Lead-Test-Repeat format.
the dots and arrows without stopping.
Then say, Do it with me. Ready. Signal.
When the student says the sounds correctly with your
assistance, say, Now it’s your turn. Say the sounds in
mat all by yourself. Remember not to stop between the
sounds. Ready. Slide through the dots and arrows and
listen to the student say the sounds.
Say, Great job! Let’s do that one more time. Repeat.

Students with weak blending skills
have particular difficulty with these
types of words. Such words are
hard because the student naturally
stops after having said a short
sound.
Pay particular attention to errors
where the student fails to blend the
initial short sound into the next
available continuous sound.
An arrow indicates that the
instructor should slide past the short
sound until s/he reaches
the first continuous sound that the
student can hold. This shows the
student how to blend the two
sounds into one. It helps to teach
him/her how to successfully sound
out words that begin with short
sounds.
TASK 5: SOUNDING OUT WORDS THAT
BEGIN WITH SHORT SOUNDS
Now we are going to sound out some words. These
words begin with short sounds. We have to put the
sounds together without stopping.
I will show you how to do that.
Listen. Put your finger on the dot in front of cat. Slide
The instructor models the correct
past the arrow under the c to the dot under the a and
response so that students can
say caaa.
hear how to blend an initial short
Remember not to stop between the c and the a. Hold
sound into the nearest
the aaa for at least one second, then slide past the t
continuous sound.
and say t.
Say to the student, Listen while I do that again.
Repeat task.
Say, Do that with me. When I touch the sounds, say
Lead - The instructor then
them with me.
sounds out the word with the
Ready. Signal. Repeat the task.
student two or more times.
Say, Good sounding out cat . You didn’t stop between
the sounds.
Now try it all by yourself.
Test - The instructor then listens
Ready. Signal. Student sounds out caaat while you
to the student sound out the
slide along the dots and arrows with your finger.
word on his/her own.
Say, Do that for me one more time.
Ready. Signal.
What’s that word?
Ready. Signal. Student says cat.
c a t

> • >
✓ Correction Procedure
If the student miscalls a sound or stops between
the sounds, say, My turn. Slide along the dots
and arrows as you sound out the word. The Correction
Then say, Do that with me. Ready. Signal. Sound Procedure follows the
out the word with the student. Model-Lead-Test-Repeat format.
Say, Good work! Now it’s your turn to sound out
the word. Slide your finger along the dots and
arrows as the student sounds out the word.
17
Reading Words

Once students have practiced sounding
out phonetically regular words, they are
soon able to read the entire word without
sounding it out first. This allows them to
read thousands of phonetically regular
words as sight words. If they should have
difficulty remembering the word, they can
revert to a reliable strategy for sounding it
out. Approximately four-fifths of the
thousand most commonly used words in
the English language are phonetically
regular and can be sounded out. Estimates
suggest that more than eighty percent of
our reading and writing consists of these
most frequently occurring thousand words.
At the end of Level 1 students will have
mastered many of these words.

This format teaches students to TASK 6: SAYING THE UNDERLINED SOUNDS

recognize sounds they have
learned when those sounds are
embedded in words.
The student isolates the sound
and decodes it.
AND READING THE WORDS
Put your finger on the underlined sound in the first word.
Say, Tell me the sound that is underlined.
Ready. Signal. Student says, aaa.
That’s right, aaa.

Then the student says the entire Now tell me the word.
word without sounding it out. Ready. Signal. Student says, rat.

Repeat Task for each of the words in the list.

rat mé rid
sit cat dim
am sad th é
tr im
✓ Correction Procedure
If the student makes an error saying the sound or
the word, say, The underlined sound is (correct
sound).
Do that sound with me. Ready. Signal. Student
says, (correct sound) with you. The Correction
Your turn. Tell me the underlined sound. Ready. Procedure follows the
Signal. Model-Lead-Test-Repeat format.
If the student is having difficulty Good. Now sound out the word. Ready. Slide your
reading the word, have him/her finger along the arrow as the student sounds out
sound it out first. the word.
Say, That’s right. Now say the word.
Repeat the entire row before Good. Let’s start that row over again. Go back to
continuing on with new words. the beginning of the row and redo the row before
going on to the next one.

18
TASK 7: READING RHYMING WORDS Teaching rhyming words is a fast way to expand reading
vocabulary. By pairing previously learned sounds with a
Say, Now we are going to read some words that rhyming word, the student learns many new words with
rhyme with at . minimal effort.
Touch the dot in front of the word at. Slide your finger Don’t sound the word out. Read it as you slide your finger
along the line and say at. along the line.

Say, What’s that word?

Ready. Signal. Student replies, at.

Touch the dot in front of the next word, fat.

Say, This word rhymes with at .

My Turn. Listen. Slide your finger along the line and

Model the rhyming word.
say fat.

Do that with me.

Lead - Read the word with the student.
Ready. Signal. Repeat task with student.

Say, Your turn to rhyme with at .

Test - Have the student read the word alone.
What’s this word?
Ready. Slide your finger along the line under fat and
listen to the student say fat.

Repeat for each word.

at
•
fat
•
cat
•
hat
•
rat
•
mat
•
that
•
sat
•
✓ Correction Procedure
If the student does not say the word correctly, say,
Correct the misread word and repeat the entire list.

This word is (correct word). What word?

Repeat Task from beginning.

19
Teaching Irregular Words
Approximately one-fifth of the most
frequently used one thousand words in
English are phonetically irregular. That
means that they can not be reliably
sounded out. (e.g. was, his, friend)
Students need to be able to decode
irregular words as well as phonetically
regular words in order to become good
readers. Approximately 144 of the most
TASK 8: TEACHING IRREGULAR WORDS
Say, Here are some new irregular words.
First I will read the word, then you will read
the word and spell it.
Listen. The first word is his .
What word?
Ready. Signal.
Yes, his .
Spell his .
Ready. Signal.
Repeat for each word.
his has
• •
to into
• •
✓ Correction Procedure
If the student does not say or spell a word correctly,
model it for them, have them repeat it and start at the
beginning of the Task.
Reading Sentences and Stories
Starting in Lesson 4 of Level 1A, students
begin to read sentences in the Student
Reader. To reduce errors and prevent
guessing, sentences are constructed only
from words that have been previously
taught. In Lesson 8 the first brief story is
20
frequent irregular words in English are
taught in Levels 1A and 1B of the series.
They are taught as sight words. Irregular
words are introduced in small numbers and
continually practiced in other formats
throughout the program. Other irregular
words are systematically presented and
taught in Levels 2, 3 and 4.
This is the third most important format
for teaching students to be able to
crack the reading code. It completes
the strategies for word reading and
allows students to read any word they
might encounter.
By definition irregular words can not be
easily sounded out, so another strategy
is required. Students learn to spell
these words as a means of helping
them to remember them.
introduced. Story reading is an essential
part of each Lesson in all Levels of the
series. In Level 1 stories begin with simple
sentences and build in complexity and
length as more sounds, sound
combinations and words are learned.
TASK 9: STORY READING

Say to the student, Now you are going to read a story.

Turn to Lesson 11 on page 13 in your Reader.

Say, The title is written at the top of the story. Titles, quotation marks, contractions
What does the title tell you? and the past tense are taught when
Ready. Signal. they appear in the Reader.
That’s right, the title tells you what the story is about.
Ask the student to read the title.
Say, So what do you think this story is about?
Accept reasonable answers.

Say, Good. Now let’s read the story. Read as well as you can. The instructor needs to monitor student
If you make an error, I will help you. If you make more than 7 reading to make sure that the student
errors, we will go back to the beginning and read the story stops at the ends of sentences and
again. does not add, delete or miscall words.

Put your finger on the first word. Students read stories aloud so that the
Now read the sentence. instructor knows that the student is
Ready. Signal. able to read quickly and accurately.

Lost in the fog

Fred and Edith got on a red raft to fish. Sentences and stories in the Student
The red raft had a mast. Reader begin at 30 point font, are
Fred got a fat cat fish with a rod and a frog. reduced to 24 point in Lesson 31, then
Then the mist got thick. to 20 point from Lessons 46 to 60. The
Fred and Edith got lost in the fog. stories appear in a smaller font in the
Fred and Edith can not see land. Instructor’s Manual so that the
The raft is rocking. instructor can follow along as students
The deck is slick and wet. in a group read the story in their
Fred lands on his hands on the deck. Reader.
He has a cut on his left hand.
Edith is wishing that some one will come.
A craft with three men finds them.
Now Fred and Edith are glad.
Fred thanks the three men.
This is the end

✓ Correction Procedure
Say to the student, Wait. That word is (correct word).
What is that word? Ready. Signal.
Good. Now read that sentence again.
Count each error. If the student makes 7 errors, reread
the story from the beginning.

21
Teaching Rules

In Level 1 students learn a few rules. particularly important rules are the Final e
These rules give them a strategy to easily Rule and the Doubling Rule.
decode hundreds of new words. Two

TASK 10: TEACHING THE FINAL e RULE This rule allows students to
discriminate between many similar
Point to the first word in the list below and say to the
looking words. Knowing that an e at
student, Read this word for me.
the end of the word makes the vowel
Ready. Signal. Student reads, rob.
say its name gives them a strategy for
Say, Yes, that word is rob .
sounding out hundreds of new words
Now read the rest of the words in the list. that end in e.

rob
•
at
• The exceptions to the rule (some,
come, live, love, etc.) are taught as
mad
• irregular words.

rat
•
mat
•
With a pencil add an e to the end of each of the
words in the list.

Then say, We are going to learn a rule about Students must be taught the rule
words that end with an e. verbatim and must be able to say the
Listen. An e at the end of a word makes the rule as well as being able to apply it.
vowel say its name.
Listen again. An e at the end of a word makes
the vowel say its name.

Say that rule with me.

Ready. Signal.
Repeat the rule with the student until the student
can state the rule with you.

Then say, Your turn to say the Final e Rule. The instructor needs to make sure that
Ready. Signal. every student can repeat the rule as a
Repeat until student says the rule correctly. first step in using it.

✓ Correction Procedure
If the student is unable to say the rule correctly, model the
rule for the student two more times. Say the first part of
the rule and have the student repeat it. Then say the
second part of the rule and have the student repeat it.
Then see if the student can repeat the whole rule with
you.
Pay careful attention to see which words in the rule the
student is unable to repeat. Say that part of the rule with
the student two or three times, then try the entire rule.
22
TASK 11: PRACTICING THE FINAL e RULE

Point to the list of words below and say to the
student, You’re going read this list of words for me.
First word.
Ready. Signal. Student reads, tap.
Once the student can repeat the Final
e Rule, they need to learn to apply it
consistently when they encounter
words which end in e.

Now read the rest of the words in the list.

Ready. Signal.

tap
•
hop
•
grip
•
gap
•
pal
•
bit
•
With a pencil add an e to the end of each of the To assist the student, non-examples
words in the list. are changed into examples of the rule
by adding a final e. Or examples of
Say, Remember the rule about words that final e words are changed into
end with an e. non-examples by removing the final e.
Listen. An e at the end of a word makes In either case students are forced to
the vowel say its name.
discriminate between words which
follow the final e rule and words which
What’s that rule?
look similar but do not follow the rule.
Ready. Signal.

That’s right. Now read these words all

by yourself.
Ready. Signal.

If the student makes an error, review the
Final e Rule and begin the Task again.
Instructors must be willing to provide
enough practice and correction to
make sure the student can reliably
determine when the rule does and
does not apply.

23
TASK 12: SOUNDING OUT WORDS WITH DOUBLE
CONSONANTS

Say, In some words you must double the final consonant
before you add an ending.
You are going to sound out some of these words.
Put your finger on the first word.
Sound the first word out.
Ready. Signal. Student sounds out, rrruuunnning.
Yes, running.
Some words double the final consonant
before adding an ending. These words
sound out the doubled consonant as if
it were a single one. The doubled
consonant avoids having the word look
like an example of a final e word and
being miscalled.

Sound out the next word.

Ready. Signal.

Repeat for all of the words in the list.

r u nn ing

• • • •
b i gg er

> • > •
p l a nn er

> • • • •
g e tt ing

> • > •
s e tt ing

• • > •

✓ Correction Procedure
If the student miscalls the word by making the first vowel The key to success with this format is
long, cover up the ending and the 2nd consonant of the to learn the Correction Procedure well.
pair so that only the root word is visible. e.g. run[ning].
Say, My turn. Sound out, rrruuunnn.
Say that with me. Ready. Signal. Student sounds out,
rrruuunnn with you.
Your turn to sound out run. Ready. Signal. Student
sounds out, rrruuunnn.
Uncover the ending and the second consonant and say,
Now let’s look at the whole word.
My turn. Listen. rrruuunnning.
Do that with me. Ready. Signal.
Your turn. Ready. Signal.
Say, Now let’s go back to the top of the list and start again.

24
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. Students
learn at different rates. Some learn easily;
some need more instruction and more
practice. Fluency checks of sounds, words
and stories are the quality control checks
for each block of five Lessons. Unless
students are fluent with the material in
those Lessons, they will almost certainly
have great difficulty with new work if they
keep moving ahead in the program.
Students should be able to identify sounds
quickly and easily. The fluent range is
50-60 sounds per minute. That means that
they should be able to say one sound per
second. Students should not do more than
one sound per second because it will
cause them not to hold the continuous
sounds. Rushing will teach them to treat all
sounds as short sounds. This will
dramatically affect their blending skills.
Students are expected to read over 60
words in a list in a one-minute timing with
no more than two errors.
Fluency in story reading is over 200 words
per minute with fewer than three errors.
The scripted formats for Sound and Word
Fluency Checks are practically identical.
Once you learn one, the other is easy. The
Story Reading Fluency Check format is
slightly different. Samples of the Sound
and Story Reading Fluency Check formats,
plus an actual sample of one of the
student’s Sound Fluency Checks, follow on
pages 26 and 27. They will help you to
familiarize yourself with measuring a
student’s skills in this manner. All scores
are entered into the Fluency Charts found
in the Student Workbook. A sample of how
scores are recorded on this chart is shown
on page 28.
25

When teaching a group, do the
Fluency Checks with one student
at a time.
Students should be timed for
30 seconds. Saying sounds for longer
periods is almost punishing.
Pay particular attention to this.
A skipped sound counts as a
mistake. Mistakes are recorded as
Learning Opportunities.
Keep these instructions
consistent. Go! and Stop! tend to
send kids into panic mode.
See sample of Sound Fluency
Check on page 27.
Many students will want to keep
trying to better their score. Encourage
the extra practice but don’t let them
wear themselves out. Set a time limit
for Fluency Checks and stick to it.
26
TASK 13: SOUND FLUENCY CHECK 1
To be done with one student at a time.
Say to the student, Turn to page 2 in your Reader.
Help student to find the correct page.
This is a list of all the sounds you have learned so far. Only sounds learned to this point
I want to find out how well you know these sounds. in the program are included in
I am going to time you for 30 seconds now to see how the Check.
many of these sounds you can say correctly.
We will practice this list for five Lessons. You must Fluency Checks are a part of
be able to say at least 25 sounds correctly in the every Lesson.
30-second time period. If you are unable to do To be unable to say 25 sounds
this, I will reteach you the first five Lessons. in 30 seconds indicates that the
Remember to hold each sound with a dot under it for student has not mastered the
one second. Remember not to hold the short sounds. material. Further instruction and
review are imperative. Do NOT
They have an arrow under them. You will have 30
move on to the next Lesson.
seconds to say as many sounds as you can. Try not to
make mistakes. If you do not know a sound, go to the
next one.
You may go down the columns (indicate down) Each student has his/her own
or across (indicate across).. Which way would you like learning style. Give him/her a
to go in this list? Student chooses down or across. O.K., choice here. However, once a
you are going to go (down or across). choice is made, it must be done
that way for each attempt at that
Remember, I will say please begin when you are to
particular Fluency Check.
start and thank you when you are to stop.
Put your finger on the first sound.
Ready. Please begin. Time 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 sounds.
Subtract the number of errors from the total sounds
said. Put a star to mark the total number of sounds the
student said correctly on this attempt.
Say to student, To know how many sounds you said in Fluency scores are always
one minute, I will multiply your scores by 2 and we will recorded as a per-minute count.
record them in the back of your Workbook. This time you
said (number) sounds per minute with (number) errors.
Using a pencil, record sounds said correctly per minute
See sample of Fluency Chart on
in the Sounds Said Correctly column for Day 1 of
page 28.
Sound Fluency Check 1 on page 122 of the Student
Workbook.
Record number of errors and/or skipped sounds per
minute in the Learning Opportunities column.
If the student wants to do the task again, give him/her
the opportunity to improve his/her score. Record the
best score of the day as today’s score.
 Sample of a Sound Fluency Check

SOUND FLUENCY CHECK 1

All continuous
sounds are marked
m sh t 25 s é 5 with a dot. Make
sure student holds
• • > • • these sounds.

d 10 i r c h 10
All short sounds
> • • > > are marked with
an arrow. Students
ing th n f 35 sh 15 should know not to
hold these sounds.
Example of a
pencil mark to
• • • • •
show where
the student
n c 20 th r h 20
stopped after
30 seconds.
• > • • >
5 a ing sh t f 25
(One if student
chose to go
down, the other
if student chose
• • • > •
to go across.)
She said 27
a i d 30 é s 30 The numbers
running down the
sounds. • • > • • right-hand side of
the page are for
m 15 i n ing f 35 words being read
across.
• • • • •
sh r f h 40 m 40 There are 40
sounds in every
• • • > • Sound Fluency
Check. There are
60 words in Word
The numbers here are The student made four mistakes. Fluency Check 1
for students who Subtract the errors and put a star and 100 words in
choose to read down beside the number of sounds said all others.
the rows. correctly. Leave this star. The student
will try to go further than this on the
next attempt.

27
 Alphabet LettersY
Fluency Chart Sound Fluency Chart Find the Fluency Check that
Fluency Check Y1 1 2 3 4 5 the student has been timed
Number on.

ies

s
Y

ies

ies

ies
tlyY

ctlyY
ies
tlyY
Y

ectly

ectly
e
ectly

i
unit

unit

unit

unit
rrec
unit
c

n i
e
e
Corr

u
Corr

Corr
Corr
Corr
port

port

port

port

port
port

C o
Said
g Op

Said

Said

Said
g Op

g Op

g Op

g Op
Said
g Op
Said

D D
rnin

rnin

rnin

rnin

rnin
nds

rnin
nds

nds

nds
nds
ers

A A
Lea

Lea
Sou

Lea

Lea

Lea
Sou

Sou

Sou
Lett

Lea
Sou
Y Y
1 Y46 8
The student had four errors
1 Y
in 30 seconds. Multiply this
by two for one minute.
2 Y 2 Y Record 8 in this column.

3 Y 3 Y On the sample Fluency

Check the student said 23
4 Y 4 Y sounds correctly in 30
seconds. Multiply this
number by two. Enter 46 in
5 Y 5 Y
this column for Day 1.
A A
D 6 Y D 6 Y
D D
I I If the student wishes to do
T T
I 7 Y I 7 Y more than one timing, record
O O only the best score of the
N N
A A day.
L 8 Y L 8 Y
P P
R R
A 9 Y A 9 Y
C C
T T
I I
C 10 C 10
E 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.

28
TASK 14: STORY READING FLUENCY CHECK

Work with one student at a time. Say, Now we are
going to do another kind of Fluency Check. This time
you are going to read a story.
After five days of practice you must be able to read
at least 200 words correctly in a one-minute time period.
If you are unable to do this, you will continue to
practice each day until you can.
When I say please begin, you are going to start reading
the story as quickly as you can. You will have one
minute. When the time is up, I will say thank you.
Try not to make mistakes. If you do not know a word,
skip it and continue reading.
Each of these stories is different and
includes words learned in the program
up to that point.
Unlike the Sound and Word Fluency
Checks, the number of words read in a
story is timed for one minute.
Miscalled, skipped and/or added words
are counted as errors.

Get set to read the title and then the story.
Ready. Please begin. Time student for 1 minute.
At the end of 1 minute say, Thank you.
Make a pencil mark where the student read to. Determine
the number of errors and/or skipped words. Subtract the number
of errors from the total words read. Put a star to mark the total
number of words the student read correctly on this attempt.
Record words read correctly in the Words Read Correctly column
for Day 1 of Story Reading Fluency Check 1 on page 124 of the
Student Workbook.
Record errors and/or skipped words in the Learning
Opportunities column.
As with the Word Fluency Check allow the student the
opportunity to do the task again to try to improve his/her score
if s/he so chooses.
The title is an important part of the
story. Always have the student read it.
It is counted in the total number of
words.
Follow the same procedure to record
scores as in the Sound and Word
Fluency Checks.
If a student achieves fluency before
five attempts, s/he should be timed on
a story of his/her choice in the Student
Reader. All stories there are also
numbered.

The Student Workbook

The exercises in the Student Workbook
practice the skills learned in each Lesson.
Material from previous Lessons is also
included to provide continual review. As
with the Student Reader, the Workbook
Exercises contain only material which has
been previously taught. It is not assumed
that a student begins this program with a
prelearned skillset. Therefore, how to print
letters is taught, as are numbers to twenty
and letters of the alphabet.
The Workbook offers the student a wide
range of activities. Many are fun and
entertaining, as well as being valuable
learning tools. Sounds are practiced by
both printing and reading them. Sentences

29
or stories from the Lesson are reviewed should be as specific as possible so that it
with a variety of questions. Regular and describes what the student did that
irregular words are also practiced in pleased you. It is important to vary your
puzzles, riddles and mazes. There are praise statements. Using the same words
even a few drawing and coloring exercises over and over again weakens the
which most young students enjoy. In all, effectiveness and can become tedious.
there are approximately 20 different
Workbook Exercise formats. Most of them Ultimately we want the child’s improved
reoccur often throughout the 60 Lessons. skills to be the reward for all the hard work
These formats are quite straightforward. s/he is doing. For some children the
You need only to read the instructions and reading activities are rewarding enough to
monitor the student’s responses. As with keep them engaged in learning. For others,
the Task formats in the Instructor’s Manual, however, intervening rewards may have to
the Workbook formats become less be provided. When students are working
detailed as you and the student become hard and are not yet competent readers,
comfortable with them. Exercises found in the incentive of collecting points to earn
the Workbook include: something special is a very good motivator.
Points are like putting money into a bank
1. Printing Sounds/Words account. They can be saved up and used
2. Circling and/or Crossing out Sounds, to “buy” things the student might want.
Vowels or Consonants
3. Matching Sounds and Words The points system is optional. Whether or
4. Joining Dots/Numbers to Make a not to use it is a decision made by the
Picture instructor or parents or both. If you do
5. Unscrambling Letters to Make Words choose to award points, tell the student,
6. Making New Words from the Letters in before you begin the program, that points
a Word will be awarded for working hard, paying
7. Practicing Numbers attention, following instructions, completing
8. Putting Letters and Words in Workbook Exercises and doing well on
Alphabetical Order Fluency Checks. Then determine what the
9. Vowel Power! points can be used for. One option is to
10. Rhyme Time! make up a menu and allow the students to
11. Filling in the Blanks select from it. The menu should include
12. Answering Questions on Sentences suggestions from the student and should
and Stories in the Reader pay reasonably well for hard work insofar
13. Practicing Rules as the parent can afford it. Students need
14. Word Search Puzzles to know the value of items. For smaller
15. Crossword Puzzles things a penny-a-point seems to work well.
16. Drawing and Coloring Pictures Determining equivalent points for larger
17. Solving Codes items or ones without monetary value is left
18. Mazes up to the parent’s discretion. Examples of
rewards that could be “purchased” with
Praise and Points earned points include: a special event (visit
to a restaurant or museum, bowling or a
Praise is a powerful reinforcer of many
camping trip to name just a few), renting a
behaviors. It is critical to encourage the
video, treats (chocolate bars, Lifesavers,
student’s efforts and improvement. Praise

30
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 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 page 125
of Workbook Level 1A and page 141 of
Workbook Level 1B. A sample of this chart
and how to use it is illustrated below.

Y 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 30 016 30
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

31
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 competely and
correctly.
Each Lesson is designed to take
approximately 30 to 60 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.
32
Getting started
All families have busy lives but it is
important to try to establish a consistent
schedule for teaching the student to read.
As much as it is possible, try to sit down
with the student at the same time each
day, preferably before one of his/her
favorite activities. This will motivate him/her
to do the work quickly and well.
Most people like consistent and familiar
places. If possible the learning setting
should have its own specific location.
Remove or minimize as many sources of
distraction as possible to assist the student
to do his/her best.
You should now be all set to begin to
Teach Your Children to Read Well. Good
luck!
 INTRODUCING THE PROGRAM
TO THE STUDENT
• Say to the student, Starting today you
are going to learn how to read. Point to
the Instructor’s Manual and say, This is
my book. It tells me what to teach you.
• Pick up the Student Reader and say,
This book is your Reader. You will soon
be reading sentences and stories in
your Reader.
• When the student has decided what
• Point to the Student Workbook and say,
This is your Workbook. After every
Lesson you will do written exercises in
this book.
• We will try to do one Lesson each day.
Learning to read is fun but it is also a lot
of work. In each Lesson you will earn
points for paying attention, working
hard, following instructions and doing
well on the Workbook Exercises. You
can cash in the points you earn for
some kind of neat reward. Let’s talk
about what you might want to work
towards earning. Refer to page 30 for
information concerning Points and
Rewards.
s/he is saving points for, say,
Remember, you will earn points for
paying attention, working hard, following
instructions and doing a good job on the
Workbook Exercises. Let’s see how
many points you can earn today. Turn
to Lesson 1 on page 34 and say, Let’s
start learning to read!
33
INSTRUCTOR’S MANUAL
LESSON 1 a ●
*TASK 1: TEACHING THE
SOUND a as in am ✓ Correction Procedure
If the student does not say the sound
correctly or does not hold the sound
• Point to the sound a.
for one second, say, I’ll say this
• Say to the student, I am going to touch sound. Listen. Touch the dot under
this sound and say it.
the sound and say aaa for one
• Listen. Touch the dot under the a and
second.
say aaa for one second. Lift your finger.
Say, Do that with me. Ready. Signal.
• Listen again. Touch the dot and say
Repeat the task.
aaa. Lift your finger.
When the student has said the
sound correctly with you, say, Good.
• Say to the student, Say the sound with You got it. Now say that sound all by
me. When I touch the sound, we will
yourself when I touch it. Ready.
both say it. We’ll keep on saying it as
Touch the dot under the sound and
long as I touch it.
listen to the student say aaa.
• Ready. Touch the dot under the a and
say aaa with the student for one TASK 2: TEACHING THE
second. Lift your finger and stop saying SOUND m as in am
the sound.
• Say, Good saying aaa. Let’s do that
• Point to the sound m.
again. Remember, when I touch the
• Say to the student, I am going to say
sound we both say it. Keep on saying it
this sound.
as long as I touch it.
• Listen. Touch the dot under the m and
• Ready. Signal.
say mmm for one second. Lift your
• Repeat the task until the student does it
finger.
as instructed.
• Say, Listen again. Touch the dot and
say mmm. Lift your finger.
• Say, Now it is your turn to say the
sound. When I touch the sound, you
• Say to the student, Say the sound with
say it. Keep on saying it as long as I
me. When I touch the sound, we will
touch it.
both say it. We’ll keep on saying it as
• Ready. Touch the dot under the a and
long as I touch it.
listen to the student say aaa. Lift your Ready. Touch the dot under the m and
•
finger after one second. Student stops
say mmm with the student for one
saying the sound.
second. Lift your finger and stop saying
• Say, Great! Do that again. Remember,
the sound.
when I touch the sound, you say it.
• Say, Good saying mmm. Let’s do that
Keep on saying it as long as I touch it.
again. Remember, when I touch the
• Ready. Signal.
sound we both say it. We’ll keep on
• Repeat the task until the student does it saying it as long as I touch it.
as instructed. Ready. Signal.
•
• Repeat the task until the student does it
34
 as instructed.
• Say, Now it’s your turn to say the
sound. When I touch the sound, you
say it. Keep on saying it as long as I
touch it.
• Ready. Touch the dot under the m and
listen to the student say mmm. Lift your
finger after one second. Student stops
saying the sound.
• Say, Super! Do that again. Remember,
when I touch the sound, you say it.
Keep on saying it as long as I touch it.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
m●
✓ Correction Procedure
If the student does not say the sound
correctly or does not hold the sound
for one second, say, I’ll say this
sound. Listen. Touch the dot under
the sound and say mmm for one
second.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself when I touch it. Ready.
Touch the dot under the sound and
listen to the student say mmm.
*TASK 3: TEACHING THE
SOUND t as in at
• Point to the sound t.
• Say to the student, This is a short
sound. I am going to touch this sound
and say it.
• Listen. Tap the arrow under the t and lift
your finger immediately as you say t.
• Listen again. Tap, lift and say t.
• Do that with me. When I touch the
sound, we will both say it.
• Ready. Tap the arrow under the t and
say t with the student.
• Say, Good saying t. Let’s do that again.
Remember when I touch it, we both say
the sound.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
• Say, Now it’s your turn. Say the sound
when I touch it.
• Ready. Tap under the t and listen to the
student say t.
• Repeat the task until the student does it
as instructed.
t>
✓
Correction Procedure
If the student does not say the sound
correctly or holds the sound, say, I’ll
say this sound. Listen. Tap the arrow
under the sound, say the sound and
lift your finger immediately.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly, say, Good. You got it. Now
say that sound all by yourself when I
touch it. Ready. Tap the arrow under
the sound, lift your finger and listen to
the student say t.
*TASK 4: PRACTICING
SOUNDS a m t
• Say, Now you are going to practice
these sounds so that you can say them
quickly and correctly.
35
• When I touch the sound, you say it.
Keep on saying it as long as I touch it.
• First sound.
• Ready. Signal.
• Listen. Slide to the dot under the a and
say aaa for one second. Slide to the dot
under the m and say mmm for another
second. Then slide your finger along the
arrow. Do not stop between the sounds.

• Do each sound in the list. • Put your finger on the big dot in front of
• Touch the dot under the sounds a and am.
m for one second. Lift your finger. • Say to the student, Do that with me.
• Tap the arrow under the t. Do not hold Say the sounds in am .
the sound. • Ready. Slide to the dot under a and say
• Do the task until the student can say all aaa for one second, then slide to the
the sounds correctly. dot under the m and say mmm for
another second with the student. Slide
a t m t m •
your finger along the arrow.
Say, You got it. Good sounding out am .
● > ● > ● • Let’s do that one more time.
• Ready. Signal. Repeat the task.
a m a t m • Say, Now do that all by yourself. Say
● ● ● > ●
the sounds in am .
• Remember, when I touch the sounds,
t m a a m you say them. Keep on saying them as
long as I touch them. Don’t stop
> ● ● ● ●
between the sounds.
• Ready. Put your finger on the big dot in
a m a t t front of am and slide to the dot under
● ● ● > > the a. Hold your finger under the a for

✓
one second and then quickly slide to the
Correction Procedure dot under the m. Hold your finger under
If the student makes 5 errors, reteach the m for one second, then slide off
the sounds in Tasks 1, 2 and 3. Then along the arrow.
redo Task 4. • Repeat.

*TASK 5: SOUNDING • Say, What’s that word?

OUT WORDS • Ready. Signal. Student says, am.

• Say, Now we are going to learn to • Say, That’s right. You sounded out am .
sound out words. When we sound out Nice work.
words, we say the sounds in the words

•
without stopping between the sounds.

Put your finger on the big dot in front of ●

am● ●
the first word.
• Say, My turn. I’m going to say the • Say, Let’s do another word.
sounds in the word am .

36
• Put your finger on the big dot in front of
at.
• Say, My turn. I’m going to say the
sounds in the word at .
• Listen. Slide to the dot under the sound
a and say aaa for one second. Slide
through the arrow under the sound t
and say t. Keep on sliding along the
arrow. Do not stop between the sounds.
• Put your finger on the big dot in front of
at.
• Say to the student, Do that with me.
Say the sounds in at .
• Ready. Slide to the dot under a and say
aaa for one second,, then slide through
the arrow under the t and say t as you
continue to slide along the arrow.
• Say, You got it. Good sounding out at .
• Let’s do that one more time.
• Ready. Signal. Repeat the task.
• Say, Now do that all by yourself. Say
the sounds in at .
• Remember, when I touch the sounds,
you say them. Keep on saying them as
long as I touch them. Don’t stop
between the sounds.
• Ready. Put your finger on the big dot in
front of at and slide to the dot under the
a. Hold your finger under the a for one
second and then slide through the
arrow under the t as the student says t.
• Repeat.
• Say, What’s that word?
• Ready. Signal. Student says, at.
• Say, That’s right. You sounded out at .
Good work.
●
at● >
• Say, Let’s do another word.
• Put your finger on the big dot in front of
mat.
• Say, My turn. I’m going to say the
sounds in the word mat .
• Listen. Slide to the dot under the sound
m and say mmm for one second. Slide
to the dot under the a and say aaa for
another second. Slide through the arrow
under the sound t and say t. Keep on
sliding along the arrow. Do not stop
between the sounds.
• Put your finger on the big dot in front of
mat.
• Say to the student, Do that with me.
Say the sounds in mat .
• Ready. Slide to the dot under the m and
say mmm for one second with the student.
Slide to the dot under a and say aaa for
one second,, then slide through the arrow
under the t and say t as you continue to
slide along the arrow.
• Say, You got it. Good sounding out
mat.
• Let’s do that one more time.
• Ready. Signal. Repeat the task.
• Say, Now do that all by yourself. Say
the sounds in mat .
• Remember, when I touch the sounds,
you say them. Keep on saying them as
long as I touch them. Don’t stop
between the sounds.
• Ready. Put your finger on the big dot in
front of mat and slide to the dot under
the m. Listen to the student say mmm
for one second. Slide to the dot under
the a. Hold your finger under the a for
one second as the student says aaa
and then slide through the arrow under
•
the t as the student says t.
Repeat.
●
ma t
● ● >
37
• Say, What’s that word?
• Ready. Signal. Student says, mat.
• Say, That’s right. You sounded out mat .
Well done!
●
ma t
● ● >
✓ Correction Procedure
If the student does not say the
sounds correctly, does not hold the
sounds a or m for one second, holds
the sound t, or stops between the
sounds when you touch them, say,
Listen. I’ll show you how to sound out
this word. Model the task for the
student by sliding through the dots
and arrows and saying each of the
sounds without stopping between the
sounds.
Then say, Do it with me. Ready.
Signal. Repeat the task, saying each
of the sounds with the student.
When the student says the sounds
correctly with your assistance, say,
Now it’s your turn. Say the sounds in
(am , at , mat ) all by yourself.
Remember not to stop between the
sounds. Ready. Slide through the
dots and arrows and listen to the
student say the sounds.
Say, Great job. Let’s do that one
more time. Repeat the exercise.
*TASK 6: TEACHING
ALPHABET LETTERS
• Say, Now we are going to learn the
names of some letters of the alphabet.
• I will touch the letter and say its name.
• Touch the letter Aa and say, This
letter’s name is Aa.
38
• Your turn to say this letter’s name.
• Ready. Touch Aa. Student says, Aa.
• Repeat the Task for letters Bb through
Gg.
Aa Bb Cc Dd
Ee Ff Gg
NOTE: Some students may already know
the alphabet letter names and may require
only a brief review of these letters.
✓ Correction Procedure
Stop the student. Say, That letter’s
name is (letter name).
Say that letter’s name for me. Ready.
Signal.
*TASK 7: TEACHING VOWELS
AND CONSONANTS
• Point to the alphabet letters in Task 6.
• Say, Some letters in the alphabet are
called vowels. Other letters are called
consonants.
• While indicating Aa and Ee, say, Aa
and Ee are vowel letters. They are
underlined.
• Point to the other letters and say, Bb,
Cc, Dd, Ff and Gg are consonant
letters.
• Touch each letter. Ask the student, Is
this a vowel letter or a consonant letter?
✓ Correction Procedure
If the student makes an error
identifying a letter, tell them the
correct answer and repeat the Task
from the beginning.

*TASK 8: WORKBOOK
EXERCISES
(Refer to page 29
in the Instructor’s Guide for detailed
information on the Workbook Exercises.)
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 1 on
page 1. Help the student find Lesson 1
on page 1 of the Student Workbook.
• Say, You can earn points for working
hard on these exercises.
*Exercise 1: Printing Sounds
• Let’s look at Exercise 1. Help student
find the first exercise. You are going to
print the letters for sounds that you
know. Every time you see a picture of a
big pencil like this one (point to pencil
graphic beside Exercise 1),, it means
that you will be printing sounds or
words.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, aaa.
• Yes, aaa. Find the next aaa. There is a
big ball on this letter to show you where
to start printing. Put your pencil on the
big ball. Check to make sure that student
has his/her pencil on the big ball.
• Good, your pencil is on the big ball.
There is an arrow that shows you which
way to go. Follow the arrow and trace
the loop.
• Ready. Student traces the line to make
the loop for a.
• Say, Good, you followed the arrow and
traced the loop.
• Now put your pencil on the small ball.
Check to see that student has his/her
pencil on the small ball.
• That’s right. There is an arrow that
shows you to trace the line down. Trace
the line that follows the arrow down.
• Ready. Student traces a line that goes
down.
• Good for you! You printed the sound
aaa. What sound?
• Ready. Signal. Student says, aaa.
• Yes, aaa. Look at the next aaa and get
ready to trace it.
• Student uses the balls and arrows to
trace all six of the sound aaa.
• Repeat instructions as needed for t and
mmm.
NOTE: The balls and arrows are provided
when the sound is first introduced to show
the student where to begin and what
direction to go. After several practice
opportunities they are gradually faded out.
Some children may already know how to
print and may do the printing exercises
independently. Be sure, however, that the
student is printing each letter correctly. If
s/he has poor habits, follow the instructions
with the balls and arrows.
Other children might have considerable
difficulty printing letters. You may have to
use a hand-over-hand technique to guide
the student until s/he can do the task with
verbal instructions only.
*Exercise 2: Printing Initial Sounds
• Say, Find Exercise 2. In Exercise 2
there are some pictures with some
letters beside them.
• Touch the first picture. What is that a
picture of?
• Ready. Signal. Student says, an apple.
• Yes, that is a picture of an apple. What
sound does the word apple begin with?
• Ready. Signal. Student says, aaa.
• Yes, aaa. Now you are going to print
the sound aaa. Put your pencil on the
big ball. Follow the arrow and trace the
loop. Student traces the line to make
39
 the loop for a.
• Put your pencil on the small ball. Trace
the line down. Student traces a line that
goes down.
• Say, Good for you! You printed the
sound aaa. What’s that sound?
• Ready. Signal. Student says, aaa.
• Look at the next aaa and get ready to
trace it. Student traces four more aaa’s.
• Repeat instructions for mouse (mmm)
and tiger (t).
*Exercise 3: Circling and Crossing out
Sounds
• Put your finger on Exercise 3. The
picture for this exercise tells you that
you will be crossing out or circling
certain sounds.
• There are two rows of sounds. Find the
first row. Touch the sound at the
beginning of that row. Check to see that
the student has touched the circled m.
What’s that sound?
• Ready. Signal. Student says, mmm.
• Yes, mmm. That mmm has a circle
around it. You are going to find all of the
mmm’s in the row and draw a circle
around them.
• Touch the first sound. Is that mmm?
• Ready. Signal. Student says, no.
• That’s right. Touch the next sound. Is
that mmm?
• Ready. Signal. Student says, no.
• Right again. Touch the next sound. Is
that mmm?
• Ready. Signal. Student says, yes.
• Good. Now draw a circle around that
mmm.
• 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 t. What’s that
sound?
40
• 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.
• Repeat for each sound in the row.
*Exercise 4: Matching Sounds
• Find Exercise 4 on your worksheet.
Check to see that the student has the
correct exercise.
• The line with the dots (touch the
graphic) tells you that you are going to
draw a line to match the same sounds.
• Touch the sound in the first mitt. Check.
What’s that sound?
• Ready. Signal. Student responds, aaa.
• Yes, aaa. Now touch the second group
of sounds. Check to see if the student
has touched the sounds on the right.
• Find the sound aaa in that group.
• Good. Now draw a line to join those two
aaa’s.
• Repeat for mmm and t.
• The crayon (touch the graphic) tells you
that you are going to color the mitts.
• You are going to find the mitts with the
same sounds and color them the same.
• Touch the first mitt. What’s that sound?
• Ready. Signal. Student says, aaa.
• Yes, aaa. What color would you like to
color the two mitts with the sound aaa
in them? Student chooses a color and
colors the matching mitts.
• Repeat for the mitts with mmm and t.
*Exercise 5: Unscrambling Words
• Find Exercise 5. The juggling hands tell
you that this is an exercise where you
 are going to unscramble some letters to
spell a word you know.
• You are looking for another word for
what Aladdin travels on.
• Touch the picture. What is that a picture
of?
• Ready. Signal. Student answers, a mat.
• Yes, that is a mat. The sounds for the
word mat are written beside the picture
(point to the letters a-m-t),, but they are
not in the right order. There are blanks
above these scrambled letters to print
the word mat the right way.
• Listen. mmmaaat. What is the first
sound in mat ?
• Ready. Signal. Student says, mmm.
• That’s correct. Now print mmm in the
first blank. Check. Find mmm in the
scrambled word and cross it out. Check.
• Good. Listen again. mmmaaat. What is
the next sound in mat ?
• Ready. Signal. Student responds, aaa.
• Yes, aaa. Now print aaa in the next
blank. Check. Find the aaa in the
scrambled word. Cross it out. Check.
• Listen again. mmmaaat. What is the last
sound in mat ?
• Ready. Signal. Student says, t.
• Yes, t. Now print t in the last blank. Find
the t in the scrambled word. Cross it
out. Check.
• What word did you print? What does
Aladdin travel on?
• Ready. Signal. Yes, a mat.
*Exercise 6: Reading Numbers
• Find Exercise 6. The numbers on the
blocks (point to graphic) tell you that
this exercise will help you practice some
numbers.
• The numbers 1 to 5 are written here.
I’m going to touch each number. You
say the numbers with me.
• Ready. Instructor touches each number
and says the numbers with the student.
• Good, now it’s your turn to say those
numbers by yourself. Touch each
number and say it.
• Ready. Signal.
• Repeat task.
NOTE: Students need to be able to read
numbers in order to find parts of the
exercises in their Workbook.
Some students may already know their
numbers and may find these exercises
very easy. Review these exercises quickly
and give generous praise for a job well
done.
*TASK 9: AWARDING POINTS
(Refer to page 30
for detailed information concerning
Student Points.)
• Say to the student, Look after Exercise
6 in your Workbook. You will see a
Points Chart.
• Remember, in every Lesson you will
earn points for working hard, paying
attention, following instructions and
completing Workbook Exercises.
• Remind the student that the points are
being saved for a particular reward.
• Say, Let’s look at each category and
decide how many points you earned
today.
• Determine and circle the number of
points the student has earned in each
category. Add the four scores.
• Record the total points for Lesson 1 on
the chart provided on page 125 of the
Workbook.
End of Lesson 1
41
LESSON 2
TASK 1: TEACHING THE
SOUND é as in me
• Point to the sound é.
• Say to the student, I am going to touch
this sound and say it.
• Listen. Touch the dot under the é and
say ééé for one second. Lift your finger.
• Say, Listen again. Touch the dot and
say ééé. Lift your finger.
• Say to the student, Say the sound with
me. When I touch the sound, we will
both say it. We’ll keep on saying it as
long as I touch it.
Ready. Touch the dot under the é and
•
say ééé with the student for one
second. Lift your finger and stop saying
the sound.
• Say, Good saying ééé. Let’s do that
again.
Ready. Signal.
•
• Repeat the task until the student does it
as instructed.
• Say, Now it is your turn to say the
sound. When I touch the sound, you
say it. Keep on saying it as long as I
touch it.
Ready. Touch the dot under the é and
•
listen to the student say ééé. Lift your
finger after one second. Student stops
saying the sound.
• Say, Good! Do that again.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
é ●
42
✓ Correction Procedure
If the student does not say the sound
correctly or does not hold the sound
for one second, say, I’ll say this
sound. Listen. Touch the dot under
the sound and say ééé for one
second.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself when I touch it. Ready.
Touch the dot under the sound and
listen to the student say ééé.
TASK 2: TEACHING THE
SOUND s as in sat
• Point to the sound s.
• Say to the student, I am going to touch
this sound and say it.
• Listen. Touch the dot under the s and
say sss for one second. Lift your finger.
• Say, Listen again. Touch the dot and
say sss. Lift your finger.
• Say to the student, Say the sound with
me. When I touch the sound, we will
both say it. We’ll keep on saying it as
long as I touch it.
• Ready. Touch the dot under the s and
say sss with the student for one second.
Lift your finger and stop saying the
sound.
• Say, Good saying sss. Let’s do that
again.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
• Say, Now it is your turn to say the
sound. When I touch the sound, you
say it. Keep on saying it as long as I
touch it.
• Ready. Touch the dot under the s and
listen to the student say sss. Lift your
finger after one second. Student stops
saying the sound.
• Say, Well done! Do that again.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
s●
• Say, Good job. Let’s go to the next
sound.
✓ Correction Procedure
If the student does not say the sound
correctly or does not hold the sound
for one second, say, I’ll say this
sound. Listen. Touch the dot under
the sound and say sss for one
second.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself when I touch it. Ready.
Touch the dot under the sound and
listen to the student say sss.
TASK 3: TEACHING THE
SOUND r as in rat
• Point to the sound r.
• Say to the student, I am going to touch
this sound and say it.
• Listen. Touch the dot under the r and
say rrr for one second. Lift your finger.
• Say, Listen again. Touch the dot and
say rrr. Lift your finger.
• Say to the student, Say the sound with
me. When I touch the sound, we will
both say it. We’ll keep on saying it as
long as I touch it.
• Ready. Touch the dot under the r and
say rrr with the student for one second.
Lift your finger and stop saying the
sound.
• Say, Good saying rrr. Let’s do that
again.
• Ready. Signal.
•
•
Repeat the task until the student does it
as instructed.
Say, Now it is your turn to say the
sound. When I touch the sound, you
say it. Keep on saying it as long as I
touch it.
• Ready. Touch the dot under the r and
listen to the student say rrr. Lift your
finger after one second. Student stops
saying the sound.
• Say, Great! Do that again.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
r●
✓ Correction Procedure
If the student does not say the sound
correctly or does not hold the sound for
one second, say, I’ll say this sound.
Listen. Touch the dot under the sound
and say rrr for one second.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You got
it. Now say that sound all by yourself
when I touch it. Ready. Touch the dot
under the sound and listen to the
student say rrr.
43
 TASK 4:
PRACTICING SOUNDS
• Say, Now let’s see if you can remember
all of the sounds you have learned.
• I am going to touch each of the sounds.
When I touch the sound, you say it. If
you make three mistakes, we will
practice the sounds and then try again.
• Put your finger on the first sound.
• Say, What’s this sound?
• Ready. Signal. Student says, mmm.
• Next sound.
• Ready. Signal. Student says, sss.
• Repeat for each sound in the list.
Remember to touch and hold the dot
under the continuous sounds for one
second and to tap the arrow under the
short sound t.
m s a é t •
● ● ● ● > word me .
sounds in the next row and have the
student do it three or four times.
Repeat for the rest of the rows. Do
not spend more than two or three
minutes practicing this Task. If the
student is still having difficulty, take a
short break and repeat the Lesson
from the beginning.
TASK 5:
SOUNDING OUT WORDS
• Say, Now we are going to sound out
some words that are made from the
sounds we have learned. I will touch the
sounds in the first word and say them.
• Listen. Slide your finger along the dots
for the sounds in me and say them.
• Say to the student, Say the sounds with
me.
• Ready. Slide your finger along the dots,
say the sounds and listen as the student
says the sounds with you. Repeat.
Say, That’s right! You sounded out the

r t m é s •
•
Now do that all by yourself.
Ready. Slide your finger along the dots
● > ● ● ● as the student says the sounds.
Repeat.
a r a r t • Say, Good saying the sounds.
● ● ● ● > • What’s that word?
• Ready. Signal. Student says, me.
é s m a r • Say, Listen while I say the sounds for
● ● ● ● ●
the next word.

✓ Correction Procedure
If the student is not able to say all of
• Repeat Task for each word in the list.

the sounds in the list with fewer than

three errors, change the task. Model
the sounds in the first row and have ●
mé● ●
the student practice only that row
three or four times. Then model the

44
 Aa Bb Cc Dd
●
s a t
● ● > Ee Ff Gg

●
r a t
● ● >
✓ Correction Procedure
Stop the student. Say, That letter’s
name is (letter name).

●
ma t
● ● >
Say that letter’s name for me. Ready.
Signal.
Say, Now start again at the beginning
of that row.

●
r am
● ● ●
TASK 7: PRACTICING
VOWELS AND CONSONANTS

• Say to the student, Remember, some

✓
Correction Procedure
If the student says the wrong sound,
stops between the sounds or does
not say the sounds when you touch
them, say, Listen to me say these
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Slide your finger along the
dots and arrows and say the sounds
with the student. Say, You did it!
Let’s do that one more time. Ready.
Signal.
Say, Now it is your turn to say these
sounds. Ready. Slide your finger
along the dots and arrows and listen
to the student say the sounds.
Say, Good job. Let’s go on to the
letters in the alphabet are called vowels.
Other letters are called consonants.
• While indicating Aa and Ee in Task 6,
say, Aa and Ee are vowel letters. They
are underlined.
• Point to the other letters and say, Bb,
Cc, Dd, Ff and Gg are consonant
letters.
• When I touch each letter, you tell me
whether it is a vowel or a consonant.
• First letter.
• Ready. Signal.
• Repeat for each letter.

✓
sounds in the next word.
Correction Procedure
TASK 6: PRACTICING If the student makes an error
ALPHABET LETTERS identifying a letter, tell them the
correct answer and repeat the Task
• Say, You are going to tell me the from the beginning.
names of these alphabet letters.
• When I touch each letter, you tell me its
name.

45
 TASK 8:
WORKBOOK EXERCISES
• Say, Now we are going to do some
Workbook Exercises.
• Open your Workbook to Lesson 2 on
page 4. Help the student find Lesson 2
on page 4 of the Student Workbook.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letters for the
sounds you learned in Lesson 1.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, aaa.
• Put your pencil on the big ball. Follow
the arrow and trace the line.
• Now put your pencil on the small ball.
Follow the arrow.
• You just printed the sound aaa . What
sound?
• Ready. Signal. Student says, aaa.
• Have the student use the balls and
arrows to trace all six of the sound aaa.
• Repeat for t and mmm.
Exercise 2: Reading Numbers
• Now let’s do Exercise 2. The numbers 1
to 5 are written here. I’m going to touch
each number. You say the numbers
with me.
• Ready. Instructor touches each number
and says the numbers with the student.
• Good. Now it’s your turn to say those
numbers by yourself. Touch each
number and say it.
• Ready. Signal.
• Repeat task.
Exercise 3: Printing Sounds
• Find Exercise 3. You are going to
practice printing the letters for the
46
sounds you learned in this Lesson.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, ééé.
• Put your pencil on the big ball. Follow
the arrow and trace the line.
• Now put your pencil on the small ball.
Follow the arrow.
• You just printed the sound ééé . What
sound?
• Ready. Signal. Student says, ééé.
• Have the student use the balls and
arrows to trace all six of the sound ééé.
• Repeat for sss and rrr.
Exercise 4: Circling and Crossing out
Sounds
• Put your finger on Exercise 4. There are
three rows of sounds. Find the first row.
Touch the sound at the beginning of
that row. Check to see that the student
has touched the circled é. What’s that
sound?
• Ready. Signal. Student says, ééé.
• Yes, ééé. That ééé has a circle around
it. You are going to find all of the ééé ’s
in the row and draw a circle around
them.
• Touch the first sound. Is that ééé ?
• Ready. Signal. Student says, yes.
• Good. Draw a circle around that ééé .
• 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 aaa. What’s
that sound?
• Ready. Signal. Student says, aaa.
• Yes, aaa. That aaa is crossed out. You
are going to find all of the aaa ’s in the
row and cross them out.
• Touch the first sound. Is that aaa ?
• Ready. Signal. Student says, no.
• That’s right. Touch the next sound. Is
 that aaa ?
• Ready. Signal. Student says, no.
• Good. Touch the next sound. Is that
aaa?
• Ready. Signal. Student says, no.
• Correct. Touch the next sound. Is that
aaa?
• Ready. Signal. Student says, yes.
• Good. Now cross out that aaa .
• Repeat for each sound in the row.
• Repeat Task for third row of circled
sss’s.
*Exercise 5: Word Search Puzzle
• Find Exercise 5. The question mark with
the two eyes (point to the graphic)
means that you are going to do a word
search puzzle.
• This is a list of the words that you will
be looking for. (Show student the list to
the left of the clown.) Read the first
word.
• Ready. Signal. Student reads, me.
• Now we must look inside the box of
letters and find the word me . Look at
the first row of letters. Is the sound
mmm in the first row?
• Ready. Signal. Student answers, yes.
• Is the sound mmm followed by the
sound ééé ?
• Ready. Signal. Student answers, no.
• That’s right. Look in the next row of
letters. Is the sound mmm in that row?
• Ready. Signal. Student says, yes.
• Is the sound mmm followed by the
sound ééé ?
• Ready. Signal. Student says, yes.
• Say those sounds together.
• Ready. Signal. Student says, mmmééé.
What’s that word?
• Ready. Signal. Student says, me.
• That’s right. Draw a circle around the
word me . Check.
• Put a check mark beside the word me
in the list so that you know you have
found it. Check.
• Repeat for each word in the list.
*Exercise 6: Vowel Power!
• Now let’s look at Exercise 6. These
letters (point to the vowel graphic) tell
you that this exercise is called Vowel
Power! The vowel letters a and é are
printed here.
• Below them there are four words. Each
of the words has a blank. You must fill
in the blank with either an a or an é to
make a word that you know.
• Touch the first word. What vowel goes
in that blank?
• Ready. Signal. Student responds, a.
• Yes, a. Print a in the blank.
• Now read that word.
• Ready. Signal. Student reads, rat.
• Repeat for each word.
*Exercise 7: Following a Maze
• Find Exercise 7. In this exercise you are
the mouse. You are going to follow all
of the mmm sounds through the maze
to get to the cheese without hitting a
wall.
• Put your pencil on the arrow. Check.
Find the first mmm . Find the next
mmm. Now follow all of the mmm’s
through the maze with your pencil until
you get to the cheese. If you follow
another sound you will hit a wall. Start
over again.
• Check that the student is following the
correct path.
TASK 9:
AWARDING POINTS
• Tell the student that s/he has completed
Lesson 2 and has earned points for
working hard, paying attention, following
instructions and completing the
47
 Workbook Exercises.
• Determine and circle the number of
points the student has earned in each
category.
• Record the total points for Lesson 2 on
the chart provided on page 125 of the
Workbook.
End of Lesson 2
LESSON 3
TASK 1: TEACHING THE
SOUND d as in mad
• Point to the sound d.
• Say to the student, This is a short
sound. I am going to touch this sound
and say it.
• Listen. Tap the arrow under the d and
lift your finger immediately as you say d.
• Listen again. Tap, say d and lift your
finger.

• Say, Do that with me. When I touch the

sound, we will both say it.
• Ready. Tap the arrow under the d and
say d with the student.
• Say, Good saying d. Let’s do that again.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.

• Say, Now it’s your turn. Say the sound

when I touch it.
• Ready. Tap under the d and listen to
the student say d.
• Repeat the task until the student does it
as instructed.

d>
✓ Correction Procedure
If the student does not say the sound
correctly or holds the sound, say, I’ll
say this sound. Listen. Tap the arrow
under the sound, say the sound and
lift your finger immediately.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You

48
 got it. Now say that sound all by
yourself when I touch it. Ready. Tap
the arrow under the sound, lift your
finger and listen to the student say d.
TASK 2: TEACHING THE
SOUND i as in it
• Point to the sound i.
• Say to the student, I am going to touch
this sound and say it.
• Listen. Touch the dot under the i and
say iii for one second. Lift your finger.
• Repeat.
• Say to the student, Say the sound with
me.
• Ready. Touch the dot under the i and
say iii with the student for one second.
Lift your finger and stop saying the
sound.
• Repeat the task until the student does it
as instructed.
• Say, Now it is your turn to say the
sound.
• Ready. Touch the dot under the i and
listen to the student say iii. Lift your
finger after one second. Student stops
saying the sound.
• Repeat the task until the student does it
as instructed.
• Say, Good job. Let’s go to the next
sound.
i
●
✓ Correction Procedure
If the student does not say the sound
correctly or does not hold the sound
for one second, say, I’ll say this
sound. Listen. Touch the dot under
the sound and say iii for one second.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself when I touch it. Ready.
Touch the dot under the sound and
listen to the student say iii.
TASK 3: TEACHING THE
SOUND c as in cat
• Point to the sound c.
• Say to the student, This is a short
sound. I am going to touch this sound
and say it.
• Listen. Tap the arrow under the c and
lift your finger immediately as you say c.
• Listen again. Tap, say c and lift your
finger.
• Say, Do that with me. When I touch the
sound, we will both say it.
• Ready. Tap the arrow under the c and
say c with the student.
• Say, Good saying c. Let’s do that again.
Remember when I touch it, we both say
the sound.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
• Say, Now it’s your turn. Say the sound
when I touch it.
• Ready. Tap under the c and listen to
the student say c.
• Repeat the task until the student does it
as instructed.
c>
✓
Correction Procedure
If the student does not say the sound
correctly or holds the sound, say, I’ll
say this sound. Listen. Tap the arrow
49
 under the sound, say the sound and
lift your finger immediately.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself when I touch it. Ready. Tap
the arrow under the sound, lift your
finger and listen to the student say c.
TASK 4:
•
PRACTICING SOUNDS
Say, Now let’s see if you can remember
all of the sounds you have learned.
• I am going to touch each of the sounds.
When I touch the sound, you say it. If
you make three mistakes, we will
practice the sounds and then try again.
• Put your finger on the first sound.
• Say, What’s this sound?
• Ready. Signal. Student says, aaa.
• Next sound.
• Ready. Signal. Student says, mmm.
• Repeat for each sound in the list.
Remember to touch and hold the dot
under the continuous sounds for one
second and to tap the arrow under the
short sounds.
a m s d é
● ● ● > ●
t t r i c •
> > ● ● > me.
c s d é m
> ● > ● ● you.
50
t r a é d
> ● ● ● >
t c i é a
> > ● ● ●
m s r a é
● ● ● ● ●
✓ Correction Procedure
If the student is not able to say all of the
sounds in the list with fewer than three
errors, change the task. Model the
sounds in the first row and have the
student practice only that row three or
four times. Then model the sounds in
the next row and have the student do it
three or four times. Repeat for the rest
of the rows. Do not spend more than
one minute practicing each row. If the
student is still having difficulty, take a
short break and repeat the Lesson from
the beginning.
TASK 5:
SOUNDING OUT WORDS
• Say, Now we are going to sound out
some words that are made from the
sounds we have learned. I will touch the
sounds in the first word and say them.
• Listen. Slide your finger along the dots
and arrows for the sounds in mad and
say them.
Say to the student, Say the sounds with
• Ready. Slide your finger along the dots
and arrows, say the sounds and listen
as the student says the sounds with
• Say, That’s right! You sounded out the
word mad .
• Repeat.

•
•
Now do that all by yourself.
Ready. Slide your finger along the dots ●
ma t
● ● >
and arrows as the student says the

•
sounds.
Say, Good saying the sounds.
●
a t
● >
• What’s that word?
• Ready. Signal. Student says, mad.

• Say, Listen while I say the sounds for

the next word. ●
s a t
● ● >

• Repeat Task for each word in the list.

✓ Correction Procedure
If the student says the wrong sound,

●
ma d
● ● >
stops between the sounds or does
not say the sounds when you touch
them, say, Listen to me say these
sounds. Sound out the word.

●
s i t
● ● >
Then say, Say these sounds with me.
Ready. Slide your finger along the
dots and arrows and say the sounds
with the student.

mé
Say, You did it! Let’s do that one
more time. Ready. Signal.
Say, Now it is your turn to say these
● ● ● sounds. Ready. Slide your finger
along the dots and arrows and listen

●
s éé
● ●
to the student say the sounds.
Say, Good job. Let’s go on to the
sounds in the next word.

●
r a t
● ● >

●
s ad
● ● >

●
r i d
● ● >
51
 *TASK 6: SOUNDING OUT
WORDS THAT BEGIN WITH
SHORT SOUNDS
●
c >
a t
● >
• Now we are going to sound out some
other words. These words begin with
short sounds. We have to put the
sounds together without stopping. I will ●
d >
i m
● ●
show you how to do that.
• Listen. Put your finger on the dot in
front of cat. Slide past the arrow under
the c to the dot under the a and say
●
t >
am
● ●
caaa. Remember not to stop between
the c and the a. Hold the aaa for at

•
least one second, then slide past the t
and say t.
Say to the student, Listen while I do that ●
t >
r i m
● ● ●
again. Repeat task.

• Say, Do that with me. When I touch the

sounds, say them with me.
• Ready. Signal.
• Repeat the task.
• Say, Good sounding out cat . You didn’t
stop between the sounds.
• Now try it all by yourself.
• Ready. Signal. Student sounds out
caaat while you slide along the dots and
arrows with your finger.
• Say, Do that for me one more time.
• Ready. Signal.
• Repeat task for each of the words in the
list.
●
c >
a s t
● ● >
✓ Correction Procedure
If the student miscalls a sound or
stops between the sounds, say, My
turn. Slide along the dots and arrows
as you sound out the word.
Then say, Do that with me. Ready.
Signal. Sound out the word with the
student.
Say, Good work! Now it’s your turn to
sound out the word. Slide your finger
along the dots and arrows as the
student sounds out the word.

REMEMBER: This is one of the most critical

skills in teaching someone to read. Listen
carefully for any break in the blending of the
first two sounds in each word. Make sure
that the student blends the first two sounds
together without any pause between them.
Practice this skill for 2 to 3 minutes after
each Task in the Lesson if necessary. For
further information, see page 17 in the
Instructor’s Guide.
TASK 7: PRACTICING
ALPHABET LETTERS
• Say, You are going to tell me the
names of these alphabet letters.
• As I touch each letter you tell me its
name.

52
 Say that letter’s name for me. Ready.
Aa Bb Cc Dd Signal.

Ee Ff Gg TASK 9: TEACHING VOWELS

AND CONSONANTS

✓ Correction Procedure
Stop the student. Say, That letter’s
•

name is (letter name).
Say that letter’s name for me. Ready.
Signal.
Say, Now start again at the beginning
of that row.
TASK 8: TEACHING
ALPHABET LETTERS
• Say, Now we are going to learn the
names of some more letters of the
•
Point to the alphabet letters in Task 7
and 8.
Say, Remember, some letters in the
alphabet are called vowels. Other letters
are called consonants.
• While indicating the vowels to the left,
say, Aa, Ee, Ii and Oo are vowel letters.
They are underlined.
• Point to the other letters and say, The
other letters are consonant letters.
• Touch each letter. Ask the student, Is
this a vowel letter or a consonant letter?
• Ready. Signal.

•
alphabet.

I will touch the letter and say its name.

• Touch the letter Hh and say, This
letter’s name is Hh.
• Your turn to say this letter’s name.
• Ready. Touch Hh. Student says, Hh.
• Repeat for letters Ii through Pp.
Hh Ii Jj Kk
Ll Mm Nn Oo
Pp
NOTE: Some students may already know
the alphabet letter names and may require
only a brief review of these letters.
✓ Correction Procedure
Stop the student. Say, That letter’s
✓ Correction Procedure
If the student makes an error
identifying a letter, tell them the
correct answer and repeat the Task
from the beginning.
TASK 10:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 3 on
page 8. Help the student find Lesson 3
in the Student Workbook.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letters for sounds
that you learned in this Lesson.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, d.
•

•
Put your pencil on the big ball. Follow
the arrow.
Now put your pencil on the small ball.
name is (letter name).

53
 Follow the arrow down.
• You just printed the sound d. What
sound?
• Ready. Signal. Student says, d.
• Have the student use the balls and
arrows to trace all six of the sound d.
• Repeat for iii and c.
Exercise 2: Reading Numbers
• Now let’s do Exercise 2. The numbers 1
to 5 are written here. Touch each
number and say it.
• Ready. Signal.
• Repeat task.
Exercise 3: Printing Sounds
• Find Exercise 3. You are going to
practice printing the letters for some
other sounds.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, aaa.
• Put your pencil on the big ball. Follow
the arrow. Now put your pencil on the
small ball. Follow the arrow down.
• You just printed the sound aaa . What
sound?
• Ready. Signal. Student says, aaa.
• Have the student use the balls and
arrows to trace three of the sound aaa.
• Repeat for rrr, sss, ééé, mmm and t.
Exercise 4: Unscrambling Words
• Find Exercise 4. The juggling hands tell
you that this is an exercise where you
are going to unscramble some letters to
spell some words you know.
• There is a list of scrambled words (point
to that list) and a list of words inside the
notebook which are spelled correctly.
• Touch the first scrambled word. You
must make a two-letter word with the
sounds t and aaa . Can you find a
54
two-letter word in the list inside the
notebook that has the sounds t and
aaa?
• Ready. Signal. Student answers, at.
That’s right, at.
• What sound goes in the first blank?
• Ready. Signal.
• Yes, aaa goes in the first blank. Print
aaa in the first blank. Check.
• What sound goes in the next blank?
• Ready. Signal. Student replies, t.
• Right again. Print t in the next blank.
Student prints t in the next blank.
• What is the word you printed?
• Ready. Signal. Student responds, at.
• Good work. Put a check mark beside
the word at in the word list so you know
you have done it. Check.
• Repeat for each scrambled word.
*Exercise 5: Printing Sounds in Objects
• Put your finger on Exercise 5. There are
five bowling pins here. Count the pins.
In each bowling pin you are going to
print a sound that you have learned.
• Touch pin number 1. In this pin you are
going to print the sound mmm . What
sound?
• Ready. Signal. Student says, mmm.
• Yes, mmm. Use the balls and follow the
arrows to print the sound. Student prints
mmm. Check.
• What sound did you print?
• Ready. Signal. Student responds,
mmm.
• That’s correct. Let’s do the next sound.
• Repeat for ééé in pin 2, rrr in pin 3, d in
pin 4 and c in pin 5.
Exercise 6: Circling and Crossing out
Sounds
• Find Exercise 6. There are three rows
of sounds. Find the first row. Touch the
sound at the beginning of that row.
 Check to see that the student has
touched the circled d. What’s that
sound?
• Ready. Signal. Student says, d.
• Yes, d. That d has a circle around it.
You are going to find all of the d’s in the
row and draw a circle around them.
• Touch the first sound. Is that d?
• Ready. Signal. Student says, no.
• Repeat for each sound in the row and
check to make sure student correctly
circles all the d’s.
• Repeat Task for second row of crossed-
out c’s and third row of circled iii’s.
*Exercise 7: Answering a Riddle
• Put your finger on Exercise 7. The
picture of the laughing boy is the
symbol for a riddle.
• The riddle for this Lesson is: What letter
of the alphabet sounds like a large body
of water?
• If the student cannot think of the
answer, have him/her start at the
beginning of the alphabet until s/he
gets to the letter C.
TASK 11:
AWARDING POINTS
• Tell the student that s/he has completed
Lesson 3 and has earned points for
working hard, paying attention, following
•
instructions and completing the
Workbook Exercises.
Determine and circle the number of
points the student has earned in each
category.
• Record the total points for Lesson 3 on
the chart provided on page 125 of the
Workbook.
End of Lesson 3
LESSON 4
TASK 1: TEACHING THE
SOUND h as in him
• Point to the sound h.
• Say to the student, This is a short
sound. I am going to touch this sound
and say it.
• Listen. Tap the arrow under the h and
lift your finger immediately as you say h.
• Repeat.
• Say, Do that with me. When I touch the
sound, we will both say it.
• Ready. Tap the arrow under the h and
say h with the student.
• Say, Good saying h. Let’s do that again.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
• Say, Now it’s your turn. Say the sound
when I touch it.
• Ready. Tap under the h and listen to
the student say h.
• Repeat the task until the student does it
as instructed.
h>
✓ Correction Procedure
If the student does not say the sound
correctly or holds the sound, say, I’ll
say this sound. Listen. Tap the arrow
under the sound, say the sound and
lift your finger immediately.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
55
 yourself when I touch it. Ready. Tap
the arrow under the sound, lift your
finger and listen to the student say h.
*TASK 2:
•
PRACTICING THE SOUND h
Now we are going to sound out some
words that have the short sound you
just learned. We have to put the sounds
•
together without stopping.
Listen. Put your finger on the dot in
front of hat. Slide past the arrow under
the h to the dot under the a and say
haaa. Remember not to stop between
the h and the a. Hold the aaa for at
least one second, then slide past the t
and say t. Repeat task.
• Say, Do that with me. When I touch the
sounds, say them with me.
• Ready. Signal.
• Repeat the task.
• Say, Good sounding out hat . You didn’t
stop between the sounds.
• Now try it all by yourself.
• Ready. Signal. Student sounds out
haaat while you slide along the arrows
and dot with your finger.
• Repeat the task.
• Repeat task for each of the words in the
list.
●
h a t
> ● >
●
h am
> ● ●
56
●
h i t
> ● >
●
h i d
> ● >
✓ Correction Procedure
If the student miscalls a sound, holds
a short sound or stops between the
sounds, say, My turn. Slide along the
dots and arrows as you sound out
the word.
Then say, Do that with me. Ready.
Signal. Sound out the word with the
student.
Say, Good work! Now it’s your turn to
sound out the word. Slide your finger
along the dots and arrows as the
student sounds out the word.
*TASK 3: TEACHING THE
SOUND COMBINATION
th as in the
• Point to the sound combination th.
• Say, When these letters are together
they say ththth.
• Touch the dot under the th and say
ththth for one second. Lift your finger.
• Listen again. Touch the dot and say
ththth. Lift your finger.
• Say to the student, Say the sound with
me. When I touch the sound, we will
both say it. Keep on saying it as long as
•
I touch it.
Ready. Touch the dot under the th and
say ththth with the student for one
second. Lift your finger and stop saying
the sound.
• Say, Good saying ththth. Let’s do that
again.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
• Say, Now it is your turn to say the
sound. When I touch the sound, you
say it. Keep on saying it as long as I
touch it.
• Ready. Touch the dot under the th and
listen to the student say ththth. Lift your
finger after one second. Student stops
saying the sound.
• Say, Good! Do that again.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
th ●
✓ Correction Procedure
If the student does not say the sound
correctly or does not hold the sound
for one second, say, I’ll say this
sound. Listen. Touch the dot under
the sound and say ththth for one
second.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself when I touch it. Ready.
Touch the dot under the sound and
listen to the student say ththth.
*TASK 4: PRACTICING THE
SOUND COMBINATION th
• Say, Now we are going to sound out
some words that have the sound
combination you just learned. I will
touch the sounds in the first word and
say them.
• Listen. Slide your finger along the dots
for the sounds in the and say them.
• Say to the student, Say the sounds with
me.
• Ready. Slide your finger along the dots,
say the sounds and listen as the
student says the sounds with you.
• Say, That’s right! You sounded out the
word the .
• Now do that all by yourself.
• Ready. Slide your finger along the dots
as the student says the sounds.
• Say, Good saying the sounds.
• What’s that word?
•
•
Ready. Signal. Student says, the.
Repeat Task for each of the words in
the list.
th é
● ● ●
●
th r éé
● ● ●
●
m a th
● ● ●
✓ Correction Procedure
If the student says the wrong sound,
stops between the sounds or does
not say the sounds when you touch
them, say, Listen to me say these
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Slide your finger along the
dots and say the sounds with the
student. Repeat the task.
57
 Say, Now it is your turn to say these
sounds. Ready. Slide your finger along
the dots and listen to the student say
the sounds.
TASK 5: TEACHING THE
SOUND f as in fat
• Point to the sound f.
• Say to the student, I am going to touch
this sound and say it.
• Listen. Touch the dot under the f and
say fff for one second. Lift your finger.
• Repeat.
• Say to the student, Say the sound with
me.
• Ready. Touch the dot under the f and
say fff with the student for one second.
Lift your finger and stop saying the
sound.
• Repeat the task until the student does it
as instructed.
• Say, Now it is your turn to say the
sound.
• Ready. Touch the dot under the f and
listen to the student say fff. Lift your
finger after one second. Student stops
saying the sound.
• Repeat the task until the student does it
as instructed.
f
●
✓ Correction Procedure
If the student does not say the sound
correctly or does not hold the sound
for one second, say, I’ll say this
sound. Listen. Touch the dot under
the sound and say fff for one second.
Say, Do that with me. Ready. Signal.
Repeat the task.
58
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself when I touch it. Ready.
Touch the dot under the sound and
listen to the student say fff.
TASK 6:
PRACTICING THE SOUND f
• Say, Now we are going to sound out
some words that have the sound you
just learned. I will touch the sounds in
the first word and say them.
• Listen. Slide your finger along the dots
and arrow for the sounds in fat and say
them.
• Say to the student, Say the sounds with
me.
• Ready. Slide your finger along the dots
and arrow, say the sounds and listen as
the student says the sounds with you.
• Say, That’s right! You sounded out the
word fat .
• Say, Now do that all by yourself.
• Ready. Slide your finger along the dots
and arrow as the student says the
sounds.
• Say, Good saying the sounds.
• What’s that word?
•
•
Ready. Signal. Student says, fat.
Repeat Task for each word in the list.
●
f a t
● ● >
●
f ad
● ● >
 • Say, Good saying the sounds.

●
f éé d
● ● >
•
•
What’s that word?
Ready. Signal. Student says, if.

f i s t • Repeat Task for each word in the list.

● ● ● ● >
i f
✓ Correction Procedure
● ● ●

th a t
If the student says the wrong sound,
stops between the sounds or does
not say the sounds when you touch
them, say, Listen to me say these ● ● ● >
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Slide your finger along the
dots and arrow and say the sounds ●
f a
● ●
s t
● >
with the student.
Say, Now it is your turn to say these
sounds. Ready. Slide your finger
along the dots and arrow and listen
to the student say the sounds. ●
hé
> ●

TASK 7:
SOUNDING OUT WORDS
●
m i
● ●
s t
● >
• Say, Now we are going to sound out

•
some words that are made from the
sounds we have learned. I will touch the
sounds in the first word and say them.
Listen. Slide your finger along the dots ●
ma● ●
s t
● >
for the sounds in if and say them.

• Say to the student, Say the sounds with

me. ●
m i
● ●
tt>
• Ready. Slide your finger along the dots,

•
say the sounds and listen as the
student says the sounds with you.
Say, That’s right! You sounded out the
word if . ●
i t
● >

•
•
Now do that all by yourself.
Ready. Slide your finger along the dots
as the student says the sounds. ●
th i
● ●
s ●

59
 • Touch the dot in front of the next word,

●
a c t s
● > > ●
•
fat.
Say, This word rhymes with at .

• My Turn. Listen. Slide your finger along

●
s t i ff
● > ● ● •
the line and say fat.

Do that with me.

*TASK 8: READING WORDS
• Turn to TASK 7 in this Lesson.
• Say, Now you are going to practice the
words you sounded out so that you can
read them quickly and correctly. When I
touch each word, you read it.
• Ready. Signal. Repeat task with
student.
• Say, Your turn to rhyme with at .
• What’s this word?
• Ready. Slide your finger along the line
under fat and listen to the student say
fat.
• Repeat for each word.

•
•
First word.
Ready. Slide finger under word. Student
at
●
reads, if.

• Next word.
fat
●
• Ready. Signal.

• Repeat for each word in list.

cat
●

✓ Correction Procedure
If the student makes an error,
●
hat
miscalls the word or guesses,
practice sounding out the word three
or four times and then try the Task rat
again. ●

*TASK 9: mat
READING RHYMING WORDS ●

• Say, Now we are going to read some that

words that rhyme with at . ●
• Touch the dot in front of the word at.
Slide your finger along the line and say sat
at. ●

• Say, What’s that word?

• Ready. Signal. Student replies, at.

60
✓ Correction Procedure
If the student does not say the word
Your turn. Tell me the underlined
sound. Ready. Signal.
correctly, say, This word is (correct Good. Now sound out the word.
word). What word? Repeat task from Ready. Slide your finger along the
beginning. dots and arrows as the student
sounds out the word.
*TASK 10: SAYING THE Say, That’s right. Now say the word.
UNDERLINED SOUNDS AND Good. Let’s start that row over again.
READING THE WORDS Go back to the beginning of the row
and redo the row before going on to
the next one.
• Put your finger on the underlined sound
in the first word.
TASK 11: PRACTICING
• Say, Tell me the sound that is
ALPHABET LETTERS
underlined.
• Ready. Signal. Student says, aaa.
• Say to the student, As I touch each
• That’s right, aaa.
letter you tell me its name.
• Now tell me the word.
• First letter.
• Ready. Signal. Student says, rat.
• Ready. Signal.
• Repeat Task for each of the words in
the list. Aa Bb Cc Dd
rat mé rid sad Ee Ff Gg Hh
sit cat dim tr im Ii Jj Kk Ll
am th é fat ham Mm Nn Oo Pp

hi d sat hat séé ✓ If the student makes an error, use the

correction procedure (my turn, do it
with me, your turn) as in previous
cast mat hit ma d Lessons and begin that row again.

TASK 12: PRACTICING

VOWELS AND CONSONANTS

✓ Correction Procedure
If the student makes an error saying
• Say to the student, As I touch each
letter, tell me whether it is a vowel or a
the sound or the word, say, The consonant.
underlined sound is (correct sound).
Do that sound with me. Ready. • First letter.
Signal. Student says (correct sound) • Ready. Signal.
with you.
61
✓ If the student makes an error, use the
correction procedure as in previous
Lessons.
*TASK 13:
READING SENTENCES
• Now you are going to read some
sentences in your Reader. Turn to page
1. Check to make sure that the student
has the correct page.
• The sentences are made up of words
that you know.
• Put your finger on the first sentence.
• Read that sentence.
• Ready. Signal. Student reads, He sees
the mast.
• Say, Good reading!
• Put your finger on number 2. Read that
sentence.
• Ready. Signal.
• Repeat for each sentence in the exercise.
1. He sees the mast.
2. the fast cats hid the fat ham.
3. A sad ram hit the mat.
4. that hat fits this rat.
5. He hits a fist at the mitt.
✓
Correction Procedure
If the student reads a word
incorrectly, say, Sound out that word
for me. Ready. Signal.
Say, That’s right. Now read the
sentence over again. Ready. Signal.
If the student skips a word or adds a
word, say, Wait. You missed (or
added) a word. Look at each word
and say it.
Start that sentence over from the
beginning, please. Ready. Signal.
If the student makes more than 6
errors on this task, review the entire
Lesson and do the exercise again.
62
TASK 14:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 4 on
page 12. Help the student find Lesson 4.
Exercise 1: Printing Sounds
• In Exercise 1 you are going to practice
printing the letters for sounds that you
know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, t.
• Put your pencil on the big ball. Follow
the arrow and trace the line down.
• Now put your pencil on the small ball.
Follow the arrow across.
• You just printed the sound t. What
sound?
• Ready. Signal. Student says, t.
• Have the student use the balls and
arrows to trace three of the sound t.
• Repeat for rrr, mmm, iii, ééé and aaa.
*Exercise 2: Joining the Dots
• Find Exercise 2. In this exercise you are
going to join the dots to make a picture.
• Put your pencil on the big dot on the
picture. Check.
• Now trace the dots. What picture did
you trace?
• Ready. Signal. Student answers, a mitt.
• You’re right. Now you are going to print
the word mitt in the blanks inside the
picture. Follow the dots and arrows and
print the sounds in the word mitt .
Check.
• What’s that word?
• Ready. Signal. Student says, mitt.
Exercise 3: Printing and Coloring
• In Exercise 3 you see some mitts. How
many mitts are there?
• Ready. Signal. Student says, three.
• Right! You are going to print the word
three beside the mitts. The first sound
in the word three is done for you.
What’s that sound?
• Ready. Signal. Student says, ththth.
• Listen. thththrrr. What’s the next sound?
• Ready. Signal. Student says, rrr.
• That’s correct. Follow the dots and
arrows and print the sound rrr . Check.
• Repeat for the two ééé’s.
• What’s that word?
• Ready. Signal. Student says, three.
• Good work. Now color the three mitts.
Exercise 4: Printing Initial Sounds
• Now let’s do Exercise 4.
• Touch the first picture. What is that a
picture of?
• Ready. Signal. Student says, a cat.
• Yes, a cat. What sound does the word
cat begin with?
• Ready. Signal. Student says, c.
• Yes, c. Now you are going to print the
sound c. Put your pencil on the ball.
Follow the arrow and trace the loop.
• Say, Good for you! You printed the
sound c. What’s that sound?
• Ready. Signal. Student says, c.
• Repeat for the rest of the c’s.
• Repeat instructions for sun (sss) and
dog (d).
Exercise 5: Reading Numbers
• Find Exercise 5. The numbers 1 to 10
are written here. I’m going to touch
each number. You say the numbers
with me.
• Ready. Instructor touches each number
and says the numbers with the student.
• Good. Now it’s your turn to say those
numbers by yourself. Touch each
number and say it.
• Ready. Signal.
• Repeat.
Exercise 6: Printing Sounds
• In Exercise 6 you are going to practice
printing the letters for sounds that you
learned in this Lesson.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, h.
• Put your pencil on the big ball. Follow
the arrow and trace the line down.
• Now put your pencil on the small ball.
Follow the arrow.
• You just printed the sound h. What
sound?
• Ready. Signal. Student says, h.
• Have the student use the balls and
arrows to trace all six of the sound h.
• Repeat for ththth and fff.
Exercise 7: Printing Sounds in Objects
• Find Exercise 7. You are going to print
sounds in each of the boxes.
• Touch Box 1 at the top of the pile. You
are going to print the sound mmm in
that box. What sound?
• Ready. Signal. Student says, mmm.
• Print the sound mmm in Box 1. Check.
• Find Box 2. Check. You are going to
print the sound iii in that box. What
sound?
• Ready. Signal. Student says, iii and
prints the sound in Box 2.
• Repeat for each box. 3 = aaa, 4 = h,
5 = ththth, 6 = t, 7 = c, 8 = d, 9 = fff,
10 = rrr.
Exercise 8: Answering a Riddle
• Put your finger on Exercise 8. The
picture of the laughing boy is the
symbol for a riddle.
63
• The riddle is: Why was 6 afraid of 7? LESSON 5
• Because . . . Read the numbers to
answer the riddle. (7 “ate” 9!) TASK 1: TEACHING THE
SOUND n as in man
TASK 15:
AWARDING POINTS • Today we’re going to learn a new
sound.
• Tell the student that s/he has completed • Listen. Touch the dot under the n and
Lesson 4 and has earned points for say nnn for one second. Lift your finger.
working hard, paying attention, following • Repeat.
instructions and completing the
Workbook Exercises. • Say the sound with me.
• Determine and circle the number of • Ready. Signal.
points the student has earned in each • Repeat.
category.
• Record the total points for Lesson 4 on • Your turn.
the chart provided on page 125 of the • Ready. Signal.
Workbook. • Repeat the task until the student does it
as instructed.
End of Lesson 4

n●

✓ If any error occurs, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons.

TASK 2:
PRACTICING THE SOUND n
• Say, Now we are going to sound out
some words that have the sound you
just learned. I will touch the sounds in
the first word and say them.
• Listen. Slide your finger along the dots
and arrow for the sounds in need and
say them.

• Say to the student, Say the sounds with

me.
• Ready. Slide your finger along the dots
and arrow, say the sounds and listen as
the student says the sounds with you.
• Say, That’s right! You sounded out the
word need .
64
• Say, Now do that all by yourself.
• Ready. Slide your finger along the dots
and arrow as the student says the
sounds.
• Say, Good saying the sounds.
• What’s that word?
• Ready. Signal. Student says, need.
• Repeat Task for each word in the list.
●
n éé d
● ● >
●
th a n
● ● ●
●
ma n
● ● ●
✓ Correction Procedure
If the student says the wrong sound,
stops between the sounds or does
not say the sounds when you touch
them, say, Listen to me say these
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Slide your finger along the
dots and arrows and say the sounds
with the student. Repeat.
Say, Now it is your turn to say these
sounds. Ready. Slide your finger
along the dots and arrows and listen
to the student say the sounds.
TASK 3: TEACHING THE
SOUND COMBINATION
sh as in shé
• Point to the sound combination sh.
• Say, When these letters are together
they say shshsh.
• Touch the dot under the sh and say
shshsh for one second. Lift your finger.
• Listen again. Touch the dot and say
shshsh. Lift your finger.
• Say to the student, Say the sound with
me.
• Ready. Touch the dot under the sh and
say shshsh with the student for one
second. Lift your finger and stop saying
•
the sound.
Repeat the task until the student does it
as instructed.
• Say, Now it is your turn to say the
•
sound.
Ready. Touch the dot under the sh and
listen to the student say shshsh. Lift
your finger after one second. Student
•
stops saying the sound.
Repeat the task until the student does it
as instructed.
sh ●
✓
Correction Procedure
If the student does not say the sound
correctly or does not hold the sound
for one second, say, I’ll say this
sound. Listen. Touch the dot under
the sound and say shshsh for one
second.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound
correctly with you, say, Good. You
got it. Now say that sound all by
yourself when I touch it. Ready.
Touch the dot under the sound and
listen to the student say shshsh.
65
 TASK 4: PRACTICING THE
SOUND COMBINATION sh
• Say, Now we are going to sound out
some words that have the sound
combination you just learned. I will
touch the sounds in the first word and
say them.
• Listen. Slide your finger along the dots
and arrow for the sounds in sheet and
say them.
• Say to the student, Say the sounds with
me.
• Ready. Slide your finger along the dots
and arrow, say the sounds and listen as
the student says the sounds with you.
• Say, That’s right! You sounded out the
word sheet .
• Now do that all by yourself.
• Ready. Slide your finger along the dots
and arrow as the student says the
sounds.
• Say, Good saying the sounds.
• What’s that word?
• Ready. Signal. Student says, sheet.
• Say, Listen while I say the sounds for
the next word.
• Repeat Task for the word shaft.
●
sh éé t
● ● >
●
sh a f t
● ● ● >
✓ Correction Procedure
If the student says the wrong sound,
stops between the sounds or does
66
not say the sounds when you touch
them, say, Listen to me say these
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Slide your finger along the
dots and arrows and say the sounds
with the student. Repeat the task.
Say, Now it is your turn to say these
sounds. Ready. Slide your finger
along the dots and arrows and listen
to the student say the sounds.
TASK 5: TEACHING THE
SOUND COMBINATION
ing as in sing
• Point to the sound combination ing.
• Say, When these letters are together
they say ing.
• Touch the dot under the ing and say
ing. Lift your finger. Repeat.
• Say to the student, Say the sound with
me. When I touch the sound, we will
both say it.
• Ready. Touch the dot under the ing and
say ing with the student. Lift your finger
and stop saying the sound.
• Repeat the task until the student does it
as instructed.
• Say, Now it is your turn to say the
sound. When I touch the sound, you
•
say it.
Ready. Touch the dot under the ing and
listen to the student say ing. Lift your
finger. Student stops saying the sound.
• Repeat the task until the student does it
as instructed.
ing ●
✓ Correction Procedure
If the student does not say the sound s ing
correctly, say, I’ll say this sound. ● ● ●
Listen. Touch the dot under the
sound and say ing.
Say, Do that with me. Ready. Signal.
Repeat the task.
When the student has said the sound ●
th ing
● ●
correctly with you, say, Good. You
got it. Now say that sound all by
yourself when I touch it. Ready.
Touch the dot under the sound and
●
r ing
● ●
listen to the student say ing.

TASK 6: PRACTICING THE

SOUND COMBINATION ing
• Say, Now we are going to sound out
some words that have the sound
combination you just learned. I will
touch the sounds in the first word and
say them.
• Listen. Slide your finger along the dots
for the sounds in sing and say them.
• Say to the student, Say the sounds with
me.
• Ready. Slide your finger along the dots,
say the sounds and listen as the
student says the sounds with you.
• Say, That’s right! You sounded out the
word sing .
✓ Correction Procedure
If the student says the wrong sound,
stops between the sounds or does
not say the sounds when you touch
them, say, Listen to me say these
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Slide your finger along the
dots and say the sounds with the
student. Repeat.
Say, Now it is your turn to say these
sounds. Ready. Slide your finger
along the dots and listen to the
student say the sounds.

• Now do that all by yourself.

• Ready. Slide your finger along the dots
as the student says the sounds.

• What’s that word?

• Ready. Signal. Student says, sing.

• Repeat for each word in the list.

67
 ✓
TASK 7:
PRACTICING SOUNDS
• Say, Now let’s see if you can remember
all of the sounds you have learned.
• I am going to touch each of the sounds.
When I touch the sound, you say it. If
you make three mistakes, we will
practice the sounds and then try again.
• Put your finger on the first sound.
• Say, What’s this sound?
• Ready. Signal. Student says, sss.
• Next sound.
• Ready. Signal. Student says, ééé.
Correction Procedure
If the student is not able to say all of
the sounds in the list with fewer than
three errors, change the task. Model
the sounds in the first row and have
the student practice only that row
three or four times. Then model the
sounds in the next row and have the
student do it three or four times.
Repeat for the rest of the rows. Do
not spend more than two to three
minutes on this Task. If the student is
still having difficulty, take a short
break and repeat the Lesson from the
beginning.

• Repeat for each sound in the list. TASK 8:

Remember to touch and hold the dot SOUNDING OUT WORDS
under the continuous sounds for one
second and to tap the arrow under the • Say, Now we are going to sound out
short sounds. some words that are made from the
sounds we have learned. I will touch the
s é d i m •
sounds in the first word and say them.
Listen. Slide your finger along the dots
● ● > ● ●
and arrow for the sounds in fast and
say them.
f t sh a ing • Say to the student, Say the sounds with
● > ● ● ●
me.
• Ready. Slide your finger along the dots
h r th c n and arrow, say the sounds and listen as
the student says the sounds with you.
> ● ● > ●
• Say, That’s right! You sounded out the
word fast .
sh f n th ing
● ● ● ● ● • Now do that all by yourself.
• Ready. Slide your finger along the dots
h c r i d and arrow as the student says the
sounds.
> > ● ● > • Say, Good saying the sounds.

é s t sh m •
•
What’s that word?
Ready. Signal. Student says, fast.
● ● > ● ●

68
• Repeat Task for each word in the list.

and
●
f a s t
● ● ● >
● ● ● >

s t and
●
r an
● ● ●
● ● > ● ● >

th i n
●
sh é
● ●
● ● ● ●

✓ Correction Procedure

●
sh i f t
● ● ● >
If the student says the wrong sound,
stops between the sounds or does not
say the sounds when you touch them,
say, Listen to me say these sounds.

●
i t s
● > ●
Sound out the word.
Then say, Say these sounds with me.
Ready. Slide your finger along the dots
and arrows and say the sounds with the
student. Repeat.

●
s éé m
● ● ●
Say, Now it is your turn to say these
sounds. Ready. Slide your finger along
the dots and arrows and listen to the
student say the sounds.

●
ma s t
● ● ● >
TASK 9: SOUNDING OUT
WORDS THAT BEGIN WITH
SHORT SOUNDS

●
f i sh
● ● ●
• Now we are going to sound out some
words that begin with short sounds.
Remember, we have to put the short
sound together with the next sound

●
f éé d
● ● > •
without stopping.

I will show you how to do that.

●
i f
● ●

69
• Listen. Put your finger on the dot in
front of can. Slide past the arrow under
the c to the dot under the a and say
caaa. Remember not to stop between ●
d
>
i m
● ●
the c and the a. Hold the aaa for at
least one second, then slide to the dot
under the n and say nnn for one
second. ●
h
>
i d
● >
• Say to the student, Listen while I do that
again. Repeat task.

• Say, Do that with me. When I touch the

sounds, say them with me. ●
t
>
r i m
● ● ●
• Ready. Signal. Repeat the task with the

•
student.
Say, Good sounding out can . You didn’t
stop between the sounds. ●
t
>
i n
● ●

h and
• Now try it all by yourself.
• Ready. Signal. Student sounds out
caaannn while you slide along the dots
and arrow with your finger. Repeat. ● > ● ● >

•
•
What’s that word?
Ready. Signal. Student says, can.
●
d
>
i d
● >
• Repeat task for each of the words in the
list.
d ad
c >
an ● > ● >
● ● ●
c a sh
●
c >
a t s >
● > ● ●

✓
● ●
Correction Procedure

●
h >
i m
● ●
If the student miscalls a sound or
stops between the sounds, say, My
turn. Slide along the dots and arrows
as you sound out the word.
Then say, Do that with me. Ready.

●
h >
ad
● >
Signal.
Say, Good work! Now it’s your turn to
sound out the word.

70
 TASK 10: PRACTICING NOTE: Some students may already know
ALPHABET LETTERS the alphabet letter names and may require
only a brief review of these letters.

✓
• Say to the student, Let’s practice some
alphabet letters. As I touch each letter, Correction Procedure
tell me its name. Stop the student. Say, That letter’s
name is (letter name).
• First letter. Say that letter’s name for me. Ready.
• Ready. Signal. Signal.

• Repeat for each letter. TASK 12: TEACHING

VOWELS AND CONSONANTS
Aa Bb Cc Dd • Point to the alphabet letters in Tasks 10
and 11.
Ee Ff Gg Hh • Say, Remember, some letters in the
alphabet are called vowels. Other letters
are called consonants.
Ii Jj Kk Ll
• While indicating the vowels, say, Aa,
Ee, Ii, Oo and Uu are vowel letters.
Mm Nn Oo Pp They are underlined.

✓ If the student makes an error, use the

correction procedure (my turn, do it
with me, your turn) as in previous
Lessons and begin that row again.
TASK 11: TEACHING
ALPHABET LETTERS
• Point to the other letters and say, The
other letters are consonants.
• Touch each letter. Ask the student, Is
this a vowel letter or a consonant letter?
• Ready. Signal.

• Say, Now we are going to learn the names

of some more letters of the alphabet.
✓ Correction Procedure
If the student makes an error
identifying a letter, tell them the
correct answer and repeat the Task
• I will touch the letter and say its name. from the beginning.
• Touch the letter Qq and say, This letter’s
name is Qq .
*TASK 13: TEACHING
• Your turn to say this letter’s name. IRREGULAR WORDS
• Ready. Touch Qq. Student says, Qq.
• Say, Now we are going to learn some
• Repeat for letters Rr through Vv. words that sound funny if you sound
them out correctly. They are called
Qq Rr Ss Tt irregular words.

Uu Vv
71
• Point to is. Say, This word says is .
• What does this word say?
• Ready. Signal. Student responds, is.
• That’s right, is .
• Spell is .
• Ready. Signal. Student spells, i-s.
• What does i-s spell?
• Ready. Signal. Student answers, is.
• You got it.
• Repeat for as, are.
is as are
● ● ● when you are to stop.
✓
Correction Procedure
If the student does not say or spell a
word correctly, model it for them,
have them repeat it and start at the
beginning of the Task.
TASK 14:
SOUND FLUENCY CHECK 1
(For detailed
information regarding Fluency Checks,
see page 25 of the Instructor’s Guide.)
• To be done with one student at a time.
Say to the student, Turn to page 2 in
your Reader. Help student to find the
correct page.
• This is a list of all the sounds you have
learned so far. I want to find out how
well you know these sounds. I am going
to time you for 30 seconds now to see
how many of these sounds you can say
correctly.
• We will practice this list for five
Lessons. You must be able to say at
least 25 sounds correctly in the
30-second time period. If you are
unable to do this, I will reteach you the
first five Lessons.
72
• Remember to hold each sound with a
dot under it for one second. Remember
not to hold the short sounds. They have
an arrow under them. You will have 30
seconds to say as many sounds as you
can. Try not to make mistakes. If you do
not know a sound, go to the next one.
• 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
• Put your finger on the first sound.
• Ready. Please begin. Time 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 sounds.
Subtract the number of errors from the
total sounds said. Put a star to mark the
total number of sounds the student said
correctly on this attempt.
• Say to student, To know how many
sounds 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)
sounds per minute with (number) errors.
• Using a pencil, record sounds said
correctly per minute in the Sounds Said
Correctly column for Day 1 of Sound
Fluency Check 1 on page 122 of the
Student Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
• If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
 TASK 15:
WORD FLUENCY CHECK 1
(Remember to refer
to page 25 in the Instructor’s Guide for
detailed information concerning
Fluency Checks.)
• To be done with one student at a time.
Say to the student, On page 3 in your
Reader there is a list of words from the
Lessons you have done.
• You are going to be timed reading this
list now, and again following Lessons 6,
7, 8 and 9.
• You must be able to read at least 30
words correctly in a 30-second time
period. If you are unable to do this, I will
reteach you the first five Lessons.
• You are going to read these words as
quickly as you can when I say please
begin. You will have 30 seconds to read
as many words as you can. Try not to
make mistakes. If you do not know a
word, go to the next one.
• You may read down the columns
(indicate down) or across (indicate
across).. Which way would you like to
read this list? Student chooses down or
across. O.K., you are going to read
(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 word.
• Ready. Please begin. Time 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 words. Subtract
the number of errors from the total
words read. Put a star to mark the total
number of words the student read
correctly on this attempt.
• Say to student, To know how many
words you read in one minute, I will
multiply your scores by 2 and we will
record them in the back of your
Workbook.
• This time you read (number) words per
minute with (number) errors.
• Using a pencil, record words read
correctly per minute in the Words Read
Correctly column for Day 1 of Word
Fluency Check 1 on page 123 of the
Student Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
• If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
TASK 16:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook Exercises.
• Open your Workbook to Lesson 5 on
page 15. Check.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letters for the new
sounds that you learned.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, nnn.
• Put your pencil on the big ball. Follow
the arrow and trace the line down.
• Now put your pencil on the small ball.
Follow the arrow.
• You just printed the sound nnn . What
sound?
• Ready. Signal. Student says, nnn.
• Have the student use the balls and
arrows to trace four of the sound nnn.
• Repeat for shshsh and ing.
73
Exercise 2: Reading Numbers
• Find Exercise 2. The numbers 1 to 10
are written here. I’m going to touch
each number. You say the numbers
with me.
• Ready. Instructor touches each number
and says the numbers with the student.
• Good. Now it’s your turn to say those
numbers by yourself. Touch each
number and say it.
• Ready. Signal.
• Repeat task.
Exercise 3: Printing Initial Sounds
• Say, Find Exercise 3. In Exercise 3
there are some pictures with some
letters beside them.
• Touch the first picture. What is that a
picture of?
• Ready. Signal. Student says, a fish.
• Yes, that is a picture of a fish. What
sound does the word fish begin with?
• Ready. Signal. Student says, fff.
• Yes, fff. Now you are going to print the
sound fff . Put your pencil on the big
ball. Follow the arrow and trace the line.
• Put your pencil on the small ball. Trace
the line across.
• Say, Good for you! You printed the
sound fff . What’s that sound?
• Ready. Signal. Student says, fff.
• Look at the next fff and get ready to
trace it. Student traces four more fff’s.
• Repeat instructions for ring (rrr) and hat
(h).
*Exercise 4: Crossword Puzzle
• Find Exercise 4. Check. This graphic
(point to it) tells you that you are going
to do a crossword puzzle.
• There are pictures near the puzzle to
help you know what word to print in the
boxes.
74
• Touch the picture at the top of the
puzzle. Check. What is that a picture
of?
• Ready. Signal. Student says, a hand.
• That’s right. Listen. haaannnd. What’s
the first sound in the word hand ?
• Ready. Signal. Student says, h.
• Follow the balls and arrows and print
the sound h in that box. Check. What
sound did you print?
• Ready. Signal. Student answers, h.
• Yes, h. The next two sounds are done
for you. What are those sounds?
• Ready. Signal. Student says, aaa and
nnn.
• Good. Listen again. haaannnd. What’s
the last sound in hand?
• Ready. Signal. Student says, d.
• Follow the balls and arrows to print the
sound d. Check.
• That’s correct. You printed the word
hand. What word?
• Ready. Signal. Student says, hand.
• Repeat for man, fan and can.
Exercise 5: Printing Sounds
• In Exercise 5 you are going to practice
printing the letters for other sounds that
you know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, ééé.
• Put your pencil on the big ball. Follow
the arrow and trace the line.
• Now put your pencil on the small ball.
Follow the arrow.
• You just printed the sound ééé . What
sound?
• Ready. Signal. Student says, ééé.
• Have the student use the balls and
arrows to trace three more ééé’s.
• Repeat for d, iii, sss, c and ththth.
Exercise 6: Answering a Riddle LESSON 6
• Put your finger on Exercise 6. It’s a TASK 1: TEACHING THE
riddle! SOUND g as in gas
• The riddle is: What do you call a fish
with no eye? • This is a short sound.
• To answer this riddle you are going to • Listen. Tap the arrow under the g and
cross out all the short sounds t. The lift your finger immediately as you say g.
letters that are left will be the answer. • Repeat.
• Take your pencil and cross out all the
t’s. Check. • Do that with me.
• Now print the letters that remain in the • Ready. Signal.
spaces below. • Repeat.
• So what do you call a fish with no eye?
• That’s right, fsh! • Now it’s your turn. Say the sound when
I touch it.
TASK 17: • Ready. Signal.
AWARDING POINTS • Repeat until the student says the sound
correctly.
• Tell the student that s/he has completed
Lesson 5 and has earned points for
working hard, paying attention, following
instructions, completing the Workbook
Exercises and for doing well on the
g
Sound and Word Fluency Checks. >
• Determine and circle the number of
points the student has earned in each
category.
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.
• Record the total points for Lesson 5 on
the chart provided on page 125 of the
Workbook. TASK 2: PRACTICING
THE SOUND g
End of Lesson 5
• Now we are going to sound out some
words that have the short sound you
just learned. We have to put the sounds
together without stopping.

75
• Listen. Put your finger on the dot in
front of gas. Slide past the arrow under
the g to the dot under the a and say
gaaa. Remember not to stop between
the g and the a. Hold the a for at least
one second, then slide to the dot under
the s and say sss for one second.
• Repeat.
• Say, Do that with me. When I touch the
sounds, say them with me.
• Ready. Signal.
• Repeat.
• Say, Good sounding out gas . You didn’t
stop between the sounds.
• Now try it all by yourself.
• Ready. Signal. Student sounds out
gaaasss while you slide along the arrow
and dots with your finger.
• What’s that word?
• Ready. Signal. Student says, gas.
• Repeat the Task for each of the words
in the list.
ga s
● > ● ●
t ag
> >
● ●
g a sh
● > ● ●
✓ Correction Procedure
If the student miscalls a sound, holds
a short sound or stops between the
sounds, say, My turn. Slide along the
76
dots and arrows as you sound out
the word.
Then say, Do that with me. Ready.
Signal.
Say, Good work! Now it’s your turn to
sound out the word. Slide your finger
along the dots and arrows as the
student sounds out the word.
TASK 3: TEACHING THE
SOUND e as in met
• Now we’re going to learn another new
sound.
• Listen. Touch the dot under the e and
say eee for one second. Lift your finger.
• Repeat.
• Say the sound with me.
• Ready. Signal.
• Repeat.
• Your turn.
• Ready. Signal.
• Repeat the task until the student does it
as instructed.
e ●
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.
TASK 4: PRACTICING
•
THE SOUND e
Say, Now we are going to sound out
some words that have the sound you
just learned. I will touch the sounds in
•
the first word and say them.
Listen. Slide your finger along the dots
and arrow for the sounds in set and say
them.
• Say to the student, Say the sounds with
me.
• Ready. Slide your finger along the dots
and arrow, say the sounds and listen as
the student says the sounds with you.
• Say, That’s right! You sounded out the
word set .
Ready. Slide your finger along the dots
and arrows and say the sounds with the
student. Repeat.
Say, Now it is your turn to say these
sounds. Ready. Slide your finger along
the dots and arrows and listen to the
student say the sounds.

• Say, Now do that all by yourself. TASK 5: TEACHING THE

• Ready. Slide your finger along the dots SOUND o as in on
and arrow as the student says the
sounds. • Time to learn one more new sound.
• Say, Good saying the sounds. • Listen. Touch the dot under the o and
say ooo for one second. Lift your finger.
• What’s that word? • Repeat.
• Ready. Signal. Student says, set.
• Say the sound with me.
• Repeat Task for each word in the list. • Ready. Signal.
• Repeat.

●
se● ●
t>
•
•
•
Your turn.
Ready. Signal.
Repeat the task until the student does it
as instructed.

●
en● ●
d> o●

●
me● ●
t> ✓ If any error occurs, use correction
procedure (my turn, do it with me,

●
r e
● ●
s t
● >
your turn) as in previous Lessons.

TASK 6: PRACTICING
THE SOUND o

✓ Correction Procedure
If the student says the wrong sound,
• Say, Now we are going to sound out
some words that have the sound you
just learned. I will touch the sounds in
stops between the sounds or does not
say the sounds when you touch them, the first word and say them.
say, Listen to me say these sounds.
Sound out the word.
Then say, Say these sounds with me.

77
• Listen. Slide your finger along the dots
and arrow for the sounds in rod and say
them.
• Say to the student, Say the sounds with
me.
• Ready. Slide your finger along the dots
and arrow, say the sounds and listen as
the student says the sounds with you.
• Say, That’s right! You sounded out the
word rod .
• Say, Now do that all by yourself.
• Ready. Slide your finger along the dots
and arrow as the student says the
sounds.
• Say, Good saying the sounds.
• What’s that word?
• Ready. Signal. Student says, rod.
• Repeat Task for each word in the list.
Say, Now it is your turn to say these
sounds. Ready. Slide your finger
along the dots and arrows and listen
to the student say the sounds.
TASK 7:
PRACTICING SOUNDS
• Say, Now let’s see if you can remember
all of the sounds you have learned.
• I am going to touch each of the sounds.
When I touch the sound, you say it. If
you make three mistakes, we will
practice the sounds and then try again.
• Put your finger on the first sound.
• Say, What’s this sound?
• Ready. Signal. Student says, c.
• Next sound.
• Ready. Signal. Student says, ééé.
• Repeat for each sound in the list.

●
r od
● ● >
Remember to touch and hold the dot
under the continuous sounds for one
second and to tap the arrow under the
short sounds.

●
ho t
> ● >
c é s o
> ● ● ●
i
●

●
sh o t
● ● >
g e d th
> ● > ●
t
>

é m a ing r
✓ Correction Procedure
If the student says the wrong sound,
● ● ● ● ●

stops between the sounds or does

not say the sounds when you touch
them, say, Listen to me say these
h o n sh f
> ● ● ● ●
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Slide your finger along the g ing n sh f
dots and arrows and say the sounds > ● ● ● ●
with the student. Repeat.
78
 th h c i r f r om
● > > ● ●
● ● ● ● ●

✓ Correction Procedure
If the student is not able to say all of ma n
the sounds in the list with fewer than ● ● ● ●
three errors, change the task. Model

th i s
the sounds in the first row and have the
student practice only that row three or
four times. Then model the sounds in
the next row and have the student do it ● ● ● ●
three or four times. Repeat for the rest
of the rows. Do not spend more than
two to three minutes on this Task. If the
student is still having difficulty, take a ●
m i ss
● ● ●
short break and repeat the Lesson from

s t i ff
the beginning.

TASK 8:
SOUNDING OUT WORDS ● ● > ● ●

• Say, Now we are going to sound out

some words that are made from the
sounds we have learned. I will touch the
s ing
sounds in the first word and say them. ● ● ●
• Listen. Slide your finger along the dots

•
for the sounds in from and say them.

Say to the student, Say the sounds with ●

s
●
e nd
● ● >
me.
Ready. Slide your finger along the dots,
o ff
•
say the sounds and listen as the
student says the sounds with you.
• Say, That’s right! You sounded out the ● ● ●
word from .

•
•
Now do that all by yourself.
Ready. Slide your finger along the dots ●
i
●
n
●
as the student says the sounds.

a dd
• Say, Good saying the sounds.

• What’s that word?

• Ready. Signal. Student says, from. ● ● >

• Repeat Task for each word in the list.

79
 TASK 9:

●
o f t en
● ● > ● ● •
READING WORDS

Turn to TASK 8 in this Lesson.

• Say, Now you are going to practice the

so ng words you just sounded out so that you

can read them quickly and correctly.
When I touch each word, you read it.
● ● ● ● >
• First word.

●
f
●
r éé
● ●
• Ready. Slide finger under word. Student
reads, from.

• Next word.
• Ready. Signal.

●
r i m • Repeat for each word in list.

✓
● ● ●
Correction Procedure

●
o
●
n ●
If the student makes an error, miscalls
the word or guesses, practice
sounding out the word three or four
times and then try the task again.

●
o
●
dd >
TASK 10: SOUNDING OUT
WORDS THAT BEGIN WITH
SHORT SOUNDS

• Now we are going to sound out some

✓ Correction Procedure
If the student says the wrong sound,
stops between the sounds or does
not say the sounds when you touch
them, say, Listen to me say these
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Slide your finger along the
dots and arrows and say the sounds
with the student. Repeat.
Say, Now it is your turn to say these
sounds. Ready. Slide your finger
along the dots and arrows and listen
to the student say the sounds.
words that begin with short sounds.
Remember, we have to put the short
sound together with the next sound
without stopping.
• I will show you how to do that.
• Listen. Put your finger on the dot in
front of cot. Slide past the arrow under
the c to the dot under the o and say
cooo. Remember not to stop between
the c and the o. Hold the o for at least
one second, then slide past the arrow
under the t as you say t.
• Say to the student, Listen while I do that
again. Repeat task.

• Say, Do that with me. When I touch the

80
 sounds, say them with me.
•

•
Ready. Signal. Repeat the task with the
student.
Say, Good sounding out cot . You didn’t
g r i n
● > ● ● ●
stop between the sounds.

•
•
Now try it all by yourself.
Ready. Signal. Student sounds out
cooot while you slide along the dots and
g r i m
arrows with your finger. Repeat. ● > ● ● ●

•
•
What’s that word?
Ready. Signal. Student says, cot.
●
t i n
> ● ●
• Repeat task for each of the words in the
list.

c o t ✓ Correction Procedure
If the student miscalls a sound or
> > stops between the sounds, say, My
● ●
turn. Slide along the dots and arrows
as you sound out the word.

ge t Then say, Do that with me. Ready.

Signal.
Say, Good work! Now it’s your turn to
● > ● > sound out the word. Slide your finger
along the dots and arrows as the

go t student sounds out the word.

TASK 11: READING

● > ● > RHYMING WORDS

d r ag •

•
Say, Now we are going to read some
words that rhyme with end .
Touch the dot in front of the word end.
● > ● ● > Slide your finger along the line and say
end.

●
hand
> ● ● >
•
•
Say, What’s that word?
Ready. Signal. Student replies, end.

g r éé n ●
end
● > ● ● ●

81
• Touch the dot in front of the next word, • First letter.
send. • Ready. Signal.
• Say, This word rhymes with end .
• My Turn. Listen. Slide your finger along • Repeat for each letter.
the line and say send.

• Do that with me. Aa Bb Cc Dd

• Ready. Signal. Repeat task with
student. Ee Ff Gg Hh
• Say, Your turn to rhyme with end .
• What’s this word? Ii Jj Kk Ll
• Ready. Slide your finger along the line
under send and listen to the student
say send. Mm Nn Oo Pp
• Repeat for each word. Qq Rr Ss Tt
end
● Uu Vv

●
send ✓ If the student makes an error, use the
correction procedure (my turn, do it
with me, your turn) as in previous
mend Lessons and begin that row again.
●
TASK 13: PRACTICING
fend IRREGULAR WORDS
●
• Say, We are going to read the irregular
tend words you learned in the last Lesson.
● First I will read the word, then you will
read the word and spell it.

✓ Correction Procedure
If the student does not say the word
•
•
The first word is is .
What word?
correctly, say, This word is (correct • Ready. Signal. Student says, is.
word). What word? Repeat task from • Yes, is.
beginning.
• Spell is .
TASK 12: PRACTICING • Ready. Signal. Student spells, i-s.
ALPHABET LETTERS
• Repeat for each word.
• Say to the student, As I touch each
letter, tell me its name. is as are
● ● ●

82
✓ Correction Procedure
If the student reads a word incorrectly
or does not know a word, say, That
word is (correct word).
Say that word with me. Ready.
Signal.
What’s that word? Ready. Signal.
If the student misspells a word, say,
That word is spelled (correct
spelling).
Spell that word with me. Ready.
Signal.
Your turn to spell that word. Ready.
Signal.
TASK 14: TEACHING
IRREGULAR WORDS
• Say, Here are some new irregular
words. First I will read the word, then
you will read the word and spell it.
• Listen. The first word is his .
• What word?
• Ready. Signal. Student says, his.
• Yes, his.
• Spell his .
• Ready. Signal. Student spells, h-i-s.
• Repeat for each word.
his
● •
has
●
to
●
into
●
✓ Correction Procedure
If the student does not say or spell a
word correctly, model it for them,
have them repeat it and start at the
beginning of the Task.
TASK 15: SOUND
FLUENCY CHECK 1
• To be done with one student at a time.
Say to the student, Turn to page 2 in
your Reader. Check.
• This is the list of sounds from Lessons
1 to 5. Find the star which shows how
many sounds you said correctly last
time.
• Let’s see if you can say more sounds
today. Say them quickly but remember
to hold the sounds with a dot under
them for one second. Remember not to
hold the short sounds with the arrow
under them. Try not to make mistakes.
If you do not know a sound, go to the
next one.
• Last time you went (down or across).
You will go that way again.
• 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 sound.
• Ready. Please begin.
• Time 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 sounds.
Subtract the number of errors from the
total sounds said. Put a star to mark the
total number of sounds the student said
•
correctly on this attempt.
Say to student, To know how many
sounds you said in one minute, I will
multiply your scores by 2 and we will
83
 record them in the back of your
Workbook. This time you said (number)
sounds per minute with (number) errors.
• Using a pencil, record sounds said
correctly per minute in the Sounds Said
Correctly column for Day 2 of Sound
Fluency Check 1 on page 122 of the
Student Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
• If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
TASK 16: WORD
FLUENCY CHECK 1
• To be done with one student at a time.
Say to the student, Turn to page 3 in
your Reader.
• This is the list of words from Lessons 1
to 5. Find the star which shows how
many words you read correctly last
time.
• Let’s see if you can read more words
today. Read as quickly as you can. Try
not to make mistakes. If you do not
know a word, go to the next one.
• Last time you read (down or across).
You will read that way again.
• 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 word.
• Ready. Please begin.
• Time 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 words. Subtract
the number of errors from the total
words read. Put a star to mark the total
number of words the student read
84
correctly on this attempt.
• Say to student, To know how many
words you read in one minute, I will
multiply your scores by 2 and we will
record them in the back of your
Workbook. This time you read (number)
words per minute with (number) errors.
• Using a pencil, record words read
correctly per minute in the Words Read
Correctly column for Day 2 of Word
Fluency Check 1 on page 123 of the
Student Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
• If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
TASK 17:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 6 on
page 18. Check.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letters for sounds
that you know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, sss.
• Put your pencil on the ball. Follow the
arrow and trace the loop.
• Have the student use the ball and arrow
to trace three sss’s.
• Repeat for c, ééé, d, h and nnn.
*Exercise 2: Crossing Out Short Sounds
• Find Exercise 2. Some of the words that
are printed here have short sounds.
You must look at each word and cross
 out every short sound.
• Find the first word. What is that word?
• Ready. Signal. Student says, from.
• Say the first sound in from .
• Ready. Signal. Student says, fff.
• That’s correct. Is fff a short sound?
• Ready . Signal. Student says, no.
• So do we cross it out?
• Ready. Signal. Student says, no.
• What is the next sound in from ?
• Ready. Signal. Student says, rrr.
• Is rrr a short sound?
• Ready. Signal. Student responds, no.
• So do you cross it out?
• Ready. Signal. Student says, no.
• Repeat for each sound in each word.
Exercise 3: Printing Sounds
• In Exercise 3 you are going to practice
printing the letters for the new sounds
that you learned.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, g.
• Put your pencil on the big ball. Follow
the arrow and trace the loop.
• Now put your pencil on the small ball.
Follow the arrow down.
• You just printed the sound g. What
sound?
• Ready. Signal. Student says, g.
• Have the student use the balls and
arrows to trace all six of the short sound
g.
• Repeat for ooo.
*Exercise 4: Rhyme Time!
• Find Exercise 4. The big ear (point to
the graphic) tells you that this is a
Rhyme Time! exercise.
• There are some sounds written inside
the megaphone. Read these sounds.
• Ready. Signal. Student reads, sss,
mmm, fff and t as you touch each of
them.
• The four words with a blank in front of
them all rhyme with end . You must add
one of the sounds in the megaphone to
the beginning of each word to make it
rhyme.
• What is the first sound in the
megaphone?
• Ready. Signal. Student says, sss.
• Yes, sss. Print the sound sss in the first
blank. Check.
• Now sound out that word. Student
sounds out, ssseeennnd.
• What word?
• Ready. Signal. Student says, send.
• That’s good, send .
• Repeat for each sound.
• Which one of these four words uses a
needle and thread?
• That’s right, mend . Print the word
mend in the blanks. Check.
Exercise 5: Word Search Puzzle
• Find Exercise 5. It’s a word search
puzzle.
• In this puzzle the words in the list (point
to list on right) can go across or down.
There are three words that go down.
They have been done for you. Find
those words and read them.
• Ready. Signal. Student answers, often,
set, green.
• Now read the first word in the list that
you will be looking for. They will all go
across.
• Ready. Signal. Student reads, grin.
• Look inside the box of letters. Go
through each row until you find the
letters g-r-i-n.
• Draw a circle around the word grin .
• Put a check mark beside the word grin
in the list so that you know you have
found it.
• Repeat for each word in the list.
85
 TASK 18:
AWARDING POINTS
• Tell the student that s/he has completed
Lesson 6 and has earned points for
working hard, paying attention, following
instructions, completing the Workbook
Exercises and for doing well on the
Sound and Word Fluency Checks.
• Determine and circle the number of
points the student has earned in each
category.
• Record the total points for Lesson 6 on
the chart provided on page 125 of the
Workbook.
End of Lesson 6
LESSON 7
TASK 1:
SOUNDING OUT WORDS
• Say, Now we are going to sound out
some words that are made from the
sounds we have learned. I will touch the
sounds in the first word and say them.
• Listen. Slide your finger along the dots
and arrow for the sounds in not and say
them.
• Say to the student, Say the sounds with
me.
• Ready. Signal.
• Say, That’s right! You sounded out the
word not .

• Now do that all by yourself.

• Ready. Signal.
• Say, Good saying the sounds.

• What’s that word?

• Ready. Signal. Student says, not.

• Repeat Task for each word in the list.

●
no t
● ● >

●
s éé m
● ● ●

●
r ed
● ● >

●
sh o t
● ● >

86
th r éé
● ● ●
✓
●
Correction Procedure
If the student says the wrong sound,
stops between the sounds or does
not say the sounds when you touch

th e n
● ● ● ●
them, say, Listen to me say these
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Signal. Say, You did it!

●
r a f t
● ● ● >
Say, Now it is your turn to say these
sounds. Ready. Signal.

TASK 2:
READING WORDS

É d i th
● ● > ● ●
•
•
Turn to TASK 1 in this Lesson.
Say, Now you are going to practice the
words you just sounded out so that you

●
f i s t
● ● ● > •
can read them quickly and correctly.
When I touch each word, you read it.

First word.
• Ready. Slide finger under word. Student

sh i f t
● ● ● ● > •
reads, not.

Repeat for each word in list.

sh a f t ✓ Correction Procedure
If the student makes an error,
miscalls the word or guesses,
● ● ● ● >
practice sounding out the word three
or four times and then try the task

●
f i sh
● ● ●
again.

f i sh ing
● ● ● ● ●

●
f i n s
● ● ● ●

87
 TASK 3: SAYING THE
UNDERLINED SOUNDS AND
READING THE WORDS
• Put your finger on the underlined sound
in the first word.
• Say, Tell me the sound that is
underlined.
• Ready. Signal. Student says, aaa.
• That’s right, aaa.
• Now tell me the word.
• Ready. Signal. Student says, at.
• Repeat Task for each of the words in
the list.
at th is an
can sh é
the row and redo the row before
going on to the next one.
TASK 4: SOUNDING OUT
WORDS THAT BEGIN WITH
SHORT SOUNDS
• Now we are going to sound out some
words that begin with short sounds.
Remember, we have to put the short
sound together with the next sound
without stopping.
• I will show you how to do that.
• Listen. Put your finger on the dot in
front of had. Slide past the arrow under
the h to the dot under the a and say
haaa. Remember not to stop between
the h and the a. Hold the aaa for at
least one second, then slide past the d
and say d.
if • Say to the student, Listen while I do that
again. Repeat task.

thin him fast • Say, Do that with me. When I touch the
sounds, say them with me.
• Ready. Signal. Repeat the task with the
and it hid student.
• Say, Good sounding out had . You didn’t
stop between the sounds.
ham mast
• Now try it all by yourself.

✓
• Ready. Signal. Repeat.
Correction Procedure
If the student makes an error saying • What’s that word?
the sound or the word, say, The • Ready. Signal. Student says, had.
underlined sound is (correct sound).
Do that sound with me. Ready. • Repeat task for each of the words in the
Signal. Student says, (correct sound) list.
with you.
Your turn. Tell me the underlined
sound. Ready. Signal.
Good. Now sound out the word.
Ready. Signal. ●
had
> ● >
Say, That’s right. Now say the word.
Good. Go back to the beginning of

88
 turn. Slide along the dots and arrows

●
d i d
> ● >
as you sound out the word.
Then say, Do that with me. Ready.
Signal.
Say, Good work! Now it’s your turn to

g r éé n sound out the word. Slide your finger

along the dots and arrows as the
student sounds out the word.
● > ● ● ●

d r ag TASK 5: PRACTICING
ALPHABET LETTERS

● > ● ● > • Say to the student, As I touch each

letter, tell me its name.

●
c
>
r ●
a sh
● ●
•
•
First letter.
Ready. Signal.

• Repeat for each letter.

●
h
>
a ●
t s
> ● Aa Bb Cc Dd

●
c
>
a ●
s t s
● > ●
Ee
Ii
Ff
Jj
Gg Hh
Kk Ll
c a s t ing Mm Nn Oo Pp
● > ● ● > ●
Qq Rr Ss Tt

●
h i t s
> ●
Uu
> ●
Vv

c r a f t ✓ Correction Procedure
Say, That letter’s name is (letter
name).
● > ● ● ● > Say that letter’s name for me. Ready.
Signal.

✓ Correction Procedure
If the student miscalls a sound or
stops between the sounds, say, My

89
 TASK 6: TEACHING TASK 8: PRACTICING
ALPHABET LETTERS IRREGULAR WORDS

• Say, Now we are going to learn the names • Say, We are going to read the irregular
of the rest of the letters of the alphabet. words you have learned. First I will read
the word, then you will read the word
• I will touch each letter and say its name. and spell it.
• Listen. Touch the letter Ww and say, This
letter’s name is Ww . • The first word is his .
• What word?
• Your turn to say this letter’s name. • Ready. Signal.
• Ready. Touch Ww. Student says, Ww. • Yes, his .

• Repeat for letters Xx through Zz. • Spell his .

• Ready. Signal.
Ww Xx Yy Zz • Repeat for each word.
NOTE: Some students may already know
the alphabet letter names and may require
his
●
only a brief review of these letters.

✓ Correction Procedure
Say, That letter’s name is (letter ●
has
name).
Say that letter’s name for me. Ready. to
Signal. ●

TASK 7: PRACTICING into

VOWELS AND CONSONANTS ●

• Point to the alphabet letters in Tasks 5 is

and 6. ●
• Say to the student, As I touch each
letter, tell me whether it is a vowel or a as
consonant. ●

•
•
First letter.
Ready. Signal.
are
●

✓
Repeat for each letter.

If the student makes an error, use the

✓ Correction Procedure
If the student reads a word incorrectly
correction procedure as in previous or does not know a word, say, That
Lessons. word is (correct word).
Say that word with me. Ready.
Signal.

90
 What’s that word? Ready. Signal.
If the student misspells a word, say,
That word is spelled (correct
spelling).
Spell that word with me. Ready.
Signal.
Your turn to spell that word. Ready.
Signal.
TASK 9:
READING SENTENCES
• Now you are going to read some
sentences made up of words that you
know.
• Turn to Lesson 7 on page 4 in your
Reader. Check to make sure the
student has the correct page.
• Put your finger on the first sentence.
• Read that sentence.
• Ready. Signal. Student reads, Edith has
a fast craft.
• Say, Good reading!
• Put your finger on number 2. Read that
sentence.
• Ready. Signal.
• Repeat for each sentence in the Exercise.
1. Edith has a fast craft.
2. This fast craft is a raft.
3. The raft has a mast.
4. Edith is fishing.
5. Edith can see three fast fish.
6. She casts ham at the fish.
7. A fat fish hits the ham.
8. Edith has a fat fish.
✓
Correction Procedure
If the student reads a word
incorrectly, say, Sound out that word
for me. Ready. Signal.
Say, That’s right. Now read the
sentence over again. Ready. Signal.
If the student skips a word or adds a
word, say, Wait. You missed (or
added) a word. Look at each word
and say it.
Start that sentence over from the
beginning, please. Ready. Signal.
If the student makes more than 6
errors on this TASK, review the entire
Lesson and do the TASK again.
TASK 10: SOUND
FLUENCY CHECK 1
• To be done with one student at a time.
Say to the student, Time for another
Sound Fluency Check. Turn to page 2
in your Reader. Check to make sure the
student has the correct page.
• Find the star which shows how many
sounds you said correctly last time.
Let’s see if you can say more sounds
today.
• Last time you went (down or across).
You will go that way again.
• Put your finger on the first sound.
• Ready. Please begin. Time 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 sounds.
Subtract the number of errors from the
total sounds said. Put a star to mark the
total number of sounds the student said
correctly on this attempt.
• Say to student, To know how many
sounds 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)
sounds per minute with (number) errors.
• Using a pencil, record sounds said
correctly per minute in the Sounds Said
Correctly column for Day 3 of Sound
Fluency Check 1 on page 122 of the
Student Workbook.
• Record number of errors and/or skipped
91
 sounds per minute in the Learning
Opportunities column.
• If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
TASK 11: WORD
FLUENCY CHECK 1
• To be done with one student at a time.
Say to the student, Time for another
Word Fluency Check. Turn to page 3 in
your Reader.
• Find the star which shows how many
words you read correctly last time. Let’s
see if you can read more words today.
• Last time you read (down or across).
You will read that way again.
• Put your finger on the first word.
• Ready. Please begin. Time 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 words. Subtract
the number of errors from the total
words read. Put a star to mark the total
number of words the student read
correctly on this attempt.
• Say to student, To know how many
words you read in one minute, I will
multiply your scores by 2 and we will
record them in the back of your
Workbook. This time you read (number)
words per minute with (number) errors.
• Using a pencil, record words read
correctly per minute in the Words Read
Correctly column for Day 3 of Word
Fluency Check 1 on page 123 of the
Student Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
92
• If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
TASK 12:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 7 on
page 21. Check.
Exercise 1: Connecting Sounds to Words
• Look at Exercise 1. In this exercise
there is a list of short sounds (point to
the list of sounds on the left) and a list
of words (point to the list of words on
the right).. You must connect each of the
short sounds to a word that has that
sound in it.
• What is the first short sound in the list?
• Ready. Signal. The student responds, t.
• That’s correct. Now read the first word
in the list.
• Ready. Signal. Student reads, on.
• Yes, on . Does on have the short sound
t?
• Ready. Signal. Student says, no.
• Repeat with each word until the student
finds the short sound t.
• Then say, Draw a line to join the short
sound t to the word raft . Check.
• Repeat for each sound in the list.
Exercise 2: Printing Words
• Now let’s do Exercise 2. You are going
to practice printing some words that
have sounds that you know.
• Touch the first word. Tell me that word.
• Ready. Signal. Student says, fishing.
• Good reading! Follow the balls and
arrows and trace the sounds in the word
fishing.
• Repeat for can, dog and thin.
*Exercise 3: Circling the Correct Word from
the Reader
• Find Exercise 3. The picture of the book
(point to the book graphic) tells you that
you are going to be doing some
questions about a story in your Reader.
Turn to Lesson 7 on page 4 in your
Reader.
• In Exercise 3 there are sentences with
blanks. At the end of each sentence are
three choices. You are going to find the
correct answer in your Reader and then
circle that word here.
• Read the first sentence.
• Ready. Signal. Student reads, Edith has
a fast blank.
• Yes, Edith has a fast blank. There are
three words to choose from. Read the
three choices.
• Ready. Signal. Student reads, craft,
song, hat.
• Which answer goes in the blank?
• Ready. Signal. Student answers, craft.
• That’s correct. Circle the word craft .
Now read the sentence again.
• Ready. Signal.
• Repeat for each sentence.
• Now sound out the words to find out
what kind of dog has no tail.
• That’s right, a hot dog!
TASK 13:
AWARDING POINTS
• Tell the student that s/he has completed
Lesson 7 and has earned points for
working hard, paying attention, following
instructions, completing the Workbook
Exercises and for doing well on the
Sound and Word Fluency Checks.
• Determine and circle the number of
points the student has earned in each
category.
• Record the total points for Lesson 7 on
page 125 of the Workbook.
End of Lesson 7

Exercise 4: Following a Maze

• Find Exercise 4. In this exercise you are

going to take each of these letters (point
to the letters) through the maze to a box
below (point to the boxes).. The
unscrambled letters will spell the
answer to the riddle, What kind of dog
has no tail?
• Put your pencil on the first letter. What’s
that sound?
• Ready. Signal. Student says, d.
• Yes, d. Follow this letter’s path to the
end. Check that the student is following
the correct path.
• Now print that letter on the line in the
box.
• Repeat for each letter.

93
LESSON 8
TASK 1: TEACHING
THE SOUND w as in wing
wh ●

• Today we’re going to learn some new

sounds.
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.
• Listen. Touch the dot under the w and
say wooo for one second. Lift your fin- TASK 3: PRACTICING
ger. THE SOUNDS w/wh
• Repeat.
• Now you are going to sound out some
• Say the sound with me.
words that have the sounds you just
• Ready. Signal.
learned. As I touch the sounds, you say
• Repeat. them.
• First word.
• Your turn.
• Ready. Signal. Student sounds out
• Ready. Signal.
word. Repeat.
• Repeat the task until the student does it
as instructed. Good work. What’s that word?
•
• Ready. Signal. Student says, wet.

w ●
•

•
Yes, wet .

Repeat for each word in the list.

✓ If any error occurs, use correction

procedure (my turn, do it with me, we t
your turn) as in previous Lessons. ● ● ● >
TASK 2: TEACHING THE
SOUND COMBINATION
wh as in when
●
wh e n
● ● ●

• When these two letters are together,

•
they also say the sound wooo.
Listen. Touch the dot under the wh and
say wooo for one second. Lift your finger. ●
w i th
● ● ●

•
Say the sound with me. Keep on saying
it as long as I touch it.
Ready. Signal.
●
wh a m
● ● ●

• Your turn.
•
•
Ready. Signal.
Repeat the task until the student does it
as instructed. ●
how
> ● ●
94
✓ If any error occurs, use correction
procedure (my turn, do it with me,
●
l
●
o●
t>
your turn) as in previous Lessons and
begin the list again.

TASK 4: TEACHING THE

SOUND l as in let ●
f
●
e●
ll
●

•
•

•
We’re going to learn one more sound.
Listen. Touch the dot under the l and
say lll for one second. Lift your finger.
Repeat. ●
l
●
i●
f t
● >

•
•
•
Say the sound with me.
Ready. Signal.
Repeat. ●
f
●
l●
a sh
● ●

✓
• Your turn.
• Ready. Signal. If any error occurs, use correction
• Repeat the task until the student does it procedure (my turn, do it with me,
as instructed. your turn) as in previous Lessons and
begin the list again.

l
●
TASK 6:
PRACTICING SOUNDS

✓ If any error occurs, use correction

procedure (my turn, do it with me, • Say, Now let’s see if you can remember
all of the sounds you have learned.
your turn) as in previous Lessons.
• I am going to touch each of the sounds.
TASK 5: PRACTICING When I touch the sound, you say it. If
THE SOUND l you make three mistakes, we will
practice the sounds and then try again.
• Now you are going to sound out some
words that have the sound you just
learned. As I touch the sounds, you say
them.
• First word.
• Ready. Signal. Student sounds out
word. Repeat.

• Good work. What’s that word?

• Ready. Signal. Student says, lot.

• Repeat for each word in the list.

95
• Put your finger on the first sound.
• Say, What’s this sound?
• Ready. Signal. Student says, c.
• Next sound.
• Ready. Signal. Student says, lll.
• Repeat for each sound in the list.
Remember to touch and hold the dot
under the continuous sounds for one
second and to tap the arrow under the
short sounds.
c l s o
> ● ● ●
not spend more than two to three
minutes on this Task. If the student is
still having difficulty, take a short
break and repeat the Lesson from the
beginning.
TASK 7:
SOUNDING OUT WORDS
• Say, Now we are going to sound out
some words that are made from the
sounds we have learned. I will touch the
sounds in the first word and say them.
i • Listen. Slide your finger along the dots
and arrow for the sounds in rod and say
● them.

g l d t wh • Say to the student, Say the sounds with

me.
> ● > > ●
• Ready. Slide your finger along the dots
and arrow, say the sounds and listen as
e d w ing r •
the student says the sounds with you.
Say, That’s right! You sounded out the
● > ● ● ●
word rod .

h o n sh f • Now do that all by yourself.

Ready. Slide your finger along the dots
> ● ● ● ● •
and arrow as the student says the
sounds.
g é n m f • Say, Good saying the sounds. Repeat.
> ● ● ● ●
• What’s that word?
th h a i r • Ready. Signal. Student says, rod.

● > ● ● ● • Say, Listen while I say the sounds for

the next word.

✓ Correction Procedure
If the student is not able to say all of
• Repeat Task for each word in the list.

r od
the sounds in the list with fewer than
three errors, change the task. Model
the sounds in the first row and have
the student practice only that row ● ● ● >
three or four times. Then model the
sounds in the next row and have the
student do it three or four times.
Repeat for the rest of the rows. Do ●
f an
● ● ●
96
r e s t
● ● ● ● > ●
n éé d
● ● >

o ff
● ● ● ●
wh éé l
● ● ●

l a s t
● ● ● ● > ●
so f t
● ● ● >

Me g ●
a c r o ss
● > ● ● ●
● ● ● >

f r og ✓ Correction Procedure
If the student says the wrong sound,
stops between the sounds or does
● ● ● ● > not say the sounds when you touch
them, say, Listen to me say these

●
l and
● ● ● >
sounds. Sound out the word.
Then say, Say these sounds with me.
Ready. Signal. Repeat.
Say, Now it is your turn to say these

g l ad sounds. Ready. Signal.

TASK 8:
READING WORDS
● > ● ● >
• Turn to TASK 7 in this Lesson.

●
w i sh
● ● ●
• Say, Now you are going to practice the
words you just sounded out so that you
can read them quickly and correctly.
When I touch each word, you read it.

song >
•
•
First word.
Ready. Slide finger under word. Student
● ● ● ● reads, rod.

s t r ong ✓
> >
• Repeat for each word in list.

Correction Procedure
● ● ● ● ● If the student makes an error,
97
 miscalls the word or guesses, the sound or the word, say, The
practice sounding out the word three underlined sound is (correct sound).
or four times and then try the task Do that sound with me. Ready.
again. Signal. Student says, (correct sound)
with you.
TASK 9: SAYING THE Your turn. Tell me the underlined
UNDERLINED SOUNDS AND sound. Ready. Signal.
READING THE WORDS Good. Now sound out the word.
Ready. Signal.
• Put your finger on the underlined sound Say, That’s right. Now say the word.
in the first word. Good. Let’s start that row over again.
• Say, Tell me the sound that is Go back to the beginning of the row
underlined. and redo the row before going on to
• Ready. Signal. Student says, aaa. the next one.
• That’s right, aaa.
TASK 10:
• Now tell me the word. READING WORDS
• Ready. Signal. Student says, had.
• Go to Task 9. Say, Now we are going to
• Repeat Task for each of the words in read these words.
the list.
• Put your finger on the first word. Say,
First word.
h ad him dad • Ready. Signal. Student says, had.
• Say, Good reading.
raft hits fast • Repeat for each word in the list.

sh ift shaft sing ✓ Correction Procedure

If the student makes an error reading
a word, have him/her sound out the
tin on it word and then read it. Go back to the
beginning of the row and redo the
row before going on to the next one.
a nd stand shé
TASK 11: PRACTICING
fat th an craft ALPHABET LETTERS

• Say to the student, As I touch each let -

fish ing fins rim ter, tell me its name.

• First letter.
ra m thé th réé • Ready. Signal.

✓ Correction Procedure
If the student makes an error saying
• Repeat for each letter.

98
 page 5 in your Reader. Check to make
Aa Bb Cc Dd sure the student has the correct page.

Ee Ff Gg Hh • Say, The title is written at the top of the

story. In your Reader the title of the
story will always be underlined.
Ii Jj Kk Ll • Say, Touch the title. Check to see that
the student has his/her finger on the
title.
Mm Nn Oo Pp
• Say, The title tells you what the story is
Qq Rr Ss Tt •
about.
Listen again. The title of a story tells
you what the story is about.
Uu Vv Ww Xx
• Ask the student to read the title.
• Say, The title says Fishing , so what is
Yy Zz this story about? Accept reasonable
answers.

✓ Correction Procedure
Say, That letter’s name is (letter
•
•
Say, Good. Now let’s read the story.
Read as well as you can. If you make
name). an error, I will help you. If you make
Say that letter’s name for me. Ready. more than 7 errors, we will go back to
Signal. the beginning and read the story again.

TASK 12: PRACTICING • Put your finger on the first word.

VOWELS AND CONSONANTS • Now read the sentence.
• Ready. Signal.
• Say to the student, As I touch each
letter, tell me whether it is a vowel or a Fishing
consonant.
Dad is on the raft.
• First letter. He is singing a song.
• Ready. Signal. He sees three fast fish.
Dad casts ham at the fish.
• Repeat for each letter. A cat fish is flashing its fins.

✓ If the student makes an error, use the

correction procedure as in previous
It sees the ham.
Meg is at the mast.
She has a frog on a rod.
Lessons. The cat fish is fat and fast.
It hits the frog.
*TASK 13: Meg gets the fat cat fish.
STORY READING She is glad.
The fat cat fish is sad.
• Say to the student, Now you are going The end
to read a story. Turn to Lesson 8 on
99
✓
Correction Procedure
Say to the student, Wait. That word is
(correct word).
What is that word? Ready. Signal.
Good. Now read that sentence again.
Count each error. If the student
makes 7 errors, reread the story from
the beginning.
TASK 14: SOUND
FLUENCY CHECK 1
NOTE: If the student has said 50+ sounds
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Sound Fluency Check 1 if s/he so chooses.
• If the student has not yet accomplished
this, say, Time for another Sound
Fluency Check. Turn to page 2 in your
Reader.
• Let’s see if you can say more sounds
than you did the last time.
• You are going (down or across) in this
list.
• Put your finger on the first sound.
• Ready. Please begin. Time 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 sounds.
Subtract the number of errors from the
total sounds said. Put a star to mark the
total number of sounds the student said
correctly on this attempt.
• Say to student, To know how many
sounds 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)
sounds per minute with (number) errors.
• Using a pencil, record sounds said
100
correctly per minute in the Sounds Said
Correctly column for Day 4 of Sound
Fluency Check 1 on page 122 of the
Student Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
• If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
TASK 15: WORD
FLUENCY CHECK 1
NOTE: If the student has read 60+ words
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Word Fluency Check 1 if s/he so chooses.
• If the student has not yet accomplished
this, say, Time for another Word
Fluency Check. Turn to page 3 in your
Reader.
• Let’s see if you can read more words
than you did the last time. You are
reading (down or across) in this list.
• Put your finger on the first word.
• Ready. Please begin. Time 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 words. Subtract
the number of errors from the total
words read. Put a star to mark the total
number of words the student read
correctly on this attempt.
• Say to student, To know how many
words you read in one minute, I will
multiply your scores by 2 and we will
record them in the back of your
Workbook. This time you read (number)
words per minute with (number) errors.
• Using a pencil, record words read
correctly per minute in the Words Read
Correctly column for Day 4 of Word
Fluency Check 1 on page 123 of the
Student Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
• If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
TASK 16:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 8 on
page 24. Check.
Exercise 1: Circling and Crossing out
Sounds
• Let’s look at Exercise 1.
• Touch the sound at the beginning of the
first row. What’s that sound?
• Ready. Signal. Student says, ththth.
• Yes, ththth. That ththth has a circle
around it. You are going to find all of the
ththth’s in the row and draw a circle
around them.
• Touch the first sound. Is that ththth ?
• Repeat for each sound in the row.
When student identifies a ththth, have
him/her circle it.
• Repeat for crossed out shshsh’s and
circled g’s.
Exercise 2: Printing Sounds
• Find Exercise 2. You are going to
practice printing the letters for sounds
that you learned in this Lesson.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, wooo.
• Put your pencil on the big ball. Follow
the arrow and trace the line down and
up.
• Now put your pencil on the small ball.
Follow the arrow down and up.
• You just printed the sound wooo . What
sound?
• Ready. Signal. Student says, wooo.
• Have the student use the balls and arrows
to trace all six of the sound wooo.
• Repeat for wooo and lll.
Exercise 3: Circling the Correct Word from
the Reader
• Find Exercise 3. Turn to Lesson 8 on
page 5 in your Reader.
• In Exercise 3 there are sentences with
blanks. Under each blank are three
choices. You are going to find the
correct answer in your Reader and
circle that word here.
• Read the first sentence.
• Ready. Signal.
• Yes, blank is on the raft. There are
three words under the blank. Read the
three choices.
• Ready. Signal. Student reads, Dim,
Dad, Did.
• Which answer goes in the blank?
• Ready. Signal. Student answers, Dad.
• That’s correct. Circle the word Dad .
Now read the sentence again.
• Ready. Signal.
• Repeat for each sentence.
Exercise 4: Printing Words
• Now let’s do Exercise 4. You are going
to practice printing two words that have
sounds that you know.
• Touch the first word. Tell me that word.
• Ready. Signal. Student says, fog.
• Good reading! Follow the balls and
arrows and trace the sounds in the word
101
 fog.
• Repeat for song.
Exercise 5: Rhyme Time
• Find Exercise 5. There are some
sounds written inside the cat’s tail.
Read these sounds.
• Ready. Signal. Student reads, sss, fff,
rrr, mmm, c as you touch each of them.
• The words with a blank in front of them
all rhyme with at . You must add one of
the sounds in the cat’s tail to the
beginning of the word to make a
rhyming word.
• What is the first sound in the cat’s tail?
• Ready. Signal. Student says, sss.
• Yes, sss. Print the sound sss in the first
blank. Check.
• Now sound out that word. Student
sounds out, sssaaat.
• What word?
• Ready. Signal. Student says, sat.
• That’s good, sat .
• Repeat for each sound.
• The word for this picture (point to the
hat below the cat) also rhymes with at.
What’s that word?
• Ready. Signal. Student says, hat.
• That’s right! Print the word hat in the
blank spaces. If the student is unsure
how to spell the word hat, have him/her
sound it out and print each sound as
s/he says it.
• Ready. Signal. Student reads, This raft
is red.
• What colour will the raft be?
• Ready. Signal. Student says, red.
• That’s correct. Color the raft red.
• Have the student read each sentence
and then draw and/or color each part of
the picture.
TASK 17:
AWARDING POINTS
• Tell the student that s/he has completed
Lesson 8 and has earned points for
working hard, paying attention, following
instructions, completing the Workbook
Exercises and for doing well on the
Sound and Word Fluency Checks.
• Determine and circle the number of
points the student has earned in each
category.
• Record the total points for Lesson 8 on
the chart provided on page 125 of the
Workbook
End of Lesson 8

Exercise 6: Using Instructions to Draw and

Color a Picture

• Now let’s look at Exercise 6. The crayon

(point to graphic) tells you that you are
going to draw and color a picture.
• Point to the picture of the raft. What is
this a picture of?
• Ready. Signal. Student says, a raft.
• That’s right. Now read the first
sentence.

102
LESSON 9
TASK 1: TEACHING THE
SOUND u as in sun ●
mu d
● ● >

•
Today we’re going to learn a new
sound.
Listen. Touch the dot under the u and ●
f un
● ● ●
say uuu for one second. Lift your finger.
•

•
Repeat.

Say the sound with me.

●
s un
● ● ●
• Ready. Signal.
• Repeat.

•
•
Your turn.
Ready. Signal.
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons and
• Repeat the task until the student does it begin the list again.
as instructed.
TASK 3: TEACHING THE

u● •
SOUND y as in yes

Here’s another new sound.

✓
If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.
• Listen. Touch the dot under the y and
say yééé for one second. Lift your
finger.
• Repeat.

TASK 2: PRACTICING • Say the sound with me.

THE SOUND u • Ready. Signal.
• Repeat.
• Now you are going to sound out some
words that have the sound you just • Your turn.
learned. As I touch the sounds, you say • Ready. Signal.
them. • Repeat the task until the student does it
• First word. as instructed.
• Ready. Signal. Student sounds out,

•
mmmuuud.

Good work. What’s that word?

y
• Ready. Signal. Student says, mud. ●

• Repeat for each word in the list.

✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.

103
 TASK 4: PRACTICING sound together with the next sound
THE SOUND y without stopping.

• Now you are going to sound out some
words that have the sound yééé. As I
touch the sounds, you say them.
• First word.
• Ready. Signal. Student sounds out,
yéééeeesss.
• Good work. What’s that word?
• Ready. Signal. Student says, yes.
• Listen. Put your finger on the dot in
front of tag. Slide past the arrow under
the t to the dot under the a and say
taaa. Remember not to stop between
the t and the a. Hold the a for at least
one second, then slide past the g and
say g.
• Say to the student, Listen while I do that
again. Repeat task.

• Sound out the next word.
• Ready. Signal.
• Repeat for each word in the list.
• Say, Do that with me. When I touch the
sounds, say them with me.
• Ready. Signal. Repeat the task with the
student.
• Say, Good sounding out tag . You didn’t

y e s •
•
stop between the sounds.

Now try it all by yourself.

Ready. Signal. Student sounds out
● ● ● ●
taaag while you slide along the dots and

y e t •

•
arrows with your finger.
Repeat.

What’s that word?

● ● ● >
• Ready. Signal. Student says, tag.

s t u d y • Repeat task for each of the words in the

list.
● ● > ● > ●

✓ If any error occurs, use correction

t ag
procedure (my turn, do it with me, ● > ● >
your turn) as in previous Lessons and
begin the list again.

TASK 5: SOUNDING OUT

ga s
WORDS THAT BEGIN ● > ● ●
WITH SHORT SOUNDS

• Now we are going to sound out some

words that begin with short sounds.
g a sh
Remember, we have to put the short ● > ● ●

104
 TASK 6: SAYING THE

●
how
> ● ●
UNDERLINED SOUNDS AND
READING THE WORDS

• Put your finger on the underlined sound

●
t en
> ● ●
•
in the first word.
Say, Tell me the sound that is
underlined.
• Ready. Signal. Student says, fff.

go t •

•
That’s right, fff.

Now tell me the word.

● > ● > • Ready. Signal. Student says, fat.

d i g • Repeat Task for each of the words in

the list.

● > ● > fat end raf t

dug ham dad on
● > ● >
often fréé whéél

●
c o s t
> ● ● >
fro g gréén not
rod land send
g l ad rest
● > ● ● >

✓ Correction Procedure ✓ Correction Procedure

If the student miscalls a sound or
stops between the sounds, say, My
turn. Slide along the dots and arrows
as you sound out the word.
Then say, Do that with me. Ready.
Signal.
Say, Good work! Now it’s your turn to
sound out the word. Ready. Signal.
If the student makes an error saying
the sound or the word, say, The
underlined sound is (correct sound).
Do that sound with me. Ready.
Signal. Student says, (correct sound)
with you.
Your turn. Tell me the underlined
sound. Ready. Signal.
Good. Now sound out the word.
Ready. Signal.
Say, That’s right. Now say the word.

105
 Good. Let’s start that row over again.
Go back to the beginning of the row
and redo the row before going on to
the next one.
TASK 7:
READING WORDS
• Say, Your turn to rhyme with sing .
• What’s this word?
• Ready. Slide your finger along the line
under ring and listen to the student say,
ring.
• Repeat for each word.

• Go to Task 6. Say, Now we are going to sing

read these words. ●

•
•
Put your finger on the first word.
Say, First word.
ring
●
• Ready. Signal. Student says, fat.
• Say, Good reading. ding
●
• Repeat for each word in the list.

✓ Correction Procedure
If the student makes an error reading ●
thing
a word, have him/her sound out the
word and then read it. Go back to the fling
beginning of the row and redo the ●
row before going on to the next one.
wing
TASK 8: READING ●
RHYMING WORDS

• Say, Now we are going to read some

words that rhyme with sing .
✓ Correction Procedure
If the student does not say the word
• Touch the dot in front of the word sing. correctly, say, This word is (correct
Slide your finger along the line and say word). What word? Repeat task from
sing. beginning.

• Say, What’s that word? TASK 9: PRACTICING

• Ready. Signal. Student replies, sing. ALPHABET LETTERS

• Touch the dot in front of the next word, • Say to the student, As I touch each
ring. letter, tell me its name.
• Say, This word rhymes with sing .
• My Turn. Listen. Slide your finger along • First letter.
the line and say ring. • Ready. Signal.

• Do that with me. • Repeat for each letter.

• Ready. Signal. Repeat task with
student.

106
 you will read the word and spell it.
Aa Bb Cc Dd
• The first word is to .
Ee Ff Gg Hh •
•
What word?
Ready. Signal.
• Yes, to .
Ii Jj Kk Ll
• Spell to .
• Ready. Signal.
Mm Nn Oo Pp
• Repeat for each word.
Qq Rr Ss Tt
to
●
Uu Vv Ww Xx
into
Yy Zz ●

is
✓ If the student makes an error, use the
correction procedure as in previous
●

as
Lessons and begin that row again.
●
TASK 10: PRACTICING
VOWELS AND CONSONANTS are
●
• Say to the student, As I touch each
letter, tell me whether it is a vowel or a his
consonant. ●

• First letter. has

• Ready. Signal. ●

✓
• Repeat for each letter.

✓ If the student makes an error, use the

correction procedure as in previous
Lessons.
TASK 11: PRACTICING
IRREGULAR WORDS
• Say, We are going to read some
irregular words you have already
learned. First I will read the word, then
Correction Procedure
If the student reads a word incorrectly
or does not know a word, say, That
word is (correct word).
Say that word with me. Ready.
Signal.
What’s that word? Ready. Signal.
If the student misspells a word, say,
That word is spelled (correct
spelling).
Spell that word with me. Ready.

107
 Signal. TASK 13: SOUND
Your turn to spell that word. Ready. FLUENCY CHECK 1
Signal.
NOTE: If the student has said 50+ sounds
TASK 12: TEACHING correctly in 1 minute for any three days of
IRREGULAR WORDS the last four, s/he may discontinue timings
on Sound Fluency Check 1 if s/he so
• Say, Here are some new irregular chooses.
words. First I will read the word, then
you will read the word and spell it. • If the student has not yet accomplished
this, say, Time for another Sound
• Listen. The first word is said . Fluency Check. Turn to page 2 in your
• What word? Reader.
• Ready. Signal. • Let’s see if you can say more sounds
• Yes, said . than you did the last time. You are
going (down or across) in this list.
• Spell said .
• Ready. Signal. • Put your finger on the first sound.
• Ready. Please begin. Time student for
• Repeat for each word. For the word 30 seconds.
there, say, This word means in that • Say, Thank you.
place, as in He is over there . For the
word their, say, This word means they • Make a pencil mark in the list where the
own it, as in Those are their books. student ended.. Determine the number
of errors and/or skipped sounds.
said Subtract the number of errors from the
total sounds said. Put a star to mark the
●
total number of sounds the student said
there •
correctly on this attempt.
Say to student, To know how many
●
sounds you said in one minute, I will
their multiply your scores by 2 and we will
record them in the back of your
●
Workbook. This time you said (number)
sounds per minute with (number) errors.
of • Using a pencil, record sounds said
● correctly per minute in the Sounds Said
Correctly column for Day 5 of Sound
do Fluency Check 1 on page 122 of the
● Student Workbook.
• Record number of errors and/or skipped

✓ Correction Procedure
If the student does not say or spell a
word correctly, model it for them,
have them repeat it and start at the
beginning of the Task.
108
•
sounds per minute in the Learning
Opportunities column.
If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
NOTE: If the student has been unable to
say at least 50 sounds correctly per minute
at least one time in Sound Fluency Check
1, finish and correct the Workbook
Exercises for Lesson 9 but do not proceed
with new material. Instead, reteach
Lessons 1 through 9. Include daily practice
and timings on Sound Fluency Check 1 on
page 2. Circle and practice any sounds the
student is having difficulty with. Record
scores in the Additional Practice columns
for Sound Fluency Check 1 on page 122 of
the Student Workbook. Students should
continue to be awarded points for working
hard, paying attention, following
instructions and doing well on fluency
checks. When the student is able to say
50+ sounds from the list in 1 minute, begin
Lesson 10.
TASK 14: WORD
FLUENCY CHECK 1
NOTE: If the student has read 60+ words
correctly in 1 minute for any three days of
the last four, s/he may discontinue timings
on Word Fluency Check 1 if s/he so
chooses.
• If the student has not yet accomplished
this, say, Time for another Word
Fluency Check. Turn to page 3 in your
Reader.
• Let’s see if you can read more words
than you did the last time. You are
reading (down or across) in this list.
• Put your finger on the first word.
• Ready. Please begin. Time 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 words. Subtract
the number of errors from the total
words read. Put a star to mark the total
number of words the student read
correctly on this attempt.
• Say to student, To know how many
words you read in one minute, I will
multiply your scores by 2 and we will
record them in the back of your
Workbook. This time you read (number)
words per minute with (number) errors.
• Using a pencil, record words read
correctly per minute in the Words Read
Correctly column for Day 5 of Word
Fluency Check 1 on page 123 of the
Student Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
• If the student wants to do the task
again, give him/her the opportunity to
improve his/her score. Record the best
score of the day as today’s score.
NOTE: If the student has been unable to
read at least 60 words correctly per minute
at least one time in Word Fluency Check 1,
finish and correct the Workbook Exercises
for Lesson 9 but do not proceed with new
material. Instead, reteach Lessons 1
through 9. Include daily practice and
timings on Word Fluency Check 1 on page
3. Circle and practice any words the
student is having difficulty with. Record
scores in the Additional Practice columns
for Word Fluency Check 1 on page 123 of
the Student Workbook. Students should
continue to be awarded points for working
hard, paying attention, following
instructions and doing well on fluency
checks. When the student is able to read
60+ words from the list in 1 minute, begin
Lesson 10.
109
 TASK 15:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 9 on
page 28. Check.
Exercise 1: Printing Words
• Find Exercise 1. You are going to
practice printing some words that have
sounds that you know.
• Touch the first word. Tell me that word.
• Ready. Signal. Student says, gas.
• Good reading! Follow the balls and
arrows and trace the sounds in the word
gas.
• Repeat for glad, frog and wing.
Exercise 2: Circling Vowels/Crossing out
Consonants
• Let’s go on to Exercise 2. The letters of
the alphabet are printed here. Touch
each letter and say the alphabet for me.
• Ready. Signal. Student says the
alphabet.
• You are going to circle the vowels and
cross out the consonants.
• Touch the first letter. Is Aa a vowel or a
consonant letter?
• Ready. Signal. Student says, a vowel
letter.
• That’s right. So are you going to circle it
or cross it out?
• Ready. Signal. Student replies, circle it.
• Good! The Aa has been circled for you.
Now let’s do the next letter.
• Repeat for each letter in the alphabet.
Exercise 3: Matching Rhyming Words
• Find Exercise 3 on your worksheet.
• You are going to draw a line to match
rhyming words.
110
• Touch the first word. Check. What’s that
word?
• Ready. Signal. Student responds, fat.
• Now touch the second group of words.
Check to see if the student has touched
the second group.
• Read the first word.
• Ready. Signal. Student reads, sing.
• Does sing rhyme with fat ?
• Repeat until student finds the correct
rhyming word, cat.
• Good. Now draw a line to join the words
fat and cat.
• Repeat for the rest of the words in the
list.
Exercise 4: Printing Sounds
• Find Exercise 4. You are going to
practice printing the letters for sounds
that you know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, uuu.
• Have the student use the balls and
arrows to trace all six of the sound uuu.
• Repeat for yééé, ooo and lll.
Exercise 5: Matching Words
• Find Exercise 5. You are going to fill in
the missing letters in these words (point
to the words in the right-hand column).
Then you are going to draw a line to
match the words that are the same.
• The first word (touch the first word in
the right-hand column) has two letters
and ends in s.
• Look down this list (point to the list to
the left)) and find a word that has two
letters ending in s. What’s the first
word?
• Ready. Signal. Student reads, said.
• Go through the list until the student
finds the correct word.
• That’s right. The word is has two letters
 and ends in s. What’s the other letter in
the word is ?
• Good. Print i on the line in front of s to
spell the word is .
• Now draw a line to join the two words.
• Repeat for the rest of the words in the
list.
Exercise 6: Answering a Riddle
• Put your finger on Exercise 6. The
riddle is, What kind of food do cans
like?
• To answer this riddle you are going to
cross out all the h sounds. The letters
that are left will be the answer.
• Take your pencil and cross out all the
h’s.
• Now print the letters that remain in the
spaces below.
• What kind of food do cans like?
• That’s right, candy!
TASK 16:
AWARDING POINTS
• Tell the student that s/he has completed
Lesson 9 and has earned points for
working hard, paying attention, following
instructions, completing the Workbook
Exercises and for doing well on the
Sound and Word Fluency Checks.
• Determine and circle the number of
•
points the student has earned in each
category.
Record the total points for Lesson 9 on
the chart provided on page 125 of the
Workbook.
End of Lesson 9
LESSON 10
*TASK 1: TEACHING
VOWEL LETTER SOUNDS
• Point to the vowels and say to the
student, These are the vowel letters of
the alphabet. Each of these letters has
two sounds. You have learned one of
the sounds for each of these letters.
• Listen while I say each of those sounds.
Touch each of the letters and say the
sound for that letter.
• Say, Do that with me. When I touch
each letter, we will say the sound for
that letter.
• Ready. Touch each letter and say the
sound with the student.
• Say, Good saying those vowel sounds.
• Now say the sounds all by yourself.
When I touch the letter, you say the
sound.
• Ready. Touch each vowel and listen to
the student say its sound.
• Good job. Do that for me one more
time.
• Ready. Touch each letter and listen to
the student say the vowel sounds.
ae i ou
● ● ● ● ●
• Say, Remember, I told you each of the
these vowels has two sounds.
• The other sound they make is their
name.
• To help you remember when a vowel
says its name, the vowel will have a bar
over it.
111
• Listen. Touch the á and say ááá. • Ready. Signal.
• Touch é.
• Say, You have already learned this • Repeat for each word in the list.
vowel sound. That sound is ééé.

• Repeat with í, ó and ú.

●
m i s t
● ● ● >
• Say, Do that with me. When I touch the
vowel, you say its name.
• Ready. Touch each letter and say its
name with the student. Repeat.
●
f í nd
● ● ● >
• Say, Your turn to say the vowel names.

•
When I touch each vowel letter, you tell
me its name.
Ready. Touch each letter and listen to
●
s t i ll
● > ● ●
the student say its name.
• Repeat.

nó
áé í óú
● ● ● ● ●
● ● ●

✓ Correction Procedure
f l a sh ing
If the student makes an error, use the ● ● ● ● ● ●
model/lead/test correction.
Say the correct sound once or twice.
Then have the student say the sound
with you.
Finally have the student say the ●
we t
● ● >
sound for you by him/herself.
Return to the beginning and repeat
the Task.
●
we s t
● ● ● >
TASK 2: SOUNDING
OUT WORDS

• Now you are going to sound out some

words. As I touch the sounds, you say ●
down
> ● ● ●
them.

•
•
First word.
Ready. Signal. Student sounds out,
●
sw i m
● ● ● ●
mmmiiissst.

• Good work. What’s that word?

112
●
F r ed
● ● ● > ●
nu t
● ● >

s t á y ●
w i nd
● ● ● >
● ● > ● ●

s t a ff ●
m a th
● ● ●
● ● > ● ●

do t ✓ If any error occurs, use correction

procedure (my turn, do it with me,
> > your turn) as in previous Lessons.
● ●

TASK 3:

●
me
● ●
n
● •
READING WORDS

Turn to TASK 2 in this Lesson.

• Now you are going to practice reading

●
s e
● ●
t
> •
the words you sounded out.

First word.
• Ready. Signal. Student reads, mist.

mu s t • Repeat for each word in list.

● ● ● ● >
✓ If necessary, use correction
procedure (my turn, do it with me,

f o g your turn) as in previous Lessons.

● ● ● >

●
wen t
● ● ● >

●
ne t
● ● >

113
 TASK 4: SAYING THE Go back to the beginning of the row
UNDERLINED SOUNDS and redo the row before going on to
AND READING THE WORDS the next one.

• Put your finger on the underlined sound TASK 5:

in the first word.
• Say, Tell me the sound that is
underlined.
• Ready. Signal. Student says, h.
• That’s right, h.
• Now tell me the word.
• Ready. Signal. Student says, hot.
• Repeat Task for each of the words in
the list.
READING WORDS
• Go back to TASK 4. Say, Now we are
going to read these words.
• Put your finger on the first word.
• Say, First word.
• Ready. Signal. Student says, hot.
• Say, Good reading.
• Repeat for each word in the list.

hot sun frogs ✓ Correction Procedure

If the student makes an error reading
a word, have him/her sound out the
re d hits e nd word and then read it. Go back to the
beginning of the row and redo the
row before going on to the next one.
can ho w ca sting
TASK 6: PRACTICING
IRREGULAR WORDS
soft fell land
• You are going to read some irregular
lot miss n ot words you have already learned.

• Read the first word and spell it.

glad fun strong • Ready. Signal.

✓ Correction Procedure
If the student makes an error saying
• Repeat for each word.

there
the sound or the word, say, The ●
underlined sound is (correct sound).
Do that sound with me. Ready.
Signal. Student says, (correct sound)
is
●
with you.
Your turn. Tell me the underlined
sound. Ready. Signal. into
Good. Now sound out the word. ●
Ready.
Say, That’s right. Now say the word. are
Good. Let’s start that row over again. ●

114
 to some
● ●

their come
● ●

his one
● ●

●
said ✓ If necessary, use correction
procedure from previous Lessons.

as TASK 8:
● STORY READING

of • Say to the student, Now you are going

● to read a story. Turn to Lesson 10 on
page 7 in your Reader. Check to make
has sure the student has the correct page.
●
• Say, The title is written at the top of the
do story. Remember, the title tells you what
the story is about.
●
• Ask the student to read the title.

✓ If necessary, use correction

procedure from previous Lessons.
TASK 7: TEACHING
IRREGULAR WORDS
• Say, Here are some new irregular
words. First I will read the word, then
you will read the word and spell it.
• Listen. The first word is some .
• What word?
• Ready. Signal.
• Yes, some .
• Say, The title says The red raft , so
what do you think this story is about?
Accept reasonable answers.
• Say, Good. Now let’s read the story.
• Read as well as you can. If you make
an error, I will help you. If you make
more than 7 errors, we will go back to
the beginning and read the story again.
• Put your finger on the first word.
• Now read the sentence.
• Ready. Signal.
The red raft

• Spell some . Fred and Edith got on a red raft to fish.

• Ready. Signal. The red raft has a mast.
Fred got a green frog from his tin can.
• Repeat for each word. He cast it at the fat cat fish.
Fred got that fat cat fish.

115
Then Edith and Fred get in a fog.
There is a lot of mist.
Fred can not see land.
Edith is not glad.
This is not the end
✓ Correction Procedure
Say to the student, Wait. That word is
(correct word).
What is that word? Ready. Signal.
Good. Now read that sentence again.
Count each error. If the student
makes 7 errors, reread the story from
the beginning.
*TASK 9: ALPHABET
LETTERS FLUENCY CHECK
• Say to the student, Turn to page 8 in
your Reader. Make sure the student
has the correct page.
• 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 these 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
116
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 Alphabet Letters
Fluency Check on page 122 of the
Student Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
• If the student is able to say 80+ letters
in one minute, s/he is fluent and does
not need to repeat this Fluency Check
again.
TASK 10: SOUND
FLUENCY CHECK 2
• The student has said 50+ sounds per
minute in Sound Fluency Check 1 on
page 2. Say, Turn to page 9 in your
Reader.
• This is a list of 40 sounds from Lessons
1 to 10. You are going to say these
sounds as quickly as you can,
remembering of course to hold the
sounds with a dot under them for one
second.
• Which way would you like to do this
list? Student chooses down or across.
• Put your finger on the first sound.
• Ready. Please begin. Time student for
30 seconds.
• Say, Thank you.
• Determine the number of sounds said
correctly and put a star beside that
sound.
• Record sounds said correctly per
minute in the Sounds Said Correctly
column for Day 1 of Sound Fluency
Check 2 on page 122 of the Student
Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
TASK 11: WORD
FLUENCY CHECK 2
• The student has read 60+ words per
minute in Word Fluency Check 1 on
page 3. Say, Turn to page 10 of your
Reader. This is a list of 100 words from
Lessons 1 to 10.
• You are going to read these words as
quickly as you can. Which way would
you like to read this list? Student
chooses down or across.
• Put your finger on the first word.
• Ready. Please begin. Time student for
30 seconds.
• Say, Thank you.
• Determine the number of words read
correctly and put a star beside that
word.
• Record words read correctly per minute
in the Words Read Correctly column for
Day 1 of Word Fluency Check 2 on
page 123 of the Student Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
*TASK 12: STORY
READING FLUENCY CHECK 1
• Work with one student at a time. Say,
Now we are going to do another kind of
Fluency Check. This time you are going
to read a story. Turn to page 11 in your
Reader.
• After five days of practice you must be
able to read at least 200 words correctly
in a one-minute time period. If you are
unable to do this, you will continue to
practice each day until you can.
• When I say please begin, you are going
to start reading the story as quickly as
you can. You will have one minute.
When the time is up, I will say thank
you. Try not to make mistakes. If you do
not know a word, skip it and continue
reading.
• Get set to read the title and then the
story.
• Ready. Please begin. Time student for
1 minute.
• At the end of 1 minute say, Thank you.
• Make a pencil mark in the list where the
student ended.. Determine the number
of errors and/or skipped words. Subtract
the number of errors from the total
words read. Put a star to mark the total
number of words the student read
correctly on this attempt.
• Record words read correctly in the
Words Read Correctly column for Day 1
of Story Reading Fluency Check 1 on
page 124 of the Student Workbook.
• Record errors and/or skipped words in
the Learning Opportunities column.
• As with the Sound and Word Fluency
Checks, allow the student the
opportunity to do the task again to try to
improve his/her score if s/he so
chooses.
TASK 13:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook Exercises.
117
• Open your Workbook to Lesson 10 on
page 32.
Exercise 1: Matching Alphabet Letters
• Look at Exercise 1. In this exercise
there is a list of upper case alphabet
letters (point to the list of letters on the
left) and a list of lower case alphabet
letters (point to the list of letters on the
right).. You must draw a line to join each
upper case letter to its lower case
partner.
• First say the alphabet for me.
• Ready. Signal. Student recites the
alphabet.
• Now look at the first letter in the list.
What is that letter?
• Ready. Signal. The student responds,
F.
• That’s correct. Now find the lower case
f in this list (point to the list on the right).
• When the student has found the correct
letter, say, Draw a line to join the two
f’s. Check.
• Repeat for each letter in the list.
Exercise 2: Vowel Power!
• Exercise 2 is a Vowel Power! exercise.
• Tell me the five vowel letters.
• Ready. Signal. Student answers, a, e, i,
o and u.
• Good! Now print those letters in the
spaces. Check.
Exercise 3: Vowel Power!
• Exercise 3 is another Vowel Power!
exercise. You must fill in the blanks with
one of the vowels to make a word that
you know.
• Touch the first word. What vowel goes
in that blank?
• Ready. Signal. Student responds, o.
• Yes, o. Print o in the blank.
118
• Now read that word.
• Ready. Signal. Student reads, dot.
• Repeat for each word.
Exercise 4: Printing Sounds
• Find Exercise 4. You are going to
practice printing the letters for sounds
that you know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, wooo.
• Have the student use the balls and
arrows to trace all six of the sound
wooo.
• Repeat for lll, uuu and yééé.
Exercise 5: Printing Words
• Now let’s do Exercise 5. You are going
to practice printing a word that has
sounds that you know. Tell me that
word.
• Ready. Signal. Student says, study.
• Good reading! Now print the word
study. Do the sounds sss, t and d on
your own. Follow the balls and arrows
for the sounds uuu and yééé . Check.
*Exercise 6: Filling in the Blanks
• Exercise 6 is an exercise using your
Reader. Turn to Lesson 10 on page 7 of
your Reader.
• Now let’s look at Exercise 6. There are
sentences with blanks. The sentences
are in the story The red raft .
• Read the first sentence.
• Ready. Signal. Student reads sentence.
• Yes, blank and blank got on a red raft.
• The first word has four letters. Look in
your Reader and find what word this is.
• Yes, Fred . Now print the word Fred in
the blanks.
• The next word has five letters. Look in
your Reader and find what word this is.
• Yes, Edith . Print the word Edith in the LESSON 11
blanks.
• Now read the sentence. TASK 1: TEACHING THE
• Ready. Signal. SOUND k as in king
• Repeat for each sentence.
• This is a short sound.
TASK 14: • Listen. Tap the arrow under the k and
AWARDING POINTS lift your finger immediately as you say k.
• Repeat.
• Tell the student that s/he has completed
Lesson 10 and has earned points for • Do that with me.
working hard, paying attention, following • Ready. Signal.
instructions, completing the Workbook • Repeat.
Exercises, doing well on the Alphabet,
Sound and Word Fluency Checks as • Now it’s your turn. Say the sound when
well as on the Story Reading Fluency I touch it.
Check. • Ready. Signal.
• Determine and circle the number of • Repeat until the student says the sound
points the student has earned in each correctly.
category.
• Record the total points for Lesson 10 on
the chart provided on page 125 of the
Workbook. k>
End of Lesson 10
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.

TASK 2: TEACHING THE

SOUND COMBINATION
ck as in kick

• Point to the sound combination ck.

• Say, When these letters are together
they also make the short sound k.
• Tap the arrow under the ck and say k.
Lift your finger immediately.
• Listen again. Tap the arrow and say k.
Lift your finger.

c>k
119
• Say the sound with me.
•

•
Ready. Tap the arrow under the ck and
say k with the student.
Repeat the task until the student does it ●
k>
i ck
● >
as instructed.

• Say, Now it is your turn to say the

sound. ●
s●
o ck
● >
• Ready. Tap the arrow under the ck and
listen to the student say k. Lift your

•
finger.
Repeat the task until the student does it
as instructed. ●
k>
i ss
● ●

c>k k ing
● > ●

✓ Correction Procedure
If the student does not say the sound th i ck
correctly or holds the sound, say, I’ll ● ● ● >
say this sound. Listen. Tap the arrow
under the sound and say k.
Say, Do that with me. Ready. Signal.
Repeat the task.
●
k i t
> ● >
Now say that sound all by yourself
when I touch it. Ready. Tap the arrow
under the sound and listen to the stu-
dent say k.
●
s l i ck
● ● ● >
TASK 3: PRACTICING THE
SOUND k AND THE SOUND
COMBINATION ck ✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons and
• Now you are going to sound out some begin the list again.
words that have the sound k. As I touch
the sounds, you say them. TASK 4: PRACTICING
VOWEL LETTER SOUNDS
• First word.
• Ready. Signal. Student sounds out word. • Say, Remember, each vowel letter has
• Repeat. two sounds. When you see a vowel
letter with a bar over it, that vowel says
• What’s that word?
its own name.
• Ready. Signal.
• Now let’s practice saying the sounds for
• Repeat for each word in the list. vowel letters.
120
• Touch the first letter and say, What’s • Repeat.
this sound?
• Ready. Signal. Student says, aaa. • Good work. What’s that word?
• Ready. Signal.
• Repeat with each letter in the list.
• Repeat for each word in the list.
a ó é u á
●

i
●

o e ú
● ● ●

i ●
w i ll
● ● ●
● ● ● ● ●

e á o ó u
● ● ● ● ● ●
d e ck
> ● >
é í a ó í
● ● ● ● ●

●
d o ck
> >
e á ú i o ●

e á é u
● ● ● ●

í ●
now
● ● ●
● ● ● ● ●

✓ Correction Procedure
If the student makes an error, use the sand >
model/lead/test correction. ● ● ● ●
Say the correct sound once or twice.
Then have the student say the sound
with you.
Finally have the student say the ●
sh o ck
● ● >
sound for you by him/herself.

r o ck ing
Return to the beginning of the row
and have the student do it again.

TASK 5: SOUNDING >

OUT WORDS
● ● ● ●

• Now you are going to sound out some

words. As I touch the sounds, you say
them. ●
k i ll
> ● ●

•
•
First word.
Ready. Signal. Student sounds out
word. ●
f r on t
● ● ● ● >
121
 w i sh ing ●
cu t
> ● >
● ● ● ● ●

✓ If any error occurs, use correction

●
th i n k
● ● ● >
procedure (my turn, do it with me,
your turn) as in previous Lessons.

TASK 6:

●
th a n k
● ● ● >
•
READING WORDS

Now you are going to read some words

without sounding them out.

●
l o s t
● ● ● >
•
•
First word.
Ready. Signal. Student reads, rod.

• Repeat for each word in list.

●
f éé t
● ● > ●
rod
fínd
●
l e f t
● ● ● >
●

Fred
●

●
wé● ● ●
thréé
fog
●
th e m
● ● ●
●

frog
l eg ●

●
hands
● ● ● >
and
●
f ond
● ● ● >
●

land
●
122
 men said
● ●

Édith is
● ●

not there
● ●

can into
● ●

fish his
● ●

✓ If necessary, use correction

procedure (my turn, do it with me, ●
come
your turn) as in previous Lessons.

TASK 7: PRACTICING
their
●
IRREGULAR WORDS

• You are going to read the irregular

one
●
words you have already learned.

• Read the first word and spell it.

has
●
• Ready. Signal.

• Repeat for each word. are

●

●
of
✓ If necessary, use correction
procedure from previous Lessons.
as
● TASK 8: TEACHING
IRREGULAR WORDS
do
● • Say, Here are some new irregular
words. First I will read the word, then
to you will read the word and spell it.
●

some
●

123
• Listen. The first word is does .
• What word?
• Ready. Signal.
• Yes, does .
• Spell does .
• Ready. Signal.
• Repeat for each word.
does
● He has a cut on his left hand.
great
● Now Fred and Edith are glad.
once
●
✓ If necessary, use correction
procedure from previous Lessons.
TASK 9:
STORY READING
• Say to the student, Now you are going
to read a story. Turn to Lesson 11 on
page 13 in your Reader. Check.
• Say, The title is written at the top of the
story. What does the title tell you?
• Ready. Signal.
• That’s right, the title tells you what the
story is about.
• Ask the student to read the title.
• Say, So what do you think this story is
about? Accept reasonable answers.
• Say, Good. Now let’s read the story.
Read as well as you can. If you make
an error, I will help you. If you make
more than 7 errors, we will go back to
the beginning and read the story again.
• Put your finger on the first word.
• Now read the sentence.
• Ready. Signal.
124
Lost in the fog
Fred and Edith got on a red raft to fish.
The red raft had a mast.
Fred got a fat cat fish with a rod and a frog.
Then the mist got thick.
Fred and Edith got lost in the fog.
Fred and Edith can not see land.
The raft is rocking.
The deck is slick and wet.
Fred lands on his hands on the deck.
Edith is wishing that some one will come.
A craft with three men finds them.
Fred thanks the three men.
This is the end
Correction Procedure
Say to the student, Wait. That word is
(correct word).
What is that word? Ready. Signal.
Good. Now read that sentence again.
Count each error. If the student makes 7
errors, reread the story from the beginning.
TASK 10: ALPHABET
LETTERS FLUENCY CHECK
REMINDER: If the student was able to say
80+ letters in one minute in Lesson 10,
s/he is fluent and does not need to repeat
this Fluency Check again.
• If not, repeat the 30-second timing of
alphabet letters on page 8 of the
Student Reader.
• Record letters said correctly per minute
in the Alphabet Letters Said Correctly
column for Day 2 of Alphabet Letters
Fluency Check on page 122 of the
Student Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
 TASK 11:
SOUND FLUENCY CHECK 2
• Time for another Sound Fluency Check.
Turn to page 9 in your Reader.
• In this list you are going (down or
across). Let’s see if you can say more
than you did the last time.
• Finger on the first sound.
• Ready. Please begin. Time student for
30 seconds.
• Thank you.
• Record sounds said correctly per
minute in the Sounds Said Correctly
column for Day 2 of Sound Fluency
Check 2 on page 122 of the Student
Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
TASK 12:
WORD FLUENCY CHECK 2
• Time for another Word Fluency Check.
Turn to page 10.
• In this list you are reading (down or
across). Let’s see if you can read more
words than you did the last time.
• Finger on the first word.
• Ready. Please begin. Time student for
30 seconds.
• Thank you.
• Record words read correctly per minute
in the Words Read Correctly column for
Day 2 of Word Fluency Check 2 on
page 123 of the Student Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
TASK 13: STORY READING
FLUENCY CHECK 1
• Say to the student, We are now going
to do our second Story Reading
Fluency Check. Turn to page 11 in your
Reader.
• Remember to read as quickly as you
can without making mistakes.
• Put your finger on the title. Get set to
read.
• Ready. Please begin. Time student for
1 minute.
• At the end of 1 minute say, Thank you.
• Make a pencil mark where the student
read to. Determine the number of errors
and/or skipped words. Subtract the
number of errors from the total words
read. Put a star to mark the total
number of words the student read
correctly on this attempt.
• Record words read correctly in the
Words Read Correctly column for Day 2
of Story Reading Fluency Check 1 on
page 124 of the Student Workbook.
• Record errors and/or skipped words in
the Learning Opportunities column.
• As with the Sound/Word Fluency
Checks, allow the student the
opportunity to do the task again to try to
improve his/her score if s/he so
chooses.
TASK 14:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 11 on
page 36. Check.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
125
 practice printing the letters for sounds
that you know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, yééé.
• Have the student use the balls and
arrows to trace all six of the sound
yééé.
• Repeat for uuu and the word well.
Exercise 2: Circling Initial Sounds
• Find Exercise 2. Touch the first picture.
What is that a picture of?
• Ready. Signal. Student says, a fish.
• Yes, a fish. What sound does the word
fish begin with?
• Ready. Signal. Student says, fff.
• Yes, fff . Circle the sound fff .
• Repeat for dog (d), sun (sss), nuts
(nnn), feet (fff) and cat (c).
Exercise 3: Printing Sounds
• Find Exercise 3. You are going to
practice printing the letters for the
sounds that you learned in this Lesson.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, k.
• Have the student use the balls and
arrows to trace all six of the sound k.
• Repeat for ck.
*Exercise 4: Solving Codes
• Let’s look at Exercise 4. This graphic
(point to the dots and dashes) means
that you are going to use a code to fill in
the letters of some words that you
know.
• All triangles are the sound k. All
squares are the sound combination ck .
• The words you need to fill in the blanks
are in the long sock.
• Look at the first word. It has five letters.
The third letter is an a and the last letter
126
is a k because all triangles are the letter
k.
• Look at the list of words in the sock.
Find a five-letter word that has an a as
its third letter and a k as its last letter.
What’s that word?
• Ready. Signal. Student answers, thank.
• That’s right! Now print the word thank
in the blanks. Check.
• Repeat for the rest of the words.
Exercise 5: Circling the Correct Word from
the Reader
• Find Exercise 5. You are going to be
doing some questions about a story in
your Reader. Turn to Lesson 11 on
page 13 in your Reader.
• In Exercise 5 there are sentences with
blanks. There are three choices to fill
each blank. You are going to find the
correct answer in your Reader and
circle that word here.
• Read the first sentence.
• Ready. Signal.
• Yes, Fred got a fat cat fish with a rod
and a blank. Read the three choices.
• Ready. Signal. Student reads, fish, kiss,
frog.
• Which answer goes in the blank?
• Ready. Signal. Student answers, frog.
• That’s correct. Circle the word frog .
Now read the sentence again.
• Ready. Signal.
• Repeat for each sentence.
TASK 15:
AWARDING POINTS
• Determine and circle the number of
points the student has earned in each
category.
• Record the total points for Lesson 11 on
page 125 of the Workbook.
End of Lesson 11
LESSON 12
TASK 1:
PRACTICING SOUNDS
• Now let’s see if you can remember all of
the sounds you have learned.
• Say the sound when I touch it. If you
make a mistake, we will practice that
sound and then do the row again.
• What’s the first sound?
• Ready. Signal.
• Repeat for each sound in the list.
g w o ck d
> ● ● > > again. Repeat task.
TASK 2: SOUNDING OUT
WORDS THAT BEGIN WITH
SHORT SOUNDS
• Now we are going to sound out some
words that begin with short sounds.
Remember, we have to put the short
sound together with the next sound
without stopping.
• First word. Listen. Put your finger on the
dot in front of dig. Slide past the arrow
under the d to the dot under the i and
say diii. Remember not to stop between
the d and the i. Hold the i for at least
one second, then slide past the g and
•
say g.
Say to the student, Listen while I do that

c e é s th •
•
Say, Do that with me.
Ready. Signal. Repeat the task with the
> ● ● ● ●
student.
• Say, Good sounding out dig . You didn’t
a k ing r u stop between the sounds.
● > ● ● ●
• Now try it all by yourself.
• Ready. Signal.
ó h i wh m • Repeat.
● > ● ● ●
• What’s that word?

t ck í y á • Ready. Signal. Student says, dig.

> > ● ● ● • Repeat task for each of the words in the

list.
n sh f l ú
● ● ● ● ●
d i g
✓ If any error occurs, use correction
procedure (my turn, do it with me,
● > ● >
your turn) as in previous Lessons
and repeat the row.
dug
● > ● >

127
 dog ●
co s t
> ● ● >
● > ● >

h i t d r ag
● > ● > ● > ● ● >

●
h
>
a t
● >
g i f t
● > ● ● >

●
h
>
o t
● > gó
● > ●

●
d
>
own
● ● ● ✓ Correction Procedure
If the student miscalls a sound or

●
h
>
ow
● ●
stops between the sounds, say, My
turn. Slide along the dots and arrows
as you sound out the word.
Then say, Do that with me. Ready.
Signal.

●
k
>
i t
● >
Say, Good work! Now it’s your turn to
sound out the word. Ready. Signal.

TASK 3: READING

●
d
>
ó n’ t
● ● > •
RHYMING WORDS

Now you are going to read some words

that rhyme with thick .
• Touch the dot in front of the word thick.

●
d
>
o ck
● >
Slide your finger along the line and say
thick.

• What’s that word?

●
d
>
e ck
● >
•

•
Ready. Signal.

All the words rhyme with thick .

• Look at the next word.

128
• What’s that word? TASK 4: PRACTICING
• Ready. Signal. IRREGULAR WORDS

• Repeat for each word in the list. • Here are some irregular words you
have already learned.
thick • Read the first word and spell it.
●
• Ready. Signal.
slick • Repeat for each word.
●
into
stick ●
●
does
tick ●
●
great
sick ●
●
is
kick ●
●
his
wick ●
●
there
nick ●
●
once
lick ●
●
of
flick ●
●
as
Rick ●
●
said
trick ●
●
to
✓ If necessary, use correction
procedure as in previous Lessons.
●

some
●
129
 do two
● ●

come new
● ●

their few
● ●

●
one ✓ If necessary, use correction
procedure from previous Lessons.

are TASK 6: ALPHABET

LETTERS FLUENCY CHECK
●

has REMINDER: If the student was able to say

80+ letters in one minute in Lesson 11 or
●
before, s/he is fluent and does not need to
✓ If necessary, use correction
procedure from previous Lessons.
repeat this Fluency Check again.

• If not, repeat the 30-second timing of

TASK 5: TEACHING alphabet letters on page 8 of the
IRREGULAR WORDS Student Reader.
• Record letters said correctly per minute
• Say, Here are some new irregular in the Alphabet Letters Said Correctly
words. First I will read the word, then column for Day 3 of Alphabet Letters
you will read the word and spell it. Fluency Check on page 122 of the
Student Workbook.
• Listen. The first word is was . • Record number of errors and/or skipped
• What word? sounds per minute in the Learning
• Ready. Signal. Opportunities column.
• Yes, was .
TASK 7: SOUND
• Spell was . FLUENCY CHECK 2
• Ready. Signal.
• Repeat for each word. • Time for another Sound Fluency Check.
Turn to page 9 in your Reader.
was • In this list you are going (down or
across). Let’s see if you can say more
●
than you did the last time.
were • Finger on the first sound.
●
• Ready. Please begin. Time student for
30 seconds.
good • Thank you.
●
130
• Record sounds said correctly per
minute in the Sounds Said Correctly
column for Day 3 of Sound Fluency
Check 2 on page 122 of the Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
TASK 8: WORD FLUENCY
CHECK 2
• Time for another Word Fluency Check.
Turn to page 10.
• In this list you are reading (down or
across). Let’s see if you can read more
than you did the last time.
• Finger on the first word.
• Ready. Please begin. Time student for
30 seconds.
• Thank you.
• Record words read correctly per minute
in the Words Read Correctly column for
Day 3 of Word Fluency Check 2 on
page 123 of the Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
TASK 9: STORY READING
FLUENCY CHECK 1
• Time for another Story Reading Fluency
Check. Turn to page 11 in your Reader.
• Put your finger on the title. Get set to
read.
• Ready. Please begin. Time student for
1 minute.
• At the end of 1 minute say, Thank you.
• Determine and mark the words read
correctly with a star.
• Record the number of words read
correctly in the Words Read Correctly
column for Day 3 of Story Reading
Fluency Check 1 on page 124 of the
Workbook.
• Record errors and/or skipped words in
the Learning Opportunities column.
TASK 10:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 12 on
page 41. Check.
Exercise 1: Crossing out Vowels
• In Exercise 1 there are 16 irregular
words. Read the first word.
• Ready. Signal. Student reads, does.
• You are going to cross out the vowels in
each word. The first vowel in the word
does is done for you.
• What’s the next vowel?
• Ready. Signal. Student says, e.
• Good! Cross out e.
• Repeat for each of the 16 words in the
list.
Exercise 2: Circling the Correct Word
• Find Exercise 2. In this exercise there
are pictures with three words beside
them. You are going to circle the word
that matches the picture.
• Put your finger on number 1. What is
that a picture of?
• Ready. Signal. Student says, a raft.
• Good. Read the words beside the raft.
• Ready. Signal. Student reads, red, rat,
raft.
• Which word matches the picture?
• Ready. Signal. Student answers, raft.
• That’s correct. Circle the word raft .
• Repeat for each picture.
131
Exercise 3: Printing Words
• Now let’s do Exercise 3. You are going
to practice printing a word that has
sounds that you know.
• Touch the word. Tell me that word.
• Ready. Signal. Student says, lucky.
• Good reading! Print the sounds in the
word lucky .
*Exercise 4: Putting Letters in Alphabetical
Order
• Find Exercise 4. Say these letters as I
touch them.
• Ready. Signal. Student says alphabet
from a to p.
• Now tell me the names of these letters
(point to letters e to k).
• In this exercise you are going to print
these letters in the order that they come
in the alphabet. What letter in these
letters - e, h, m, a, n, g, c and k - comes
first in the alphabet?
• Ready. Signal. Student answers, a.
• That’s right! Print a on the first line.
Check.
• Repeat for each of the eight letters.
When the student has finished doing all
eight of them, say, Good work! You just
put those eight letters in alphabetical
order.
Exercise 5: Answering a Riddle
• Exercise 5 is a riddle. This riddle asks,
What item in the kitchen can’t swim?
• Any guesses?
• The sink! Great work!
Exercise 6: Unscrambling Words
• Exercise 6 is an unscrambling exercise.
You have to unscramble words that
have a w in them. You will print the
words in the boxes. There is a word list
inside the butterfly wings to help you.
132
• Touch the first word you need to
unscramble. What letter does this word
begin with?
• Ready. Signal. Student says, w.
• Yes, w. What letters are beside the
boxes?
• Ready. Signal. Student says, a and s.
• Good. Look in the list and find a three-
letter word with the letters a-s-w. What
word did you find?
• Ready. Signal. Student says, was.
• Right. Print was in the boxes for the
first word.
• Repeat for each word.
Exercise 7: Rhyme Time!
• Find Exercise 7. It’s Rhyme Time!
There are some sounds written inside
the cannon smoke.
• The words with a blank in front of them
all rhyme with rick . You must add one
of the sounds in the cannon smoke to
the beginning of the word to make a
rhyming word.
• The first word has five letters and ends
in ick . What sounds could you put in the
blanks?
• Ready. Signal. Student answers, ththth.
(or ffflll, trrr, ssslll, ssst)
• That’s good. Print that sound on the
lines in front of ick .
• Now read that word.
• Ready. Signal. Student reads, thick (or
flick, trick, slick, stick).
• Repeat for each word.
TASK 11:
AWARDING POINTS
• Determine and circle the number of
points the student has earned in each
category.
• Record the total points for Lesson 12 on
page 125 of the Workbook.
End of Lesson 12
LESSON 13
TASK 1:
SOUNDING OUT WORDS ●
f r on t
● ● ● ● >

• Now you are going to sound out some

words. As I touch the sounds, you say
them.
l ong
● ● ● ● >
• First word.
• Ready. Signal. Student sounds out
word.
●
we s t
● ● ● >
• Good work. What’s that word?
•

•
Ready. Signal.

Repeat for each word in the list.

●
l i tt l e
● ● > ●

●
l a s t
● ● ● > m i dd l e
>
● ● ● ●

●
c r a sh
> ● ● ●
s t i ll
>
● ● ● ●

●
mó s t
● ● ● > w i nd >
● ● ● ●

●
s l i ck
● ● ● > w ó n’ t >
● ● ● ●

●
s t i ck
● > ● > l i f t >
● ● ● ●

●
now
● ● ●
a c r o ss
>
● ● ● ● ●

133
●
th i n k
● ● ● >
•
•
Now tell me the word.
Ready. Signal.

• Repeat for each of the words in the list.

●
f éé t
● ● >
th ank wh am met
add odd ring
●
s o ck
● ● > sh éé t néé d cot

●
k i d
> ● >
cut th an dock
so ft leg cash
✓ If any error occurs, use correction
procedure (my turn, do it with me,
wh en ten
your turn) as in previous Lessons.

TASK 2:
READING WORDS
• Turn to TASK 1 in this Lesson.
• Now you are going to practice reading
the words you sounded out.
• First word.
• Ready. Signal. Student reads, last.
• Repeat for each word in list.
✓ Use correction procedure (my turn, do
it with me, your turn) as in previous
Lessons if student makes an error.
TASK 4:
READING WORDS
• Go back to TASK 3. Say, Now we are
going to read these words.
• First word.

✓
• Ready. Signal.
If necessary, use correction
procedure (my turn, do it with me, • Repeat for each word in the list.
your turn) as in previous Lessons.

TASK 3: SAYING THE

✓ If the student makes an error reading
a word, use the correction procedure
UNDERLINED SOUNDS AND as in previous Lessons.
READING THE WORDS
TASK 5: READING
RHYMING WORDS
• Touch the underlined sound in the first
word. • Now you are going to read some words
• Say, Tell me the underlined sound. that rhyme with find .
• Ready. Signal.

134
 Touch the dot in front of the word find.
•
Slide your finger along the line and say
was
●
find.

• What’s that word? great

• Ready. Signal. ●

• All the words rhyme with find . some

●
• Look at the next word.
• What’s that word? does
• Ready. Signal. ●

• Repeat for each word in the list. two

●
fínd
● good
●
hínd
● one
●
kínd
● do
●
mínd
● were
●
rínd
● few
●
wínd
● of
✓ If necessary, use correction
procedure as in previous Lessons.
●

come
●
TASK 6: PRACTICING
IRREGULAR WORDS once
●
• You are going to read some irregular
words you have already learned.
new
●
• Read the first word and spell it.
•

•
Ready. Signal.

Repeat for each word.

✓ If necessary, use correction
procedure from previous Lessons.

135
 TASK 7: TEACHING
IRREGULAR WORDS
• Say, Here are some new irregular
words. First I will read the word, then
you will read the word and spell it.
• Listen. The first word is who .
• What word?
• Ready. Signal.
• Yes, who .
• Spell who .
• Ready. Signal.
• Repeat for each word.
who
● 30 seconds.
what
● •
where
● Check 2 on page 122 of the Student
✓
If necessary, use correction
procedure from previous Lessons.
TASK 8: ALPHABET
LETTERS FLUENCY CHECK
REMINDER: If the student was able to say
80+ letters in one minute in Lesson 12 or
before, s/he is fluent and does not need to
repeat this Fluency Check again.
• If not, repeat the 30-second timing of
alphabet letters on page 8 of the
Student Reader.
• Record letters said correctly per minute
in the Alphabet Letters Said Correctly
column for Day 4 of Alphabet Letters
Fluency Check on page 122 of the
Student Workbook.
• Record number of errors and/or skipped
136
sounds per minute in the Learning
Opportunities column.
TASK 9: SOUND FLUENCY
CHECK 2
NOTE: If the student has said 50+ sounds
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Sound Fluency Check 2 if s/he so chooses.
• If not, say, Time for a Sound Fluency
Check. Turn to page 9 in your Reader.
• In this list you are going (down or
across).
• Finger on the first sound.
• Ready. Please begin. Time student for
• Thank you.
Record sounds said correctly per
minute in the Sounds Said Correctly
column for Day 4 of Sound Fluency
Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
TASK 10: WORD FLUENCY
CHECK 2
NOTE: If the student has read 60+ words
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Word Fluency Check 2 if s/he so chooses.
• If not, say, Time for a Word Fluency
Check. Turn to page 10.
• In this list you are reading (down or
across).
• Finger on the first word.
• Ready. Please begin. Time student for
30 seconds.
• Thank you.
• Record words read correctly per minute
in the Words Read Correctly column for
Day 4 of Word Fluency Check 2 on
page 123 of the Student Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
TASK 11: STORY READING
FLUENCY CHECK 1
NOTE: If the student has read 200+ words
per minute in the story three consecutive
times, s/he has reached fluency and does
not need to try again on this Lesson unless
s/he chooses to do so. The student may
wish to do a fluency timing on a story in
previous Lessons.
• If the student has not yet reached
fluency, say, Time for another Story
Reading Fluency Check. Turn to page
11 in your Reader. Let’s see if you can
read more words than you did the last
time.
• Put your finger on the title and get set to
read the story.
• Ready. Please begin. Time student for
one minute.
• Say, Thank you.
• Determine and mark the words read
correctly with a star.
• Record the number of words read
correctly in the Words Read Correctly
column for Day 4 of Story Reading
Fluency Check 1 on page 124 of the
Student Workbook.
• Record errors and/or skipped words in
the Learning Opportunities column.
TASK 12:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 13 on
page 45. Help student.
Exercise 1: Rhyme Time!
• Find Exercise 1. There are some
sounds written inside the box. Read
those sounds.
• Ready. Signal. Student reads, fff, k,
wooo, h, rrr, mmm as you touch each of
them.
• The words all rhyme with find. The
picture of the eye (point to the eye) is
there instead of the vowel i. You must
add one of the sounds from the box to
the beginning of each word to make a
rhyming word.
• The rhyming word is done for you.
What’s that word?
• Ready. Signal. Student says, find.
• Yes, find . What’s the second sound in
the box?
• Ready. Signal. Student says, k.
• That’s right. Print a k in the blank in
front of the eye. What’s that word going
to be?
• Ready. Signal. Student says, kind.
• That’s good, kind. Now print kind on the
line. Check.
• Repeat for each sound.
Exercise 2: Reading Numbers
• Find Exercise 2. The numbers 1 to 15
are written here. I’m going to touch
each number. You say the numbers
with me.
• Ready. Instructor touches each number
and says the numbers with the student.
• Good. Now it’s your turn to say those
numbers by yourself. Touch each
137
 number and say it.
• Ready. Signal.
• Repeat task.
Exercise 3: Crossing out Vowels
• Let’s go on to Exercise 3. You are going
to read these words and cross out all
the vowels.
• Touch the first word. Read that word.
• Ready. Signal. Student reads, grin.
• Good! Cross out the vowel in the word
grin. Check.
• Repeat for each word in the list.
Exercise 4: Printing Words
• Now let’s do Exercise 4. You are going
to practice printing a word that has
sounds that you know. Tell me that
word.
• Ready. Signal. Student says, licking.
• Good reading! Now print that word on
the lines. Check.
Exercise 5: Solving Codes
• Let’s look at Exercise 5. Remember,
this graphic (point to dots and dashes)
means that you are going to solve a
code. This time the code will answer a
question.
• In each box, there are words which
have the same sound missing. The
diamonds (point to them) are one
sound, the squares are another sound,
the circles are a third sound and the
triangles are a fourth sound. You must
figure out which sound goes in each set
of words.
• Let’s figure out the sound that goes in
the first set of words. Read each word.
Student reads words in the first box.
• What sound is missing that will
complete each word?
• Ready. Signal. Student says, t.
• That’s right, t. Print t in the diamond.
138
Check.
• Repeat for square = f, circle = é,
triangle = a.
• Good! You have figured out what each
shape’s sound is. Now let’s solve the
code to answer the question, What
does this elephant (point to graphic of
elephant) have?
• What sound goes in the square?
• Ready. Signal. Student answers, fff.
• That’s right. Print fff in the space above
the square.
• Repeat for the rest of the shapes.
• Now read what you have written to find
out what this elephant has.
• That’s right. Fat feet!
Exercise 6: Matching Rhyming Words
• Find Exercise 6 on your worksheet.
• You are going to draw a line to match
rhyming words.
• Touch the first word. What’s that word?
• Ready. Signal. Student responds, kiss.
• Now touch the second group of words.
Check to see if the student has touched
the second group.
• Read the first word.
• Ready. Signal. Student reads, stick.
• Does stick rhyme with kiss ?
• Repeat until student finds the correct
rhyming word, miss.
• Good. Now draw a line to join the words
kiss and miss.
• Repeat for the rest of the words in the
list.
TASK 13:
AWARDING POINTS
• Determine and circle the number of
points the student has earned in each
category.
• Record the total points for Lesson 13 on
page 125 of the Workbook.
End of Lesson 13
LESSON 14
TASK 1: TEACHING THE
SOUND b as in bat
b i g
● > ● >
•
•

•
This is a short sound.
Listen. Tap the arrow under the b and
lift your finger immediately as you say b.
Repeat. ●
be s t
> ● ● >

•
•
•
Do that with me.
Ready. Signal.
Repeat. ●
b a ck
> ● >
•

•
•
Now it’s your turn. Say the sound when
I touch it.
Ready. Signal.
Repeat until the student says the sound ●
mo b
● ● >
correctly.

✓ If the student makes an error or stops

b> between the sounds, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons and

✓ If any error occurs, use correction

procedure (my turn, do it with me,
begin the list again.

TASK 3:
your turn) as in previous Lessons. PRACTICING SOUNDS

TASK 2: PRACTICING THE
SOUND b
• Now you are going to sound out some
words that have the short sound b.
Remember to put the sounds together
without stopping.
• Sound out the first word.
• Ready. Signal. Student sounds out,
biiig.
• Now let’s see if you can remember all of
the sounds you have learned.
• Say the sound when I touch it. If you
make a mistake, we will practice that
sound and then do the row again.
• What’s the first sound?
• Ready. Signal.
• Repeat for each sound in the list.

• What’s that word? é t u b o

• Ready. Signal. Student says, big. ● > ● > ●

• Repeat for each of the words in the list.

l i ó r m
● ● ● ● ●

139
 ing th a d s l e t
● ● ● > ●
● ● ● >
b h f wh ck
> > ● ● >
●
s ó
● ●
n sh y b g
● ●

e k w á c
● > >
s i n k ing
● ● ● ● > ●
● > ● ● >

✓ If any error occurs, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons ●
f éé d
● ● >
and repeat the row.

TASK 4: SOUNDING
OUT WORDS ●
f ond
● ● ● >
• Now you are going to sound out some
words. As I touch the sounds, you say
them.
●
a s k
● ● >
• First word.
• Ready. Signal. Student sounds out
word.
●
ne t
● ● >
• Good work. What’s that word?
•

•
Ready. Signal.

Repeat for each word in the list.

an y
● ● ● ●

l ong ówn
● ● ● ● > ● ● ● ●

a l ong ●
f o ll ó w
● ● ● ● ●
● ● ● ● ● >

140
 • Look at the next word.

a n y th ing • What’s that word?

• Ready. Signal.
● ● ● ● ● ●
• Repeat for each word in the list.

●
sh ó w
● ● ●
●
bill
still

●
an i mal
● ● ● ● ● ●
●

fill
✓ If any error occurs, use correction
procedure (my turn, do it with me,
●

will
your turn) as in previous Lessons. ●

TASK 5:
READING WORDS
ill
●
•
•
Turn to TASK 4 in this Lesson.
Now you are going to practice reading
mill
●
the words you sounded out.

• First word. hill

• Ready. Signal. Student reads word. ●

• Repeat for each word in list. dill

✓
●
If necessary, use correction
procedure (my turn, do it with me, gill
your turn) as in previous Lessons. ●

TASK 6: READING kill

RHYMING WORDS ●

• Now you are going to read some words sill

that rhyme with bill . ●
• Touch the dot in front of the word bill.
Slide your finger along the line and say
bill.
till
●

•
•
What’s that word?
Ready. Signal. ✓ If necessary, use correction
procedure as in previous Lessons.
• All the words rhyme with bill .
141
 TASK 7: SOUNDING OUT
WORDS THAT BEGIN
WITH SHORT SOUNDS b é g i n
● > ● > ● ●
• Now you are going to sound out some
words that begin with short sounds.
Remember to put the sounds together
without stopping.
b é gan
● > ● > ● ●
• Sound out the first word.

down
• Ready. Signal. Student sounds out,
bééénnn.

• What’s that word? ● > ● ● ●

• Ready. Signal. Student says, been.

• Repeat for each of the words in the list. bog

● > >
b éé n
●

● > ●
bod y
●

●
t r éé
> ●
✓ ●
● > ● > ●

If the student makes an error or stops

between the sounds, use correction

●
bad
> ● >
procedure (my turn, do it with me,
your turn) as in previous Lessons and
begin the list again.

TASK 8:

●
b é t w éé n
> ● > ● ● ● •
READING WORDS

Turn to TASK 7 in this Lesson.

• Now you are going to read the words

●
ban k
> ● ● > •
you just sounded out.

First word.
• Ready. Signal. Student reads word.

c l i ff s • Repeat for each word in list.

● > ● ● ● ●
✓ If necessary, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.

142
 TASK 9: PRACTICING TASK 10: TEACHING
IRREGULAR WORDS IRREGULAR WORDS

• You are going to read some irregular • Say, Here are some new irregular
words you have already learned. words. First I will read the word, then
you will read the word and spell it.
• Read the first word and spell it.
• Ready. Signal. • Listen. The first word is book .
• What word?
• Repeat for each word. • Ready. Signal.
• Yes, book .
was
● • Spell book .
• Ready. Signal.
were • Repeat for school.
●

new book
● ●

few school
● ●

●
two ✓ If necessary, use correction
procedure from previous Lessons.

good TASK 11:

READING SENTENCES
●
• Now you are going to read some
great sentences made up of words that you
● know.
• Turn to Lesson 14 on page 15 in your
once Reader. Check to make sure the
● student has the correct page.

of • Put your finger on the first sentence.

● • Read that sentence.
• Ready. Signal. Student reads, When will
do we be back?
● • Say, Good reading!

does • Put your finger on number 2. Read that

● sentence.

✓
• Ready. Signal.
If necessary, use correction
procedure from previous Lessons.
143
• Repeat for each sentence in the
exercise.
1. When will we be back?
2. He thinks that we will be back at three.
3. We will see a big land with lots of thick trees
and big cliffs.
4. Let him begin back down the left bank.
5. Then he can see the little green bog.
✓ Correction Procedure
If the student reads a word
incorrectly, say, Sound out that word
for me. Ready. Signal.
Say, That’s right. Now read the
sentence over again. Ready. Signal.
If the student skips a word or adds a
word, say, Wait. You missed (or
added) a word. Look at each word
and say it.
Start that sentence over from the
beginning, please. Ready. Signal.
If the student makes more than 6
errors on this TASK, review the entire
Lesson and do the TASK again.
TASK 12: ALPHABET
LETTERS FLUENCY CHECK
REMINDER: If the student was able to say
80+ letters in one minute in one previous
Lesson, s/he is fluent and does not need to
repeat this Fluency Check again.
• If not, repeat the 30-second timing of
alphabet letters on page 8 of the
Student Reader.
• Record letters said correctly per minute
in the Alphabet Letters Said Correctly
column for Day 5 of Alphabet Letters
Fluency Check on page 122 of the
Student Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
144
TASK 13: SOUND FLUENCY
CHECK 2
REMINDER: If the student has said 50+
sounds correctly in 1 minute for any three
days of the last four, s/he may discontinue
timings on Sound Fluency Check 2 if s/he
so chooses.
•
•
If not, say, Time for a Sound Fluency
Check. Turn to page 9 in your Reader.
In this list you are going (down or
across).
• Finger on the first sound.
• Ready. Please begin. Time student for
30 seconds.
• Thank you.
• Record sounds said correctly per
minute in the Sounds Said Correctly
column for Day 5 of Sound Fluency
Check 2 on page 122 of the Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
REMINDER: If the student has been
unable to say at least 50 sounds correctly
per minute at least one time in Sound
Fluency Check 2, finish and correct the
Workbook Exercises for Lesson 14 but do
not proceed to teach new material. Instead,
reteach Lessons 10 through 14. Include
daily practice and timings on Sound
Fluency Check 2 on page 9. Circle and
practice any sounds the student is having
difficulty with. Record scores in the
Additional Practice columns for Sound
Fluency Check 2 on page 122 of the
Student Workbook. Students should
continue to be awarded points for working
hard, paying attention, following
instructions and doing well on fluency
checks. When the student is able to say
50+ sounds from the list in 1 minute, begin
Lesson 15.
 TASK 14: WORD FLUENCY
CHECK 2
REMINDER: If the student has read 60+
words correctly in 1 minute for any three
days of the last four, s/he may discontinue
timings on Word Fluency Check 2 if s/he
so chooses.
• If not, say, Time for a Word Fluency
Check. Turn to page 10.
• In this list you are reading (down or
across).
• Finger on the first word.
• Ready. Please begin. Time student for
30 seconds.
• Thank you.
• Record words read correctly per minute
in the Words Read Correctly column for
Day 5 of Word Fluency Check 2 on
page 123 of the Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
REMINDER: If the student has been
unable to read at least 60 words correctly
in 1 minute at least one time in Word
Fluency Check 2, finish the Workbook
Exercises for Lesson 14 but do not
proceed with new material. Instead, redo
Lessons 10 through 14. Include daily
practice and timings on Word Fluency
Check 2 on page 10. Circle and practice
any words the student is having difficulty
with. Record scores in the Additional
Practice columns for Word Fluency Check
2 on page 123 of the Student Workbook.
Students should continue to be awarded
points for working hard, paying attention,
following instructions and doing well on
fluency checks. When the student is able
to read 60+ words from the list in 1 minute,
continue with Lesson 15.
TASK 15: STORY READING
FLUENCY CHECK 1
REMINDER: If the student has read 200+
words per minute in the story for three of
the last four attempts, s/he has reached
fluency and does not need to try again on
this Lesson unless s/he chooses to do so.
The student may wish to do a fluency
timing on a story in previous Lessons.
• If the student has not yet reached
fluency, say, Time for another Story
Reading Fluency Check. Turn to page
11 in your Reader. Let’s see if you can
read more words than you did the last
time.
• Put your finger on the title and get set to
read the story.
• Ready. Please begin. Time student for
one minute.
• Say, Thank you.
• Determine and mark the words read
correctly with a star.
• Record the number of words read
correctly in the Words Read Correctly
column for Day 5 of Story Reading
Fluency Check 1 on page 124 of the
Workbook.
• Record errors and/or skipped words in
the Learning Opportunities column.
NOTE: If the student has not yet reached
fluency at 200+ words a minute in the
same story on at least one timing, finish
and correct the Workbook Exercises for
Lesson 14, but do not proceed with new
material. Instead, have the student practice
reading the first half of the story until s/he
can read it with fewer than 3 L.O.s in 30
seconds. Then practice the next half in the
same manner. Combine the two sections
and practice until the student can read
them fluently in a minute. Record scores in
145
the Additional Practice columns for Story
Reading Fluency Check 1. Award points
for working hard, paying attention, following
instructions and doing well in fluency
checks. When the student has reached
fluency, begin Lesson 15.
TASK 16:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 14 on
page 49. Check.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the sound b.
• Put your pencil on the big ball. Follow
the arrow and trace the line.
• Now put your pencil on the small ball.
Follow the arrow.
• You just printed the sound b. What
sound?
• Ready. Signal. Student says, b.
• Have the student use the balls and
arrows to trace all six of the sound b.
Exercise 2: Crossing Out Short Sounds
• Now let’s do Exercise 2. Some of the
words that are printed here have short
sounds. You must look at each word
and cross out every short sound.
• Find the first word. What is that word?
• Ready. Signal. Student says, long.
• Say the first sound in long .
• Ready. Signal. Student says, lll. That’s
correct. Is lll a short sound?
• Ready . Signal. Student says, no.
• So do we cross it out?
• Ready. Signal. Student says, no.
• Repeat for each sound in each word.
146
Exercise 3: Circling the Correct Word from
the Reader
• Find Exercise 3. Turn to Lesson 14 on
page 15 in your Reader.
• In Exercise 3 there are sentences with
blanks. Under each blank are three
choices. You are going to find the
correct answer in your Reader and
circle that word here.
• Read the first sentence.
• Ready. Signal.
• Yes, blank will we be back? There are
three words under the blank. Read the
three choices.
• Ready. Signal. Student reads, With,
What, When.
• Which word goes in the blank?
• Ready. Signal. Student answers, When.
• That’s correct. Circle the word When .
Now read the sentence again.
• Ready. Signal.
• Repeat for each sentence.
Exercise 4: Reading Numbers
• Find Exercise 4. The numbers 1 to 15
are written here. I’m going to touch
each number. You say the numbers
with me.
• Ready. Instructor touches each number
and says the numbers with the student.
• Good. Now it’s your turn to say those
numbers by yourself. Touch each
number and say it.
• Ready. Signal.
• Repeat task.
Exercise 5: Rhyme Time!
• Find Exercise 5. There are some
sounds written inside the circle. Read
these sounds as I touch them.
• Ready. Signal.
• The words with a blank in front of them
all rhyme with bill . You must add one of
 the sounds in the circle to the beginning LESSON 15
of the word to make a rhyming word.
• What is the first word? TASK 1: TEACHING THE
• Ready. Signal. Student says, bill. SOUND x as in ox
• Yes, bill . Print the sound b in the first
blank. Check. • Today we’re going to learn a new
• What’s that word? sound.
• Ready. Signal. Student says, bill. • Listen. Touch the dot under the x and
• That’s good, bill . say ksss for one second. Lift your
• Have student say each sound in the finger.
circle, print the sound in the blank and • Repeat.
say the word.
• Say the sound with me.
Exercise 6: Answering a Riddle • Ready. Signal.
• Repeat.
• Put your finger on Exercise 6. It’s a
riddle. Read the riddle. • Your turn.
• Ready. Signal. Student reads, What is • Ready. Signal.
green and in a mist? • Repeat the task until the student does it
• To answer this riddle you are going to as instructed.
cross out all the b sounds. The letters
that are left will be the answer.
•

•
Take your pencil and cross out all the
b’s.
Now print the letters that remain in the
x●

•
•
spaces below.
What is green and in a mist?
That’s right, a fog frog!
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.
TASK 17:
AWARDING POINTS
TASK 2: PRACTICING
• Determine and circle the number of THE SOUND x
points the student has earned in each
category.
• Record the total points for Lesson 14 on • Now you are going to sound out some
page 125 of the Workbook. words that have the sound ksss. As I
touch the sounds, you say them.
End of Lesson 14

147
• First word. • Repeat the task until the student does it
• Ready. Signal. Student sounds out as instructed.
word. Repeat.

•
•
Good work. What’s that word?
Ready. Signal.
v●
• Repeat for each word in the list.
✓ If any error occurs, use correction
procedure (my turn, do it with me,

●
b
>
o●
x●
your turn) as in previous Lessons.

TASK 4: PRACTICING
THE SOUND v

●
f
●
i●
x●
• Now you are going to sound out some
words that have the sound you just
learned. As I touch the sounds, you say
them.

●
n
●
e●
x t
● >
•
•
First word.
Ready. Signal. Student sounds out
word. Repeat.

●
t
>
a●
x●
•
•
Great. What’s that word?
Ready. Signal.

• Repeat for each word in the list.

✓ If any error occurs, use correction

procedure (my turn, do it with me, v an
your turn) as in previous Lessons and ● ● ● ●
begin the list again.

TASK 3: TEACHING THE

SOUND v as in van
●
v es t
● ● ● >
• Here’s another new sound.
•

•
Listen. Touch the dot under the v and
say vvv for one second. Lift your finger.
Repeat. ●
s ev en
● ● ● ● ●

✓
• Say the sound with me.
• Ready. Signal. If any error occurs, use correction
• Repeat. procedure (my turn, do it with me,
your turn) as in previous Lessons
• Your turn. and begin the list again.
• Ready. Signal.
148
 TASK 5: READING
RHYMING WORDS
mów
●
• Now you are going to read some words
that rhyme with show . thrów
• Touch the dot in front of the word show. ●
Slide your finger along the line and say
show. ✓ Use correction procedure as in
previous Lessons if necessary.
• What’s that word?
• Ready. Signal. TASK 6: PRACTICING
IRREGULAR WORDS
• All the words rhyme with show .
• You are now going to read some
• Look at the next word. irregular words you have already
• What’s that word? learned.
• Ready. Signal.
• Read the first word and spell it.
• Repeat for each word in the list. • Ready. Signal.

shów • Repeat for each word.

●
two
slów ●
●
who
snów ●
●
where
lów ●
●
what
grów ●
●
once
bélów ●
●
great
rów ●
●

sów
✓ If necessary, use correction
procedure from previous Lessons.
●

tów
●
149
 TASK 7: TEACHING them.
IRREGULAR WORDS
• First word.
• Say, Here are some new irregular • Ready. Signal. Student sounds out
words. First I will read the word, then word.
you will read the word and spell it.
• Good work. What’s that word?
• Listen. The first word is have. • Ready. Signal.
• What word?
• Ready. Signal. • Repeat for each word in the list.
• Yes, have .

•
•
Spell have .
Ready. Signal.
●
l i
● ●
tt l e
> ●
• Repeat for each word.

●
have
●
t r
> ●
a ck
● >

●
give
●
s i
● ●
x ●
live
●

love ●
f e
● ●
l t
● >
●

●
above
●
l o
● ●
ck >
move
●

very ●
f r
● ●
e sh
● ●
●

✓ If necessary, use correction

procedure from previous Lessons.
●
w i
● ●
n s
● ●

TASK 8: SOUNDING

•
OUT WORDS

Now you are going to sound out some ●

r u
● ●
n ●
words. As I touch the sounds, you say
150
●
w e ll
● ● ●
dog
> >
● ●

●
f éé l
● ● ● b i g
● > ● >
n e ck
●
✓
● ● >
If any error occurs, use correction
d i g
> >
procedure (my turn, do it with me, ● ●
your turn) as in previous Lessons.
TASK 9: SOUNDING OUT
WORDS THAT BEGIN WITH
SHORT SOUNDS ●
b
>
and
● ● >

• Now you are going to sound out some

words that begin with short sounds.
Remember to put the sounds together ●
d
>
o ck
● >
without stopping.
•
•
Sound out the first word.
Ready. Signal. Student sounds out,
duuug. ●
d
>
own
● ● ●

•
•
•
What’s that word?
Ready. Signal. Student says, dug.
Repeat for each of the words in the list. ●
b
>
e t
● >

dug
> > ●
b
>
e s t
● ● >
● ●

bug b
>
r ing
● > ● > ● ● ●

bog ●
d i sh
> ● ●
● > ● >
151
✓ If the student makes an error or stops
between the sounds, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons and
begin the list again.
TASK 10: ALPHABET
LETTERS FLUENCY CHECK
• If the student has been unable to say
80+ letters in one minute in the
Alphabet Fluency Check, repeat the
30-second timing of alphabet letters on
page 8 of the Student Reader as part of
each Lesson until s/he achieves
fluency.
• Record letters said correctly per minute
in the Alphabet Letters Said Correctly
column of the Alphabet Letters Fluency
Check on page 122 of the Student
Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
TASK 11: SOUND FLUENCY
CHECK 3
• The student has said 50+ sounds per
minute in Sound Fluency Check 2 on
page 9. Say, Turn to page 16 in your
Reader. There is a list of sounds from
Lessons 1 to 15.
• You are going to say these sounds as
quickly as you can, remembering to
hold the sounds with the dots under
them for one second.
• Which way would you like to do this
list? Student chooses down or across.
• Put your finger on the first sound.
• Ready. Please begin. Time student for
30 seconds.
• Say, Thank you.
• Record sounds said correctly per
minute in the Sounds Said Correctly
152
column for Day 1 of Sound Fluency
Check 3 on page 122 of the Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
TASK 12: WORD FLUENCY
CHECK 3
• The student has read 60+ words per
minute in Word Fluency Check 2 on
page 10. Say, On page 17 of your
Reader there is a list of words from
Lessons 1 to 15.
• You are going to read these words as
quickly as you can. Which way would
you like to read this list? Student
chooses down or across.
• Put your finger on the first word.
• Ready. Please begin. Time student for
30 seconds.
• Say, Thank you.
• Record words read correctly per minute
in the Words Read Correctly column for
Day 1 of Word Fluency Check 3 on
page 123 of the Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
TASK 13: STORY READING
FLUENCY CHECK 2
• The student has reached fluency (200+
words/minute) in Story Reading Fluency
Check 1. Say, Now we are going to do
a new Story Reading Fluency Check.
Turn to page 18 in your Reader.
• Put your finger on the title. Get set to
read the story.
• Ready. Please begin. Time student for
1 minute.
• At the end of 1 minute say, Thank you.
• Determine and mark the words read
correctly with a star.
• Record the number of words read correctly
in the Words Read Correctly column for
Day 1 of Story Reading Fluency Check 2
on page 124 of the Workbook.
• Record errors and/or skipped words in
the Learning Opportunities column.
TASK 14:
WORKBOOK EXERCISES
• Say, Now we are going to do some
Workbook Exercises.
• Open your Workbook to Lesson 15 on
page 53. Check.
Exercise 1: Connecting Words to Pictures
• Look at Exercise 1. In this exercise
there is a list of words (point to the list
of words on the left) and ten pictures
(point to the pictures on the right).. You
must connect the word to the picture
that it matches.
• What is the first word in the list?
• Ready. Signal. The student responds,
bug.
• That’s correct. Draw a line to join the
word bug to the picture of a bug.
Check.
• Repeat for each word in the list.
Exercise 2: Printing Words
• Now let’s do Exercise 2. You are going
to practice printing a word that has
sounds that you know.
• Touch the word. Tell me that word.
• Ready. Signal. Student says, bobby.
• Good reading! Print the sounds in the
word bobby . Check.
Exercise 3: Reading Numbers
• Find Exercise 3. The numbers 1 to 20
are written here. I’m going to touch
each number. You say the numbers
with me.
• Ready. Instructor touches each number
and says the numbers with the student.
• Good. Now it’s your turn to say those
numbers by yourself. Touch each
number and say it.
• Ready. Signal.
• Repeat task.
Exercise 4: Filling in the Blanks
• Find Exercise 4. There are blanks in
front of the letters o and w. You must fill
in the blanks to print a word that you
know. The letters you will use are in the
snowflake.
• Look at the first word. It has two blanks
and then o-w . Look at the letters in the
snowflake. Which two letters can you
put in the blanks to make a word you
know?
• Ready. Signal. Student says, s-h.
• That’s right. Print s-h in the blanks.
Check. What’s that word?
• Ready. Signal. Student says, show.
• Repeat for the rest of the words.
Exercise 5: Rhyme Time!
• Find Exercise 5. Here you see some
pictures. There are blanks beside each
picture. You must fill in the blanks to
print a word which matches the picture.
The words you will use are in the
snowflake frame. They all rhyme with
show.
• Look at the first picture. What is it?
• Ready. Signal. Student says, a turtle.
• Good! Now find a word in the frame that
tells how a turtle walks.
• Good! Print the word slow in the blanks
beside the picture of the turtle.
• Repeat for the rest of the pictures.
153
Exercise 6: Printing Sounds LESSON 16
• Find Exercise 6. You are going to TASK 1: SAYING THE
practice printing the letters for sounds UNDERLINED SOUNDS AND
that you know. READING THE WORDS
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, ksss. • Touch the underlined sound in the first
• Have the student use the balls and word.
arrows to trace all six of the sound • Say, Tell me the underlined sound.
ksss. • Ready. Signal.
• Repeat for vvv.
• Now tell me the word.
Exercise 7: Filling in the Blanks • Ready. Signal.

• Find Exercise 7. In this exercise you • Repeat for each set of words in the list.
must print the sounds ksss and vvv in
the blanks to make words that you
know.
big felt stick van
• Put your finger on the first word. Check.
Follow the balls and arrows to print the
dig left stack fan
sound ksss.
• Good printing! Now read that word for stock
me.
• Ready. Signal. Student reads, box.
• Repeat for the rest of the words. dent bill thi ck gri n
TASK 15:
AWARDING POINTS
bent dill thi nk gr im
• Determine and circle the number of
gr am
points the student has earned in each
category.
• Record the total points for Lesson 15 on trick well cat s fill
page 125 of the Workbook.
track will cast fell
End of Lesson 15

sand
hand
land

154
✓ Use correction procedure (my turn,
do it with me, your turn) as in
previous Lessons if student makes
an error.
TASK 2: PRACTICING
IRREGULAR WORDS
• You are going to read some irregular
words you have already learned.
• Read the first word and spell it.
• Ready. Signal.
✓ If necessary, use correction
procedure from previous Lessons.
TASK 3: TEACHING
IRREGULAR WORDS
• Say, Here are some new irregular
words. First I will read the word, then
you will read the word and spell it.
• Listen. The first word is walk .
• What word?
• Ready. Signal.
• Yes, walk .

• Repeat for each word. • Spell walk .

• Ready. Signal.
above
● • Repeat for talk.

what walk
● ●

where talk
● ●

●
who ✓ If necessary, use correction
procedure from previous Lessons.

move TASK 4: READING

RHYMING WORDS
●

love • Now you are going to read some words

that rhyme with the irregular word book .
●
• Touch the dot in front of the word book.
Slide your finger along the line and say
live book.
●
• What’s that word?
give • Ready. Signal.
●
book
have ●
●
• All the words rhyme with book .
very
●

155
• Look at the next word.
• What’s that word?
of
●
• Ready. Signal.

• Repeat for each word in the list. went

●
look when
●
●
cook dog
●
●
hook thin
●
●
nook fresh
●
●
rook band
●
●
took bank
●
●

✓ Use correction procedure as in

previous Lessons if necessary. said
●
TASK 5:
READING WORDS down
●
• Now you are going to read some words
without sounding them out. end
• First word. ●
• Ready. Signal.

• Repeat for each word in the list.

some
●

win bring
● ●

●
lock ✓ If the student makes an error reading
a word, use the correction procedure
as in previous Lessons.
to
●

156
 TASK 6:
STORY READING
• Say to the student, Now you are going
to read a story. Turn to Lesson 16 on
page 20 in your Reader. Check.
• Say, The title is written at the top of the
story. What does the title tell you?
• Ready. Signal.
• That’s right, the title tells you what the
story is about.
• Ask the student to read the title.
• Say, So what do you think this story is
about? Accept reasonable answers.
• Say, Good. Now let’s read the story.
Read as well as you can. If you make
an error, I will help you. If you make
more than 7 errors, we will go back to
the beginning and read the story again.
• Put your finger on the first word.
• Now read the sentence.
• Ready. Signal.
Rick, his dog and his van
Rick has a van and a dog.
Rick is a dog fan and a van fan.
Rick’s dog is a thin dog with a thick neck.
Rick took the dog and his slick van to the
track.
He is going to run the van on the track with the
dog.
He tells the dog that if he wins he will get a
can of fresh fish.
Rick got a shock.
The dog ran fast to the end of the track.
But Rick’s van did not go fast.
Rick is a grim man.
He has to tow his slow van back.
The dog has a big grin.
He gets the can of fresh fish.
The end
✓ Correction Procedure
Say to the student, Wait. That word is
(correct word).
What is that word? Ready. Signal.
Good. Now read that sentence again.
Count each error. If the student
makes 7 errors, reread the story from
the beginning.
TASK 7: SOUND FLUENCY
CHECK 3
• Time for another Sound Fluency Check.
Turn to page 16 in your Reader. Time
student for 30 seconds as in previous
Fluency Checks.
• Record scores for Day 2 of Sound
Fluency Check 3 on page 122 of the
Workbook.
TASK 8: WORD FLUENCY
CHECK 3
• Time for another Word Fluency Check.
Turn to page 17. Time student for 30
seconds as in previous Fluency Checks.
• Record scores for Day 2 of Word
Fluency Check 3 on page 123 of the
Workbook.
TASK 9: STORY READING
FLUENCY CHECK 2
• Say to the student, We are now going
to do our second Story Reading
Fluency Check. Turn to page 18 in your
Reader. Time student for 1 minute.
• Record scores for Day 2 of Story
Reading Fluency Check 2 on page 124
of the Student Workbook.
157
 TASK 10:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 16 on
page 58. Help student find page.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letter for the sound
vvv.
• Have the student use the ball and
arrows to trace all six of the sound vvv.
Exercise 2: Filling in the Blanks
• Find Exercise 2. You are going to print
the sounds vvv or wooo in the blanks
to make words that you know.
• Touch the first word. Are you are going
to print the sound vvv or wooo in that
blank?
• Ready. Signal. Student says, wooo.
• Good! Print the sound wooo . Check.
• Now read that word.
• Ready. Signal. Student says, below.
• Repeat for the rest of the words.
Exercise 3: Answering a Riddle
• Put your finger on Exercise 3. The
riddle is, What goes up when rain
comes down?
• To answer this riddle you are going to
cross out all the ksss and vvv sounds.
The letters that are left will be the
answer.
• Take your pencil and cross out all the
vvv and ksss sounds.
• Now print the letters that remain in the
spaces below.
• Sound that word out.
• Ready. Signal.
• What goes up when the rain comes
down?
158
• That’s right, an umbrella!
Exercise 4: Filling in the Blanks
• You need your Reader for Exercise 4.
Turn to Lesson 16 on page 20 of your
Reader.
• You are going to fill in the blanks in
Exercise 4 with the correct word from
the story.
• Read the first sentence.
• Ready. Signal.
• Find the correct words that complete
that sentence and print those words in
the blanks. Check.
• Now read the whole sentence.
• Repeat for each sentence.
Exercise 5: Word Search Puzzle
• Exercise 5 is a word search puzzle.
• In this puzzle words can go across or
down. The pointing fingers tell you what
direction the words go. There are three
words that go down. One has been
done for you. Find that word and read it.
• Ready. Signal. Student answers, fresh.
• Good! Now read the first word in the list
of the words that you will be looking for.
It will go across.
• Ready. Signal. Student reads, wins.
• Now look inside the box of letters. Go
through each row until you find the
letters w-i-n-s .
• That’s right. Draw a circle around the
word wins .
• Put a check mark beside the word wins
in the list so that you know you have
found it.
• Repeat for each word in the list.
Exercise 6: Reading Numbers
• Find Exercise 6. The numbers 1 to 20
are written here. I’m going to touch
each number. You say the numbers
with me.
• Ready. Instructor touches each number LESSON 17
and says the numbers with the student.
• Good. Now it’s your turn to say those TASK 1: TEACHING THE
numbers by yourself. Touch each SOUND j as in jet
number and say it.
• Ready. Signal. • This is a short sound.
• Repeat task. • Listen. Tap the arrow under the j and lift
your finger immediately as you say j.
Exercise 7: Printing Words • Repeat.
• Now let’s do Exercise 7. You are going • Do that with me.
to practice printing a word that has • Ready. Signal.
sounds that you know. • Repeat.
• Touch the word. Tell me that word.
• Ready. Signal. Student says, box. • Now it’s your turn. Say the sound when
• Good reading! Now print the sounds in I touch it.
the word box . • Ready. Signal.
• Repeat until the student says the sound
Exercise 8: Putting Letters in Alphabetical correctly.
Order

•
Find Exercise 8. Say the alphabet for
me.
Ready. Signal. Student says alphabet.
j
• Now tell me the names of these letters >
•
(point to letters l to y).
In this exercise you are going to print
these letters in the order that they come
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.
in the alphabet. What letter in these
letters - l, k, c, d, a, v, t, x, m, b, n, g, TASK 2: PRACTICING
w or y - comes first in the alphabet? THE SOUND j
• Ready. Signal. Student answers, a.
• That’s right! Print a on the first line. • Now you are going to sound out some
Check. words that have the short sound j.
• Repeat for each of the letters. When the Remember to put the sounds together
student has finished doing all of them, without stopping.
say, Good work! You just put those
letters in alphabetical order.

TASK 11:
AWARDING POINTS

• Record the total points for Lesson 16 on

page 125 of the Workbook.

End of Lesson 16

159
• Sound out the first word.
• Ready. Signal. Student sounds out
said
●
jeeet.

• What’s that word? talk

• Ready. Signal. Student says, jet. ●

• Repeat for each of the words in the list. there

●

j e t
> >
●
was
● ●
new
j am
>
●

walk
● ● ● ●

j i m
>
●
love
● ● ●
above
●

j ob
> > ●
live
● ●

✓ If the student makes an error or stops

between the sounds, use correction ●
give
procedure (my turn, do it with me,
your turn) as in previous Lessons few
and begin the list again. ●

TASK 3: PRACTICING move

IRREGULAR WORDS ●

• You are going to read some irregular once

words you have already learned. ●
• Read the first word and spell it.
• Ready. Signal. great
●
• Repeat for each word.

very into
●
●
160
✓ If necessary, use correction
procedure from previous Lessons.
•
•
Good work. What’s that word?
Ready. Signal. Student says, trees.

TASK 4: TEACHING • Repeat for each word in the list.

IRREGULAR WORDS

• Say, Here are some new irregular

words. First I will read the word, then
●
t r éé s
> ● ● ●
you will read the word and spell it.

•
•
•
Listen. The first word is work .
What word?
Ready. Signal.
w ing
Yes, work .
● ● ●
•

•
•
Spell work .
Ready. Signal. j u s t
> >
● ● ●
• Repeat for each word.

●
work
●
c r a sh
> ● ● ●
word
●

world ●
l o s t
● ● ● >
●

●
idea
●
den t
> ● ● >

✓ If necessary, use correction

procedure from previous Lessons.
m éé t
TASK 5: SOUNDING ● ● ● >
OUT WORDS

• Now you are going to sound out some

words. As I touch the sounds, you say ●
b ó th
> ● ●
them.

•
•
First word.
Ready. Signal. Student sounds out,
trrrééésss. ●
mó s t
● ● ● >

161
 mist
●
bu t
> ● >
●

fog
✓ If any error occurs, use correction
procedure (my turn, do it with me,
●

your turn) as in previous Lessons. thick

●
TASK 6:
READING WORDS bat
●
• Now you are going to read some words
you already know. hit
• First word. ●
• Ready. Signal. Student reads, big.
little
• Repeat for each word in list. ●

big gas
● ●

séés bégan
● ●

lots sink
● ●

lands grim
● ●

long down
● ●

fast fínd
● ●

●
cliffs ✓ If necessary, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.
often
●

went
●

162
 TASK 7:
STORY READING
• Say to the student, Now you are going
to read a story. Turn to Lesson 17 on
page 22 in your Reader.
• Say, The title is written at the top of the
story. What does the title tell you?
• Ready. Signal.
• That’s right, the title tells you what the
story is about.
• Ask the student to read the title.
• Say, So what do you think this story is
about? Accept reasonable answers.
• Say, Good. Now let’s read the story.
Read as well as you can. If you make
an error, I will help you. If you make
more than 7 errors, we will go back to
the beginning and read the story again.
NOTE: TASK 8 teaches the student about
quotation marks. This TASK comes right
after the sentence, He said, “We will find
land.” Be sure to stop the student there
and follow the instructions in TASK 8
below.
• Put your finger on the first word.
• Now read the sentence.
• Ready. Signal.
Jim and his jet
Jim sees lots of new lands in the world.
He has a great job on a big jet.
The jet is very long and fast.
It moves above the cliffs and the trees.
Often the jet got into mist and thick fog.
Jim did not get lost.
He said, “We will find land.”
*TASK 8: TEACHING
QUOTATION MARKS
• Say to the student, Let’s stop here for a
minute. Look at that sentence. It has
some marks around some words.
• Find the word We . Touch the marks in
front of that word.
• That is a quotation mark.
• Follow the sentence and look at the
end, after the word land . That is also a
quotation mark.
• Here is a rule about quotation marks.
• Quotation marks tell you what a person
said.
• Listen again. Quotation marks tell you
what a person said.
• Say that rule with me.
• Ready. Signal.
• Now say it all by yourself.
• Ready. Signal.
• I am going to read the words inside the
quotation marks to find out what the
person said. I will start with the word
We.
• Put your finger on that word. Check to
make sure the student has his/her
finger on the correct word.
• Say, Follow along as I read. I will stop
when we reach the next quotation mark.
• Read the quote. Say to the student,
That is what Jim said.
• Now you read the words inside the
quotation marks to see what Jim said.
• Ready. Signal. Student reads the
sentence.
• What did Jim say?
• Ready. Signal. Student says, We will
find land.
163
• That’s right. Let’s continue reading the
story.
✓ Correction Procedure
If the student cannot repeat the rule
about quotation marks, say the rule
two or three times.
Have the student say it with you.
Have the student repeat the rule by
him/herself.
And he did.
Once a fat bat hit the jet.
There was a big dent on the wing.
But the jet did not crash.
Once the jet had little gas.
The long jet began to sink fast.
Jim was grim.
Jim just got the long fast jet down.
It did not crash into the trees.
Jim loves to work on the big jet.
This is the end
✓
Correction Procedure
Say to the student, Wait. That word is
(correct word).
What is that word? Ready. Signal.
Good. Now read that sentence again.
Count each error. If the student
makes 7 errors, reread the story from
the beginning.
TASK 9: SOUND FLUENCY
CHECK 3
• Time for another Sound Fluency Check.
Turn to page 16 in your Reader. Time
student for 30 seconds.
• Record scores for Day 3 of Sound
Fluency Check 3 on page 122 of the
Workbook.
164
TASK 10: WORD FLUENCY
CHECK 3
• Time for another Word Fluency Check.
Turn to page 17. Time student for 30
seconds.
• Record scores for Day 3 of Word
Fluency Check 3 on page 123 of the
Workbook.
TASK 11: STORY READING
FLUENCY CHECK 2
• Time for another Story Reading Fluency
Check. Turn to page 18 in your Reader.
Time student for 1 minute.
• Record scores for Day 3 of Story
Reading Fluency Check 2 on page 124
of the Workbook.
TASK 12:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 17 on
page 63. Check.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letters for sounds
that you know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, j.
• Have the student use the ball and arrow
to trace all six of the sound j.
• Repeat for b and ksss.
Exercise 2: Rhyme Time!
• Find Exercise 2. There are some
sounds written inside the balloons.
• The words with a blank in front of them
all rhyme with book . You must add one
of the sounds in the balloons to the
beginning of these words to make
rhyming words. Be careful, some of the
sounds will not be used because the
word they make will not make sense.
• What is the first sound in the balloon?
• Ready. Signal. Student says, sss.
• Yes, sss . Sound out a word beginning
with sss that rhymes with book . Student
sounds out the word.
• Is that a word?
• Ready. Signal. Student says, no.
• Repeat for each sound and have the
student print correct sounds in the
blanks to spell words that rhyme with
book.
Exercise 3: Circling and Crossing Out
Words with Short Sounds
• Now let’s do Exercise 3. Some of the
words here begin with short sounds.
You are going to circle these words.
Some other words end in short sounds.
You will cross out those words.
• Read the first word.
• Ready. Signal. Student reads, began.
• Say the first sound in began .
• Ready. Signal. Student says, b.
• That’s correct. Is b a short sound?
• Ready . Signal. Student says, yes.
• So do we circle that word?
• Ready. Signal. Student says, yes.
• Repeat for each word.
Exercise 4: Solving a Code
• Exercise 4 asks the question, What is
the main idea of the story Jim and his
jet?
• To answer this question you are going
to solve the code. Each alphabet letter
is represented by a number. All letter
b’s are number 1. What number is the
letter e?
• Ready. Signal. Student answers, 2.
• Repeat for each letter.
• The first letter you must print in the
blank is the letter represented by the
number 5. What’s that letter?
• Ready. Signal. Student answers, j.
• Yes, j. Print a j on the first line.
• Repeat for the rest of the letters.
• So what is the main idea of the story in
Lesson 17?
• Yes, Jim loves his jet job. Great work!
Exercise 5: Crossword Puzzle
• Exercise 5 is a crossword puzzle. The
words in the puzzle come from the story
Jim and his jet in your Reader. Open
your Reader to Lesson 17 on page 22.
• Some of the words go down. Some of
them go across.
• The picture of the magnifying glass
(point to it) means the sentences below
are the clues for the words you will fill in
the boxes of the crossword puzzle.
• Read sentence number 1.
• Ready. Signal. Student reads, Jim sees
blank of new lands.
• Good reading. Look in your Reader.
What word is missing from this
sentence?
• Ready. Signal. Student says, lots.
• Good. Print the word lots in the boxes
for number 1 going down. Check.
• Repeat for the rest of the words.
TASK 13:
AWARDING POINTS
• Record the total points for Lesson 17 on
page 125 of the Workbook.
End of Lesson 17
165
LESSON 18
TASK 1: TEACHING THE
qu i ck >
SOUND COMBINATION ● ● ●
qu as in quick
• When these two letters are together,
they say the sound cooo.
qu i t >
• Listen. Touch the dot under the qu and ● ● ●
say cooo for one second. Lift your

•
finger.
Listen again. Repeat. qu éé n
• Say the sound with me. ● ● ● ●

✓
• Ready. Signal.
• Repeat. If any error occurs, use correction
procedure (my turn, do it with me,
• Your turn. your turn) as in previous Lessons
• Ready. Signal. and begin the list again.
• Repeat the task until the student does it
as instructed. TASK 3: TEACHING THE
SOUND COMBINATION
ol as in old
qu • When these two letters are together,
they say the sound ólll.
●

✓
If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.
TASK 2: PRACTICING THE
SOUND COMBINATION qu
• Listen. Touch the dot under the ol and
say ólll for one second. Lift your finger.
• Listen again. Repeat.
• Say the sound with me.
• Ready. Signal.
• Repeat.

• Now you are going to sound out some • Your turn.

words that have the sound combination • Ready. Signal.
qu in them. As I touch the sounds, you • Repeat the task until the student does it
say them. as instructed.

ol
• First word.
• Ready. Signal. Student sounds out
word. Repeat.
●

✓
• What’s that word?
• Ready. Signal. If any error occurs, use correction
procedure (my turn, do it with me,
• Repeat for each word in the list. your turn) as in previous Lessons.
166
 TASK 4: PRACTICING THE make a mistake, we will practice that
SOUND COMBINATION ol sound and then do the row again.

• Now you are going to sound out some • What’s the first sound?
words that have the sound combination • Ready. Signal.
ólll in them. As I touch the sounds, you
say them. • Repeat for each sound in the list.

•
•
First word.
Ready. Signal. Student sounds out qu á m d v
word. Repeat. ● ● ● > ●

•
•
What’s that word?
Ready. Signal.
th c ol ck s
● > ● > ●

• Repeat for each word in the list.

t h é r o
ol d > > ● ● ●

● ● >
ó i w ing k
>
b ol d
● ● ● ●

● > ● > wh sh j x b
● ● > ● >

●
c ol d
> ● >
l
●
g e n
> ● ●
f
●

r ol l ✓ If any error occurs, use correction

procedure (my turn, do it with me,
● ● ● ● your turn) as in previous Lessons

✓
and repeat the row.
If any error occurs, use correction
procedure (my turn, do it with me, TASK 6: SAYING THE
your turn) as in previous Lessons UNDERLINED SOUNDS AND
and begin the list again. READING THE WORDS

TASK 5: • Touch the underlined sound in the first

PRACTICING SOUNDS word.
• First word. What sound?
• Now let’s see if you can remember all of • Ready. Signal.
the sounds you have learned.
• Say the sound when I touch it. If you
ne xt
167
• What word? TASK 8: READING
• Ready. Signal. RHYMING WORDS
• Repeat for each of the words in the list.
• Now you are going to read some words
that rhyme with old .
next mend box • Touch the dot in front of the word old.
Slide your finger along the line and say
jam west só old.

• What’s that word?

bad as k lend • Ready. Signal.
• All the words rhyme with old .
wing yes gó • Look at the next word.
• What’s that word?
back went gold • Ready. Signal.

• Repeat for each word in the list.

yet tri ck deck
old
●
bo th fun mud
cold
king job kick ●

nó móst sold
●

✓ Use correction procedure (my turn,

do it with me, your turn) as in
●
gold
previous Lessons if student makes
an error.
fold
TASK 7: ●
READING WORDS
told
• Turn to Task 6. Say, Now you are going ●
to read these words.
• First word. hold
• Ready. Signal. ●

• Repeat for each word in the list. bold

✓ If the student makes an error reading
a word, use the correction procedure
●

✓ Use correction procedure as in

as in previous Lessons. previous Lessons if necessary.

168
 TASK 9: SOUND FLUENCY
CHECK 3
NOTE: If the student has said 50+ sounds
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Sound Fluency Check 3 if s/he so chooses.
• If not, say, Time for a Sound Fluency
Check. Turn to page 16 in your Reader.
Time student for 30 seconds.
• Record scores for Day 4 of Sound
Fluency Check 3 on page 122 of the
Workbook.
TASK 10: WORD FLUENCY
CHECK 3
NOTE: If the student has read 60+ words
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Word Fluency Check 3 if s/he so chooses.
• If not, say, Time for a Word Fluency
Check. Turn to page 17. Time student
for 30 seconds.
• Record scores for Day 4 of Word
Fluency Check 3 on page 123.
TASK 11: STORY READING
FLUENCY CHECK 2
NOTE: If the student has read 200+ words
per minute in the story three consecutive
times, s/he has reached fluency and does
not need to try again on this Lesson unless
s/he chooses to do so. S/he may wish to
practice reading one of the stories
previously done in the Student Reader.
• If the student has not yet reached
fluency, say, Time for another Story
Reading Fluency Check. Turn to page
18 in your Reader. Time student for one
minute.
• Record scores for Day 4 of Story
Reading Fluency Check 2 on page 124
of the Workbook.
TASK 12:
WORKBOOK EXERCISES
• Now open your Workbook to Lesson 18
on page 67. Check.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letters for the
sound combinations you learned in this
Lesson.
• Touch the first sound combination. Tell
me that sound.
• Ready. Signal. Student says, cooo.
• Have the student use the balls and
arrows to trace five of the sound cooo.
• Repeat for ólll.
Exercise 2: Word Search Puzzle
• Exercise 2 is a word search puzzle.
• In this puzzle words can go across,
down or backwards. There are two
words which go backwards. One is cold
(point to cold) and the other is bold
(point to bold).
• Read the first word in the list of the
words that you will be looking for.
• Ready. Signal. Student reads, sold.
• The arrow beside the word tells you
whether the word goes across, down or
backwards. Look in the puzzle. Go
through each row until you find the
letters s-o-l-d going across.
• That’s right. Draw a circle around the
word sold . Check.
• Put a check mark beside the word sold
in the list so that you know you have
found it.
• If the student is having problems finding
the word, repeat steps above for each
word in the list. If s/he can do the
puzzle independently, allow him/her to
do so.
169
Exercise 3: Printing Sounds
• Find Exercise 3. You are going to
practice printing the letters for sounds
that you know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, ksss.
• Have the student use the balls and
arrows to trace all six of the sound
ksss.
• Repeat for j.
Exercise 4: Unscrambling a Word to Solve
a Riddle
• Find Exercise 4. The riddle is, What is a
jelly jar’s favorite month? To answer the
riddle, you are going to unscramble
three letters to spell a word you know.
• The letters are a, j and m. Can you
think of a three-letter word with those
letters?
• Yes, jam . Print the word jam in the
blanks.
• So what is a jelly jar’s favorite month?
• Yes, jam-uary!
*Exercise 5: Making New Words
• In Exercise 5 the picture of the rabbit
coming out of the magician’s hat tells
you that you are going to make some
new words.
• All the vowels in the new words are
done for you. You must print the first
sound of each picture in the boxes to
spell the rest of the new words.
• Put your finger on number 1. What is
the first sound in hand ?
• Yes, h. Print h in the first box. Check.
• Point to the 10. What number is this?
• Ready. Signal. Student says, ten.
• Yes. What’s the first sound in the word
ten?
• Yes, t. Print t in the box after the vowel
170
i. Now read that word.
• Ready. Signal. Student reads, hit.
• Repeat for all five words.
Exercise 6: Putting Letters in Alphabetical
Order
• Find Exercise 6. Say these letters as I
touch them.
• Ready. Signal. Student says the letters
r to m.
• In this exercise you are going to print
these letters in the order that they come
in the alphabet. What letter in those
letters comes first in the alphabet?
• Ready. Signal. Student answers, a.
• That’s right! Print a on the first line.
Check.
• Repeat for each of the letters. When the
student has finished doing all of them,
say, Good work! You just put those
letters in alphabetical order.
Exercise 7: Following a Maze
• Find Exercise 7. In this exercise you are
the queen. You must follow the path
through the maze to get to the castle
without hitting a tree along the way.
• Put your pencil on the crown. Now
follow the path through the maze with
your pencil until you get to the castle. If
you hit a tree, start over again and
follow another path.
• Check that the student is following the
correct path.
TASK 13:
AWARDING POINTS
• Record the total points for Lesson 18 on
page 125 of the Workbook.
End of Lesson 18
LESSON 19
TASK 1: SOUNDING OUT
WORDS THAT BEGIN WITH ●
b
>
l
●
a s t
● ● >
SHORT SOUNDS

• Now you are going to sound out some

words that begin with short sounds. ●
b
>
é
● ●
l ów
● ●
Remember to put the sounds together

•
without stopping.

Sound out the first word.

●
k
>
i
●
d s
> ●
• Ready. Signal. Student sounds out,
tóllld.

•
•
What’s that word?
Ready. Signal. Student says, told. ●
h
>
e
● ●
l d>

• Repeat for each of the words in the list.

t a x
t ol d ● > ● ●

● > ● >
c a sh
d i sh ● > ● ●

● > ● ●
b o d y
●
t o ss
> ● ●
● > ● > ●

g r and
●
k i ss
> ● ●
● > ● ● ● >

b l an k ●
t a s k
> ● ● >
● > ● ● ● >

c l am j u s t
> >
> ● ● ●
● ● ● ●

171
 crack
●
b é t w éé n
> ● > ● ● ●
●

track

●
ben t
> ● ● >
●

lack
●

✓ If the student makes an error or stops

between the sounds, use correction
●
whack
procedure (my turn, do it with me,
your turn) as in previous Lessons
and begin the list again. jack
●
TASK 2: READING
RHYMING WORDS rack
●
• Now you are going to read some words
that rhyme with back . tack
• Touch the dot in front of the word back. ●

✓
Slide your finger along the line and say
back. Use correction procedure as in
previous Lessons if necessary.
• What’s that word?
• Ready. Signal. TASK 3: SOUNDING
OUT WORDS
• All the words rhyme with back .
• Now you are going to sound out some
• Look at the next word. words. As I touch the sounds, you say
• What’s that word? them.
• Ready. Signal.
• First word.
• Repeat for each word in the list. • Ready. Signal. Student sounds out
word.
back
● • Good work. What’s that word?
• Ready. Signal.
sack
● • Repeat for each word in the list.

●
shack
●
s end
● ● ● >
black
●
172
 TASK 4:

●
l i ck
● ● > •
READING WORDS

Turn to TASK 3 in this Lesson.

• Now you are going to practice reading

●
m i dd l e
● ● > ● •
the words you sounded out.

First word.
• Ready. Signal. Student reads word.

f l a sh • Repeat for each word in list.

● ● ●
✓ ● ● If necessary, use correction
procedure (my turn, do it with me,

●
sw i m
● ● ● ●
your turn) as in previous Lessons.

TASK 5: PRACTICING
IRREGULAR WORDS

●
s t and
● > ● ● >
• You are going to read some irregular
words you have already learned.

• Read the first word and spell it.

●
r o ck
● ● >
•

•
Ready. Signal.

Repeat for each word

who
a l ong ●

● ● ● ● ● > what
●

● ●
f éé d● > ●
where
above
●
th e m
● ● ●
●

love
✓ If any error occurs, use correction
procedure (my turn, do it with me,
●

live
your turn) as in previous Lessons.
●

173
 • Turn to Lesson 19 on page 24 in your
word Reader.
●
• Read the first sentence.
world • Ready. Signal.
●
• Number 2. Read that sentence.
move • Ready. Signal.
●
• Repeat for each sentence in the
new exercise.
●
1. The kids held the black dish.
few 2. He went down a big rock.
● 3. How long is that stick?
4. The jet will not crash.
took 5. When will the king send his thanks?
●

book
✓ If necessary, use correction
procedure as in previous Lessons.
●
TASK 7: SOUND FLUENCY
school CHECK 3
●
REMINDER: If the student has said 50+
sounds correctly in 1 minute for any three
does days of the last four, s/he may discontinue
● timings on Sound Fluency Check 3 if s/he
so chooses.
idea
● • If not, say, Time for a Sound Fluency
Check. Turn to page 16 in your Reader.
walk Time student for 30 seconds.
●
• Record scores for Day 5 of Sound
talk Fluency Check 3 on page 122 of the
● Workbook.

✓ If necessary, use correction

procedure from previous Lessons.
REMINDER: If the student has been
unable to say at least 50 sounds correctly
per minute at least one time in Sound
TASK 6: Fluency Check 3, finish and correct the
READING SENTENCES Workbook Exercises for Lesson 19 but do
not proceed to teach new material. Instead,
• Now you are going to read some reteach Lessons 15 through 19. Include
sentences. daily practice and timings on Sound

174
Fluency Check 3 on page 16. Circle and
practice any sounds the student is having
difficulty with. Record scores in the
Additional Practice columns for Sound
Fluency Check 3 on page 122 of the
Student Workbook. Students should
continue to be awarded points for working
hard, paying attention, following
instructions and doing well on fluency
checks. When the student is able to say
50+ sounds from the list in 1 minute, begin
Lesson 20.
TASK 8: WORD FLUENCY
CHECK 3
REMINDER: If the student has read 60+
words correctly in 1 minute for any three
days of the last four, s/he may discontinue
timings on Word Fluency Check 3 if s/he
so chooses.
• If not, say, Time for a Word Fluency
Check. Turn to page 17. Time student
for 30 seconds.
• Record scores for Day 5 of Word
Fluency Check 3 on page 123 of the
Workbook.
REMINDER: If the student has been unable
to read at least 60 words correctly in 1
minute at least one time in Word Fluency
Check 3, finish the Workbook Exercises for
Lesson 19 but do not proceed with new
material. Instead, redo Lessons 15 through
19. Include daily practice and timings on
Word Fluency Check 3 on page 17. Circle
and practice any words the student is
having difficulty with. Record scores in the
Additional Practice columns for Word
Fluency Check 3 on page 123 of the
Student Workbook. Students should
continue to be awarded points for working
hard, paying attention, following instructions
and doing well on fluency checks. When
the student is able to read 60+ words from
the list in 1 minute, continue in the Reader
with Lesson 20.
TASK 9: STORY READING
FLUENCY CHECK 2
REMINDER: If the student has read 200+
words per minute in the story for three of
the last four attempts, s/he has reached
fluency and does not need to try again on
this Lesson unless s/he chooses to do so.
The student may wish to do a fluency
timing on a story in previous Lessons.
• If the student has not yet reached
fluency, say, Time for another Story
Reading Fluency Check. Turn to page
18 in your Reader. Time student for one
minute.
• Record scores for Day 5 of Story
Reading Fluency Check 2 on page 124
of the Workbook.
NOTE: If the student has not yet reached
fluency at 200+ words a minute in the
same story on at least one timing, finish
and correct the Workbook Exercises for
Lesson 19, but do not proceed with new
material. Instead, have the student practice
reading the first half of the story until s/he
can read it with fewer than 3 L.O.s in 30
seconds. Then practice the next half in the
same manner. Combine the two sections
and practice until the student can read
them fluently in a minute. Record scores in
the Additional Practice columns for Story
Reading Fluency Check 2. Award points
for working hard, paying attention, following
instructions and doing well in fluency
checks. When the student has reached
fluency, begin Lesson 20.
175
 TASK 10:
WORKBOOK EXERCISES
• Open your Workbook to Lesson 19 on
page 71. Check.
*Exercise 1: Completing Various Tasks on
Sentences from the Reader
• In Exercise 1 you are going to work with
some sentences from your Reader.
• Look at the first sentence in your
Workbook. Read that sentence.
• Ready. Signal. Student reads, The kids
held the black dish.
• You are going to cross out all the short
sounds. What is the first short sound in
this sentence?
• Ready. Signal.
• Yes, k. Cross out that sound.
• Repeat for the rest of the short sounds
in sentence 1.
• Read sentence 2.
• Ready. Signal. Student reads, He went
down a big rock.
• You are going to circle all the vowels in
this sentence. Go through each word
and have the student recognize and
circle all the vowels.
• Read sentence 3. Put a square around
the irregular word in this sentence.
Check.
• Read sentence 4. In the blanks print
five words that rhyme with the word will .
Check.
• Read sentence 5. Circle the sound
combinations. Check.
Exercise 2: Printing Sounds
• Find Exercise 2. You are going to
practice printing the letters for sounds
that you know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, j.
176
• Have the student use the ball and arrow
to trace all six of the sound j.
• Repeat for cooo.
Exercise 3: Vowel Power!
• Now let’s look at Exercise 3. It’s a
Vowel Power! exercise.
• Tell me the five vowel letters.
• Ready. Signal. Student answers, a, e, i,
o and u.
• Right! Now you must fill in the blanks
with one or two of those vowels to make
a word that you know. The words you
need are printed in the apples.
• Touch the first word in the boxes.
Check that the student has his/her
finger on the word t_lk. What vowel
goes in that blank?
• Ready. Signal. Student responds, a.
• Yes, a. Print a in the blank.
• Now read that word.
• Ready. Signal. Student reads, talk.
• Put a check mark beside talk in the
apple so that you know that you have
done it.
• Repeat for each word.
Exercise 4: Answering a Riddle
• Exercise 4 is a riddle. This riddle asks,
What kind of sand is always in a hurry?
• To answer the riddle you are going to
print the alphabet letter that comes right
before the letter below the line.
• What’s the first letter below the line?
• Ready. Signal. Student answers, r.
• Yes, r. What letter in the alphabet
comes right before the letter r?
• Ready. Signal. Student says, q.
• That’s right, q. Print a q on the first line.
• Repeat for the rest of the letters.
• So what kind of sand is always in a
hurry?
• Quicksand! Great work!
Exercise 5: Rhyme Time! LESSON 20
• Find Exercise 5. There are some words TASK 1: TEACHING THE
written inside the big sack of money. SOUND p as in pig
Read these words.
• Ready. Signal. Student reads words. • This is a short sound.
• All those words rhyme with rack. You • Listen. Tap the arrow under the p and
must print a word from the sack that lift your finger immediately as you say p.
matches the picture beside the blanks. • Repeat.
• What’s the first picture?
• Ready. Signal. Student says, a tack. • Do that with me.
• That’s good. Print tack in the blanks. • Ready. Signal.
Check. Put a check mark beside the • Repeat.
word tack in the word list so that you
know you have done it. • Now it’s your turn. Say the sound when
• Repeat for each word. I touch it.
• Ready. Signal.
TASK 11: • Repeat until the student says the sound
AWARDING POINTS correctly.
• Record the total points for Lesson 19 on
page 125 of the Workbook.

End of Lesson 19
p
>
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.

TASK 2: PRACTICING
THE SOUND p

• Now you are going to sound out some

words that have the short sound p.
Remember to put the sounds together
without stopping.

177
• Sound out the first word.
• Ready. Signal. Student sounds out
rob
●
peeet.

• What’s that word? at

• Ready. Signal. ●

• Repeat for each of the words in the list. mad

●

pe t
> >
●
rat
● ●
mat
pon d
> >
●

• With a pencil add an e to the end of

● ● ● each of the words in the list.

t r i p
> >
•

•
Then say, We are going to learn a rule
about words that end with an e.
Listen. An e at the end of a word makes
● ● ● the vowel say its name.
• Listen again. An e at the end of a word

p l a n t
> >
•
makes the vowel say its name.

Say that rule with me.

● ● ● ● • Ready. Signal.

✓ If the student makes an error or stops

between the sounds, use correction
• Repeat the rule with the student until
the student can state the rule with you.

procedure (my turn, do it with me, • Then say, Your turn to say the Final e
your turn) as in previous Lessons Rule.
and begin the list again. • Ready. Signal.
• Repeat until student says the rule
correctly.

✓
*TASK 3: TEACHING THE
FINAL e RULE
• Point to the first word in the list above
and say to the student, Read this word
for me.
• Ready. Signal. Student reads, rob.
• Say, Yes, that word is rob .
• Now read the rest of the words in the
list.
Correction Procedure
If the student is unable to say the rule
correctly, model the rule for the
student two more times. Say the first
part of the rule and have the student
repeat it. Then say the second part of
the rule and have the student repeat
it. Then see if the student can repeat
the whole rule with you. Pay careful

178
 attention to see which words in the
rule the student is unable to repeat.
Say that part of the rule with the
student two or three times, then try
the entire rule.
TASK 4: USING THE
FINAL e RULE
• Point to the e at the end of robe.
• Say, Remember the rule. An e at the
end of a word makes the vowel say its
name.
• There is an e at the end of this word
(point to robe),, so this vowel (point to
the o) will say its name.
• This vowel’s name is o, so this word
says robe .
• Your turn to use the rule.
• Point to robe.
• Ask, Is there an e at the end of this
word?
• Ready. Signal. Student responds, yes.
• Repeat the question, Is there an e at
the end of this word? Student responds,
Yes.
• Say, That’s correct. There is an e at the
end of the word, so this vowel (touch
the o in robe) says its name.
• Tell me this vowel’s name. Ready.
Signal. Student responds, o.
• That’s right, o. So what is this word?
Ready. Signal. The student says, robe.
TASK 5: SOUNDING
OUT WORDS
• Now you are going to sound out some
words. As I touch the sounds, you say
them.
• First word.
• Ready. Signal. Student sounds out
word.
• Good work. What’s that word?
• Ready. Signal.

• Touch the o and say, So what will this • Repeat for each word in the list.
vowel say?
•

•
Ready. Signal. Student responds, its
name.

What is that vowel’s name? ●

ol d
● >
• Ready. Signal. Student says, o.

•
•
So what is this word?
Ready. Signal. Student says, robe.
qu i t >
• Say, Good work! ● ● ●

✓
Repeat for each word in the list.

Correction Procedure ●
an ima l
● ● ● ● ● ●
If student responds, No, when asked
if there is an e at the end of the word,
point to the e and say, There IS an e
at the end of this word. So the vowel
will say its name. ●
áb le
● > ●

179
 up > ●
s t u ff
● > ● ●
● ●

wh i p ●
secon d
● ● > ● ● >
● ● ● >
✓ If any error occurs, use correction

w r on g >
procedure (my turn, do it with me,
your turn) as in previous Lessons.

● ● ● ● ● TASK 6:
READING WORDS

sh o p >
• Turn to TASK 5 in this Lesson. Say,
Now you are going to practice reading
● ● ● the words you sounded out.

s t op
> >
•
•
First word.
Ready. Signal. Student reads, old.

● ● ● • Repeat for each word in list.

k éé p ✓ If necessary, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons.
● > ● >
TASK 7: PRACTICING

s p l a sh
>
•
IRREGULAR WORDS

You are going to read some irregular

● ● ● ● ● words you have already learned.

●
m i l k
● ● ● >
•
•

•
Read the first word and spell it.
Ready. Signal.

Repeat for each word.

e gg s>
●
book
● ● ●
world
●

180
 his who
● ●

their live
● ●

to some
● ●

●
what ✓ If necessary, use correction
procedure from previous Lessons.

is TASK 8:
READING SENTENCES
●

good • Now you are going to read some

sentences with these irregular words in
●
them.
school • Turn to Lesson 20 on page 25 in your
Reader. Check.
●
• Read the first sentence.
does • Ready. Signal.
●
• Number 2. Read that sentence.
new • Ready. Signal.
●
• Repeat for each sentence in the
where exercise.
●
1. Is his book good?
one 2. Where is their work?
● 3. Who has an idea?
4. Some walk to school.
work 5. What world does the new one live in?
●

idea
✓ If necessary, use correction
procedure as in previous Lessons.
●
TASK 9: SOUND FLUENCY
has CHECK 4
●
• The student has said 50+ sounds per
minute in Sound Fluency Check 3 on
walk page 16. Say, Turn to page 26 in your
●

181
 Reader. There is a list of sounds from
Lessons 1 to 20.
• You are going to say these sounds as
quickly as you can, remembering to
hold the sounds with the dots under
them for one second.
• Which way would you like to do this
list? Student chooses down or across.
• Put your finger on the first sound.
• Ready. Please begin. Time student for
30 seconds.
• Say, Thank you.
• Record scores for Day 1 of Sound
Fluency Check 4 on page 122 of the
Workbook.
TASK 10: WORD FLUENCY
CHECK 4
• The student has read 60+ words per
minute in Word Fluency Check 3 on
page 17. Say, On page 27 there is a list
of words from Lessons 1 to 20.
• You are going to read these words as
quickly as you can. Which way would
you like to read this list? Student
chooses down or across.
• Put your finger on the first word.
• Ready. Please begin. Time student for
30 seconds.
• Say, Thank you.
• Record scores for Day 1 of Word
Fluency Check 4 on page 123 in the
Workbook.
TASK 11: STORY READING
FLUENCY CHECK 3
• The student has reached fluency (200+
words/minute) in Story Reading Fluency
Check 2. Say, Now we are going to do
a new Story Reading Fluency Check.
182
Turn to page 28 in your Reader.
• Put your finger on the title. Get set to
read the story.
• Ready. Please begin. Time student for
1 minute.
• At the end of 1 minute say, Thank you.
• Record scores for Day 1 of Story
Reading Fluency Check 3 on page 124
in the Workbook.
TASK 12:
WORKBOOK EXERCISES
• Say, Now you are going to do the
Workbook Exercises.
• Open your Workbook to Lesson 20 on
page 75. Check.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letters for sounds
that you know.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, j.
• Have the student use the ball and arrow
to print all six of the sound j.
• Repeat for cooo and p.
Exercise 2: Crossing Out Short Sounds
• Now let’s do Exercise 2. Some of the
sounds that are printed here are short
sounds. You must look at each sound
and cross it out if it is a short sound.
• What is the first sound?
• Ready. Signal. Student says, p.
• Is p a short sound?
• Ready. Signal. Student says, yes.
• That’s right. Cross it out.
• Repeat for each sound.
Exercise 3: Printing Words
• In Exercise 3 you are going to fill in the
boxes to print some words that you
know.
• Touch the first word in the castle.
Check. This word has two letters and
ends in a p. Look at the list of words in
the triangle and find one with two letters
ending in a p. What is it?
• Ready. Signal. Student says, up.
• Good! Print a u in the box before the p.
Now read that word.
• Ready. Signal. Student reads, up.
• Repeat for the rest of the words.
Exercise 4: Printing Rhyming Words
• Find Exercise 4 on your worksheet. You
are going to print some rhyming words.
• Read the word in number 1.
• Ready. Signal. Student reads, fan.
• Now touch the list of words on the next
page that the man is pointing to. Check.
Read the first word.
• Ready. Signal. Student reads, black.
• Does black rhyme with fan ?
• Repeat until student finds the correct
rhyming word, van.
• Good. Now print the word van in the
blanks beside the word fan .
• Repeat for numbers 2 to 10.
Exercise 5: Following a Maze to Answer a
Riddle
• Find Exercise 5. In this exercise you are
going to go through the fish maze to
collect some letters to answer the
riddle, How do fish weigh themselves?
• Put your pencil on the arrow at the top
of the fish. Check. Now start through
the maze. When you get to a letter,
print it in the blanks below. If you hit a
wall start over again. Check that the
student is following the correct path.
• When the student has successfully
gone through the maze and has printed
the six letters in the blanks, say, So
how do fish weigh themselves?
• That’s right! On their scales!
*Exercise 6: Practicing the Final e Rule
• Find Exercise 6. In this exercise you are
going to practice the Final e Rule.
• Read the list of words.
• Ready. Signal. Student reads the eight
words.
• Good. Now take your pencil and add an
e to each word.
• Now read the words.
Exercise 7: Drawing and Coloring Pictures
• Now let’s look at Exercise 7. The crayon
(point to graphic) tells you that you are
going to draw and color some pictures.
Read the word under the first box.
• Ready. Signal. Student reads, cane.
• Now read the word under the other box.
• Ready. Signal. Student reads, can.
• Draw and color pictures of those words
in the boxes.
TASK 13:
AWARDING POINTS
• Record the total points for Lesson 20 on
page 125 of the Workbook.
End of Lesson 20
183
LESSON 21
TASK 1:
PRACTICING SOUNDS
• Now let’s see if you can remember all of
the sounds you have learned.
• Say the sound when I touch it. If you
make a mistake, we will practice that
sound and then do the row again.
TASK 2: REVIEWING THE
FINAL e RULE
• Say, Last Lesson we learned a rule
about words that end with an e. It was
called the Final e Rule.
• Listen. An e at the end of a word makes
the vowel say its name.
• Listen again. An e at the end of a word
makes the vowel say its name.

• What’s the first sound? • Say that rule with me.

• Ready. Signal. • Ready. Signal.
• Repeat.
• Repeat for each sound in the list.
• Your turn to say the Final e Rule.
• Ready. Signal.
p k w sh é • Repeat until student says the rule
> > ● ● ● correctly.

wh y o ck ó • Point to the first word in the list below

and say to the student, Read this word
● ● ● > ● for me.
• Ready. Signal. Student reads, rob.
b l u c e •
•
Say, Yes, that word is rob .
Now read the rest of the words in the
> ● ● > ● list.

t h d r i ●
rob
> > > ● ●

at
ol g th qu v ●
● > ● ● ●
mad
s n m a f ●

● ● ● ● ●
rat
●
ing a x i j mat
● ● ● ● >
●

✓ If any error occurs, use correction

procedure (my turn, do it with me, • With a pencil add an e to the end of
each of the words in the list.
your turn) as in previous Lessons
and repeat the row.
184
• Point to the e at the end of robe. TASK 3: PRACTICING THE
• Say, Remember the rule. An e at the FINAL e RULE
end of a word makes the vowel say its
name. • Point to the list of words below and say
• There is an e at the end of this word to the student, You’re going to read this
(point to robe),, so this vowel (point to list of words for me.
the o) will say its name.
• This vowel’s name is o, so this word • First word.
says robe . • Ready. Signal. Student reads, hat.

• Your turn to use the rule. • Now read the rest of the words in the
• Point to robe. list.
• Ask, Is there an e at the end of this • Ready. Signal.
word?
• Ready. Signal. Student responds, Yes. hat
●
• Touch the o and say, So what will this
vowel say?
Ready. Signal. Student responds, its
tam
• ●
name.

• What is that vowel’s name?

dim
●
• Ready. Signal. Student says, o.

• So what is this word?

tim
●
• Ready. Signal. Student says, robe.
• Say, Good work!
man
• Repeat for each word in the list. ●

✓ Correction Procedure
If student responds, No, when asked ●
hid
if there is an e at the end of the word,
point to the e and say, There IS an e can
at the end of this word. So the vowel ●
will say its name.
Repeat the question, Is there an e at fin
the end of this word? Student ●
responds, Yes.
Say, That’s correct. There is an e at bit
the end of the word, so this vowel ●
(touch the o in robe) says its name.
Tell me this vowel’s name. Ready.
Signal. Student responds, o.
plan
●
That’s right, o. So what is this word?
Ready. Signal. The student says,
robe.
185
 sam make cats like
●

fat write g et name

●
came d ad th ese
rid
●
th ose th em cash
• With a pencil add an e to the end of
each of the words in the list. take g ot l et
• Say, Now read these words all by
yourself. qu ite odd from
• Ready. Signal.

✓ If the student makes an error, review

the Final e Rule and begin the Task
again.
TASK 4: SAYING THE
UNDERLINED VOWELS AND
READING THE WORDS
• Now you are going to read some words
with underlined vowels. Some of these
words will follow the Final e Rule, some
will not.
• First check to see if there’s an e at the
end of the word.
• Then you will read the underlined
vowel.
• Then you will read the word.
• Put your finger on the first word.
• Say, Is there an e at the end of the
word?
• Ready. Signal. Student answers, yes.
• What will the underlined vowel say?
• Ready. Signal. Student answers, ááá.
• Good. Now read the word.
• Ready. Signal. Student reads, make.
• Repeat for each word in the list.
186
add late side
in
✓ If the student makes an error where
the Final e Rule applies, use the
Final e correction procedure as in
the previous Lesson.
For other words, use the model, lead,
test correction procedure and begin
the row again.
TASK 5:
STORY READING
• Now it’s time to read a story. Turn to
Lesson 21 on page 31 in your Reader.
Check.
NOTE: TASK 6 reviews quotation marks.
This TASK comes right after the sentence,
King Tim said, “This jam is quite grand.
But this new jam needs a name.” Be
sure to stop the student there and follow
the instructions in TASK 6 below.
• Put your finger on the first word.
• Now read the sentence.
• Ready. Signal.
A fine jam
Old King Tim and Queen Sam went for
a plane ride.
The plane was a quick black jet.
Queen Sam took a sack on the plane.
In the sack was some fine new jam.
The jam was made from a pond plant.
Queen Sam took a bit.
King Tim ate a bite.
King Tim said, “This jam is quite grand.
But this new jam needs a name.”
TASK 6: REVIEWING
QUOTATION MARKS
• Say to the student, Let’s stop here for a
minute. Look at that sentence. It has
quotation marks around some words.
• Remember the rule about quotation
marks.
• Quotation marks tell you what a person
said.
• Say that rule with me.
• Ready. Signal.
• Now say it all by yourself.
• Ready. Signal.
• Read the words inside the quotation
marks to find out what the person said.
• Ready. Signal. Student reads the
sentence.
• Say to the student, Good reading! That
is what King Tim said.
✓
Correction Procedure
If the student cannot repeat the rule
about quotation marks, say the rule
two or three times.
Have the student say it with you.
Have the student repeat the rule by
him/herself.
• Let’s continue reading the story.
“I have a plan,” said Queen Sam.
“We will call this fine jam Queen Sam’s
grand jam.”
The end
✓
If the student has a problem with any
word, have him/her sound it out, say
it and then start at the beginning of
that sentence again. If the student
makes 7 errors, reread the story from
the beginning.
TASK 7: SOUND FLUENCY
CHECK 4
• Time for another Sound Fluency Check.
Turn to page 26 in your Reader. Time
student for 30 seconds.
• Record scores for Day 2 of Sound
Fluency Check 4 on page 122 of the
Workbook.
TASK 8: WORD FLUENCY
CHECK 4
• Time for another Word Fluency Check.
Turn to page 27. Time student for 30
seconds.
• Record scores for Day 2 of Word
Fluency Check 4 on page 123 of the
Workbook.
TASK 9: STORY READING
FLUENCY CHECK 3
• Say to the student, We are now going
to do our second Story Reading
Fluency Check. Turn to page 28 in your
Reader. Time student for 1 minute.
• Record scores for Day 2 of Story
Reading Fluency Check 3 on page 124
of the Student Workbook.
187
 TASK 10:
WORKBOOK EXERCISES
• Open your Workbook to Lesson 21 on
page 79. Check.
Exercise 1: Connecting Words to Pictures
• Look at Exercise 1. In this exercise
there is a list of words (point to the list
of words on the left) and ten pictures
(point to the pictures on the right).. You
must connect the word to the picture
that it matches.
• What is the first word in the list?
• Ready. Signal. The student responds,
fire.
• That’s correct. Draw a line to join the
word fire to the picture of a fire. Check.
• Repeat for each word in the list.
Exercise 2: Printing Sounds and Words
• Now let’s do Exercise 2. You are going
to practice printing the sound
combination cooo.
• Have the student follow the balls and
arrows to print cooo five times.
• Good printing! Now you are going to
print a word that has sounds that you
know.
• Touch the word. Tell me that word.
• Ready. Signal. Student says, jump.
• Good reading! Print the sounds in the
word jump . Check.
Exercise 3: Circling the Correct Word and
Filling in the Blanks
• You need your Reader for Exercise 3.
Turn to Lesson 21 on page 31 of your
Reader. Check.
• You are going to circle and fill in the
blanks with the correct word from the
story A fine jam .
• Read the first sentence.
188
• Ready. Signal. Student reads, Old King
Tim and Queen Sam went for a plane
blank.
• There are three words below the blank.
Read those words.
• Ready. Signal. Student reads, rid, rest,
ride.
• What is the word that completes that
sentence?
• Ready. Signal. Student says, ride.
• Yes! Circle the word ride and print it in
the blank. Check. Now read the whole
sentence.
• Repeat for each sentence.
Exercise 4: Crossing Out Sounds to
Answer a Question
• Put your finger on Exercise 4. You are
going to cross out all the yééé sounds.
The letters that are left will be the
answer to the question, What is the
name of the jam?
• Take your pencil and cross out all the
sounds yééé. Check.
• Now print the letters that remain in the
spaces below. Check.
• What is the name of the jam?
• That’s right, Queen Sam’s grand jam.
*Exercise 5: Making New Words
• Find Exercise 5. The picture of the
rabbit coming out of the magician’s hat
tells you that you are going to make
some new words from the letters in
another word.
• Read the sentences beside the man
who is fishing.
• Ready. Signal. Student reads the three
sentences.
• Good reading! You must try to make
five new words from the word fishing .
Look carefully. Can you see another
word that you can make from the letters
in fishing ? (Words can be very short,
 for example, is) LESSON 22
• Good! Print that word on the first line.
Check. TASK 1: SOUNDING OUT
WORDS THAT BEGIN WITH
NOTE: If the student is having difficulty, tell SHORT SOUNDS
him/her a possible word, then have him/her
print that word on the line. Or perhaps give • Now you are going to sound out some
the student the first one or two letters of a words that begin with short sounds.
word and let him/her fill in the rest. Remember to put the sounds together
Students will find this type of exercise without stopping.
easier after they have had some practice.
• Sound out the first word.
*Exercise 6: Putting Words in Alphabetical • Ready. Signal. Student sounds out,
Order baaat.
• Find Exercise 6. Read the words. • What’s that word?
• Ready. Signal. Student reads from bit to • Ready. Signal.
old.
• In this exercise you are going to print • Repeat for each of the words in the list.
these words in alphabetical order. You
must look at the first letter in each word.

•
What first letter in these words (point to
list) comes first in the alphabet?
Ready. Signal. Student answers, bit. ●
ba t
> ● >
• That’s right! Bit is done for you. Put a

•
check mark beside it.
What is the word with a first letter that
comes next in the alphabet?
pa t
> >
• Ready. Signal. Student says, cane. ● ●
• Well done. Print cane on the second

•
line. Check.
Repeat for the rest of the words. When
the student has finished doing all six of ●
b i t
> ● >
them, say, Good work! You just put

p i t
those six words in alphabetical order.

TASK 11:
AWARDING POINTS ● > ● >

be t
• Record the total points for Lesson 21 on
page 125 of the Workbook.

End of Lesson 21 ● > ● >

189
 pe t
> >
TASK 2: SOUNDING
OUT WORDS

● ● • Now you are going to sound out some

words. As I touch the sounds, you say

●
do t
> ● > •
them.

First word.
• Ready. Signal. Student sounds out
word.
po t
> >
•
•
Good work. What’s that word?
Ready. Signal.
● ●

• Repeat for each word in the list.

d i d
● > ● >
y e ll
b i d ● ● ● ●

● > ● >
th e y
bag ● ● ● ●

● > ● >
sh ó w
t ag ● ● ● ●

● > ● >
●
f o ll ó w
● ● ● ● ●

d ó n’ t
● > ● ● >
up
bé l ów ● ● >

✓
> ● ● ● ●

If the student makes an error or stops

upon >
between the sounds, use correction ● ● ● ●
procedure (my turn, do it with me,
your turn) as in previous Lessons
and begin the list again.
190
●
bu t
> ● >
s t ud y > >
● ● ● ●

●
un t i l
● ● > ● ●
us
● ● ●

g ó ing
>
t own
>
● ● ● ● ● ● ●

ye t > ●
mu s t
● ● ● >
● ● ●

s e ll ●
m o n th
● ● ● ●
● ● ● ●

✓ If any error occurs, use correction

s p e ll
>
procedure (my turn, do it with me,
your turn) as in previous Lessons.
● ● ● ●
TASK 3:
READING WORDS

p l an t
> >
• Turn to TASK 2 in this Lesson. Say,
Now you are going to practice reading
● ● ● ●
the words you sounded out.

s p i ll
>
•
•
First word.
Ready. Signal. Student reads, yell.
● ● ● ●
• Repeat for each word in list.

r un ✓ If necessary, use correction

procedure (my turn, do it with me,
● ● ● ● your turn) as in previous Lessons.

191
 TASK 4: READING
RHYMING WORDS
tug
●
•

•
Now you are going to read some words
that rhyme with bug .
Touch the dot in front of the word bug.
✓ If necessary, use correction
procedure as in previous Lessons.
Slide your finger along the line and say
TASK 5:
bug.
READING WORDS
• What’s that word?
• Now you are going to read some words
• Ready. Signal. Student says, bug.
you have already learned.
• First word.
• All the words rhyme with bug .
• Ready. Signal. Student reads, men.
• Look at the next word.
What’s that word? • Repeat for each word in the list.
•
• Ready. Signal.
men
• Repeat for each word in the list. ●

bug when
● ●

dug sick
● ●

hug shock
● ●

jug stock
● ●

lug lost
● ●

mug little
● ●

rug back
● ●

shrug next
● ●

slug job
● ●
192
 grand world
● ●

rock love
● ●

wing move
● ●

west have
● ●

quick give
● ●

king live
● ●

win book
● ●

six took
● ●

✓ If the student makes an error reading

a word, use the correction procedure ●
above
as in previous Lessons.

TASK 6: PRACTICING
school
●
IRREGULAR WORDS

• You are going to read some irregular

words you have already learned.
✓ If necessary, use correction
procedure from previous Lessons.

TASK 7: TEACHING
• Read the first word and spell it. IRREGULAR WORDS
• Ready. Signal.
• Say, Here are some new irregular
• Repeat for each word. words. First I will read the word, then
you will read the word and spell it.
word
●

work
●

193
• Listen. The first word is something . • Record scores for Day 3 of Word
• What word? Fluency Check 4 on page 123 of the
• Ready. Signal. Workbook.
• Yes, something .
TASK 10: STORY READING
• Spell something . FLUENCY CHECK 3
• Ready. Signal.
• Time for another Story Reading Fluency
• Repeat for each word. Check. Turn to page 28 in your Reader.
Time student for 1 minute.
something
● • Record scores for Day 3 of Story
Reading Fluency Check 3 on page 124
someone of the Workbook.
●
TASK 11:
somebody WORKBOOK EXERCISES
●
• Say, Now we are going to do the
Workbook part of the Lesson.
sometime • Open your Workbook to Lesson 22 on
●
page 84. Check.
somewhere Exercise 1: Crossing Out Short Sounds
●

✓ If necessary, use correction

procedure from previous Lessons.
TASK 8: SOUND FLUENCY
CHECK 4
• Time for another Sound Fluency Check.
Turn to page 26 in your Reader. Time
student for 30 seconds.
• Record scores for Day 3 of Sound
Fluency Check 4 on page 122 of the
Workbook.
TASK 9: WORD FLUENCY
CHECK 4
• Time for another Word Fluency Check.
Turn to page 27. Time student for 30
seconds.
• Look at Exercise 1. All of the words
printed here have some short sounds.
You must look at each word and cross
out every short sound.
• Find the first word. What is that word?
• Ready. Signal. Student says, bat.
• What are the short sounds in bat ?
• Ready. Signal. Cross them out. Check.
• Repeat for each word.
Exercise 2: Printing Sounds and Words
• Now let’s do Exercise 2. You are going
to practice printing the sound
combination cooo.
• Have the student follow the balls and
arrows to print cooo five times.
• Good printing! Now you are going to
print a word that has sounds that you
know.
• Touch the word. Tell me that word.

194
• Ready. Signal. Student says, pup.
• Good reading! Print the sounds in the
word pup . Check.
Exercise 3: Circling the Correct Word
• In Exercise 3 there are pictures with two
words beside them. You are going to
circle the word that matches the picture.
• Read the first two words.
• Ready. Signal. Student reads, hug, bug.
• Which word matches the picture?
• Ready. Signal. Student reads, bug.
• That’s correct. Circle the word bug .
• Repeat for each picture.
Exercise 4: Connecting The Beginning of a
Word to its End
• Look at Exercise 4. In this exercise
there is a list of the beginning of some
irregular words (point to the list of words
on the left) and a list of the endings of
these words (point to the list of words
on the right).. You must connect the two
which go together.
• Look at the first word. Find the end of
this word. Draw a line to join the two
parts together. Check.
• Now read that word.
• Repeat for the rest of the words.
Exercise 5: Unscrambling Words
• Find Exercise 5. You are going to
unscramble some letters to spell some
words that you know.
• The unscrambled word will be the
opposite of the word in front of it.
Opposite means completely different. In
number 1 the scrambled letters p-u
make the word up . Up is the opposite
of the word down . Number 1 is done for
you.
• Look at number 2. The scrambled word
has four letters, m-c-e-o . What word in
the box with those four letters is the
opposite of the word go ?
• That’s right! Come . Print come in the
blanks. Check it off in the box.
• Repeat for each scrambled word.
Exercise 6: Following a Maze
• Exercise 6 is on the next page. In this
exercise you are going to take each
letter (point to the letters) through the
maze to a box below (point to the
boxes).. The unscrambled letters will
spell the answer to a riddle. Read the
riddle.
• Ready. Signal. Student reads, What is
another name for an insect’s coffee
cup?
• Good reading! Put your pencil on the
first letter. Follow this letter’s path to the
end. Check that the student is following
the correct path.
• Now print that letter on the line in the
box.
• Repeat for each letter.
• So what is another name for an insect’s
coffee cup?
• That’s right! A bug mug!
TASK 12:
AWARDING POINTS
• Record the total points for Lesson 22 on
page 125 of the Workbook.
End of Lesson 22
195
LESSON 23 slid
●
TASK 1: PRACTICING
THE FINAL e RULE • With a pencil add an e to the end of
each of the words in the list.
• Point to the list of words below and say
to the student, You’re going to read this • Say, Remember the rule about words
list of words for me. that end with an e. It is called the Final
e Rule.
• First word. • Listen. An e at the end of a word makes
• Ready. Signal. Student reads, dim. the vowel say its name.

• Now read the rest of the words in the • What’s that rule?
list. • Ready. Signal.
• Ready. Signal.
• That’s right. Now read these words all
dim •
by yourself.
Ready. Signal.
●

●
fat ✓ If the student makes an error, review
the Final e Rule and begin the Task
again.

grip TASK 2: SAYING THE

● UNDERLINED SOUNDS AND
READING THE WORDS
man
●
• Now you are going to read some words
with underlined sounds. Some of these
strip words will follow the Final e Rule, some
● will not.
• First you will check to see if there’s an e
not at the end of the word. Then you will
● say the underlined sound, then you will
read the word.
kit
● • Put your finger on the first word. Is
there an e at the end of that word?
hat • Ready. Signal. Student says, yes.
●
• What’s the underlined sound?
grim • Ready. Signal. Student says, ííí.
● Good. Now read the word.
•
• Ready. Signal.
cap
● • Repeat for each word in the list.
196
 time sack sh ack
black la ck tack
p i cni c
> > >
● ● ● ●
bi t bite bet
bu t pot bid e gg s
>
● ● ●
hi d hide bl ast
upon
nééds
sp ell
take
sp ill
ride ●
t o ss
> ● ●

rid gold win c ol t

✓ If the student makes an error where
the Final e Rule applies, use the
● > ● >

Final e correction procedure as in

previous Lessons.
For other words, use the model, lead,
t r i p s
> >
test correction procedure and begin ● ● ● ●
the row again.

TASK 3: SOUNDING
OUT WORDS
c up
> >
● ●
• Now you are going to sound out some
words. As I touch the sounds, you say
them.
●
ówn
● ● ●
• First word.

g am
• Ready. Signal. Student sounds out
word.
e
• Good work. What’s that word? ● > ● ●
• Ready. Signal.

• Repeat for each word in the list.

●
d r i n k
> ● ● ● >
m i l k
● ● ● ● >
●
c ake
> ● >
197
 where
●
h ol d
> ● >
●

who
sh o p >
●

talk
● ● ● ●

walk
g r ów ●

● > ● ● ● his
✓ If any error occurs, use correction
procedure (my turn, do it with me,
●

has
your turn) as in previous Lessons.
●
TASK 4:
READING WORDS above
●
• Turn to TASK 3 in this Lesson. Say,
Now you are going to practice reading is
the words you sounded out. ●

•
•
First word.
Ready. Signal. Student reads, milk.
as
●
• Repeat for each word in list.
are
✓ If necessary, use correction
procedure (my turn, do it with me,
●

your turn) as in previous Lessons. someone

●
TASK 5: PRACTICING
IRREGULAR WORDS
somebody
●
• You are going to read some irregular
words you have already learned.
sometime
• Read the first word and spell it. ●
• Ready. Signal.
somewhere
• Repeat for each word. ●

what something
● ●

198
✓ If necessary, use correction
procedure from previous Lessons.
•
•
Read the title please.
Ready. Signal.

TASK 6: TEACHING • Now read the story.

IRREGULAR WORDS • Ready. Signal.

• Say, Here are some new irregular Bob at the picnic

words. First I will read the word, then
you will read the word and spell it. Bob went to the shop.
He needs some milk and some eggs.
• Listen. The first word is earth . He must make a big cake to take to the picnic.
• What word? There will be hot dogs and drinks and cake.
• Ready. Signal. When he gets to the picnic, he is glad.
• Yes, earth . There are lots of games and fun things to do
there.
• Spell earth . Bob can win a game if he can toss the ring
• Ready. Signal. into the can.
Bob did win and he got a black colt to ride.
• Repeat for each word. Now Bob must run with a cup of hot milk to the
end of the track.
earth If he spills the milk, he will not win.
● Bob trips and can not hold the cup.
He did not win the gold.
eye But he still has lots of fun at the picnic.
This is the end
●

●
you ✓ If the student has a problem with any
word, have him/her sound it out, say
it and then start at the beginning of
your that sentence again. If the student
makes 7 errors, reread the story from
●
the beginning.
want TASK 8: SOUND FLUENCY
● CHECK 4

✓ If necessary, use correction

procedure from previous Lessons.
TASK 7:
STORY READING
• Now it’s time to read a story. Turn to
Lesson 23 on page 33 in your Reader.
Check.
• Put your finger on the title.
NOTE: If the student has said 50+ sounds
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Sound Fluency Check 4 if s/he so chooses.
• If not, say, Time for a Sound Fluency
Check. Turn to page 26 in your Reader.
Time student for 30 seconds.
• Record scores for Day 4 of Sound
199
 Fluency Check 4 on page 122 of the
Workbook.
TASK 9: WORD FLUENCY
CHECK 4
NOTE: If the student has read 60+ words
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Word Fluency Check 4 if s/he so chooses.
• If not, say, Time for a Word Fluency
Check. Turn to page 27. Time student
for 30 seconds.
• Record words read correctly per minute
in the Words Read Correctly column for
Day 4 of Word Fluency Check 4 on
page 123 of the Workbook.
TASK 10: STORY READING
FLUENCY CHECK 3
NOTE: If the student has read 200+ words
per minute in the story three consecutive
times, s/he has reached fluency and does
not need to try again on this Lesson unless
s/he chooses to do so. Do a timing on a
story of the student’s choice in the Reader.
• If the student has not yet reached
fluency, say, Time for another Story
Reading Fluency Check. Turn to page
28 in your Reader. Time student for one
minute.
• Record scores for Day 4 of Story
Reading Fluency Check 3 on page 124
of the Workbook.
TASK 11:
WORKBOOK EXERCISES
• Say, Time to do the Workbook
Exercises.
• Open your Workbook to Lesson 23 on
page 88. Check.
200
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letter for the sound
p. What’s that sound?
• Ready. Signal. Student says, p.
• Have the student use the balls and
arrows to trace all six of the sound p.
Exercise 2: Practicing the Final e Rule
• Find Exercise 2. In this exercise you are
going to practice the Final e Rule.
• Read the list of words.
• Ready. Signal.
• Good. Now take your pencil and add an
e to each word.
• Now read the words.
Exercise 3: Filling in the Blanks
• Find Exercise 3. Here you see some
pictures. There are blanks beside each
picture. You must fill in the blanks to
print the word which matches the
picture. The words you will use are in
the list in Exercise 2.
• Look at the first picture. What is it?
• Ready. Signal. Student says, a slide.
• Good! Now find the word slide in the
list. Print the word slide in the blanks
beside the picture of the slide. Check.
• Repeat for the rest of the pictures.
*Exercise 4: Circling Vowels that Say their
Names
• Now let’s do Exercise 4. You must read
each word. Then you will circle any
vowel that says its name.
• Find the first word. What’s that word?
• Ready. Signal. Student says, win.
• Is there a vowel that says its name in
win?
• Repeat for each word.
Exercise 5: Crossword Puzzle LESSON 24
• Exercise 5 is a crossword puzzle. The TASK 1: TEACHING THE
words for the puzzle come from the SOUND COMBINATION
story Bob at the picnic in your Reader. or as in for
Open your Reader to Lesson 23 on
page 33. Check.
• Some of the words go across. Some of • When these two letters are together,
them go down. they say the sound órrr.
• Find the words that go across under the • Listen. Touch the dot under the or and
clue graphic. Check. say órrr for one second. Lift your finger.
• Read sentence number 1. • Listen again. Repeat.
• Ready. Signal. Student reads the
sentence. • Say the sound with me. Keep on saying
• Good reading. What word is missing it as long as I touch it.
from this sentence? • Ready. Signal.
• Ready. Signal. Student says, games. • Repeat.
• Good. Print the word games in the
boxes for number 1 across. Check. • Your turn.
• Repeat for the rest of the words. • Ready. Signal.
• Repeat the task until the student does it
TASK 12: as instructed.
AWARDING POINTS

• Record the total points for Lesson 23 on

page 125 of the Workbook.
or ●

End of Lesson 23
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.

TASK 2: PRACTICING THE

SOUND COMBINATION or

• Now you are going to sound out some

words that have the sound combination
you just learned. As I touch the sounds,
you say them.
• First word.
• Ready. Signal. Student sounds out
word.
• Good work.

●
f or
● ●
201
• What’s that word? TASK 4: PRACTICING THE
• Ready. Signal. SOUND COMBINATION al
• Repeat for each word in the list.
• Now you are going to sound out some

●
t or n
> ● ●
words that have the sound combination
you just learned. As I touch the sounds,
you say them.

• First word.

●
f or e s t
● ● ● ● >
•

•
Ready. Signal. Student sounds out
word.
Good work.

✓ If any error occurs, use correction

procedure (my turn, do it with me,
•
•
What’s that word?
Ready. Signal.
your turn) as in previous Lessons
and begin the list again. • Repeat for each word in the list.

TASK 3: TEACHING THE

SOUND COMBINATION
al as in tall
●
f al l
● ● ●

•
When these two letters are together,
they say the sound olll.
Listen. Touch the dot under the al and
say olll for one second. Lift your finger. ●
t al l
> ● ●
• Listen again. Repeat.

• Say the sound with me. Keep on saying

it as long as I touch it. ●
s m al l
● ● ● ●
• Ready. Signal.
•

•
•
Repeat.

Your turn.
Ready. Signal. ●
c al l
> ● ●
• Repeat the task until the student does it
as instructed. ✓ If any error occurs, use correction
procedure (my turn, do it with me,

al ●
your turn) as in previous Lessons
and begin the list again.

✓ If any error occurs, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons.

202
 TASK 5: TEACHING THE
SOUND COMBINATION
ch as in chip
●
m u ch
● ● >
• When these two letters are together,

•
they say the short sound ch .
Listen. Tap the arrow under the ch and
say ch. Lift your finger. ●
l u n ch
● ● ● >
• Listen again. Repeat.

•
•
Say the sound with me.
Ready. Signal.
●
ch éé r
> ● ●
• Repeat.

•
•
•
Your turn.
Ready. Signal.
Repeat the task until the student does it ●
r i ch
● ● >
as instructed.
✓ If any error occurs, use correction

c>h
procedure (my turn, do it with me,
your turn) as in previous Lessons
and begin the list again.

✓ If any error occurs, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons.
TASK 6: PRACTICING THE
SOUND COMBINATION ch
• Now you are going to sound out some
words that have the sound combination
ch. As I touch the sounds, you say
them.
• First word.
• Ready. Signal. Student sounds out
word.
• Good work.
TASK 7:
PRACTICING SOUNDS
• Now let’s see if you can remember all of
the sounds you have learned.
• Say the sound when I touch it. If you
make a mistake, we will practice that
sound and then do the row again.
• What’s the first sound?
• Ready. Signal.
• Repeat for each sound in the list.
wh ck g d w
● > > > ●

•
•
What’s that word?
Ready. Signal.
é al y í e
● ● ● ● ●

• Repeat for each word in the list.

r k th or h
● > ● ● >
203
 u t p qu b more
●
● > > ● >
store
ch l o f sh ●
> ● ● ● ●
sore
c n ó ol a ●

> ● ● ● ●
béfore
●
j ing m s x shore
> ● ● ● ●
●

ú v á i al wore
● ● ● ● ● ●

✓ If any error occurs, use correction

procedure (my turn, do it with me, ●
chore
your turn) as in previous Lessons
and repeat the row. tore
●
TASK 8: READING
RHYMING WORDS or
●
• Now you are going to read some words

•
that rhyme with for .
Touch the dot in front of the word for.
Slide your finger along the line and say
✓ Use correction procedure as in
previous Lessons if necessary.
for. TASK 9: SOUNDING OUT
WORDS THAT BEGIN WITH
• What’s that word? SHORT SOUNDS
• Ready. Signal.

• All the words rhyme with for . • Now you are going to sound out some
words that begin with short sounds.
• Look at the next word. Remember to put the sounds together
• What’s that word? without stopping.
• Ready. Signal.
• Sound out the first word.
• Repeat for each word in the list. • Ready. Signal. Student sounds out,
cólllt.
for • What’s that word?
●
• Ready. Signal.
204
• Repeat for each of the words in the list.

p a ck
●
c ol t
> ● >
● > ● >

g r am j ug
> >
● ●
● > ● ● ●

ch i p ●
t a s k
> ● ● >
● > ● >
k éé p
●
c r a ck
> ● ● >
● > ● >

g r ów ●
b é s i de
> ● ● ● >
● > ● ● ●

ch e ck
he l p ● > ● >

● > ● ● >
p a dd l e
g r ab ● > ● > ●

● > ● ● > ✓ If the student makes an error or stops

between the sounds, use correction

dá y
procedure (my turn, do it with me,
your turn) as in previous Lessons
and begin the list again.
● > ● ●
TASK 10: PRACTICING

p i ck
IRREGULAR WORDS

• You are going to read some irregular

● > ● > words you have already learned.

205
• Read the first word and spell it. • If not, say, Time for a Sound Fluency
• Ready. Signal. Check. Turn to page 26 in your Reader.
Time student for 30 seconds.
• Repeat for each word.
• Record scores for Day 5 of Sound
earth Fluency Check 4 on page 122 of the
● Workbook.

move REMINDER: If the student has been unable

to say at least 50 sounds correctly per
●
minute at least one time in Sound Fluency
love Check 4, finish and correct the Workbook
Exercises for Lesson 24 but do not proceed
●
to teach new material. Instead, reteach
idea Lessons 20 through 24. Include daily
practice and timings on Sound Fluency
●
Check 4 on page 26. Circle and practice
any sounds the student is having difficulty
word with. Record scores in the Additional
● Practice columns for Sound Fluency Check
4 on page 122 of the Student Workbook.
want Students should continue to be awarded
● points for working hard, paying attention,
following instructions and doing well on
work fluency checks. When the student is able to
● say 50+ sounds from the list in 1 minute,
begin Lesson 25.
world
● TASK 13: WORD FLUENCY
CHECK 4
your
● REMINDER: If the student has read 60+
words correctly in 1 minute for any three
eye days of the last four, s/he may discontinue
● timings on Word Fluency Check 4 if s/he

✓ If necessary, use correction

procedure from previous Lessons.
so chooses.

• If not, say, Time for a Word Fluency

TASK 11: SOUND FLUENCY
CHECK 4
REMINDER: If the student has said 50+
sounds correctly in 1 minute for any three
days of the last four, s/he may discontinue
timings on Sound Fluency Check 4 if s/he
so chooses.
206
Check. Turn to page 27. Time student
for 30 seconds.
• Record scores for Day 5 of Word
Fluency Check 4 on page 123 of the
Workbook.
REMINDER: If the student has been unable
to read at least 60 words correctly in 1
minute at least one time in Word Fluency
Check 4, finish the Workbook Exercises for
Lesson 24 but do not proceed with new
material. Instead, redo Lessons 20 through
24. Include daily practice and timings on
Word Fluency Check 4 on page 27. Circle
and practice any words the student is
having difficulty with. Record scores in the
Additional Practice columns for Word
Fluency Check 4 on page 123 of the
Student Workbook. Students should
continue to be awarded points for working
hard, paying attention, following instructions
and doing well on fluency checks. When the
student is able to read 60+ words from the
list in 1 minute, continue in the Reader with
Lesson 25.
TASK 14: STORY READING
FLUENCY CHECK 3
REMINDER: If the student has read 200+
words per minute in the story for three of
the last four attempts, s/he has reached
fluency and does not need to try again on
this Lesson unless s/he chooses to do so.
Do a timing on a story of the student’s
choice in the Reader.
• If the student has not yet reached
fluency, say, Time for another Story
Reading Fluency Check. Turn to page
28 in your Reader. Time student for one
minute.
• Record scores for Day 5 of Story
Reading Fluency Check 3 on page 124
of the Workbook.
NOTE: If the student has not yet reached
fluency at 200+ words a minute in the
same story on at least one timing, finish
and correct the Workbook Exercises for
Lesson 24, but do not proceed with new
material. Instead, have the student practice
reading the first half of the story until s/he
can read it with fewer than 3 L.O.s in 30
seconds. Then practice the next half in the
same manner. Combine the two sections
and practice until the student can read
them fluently in a minute. Record scores in
the Additional Practice columns for Story
Reading Fluency Check 3. Award points
for working hard, paying attention, following
instructions and doing well in fluency
checks. When the student has reached
fluency, begin Lesson 25.
TASK 15:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 24 on
page 92. Check.
Exercise 1: Solving Codes
• Let’s look at Exercise 1. You are going
to solve a code to answer a riddle. Look
below the boxes and read the riddle.
• Ready. Signal. Student reads, What do
you call a horse in a snowstorm?
• Good reading! In each box, there are
words which have the same sound
missing.
• Let’s figure out the sound that goes in
the first set of words. Read each word.
Student reads words in the first box.
• What sound is missing that will
complete each word?
• Ready. Signal. Student says, o.
• That’s right, o. Print o in the triangle.
Check.
• Repeat for circle = c, diamond = d,
hexagon = t and square = l.
• Good! You have figured out what each
shape’s sound is. Now let’s solve the
code to answer the riddle.
• What sound goes in the circle?
• Ready. Signal. Student answers, c.
• That’s right. Print c in the space above
the circle.
• Repeat for the rest of the shapes.
207
• Now read what you have written to find
out what you call a horse in a
snowstorm. (a cold colt)
Exercise 2: Printing Sounds
• Find Exercise 2. You are going to
practice printing the letters for the
sound combinations that you learned in
this Lesson.
• Touch the first sound combination. Tell
me that sound.
• Ready. Signal. Student says, órrr.
• Have the student print four of the sound
combination órrr.
• Repeat for ólll and ch.
Exercise 3: Circling and Crossing Out
Words with Short Sounds
• Now let’s do Exercise 3. Some of the
words here begin with short sounds.
You are going to circle these words.
Some other words end in short sounds.
You will cross out those words.
• Read the first word.
• Ready. Signal. Student reads, lunch.
• Say the first sound in lunch .
• Ready. Signal. Student says, lll. That’s
correct. Is lll a short sound?
• Ready . Signal. Student says, no.
• So do we circle that word?
• Ready. Signal. Student says, no.
• Say the last sound in lunch.
• Ready. Signal. Student says, ch.
• Good. Is ch a short sound?
• Ready. Signal. Student says, yes.
• That’s right. Cross out the word lunch .
• Repeat for each word.
Exercise 4: Making New Words
• Find Exercise 4. It’s called Something
else! You are going to make some new
words from the letters in the word
something. Look carefully. Can you
208
see another word that you can make
from some of the letters in something ?
(Words can be very short. eg. in)
• Good! Print that word on the first line.
• Have the student find and print six more
words. Help if necessary.
Exercise 5: Rhyme Time!
• In Exercise 5 there are some sounds
written inside the flag. Read those
sounds.
• Good. The words with blanks in front of
them all rhyme with for . You must add
one of the sounds in the flag to the
beginning of each word to make a
rhyming word.
• Have student add each sound to the
blanks and then read the rhyming word.
• Now look below the words at the clue.
Read that letter and number.
• This is another word that rhymes with
for. What is it?
• Ready. Signal. Student says, before.
• Right! Print that word in the blanks.
Check.
Exercise 6: Putting Words in Alphabetical
Order
• Find Exercise 6. Read the words.
• Ready. Signal. Student reads from us to
lunch.
• In this exercise you are going to print
these words in alphabetical order. You
must look at the first letter in each word.
What first letter in these words (point to
list) comes first in the alphabet?
• Ready. Signal. Student answers, colt.
• That’s right! Print colt in the blanks. Put
a check mark beside it.
• What is the word with a first letter that
comes next in the alphabet?
• Ready. Signal. Student says, forest.
• Well done. Print forest on the second
line. Check.
• Repeat for the rest of the words. When LESSON 25
the student has finished doing all six of
them, say, Good work! You just put TASK 1: SOUNDING
those six words in alphabetical order. OUT WORDS
TASK 16: • Now you are going to sound out some
AWARDING POINTS words. As I touch the sounds, you say
them.
• Record the total points for Lesson 24 on
page 125 of the Workbook. • First word.
• Ready. Signal. Student sounds out
End of Lesson 24 word.

• Good work. What’s that word?

• Ready. Signal.

• Repeat for each word in the list.

s t op > >
● ● ●

i m p or t a n t
● ● ● > ● > ● ● >

●
al l● ●

●
b al l
> ● ●

●
nu t
● ● >

●
w or e
● ●

209
 óp en
> ●
r u sh
● ● ●
● ● ● ●

wr i te >
s p or t > >
● ● ● ● ● ● ●

●
n or th
● ● ● ●
l ów
● ● ●

●
t e ll
> ● ●
sh r u g >
● ● ● ●

s t or y
>
s n a ck >
● ● ● ● ● ● ● ●

●
s m al l
● ● ● ● ●
c o l or
> ● ● ●

s u ch ✓ If any error occurs, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons.
● ● ● >
TASK 2: READING

●
sh or e
● ● •
RHYMING WORDS

Say, Here are some words that rhyme

with may .

●
ch i l d r e n
> ● ● > ● ● ●
• Touch the dot in front of the word may,
slide your finger along the line and say
may.

• What’s that word?

●
us ● ●
•

•
Ready. Signal.

All the words rhyme with may .

• Look at the next word.

210
• What’s that word?
• Ready. Signal.
páy
●
• Repeat for each word in the list.
awáy
máy ●
●
cláy
sáy ●
●

dáy
✓ If necessary, use correction
procedure from previous Lessons.
●
TASK 3:
READING WORDS
báy
● • Now you are going to practice reading
some words you have already learned.
ráy
● • First word.
• Ready. Signal. Student reads word.
pláy
● • Repeat for each word in list.

stáy hold shów

● ● ●

gráy much wón’t

● ● ●

tráy black until

● ● ●

wáy month run

● ● ●

háy ówn yell

● ● ●

láy kiss jam

● ● ●

jáy help slów

● ● ●

211
 quit bégin sometime
● ● ●

bent follów your

● ● ●

flashing act somewhere

● ● ●

●
next ✓ If necessary, use correction
procedure from previous Lessons.

✓ If necessary, use correction

procedure (my turn, do it with me,
TASK 5: TEACHING
IRREGULAR WORDS
your turn) as in previous Lessons.
• Say, Here are some new irregular
TASK 4: PRACTICING words. First I will read the word, then
IRREGULAR WORDS you will read the word and spell it.

• Now let’s review some irregular words • Listen. The first word is towards .
you have already learned. • What word?
• Ready. Signal.
• Read the first word and spell it. • Yes, towards .
• Ready. Signal.
• Spell towards .
• Repeat for each word. • Ready. Signal.

someone • Repeat for each word.

●
towards
took ●
●
people
somebody ●
●
carry
does ●
●

something
✓ If necessary, use correction
procedure from previous Lessons.
●

have
●

212
 TASK 6: SOUND FLUENCY
CHECK 5
• The student has said 50+ sounds per
minute in Sound Fluency Check 4 on
page 26. Say, Turn to page 35 in your
Reader. Check. There is a list of sounds
from Lessons 1 to 25.
• You are going to say these sounds as
quickly as you can, remembering to
hold the sounds with the dots under
them for one second.
• Which way would you like to do this
list? Student chooses down or across.
• Put your finger on the first sound.
• Ready. Please begin. Time student for
30 seconds.
• Say, Thank you.
• Record sounds said correctly per
minute in the Sounds Said Correctly
column for Day 1 of Sound Fluency
Check 5 on page 122 in the Workbook.
• Record number of errors and/or skipped
sounds per minute in the Learning
Opportunities column.
TASK 7: WORD FLUENCY
CHECK 5
• The student has read 60+ words per
minute in Word Fluency Check 4 on
page 27. Say, On page 36 there is a list
of words from Lessons 1 to 25.
• You are going to read these words as
quickly as you can. Which way would
you like to read this list? Student
chooses down or across.
• Put your finger on the first word.
• Ready. Please begin. Time student for
30 seconds.
• Say, Thank you.
• Record words read correctly per minute
in the Words Read Correctly column for
Day 1 of Word Fluency Check 5 on
page 123 in the Workbook.
• Record number of errors and/or skipped
words per minute in the Learning
Opportunities column.
TASK 8: STORY READING
FLUENCY CHECK 4
• The student has reached fluency (200+
words/minute) in Story Reading Fluency
Check 3. Say, Now we are going to do
a new Story Reading Fluency Check.
Turn to page 37 in your Reader. Check.
• Put your finger on the title. Get set to
read the story.
• Ready. Please begin. Time student for
1 minute.
• At the end of 1 minute say, Thank you.
• Record the number of words read
correctly in the Words Read Correctly
column for Day 1 of Story Reading
Fluency Check 4 on page 124 in the
Workbook.
• Record errors and/or skipped words in
the Learning Opportunities column.
TASK 9:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook Exercises.
• Open your Workbook to Lesson 25 on
page 96. Check.
Exercise 1: Crossing Out Vowels that Say
their Names
• Let’s do Exercise 1. You must read
each word. Then you will cross out any
vowel that says its name.
• Find the first word. What’s that word?
• Ready. Signal. Student says, same.
213
• Is there a vowel that says its name in
same? Cross it out.
• Repeat for each vowel in each word.
Exercise 2a: Circling the Correct Word
• In Exercise 2 there are pictures with two
words beside them. You are going to
circle the word that matches the picture.
• Read the first two words.
• Ready. Signal. Student reads, pay, way.
• Which word matches the picture?
• Ready. Signal. Student reads, pay.
• That’s correct. Circle the word pay .
• Repeat for each picture.
Exercise 2b: Filling in the Blanks
• In Exercise 2b you are going to fill in the
blanks with the correct rhyming word.
The rhyming words are in the
wheelbarrow.
• Read those words.
• Ready. Signal.
• Now read the first sentence.
• Ready. Signal.
• Find the correct word that completes
that sentence and print that word in the
blank. Now read the whole sentence.
• Repeat for each sentence.
Exercise 3: Making New Words
• In Exercise 3 you are going to make
some new words from the letters in the
word important .
• Can you see another word that you can
make from some of the letters in
important?
• Good! Print that word on the first line.
• Monitor the student as s/he prints new
words. Be ready to make some
suggestions.
214
*Exercise 4: Printing Words to Match their
Meaning
• Now let’s look at Exercise 4. In this
Exercise you are going to print words to
look like their meaning. Two words are
done for you. Read those words.
• Ready. Signal. Student reads, thin, cold.
Notice how the word thin is printed very
tall and skinny. Cold looks like it is
shivering.
• Read the other words.
• Ready. Signal.
• Take your pencil and print those words
as best you can to match their meaning.
• Be ready to make some suggestions if
the student is having difficulty with any
of the words.
Exercise 5: Answering a Riddle
• Put your finger on Exercise 5. Read the
riddle.
• Ready. Signal. Student reads, What do
frogs make notes on?
• To answer this riddle you are going to
cross out all the sound combinations
cooo, órrr and ch. The letters that are
left will be the answer.
• Take your pencil and cross out all those
sound combinations.
• Now print the letters that remain in the
spaces below.
• What do frogs make notes on?
• That’s right, lily pads!
TASK 10:
AWARDING POINTS
• Record the total points for Lesson 25 on
page 125 of the Workbook.
End of Lesson 25
LESSON 26 grim
●
TASK 1: PRACTICING
THE FINAL e RULE nap
●
• Point to the list of words below and say
to the student, You’re going to read this
list of words for me.
slid
●
• First word.
• Ready. Signal. Student reads, tap. plan
●
• Now read the rest of the words in the
list. • With a pencil add an e to the end of
• Ready. Signal. each of the words in the list.

tap • Say, Remember the rule about words

that end with an e.
●
• Listen. An e at the end of a word makes
the vowel say its name.
hop
● • What’s that rule?
• Ready. Signal.
grip
● • That’s right. Now read these words all
by yourself.
gap • Ready. Signal.

✓
●
If the student makes an error, review
pal the Final e Rule and begin the Task
● again.

bit TASK 2: SAYING THE

● UNDERLINED SOUNDS AND
READING THE WORDS
not
● • Now you are going to read some words
with underlined sounds. Some of these
strip words will follow the Final e Rule, some
● will not.
• First you will read the underlined sound,
kit then you will read the word.
●

pan
●

215
• Put your finger on the first word. Say,
What’s the underlined sound?
• Ready. Signal.
• Good. Now read the word.
• Ready. Signal.
• Repeat for each word in the list.
TASK 3: PRACTICING
IRREGULAR WORDS
• You are going to read some irregular
words you have already learned.
• Read the first word and spell it.
• Ready. Signal.

• Repeat for each word.

time th ese those
carry
pot take they ●

b ut us blank people
●

spell made much earth

●

line name must one

●
pla nt an y wr ite once
●
like same life
want
●
mile wh ite for
towards
make woke ch ildren ●

until more came eye

●

side state home you

●

✓ If the student makes an error where

the Final e Rule applies, use the
●
school
Final e correction procedure as in
previous Lessons.
For other words, use the model, lead, talk
test correction procedure and begin ●
the row again.
✓ If necessary, use correction
procedure from previous Lessons.
216
 TASK 4: TEACHING • Repeat for each sentence in the
IRREGULAR WORDS exercise.

• Say, Here are some new irregular 1. He has the same name as Sam.
words. First I will read the word, then 2. Do they like to lick the white cake?
you will read the word and spell it. 3. They came one mile to take the children to
see those plants.
• Listen. The first word is thought . 4. He must spell any name and write it in the
• What word? blank.
• Ready. Signal. 5. She had much time but she is still late for
• Yes, thought . the game.
6. Take the time to write on the line.
• Spell thought . 7. Here is the cap and the cape that she likes.
• Ready. Signal. 8. They made plans until the sun set.
9. State your name and write it on the line.
• Repeat for each word. 10. Tim had time to hide the dime.

●
thought ✓ Use correction procedure as in
previous Lessons if necessary.

put TASK 6: SOUND FLUENCY

CHECK 5
●

pull • Time for another Sound Fluency Check.

Turn to page 35 in your Reader. Time
●
student for 30 seconds.
full • Record scores for Day 2 of Sound
●
Fluency Check 5 on page 122 of the

✓ If necessary, use correction

procedure from previous Lessons.
Workbook.

TASK 7: WORD FLUENCY

CHECK 5
TASK 5:
READING SENTENCES
• Time for another Word Fluency Check.
Turn to page 36. Time student for 30
• Now you are going to read some
seconds.
sentences.
• Turn to Lesson 26 on page 40 in your
• Record scores for Day 2 of Word
Reader. Check.
Fluency Check 5 on page 123 of the
Workbook.
• Read the first sentence.
• Ready. Signal.

• Number 2. Read that sentence.

• Ready. Signal.

217
 TASK 8: STORY READING
FLUENCY CHECK 4
• Say to the student, We are now going
to do our second Story Reading
Fluency Check. Turn to page 37 in your
Reader. Time student for 1 minute.
• Record scores for Day 2 of Story
Reading Fluency Check 4 on page 124
of the Student Workbook.
TASK 9:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 26 on
page 100. Check.
Exercise 1: Vowel Power!
• Look at Exercise 1. It’s a Vowel Power!
exercise.
• Tell me the five vowel letters.
• Ready. Signal. Student answers, a, e, i,
o and u.
• Right! Now you must fill in the blanks
with one of those vowels to make a
word that you know.
• Touch the first word. What vowel goes
in that blank?
• Ready. Signal. Student responds, e.
• Yes, e. Print e in the blank.
• Now read that word.
• Ready. Signal. Student reads, yell.
• Repeat for each word.
Exercise 2: Word Search Puzzle
• Find Exercise 2. It’s a word search
puzzle. First let’s read the words below
the puzzle.
• Ready. Signal. Student reads the
words.
• Add an e to each of these words. Now
read them again.
218
• Ready. Signal.
• You will be looking for those words in
this puzzle. The words can go across or
down. One word goes backwards.
• Read the first word in the list of the
words that you will be looking for.
• Ready. Signal. Student reads, plane.
• That’s right. The word plane will go
across. Find that word in the puzzle.
Draw a circle around it.
• Put a check mark beside the word
plane in the list so that you know you
have found it.
• If the student is having problems finding
the word, repeat steps above for each
word in the list. If s/he can do the
puzzle independently, allow him/her to
do so.
Exercise 3: Adding or Crossing Out a
Final e
• Exercise 3 has some sentences from
your Reader. You are going to either
add or cross out a final e so that the
words make sense. Number 1 has been
done for you. Read that sentence.
• Ready. Signal.
• Good reading! A final e has been added
to the words same and name and the
final e on the word Sam has been
crossed out.
• Read sentence number 2.
• Ready. Signal.
• Look at the words with the blanks.
Decide if you need to add a final e,
cross one out or leave it as is for the
word to make sense.
• Repeat for sentences 3 to 7.
Exercise 4: Putting Words in Alphabetical
Order
• Find Exercise 4. Read the words.
• Ready. Signal. Student reads from
open to story.
• In this exercise you are going to print
 these words in alphabetical order. You • Now draw a line to join the two words.
must look at the first letter in each word. Check.
What first letter in these words (point to • Repeat for the rest of the words in the
list) comes first in the alphabet? list.
• Ready. Signal. Student answers, also.
• That’s right! Print also in the blanks. Put TASK 10:
a check mark beside it. AWARDING POINTS
• What is the word with a first letter that
comes next in the alphabet? • Record the total points for Lesson 26 on
• Ready. Signal. Student says, children. page 125 of the Workbook.
• Well done. Print children on the second
set of blanks. Check. End of Lesson 26
• Repeat for the rest of the words. When
the student has finished doing all seven
of them, say, Good work! You just put
those seven words in alphabetical
order.
• Now print the letters that are circled in
the blanks below to spell another word
that you know. What’s that word?
• That’s right, someone .

Exercise 5: Matching Words

• Find Exercise 5. You are going to fill in

the missing letters in these words (point
to the words in the left-hand column).
Then you are going to draw a line to
match the words that are the same.
• The first word has been done for you.
An a and an e were added to make a
word and then this word cane (point)
was joined with a line to this word cane
(point)..
• The second word (touch the second
word in the left-hand column) has five
letters with an h as the second letter
and an e as the fourth letter.
• Look down this list (point to the list to
the right) and find a word that has five
letters with an h and an e in those
positions. What’s that word?
• Ready. Signal. Student reads, three.
• That’s right. Print t on the line in front of
h and then an r and a final e to spell
the word three .

219
LESSON 27
TASK 1: TEACHING THE
SOUND COMBINATIONS er
ur as in term, sir and turn
• What’s that word?
• Ready. Signal.
ir • Repeat for each word in the list.

• When these letters are together, they

say the sound rrr. ●
h er
> ●
• Listen. Touch the dots under the er, ir

•
and ur and say rrr for one second each.
Lift your finger.
Listen again. Repeat. ●
t ur n
> ● ●

g ir l
• Say the sound with me. Keep on saying
it as long as I touch it.
• Ready. Signal.
• Repeat. ● > ● ●

s ir
• Your turn.
• Ready. Signal.
• Repeat the task until the student does it
as instructed. ● ● ●

er ir ur
● ● ● ●
h ur t
> ● >

✓ If any error occurs, use correction

procedure (my turn, do it with me, p er s o n
your turn) as in previous Lessons.
● > ● ● ● ●
TASK 2: PRACTICING THE
SOUND COMBINATIONS
er ir ur
●
f ur
● ●
• Now you are going to sound out some
words that have the sound
combinations you just learned. As I
touch the sounds, you say them. ●
u n d er
● ● > ●

d ir t
• First word.
• Ready. Signal. Student sounds out
word.
• Good work. ● > ● >

220
✓ If any error occurs, use correction
procedure (my turn, do it with me,
r
●
f al é d
● ● ● >
your turn) as in previous Lessons and
begin the list again.
á ú
TASK 3: ● ●

•
PRACTICING SOUNDS

Now let’s see if you can remember all

of the sounds you have learned.
• Say the sound when I touch it. If you
make a mistake, we will practice that
sound and then do the row again.
• What’s the first sound?
• Ready. Signal.
• Repeat for each sound in the list.
✓ If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons
and repeat the row.
TASK 4: SOUNDING
OUT WORDS
• Now you are going to sound out some
words. As I touch the sounds, you say
them.

• First word.
ck y th wh c • Ready. Signal. Student sounds out
> ● ● ● > word.

ol m h qu or •
•
Good work. What’s that word?
Ready. Signal.
● ● > ● ●
• Repeat for each word in the list.
b l n a x
> ● ● ● ●

●
al ●
l●
ch o j er u
ó
> ●

i v
> ●

s
●

r ●
f ●
ir s t
● ● >
● ● ● ● ●

ur ing sh k p ●
n ●
e v er
● ● ●
● ● ● > >

í
●
t
>
g e w
> ● ● ●
al ●
s ó
● ●

221
 ma n y wh i ch ● ● ● >
● ● ● ● ●

m o th er n u m b er ● ● ● ● > ●
● ● ● ● ●

●
b r o th er ó v er
> ● ● ● ●
● ● ● ●

óp en c l os e ● > ● ● ●
● ● > ● ●

r i v er e v e r y
● ● ● ● ●
● ● ● ● ●

a f t er a n o th er > ● ● ● ● ● ●
● ● ● ●

●
m o n s t er b ur n
● ● ● ● > ●
● > ● ●

p á p er t r u ck ● > ● ● >
● > ● > ●
✓ If any error occurs, use correction

●
wh i l e
● ● ●
procedure (my turn, do it with me,
your turn) as in previous Lessons.

TASK 5:
READING WORDS

● >
d i ff er e n t
● ● ● ● ● >
• Turn to TASK 4 in this Lesson. Say,
Now you are going to practice reading
the words you sounded out.

222
• First word.
• Ready. Signal. Student reads word.
sell rów
● ●
• Repeat for each word in list.
✓ If necessary, use correction

✓ If necessary, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons.
TASK 6:
READING WORDS
• Now you are going to practice reading
some other words you know.
• First word.
• Ready. Signal. Student reads word.
• Repeat for each word in list.
procedure (my turn, do it with me,
your turn) as in previous Lessons.
TASK 7: TEACHING
IRREGULAR WORDS
• Say, Here are some new irregular
words. First I will read the word, then
you will read the word and spell it.
• Listen. The first word is together .
• What word?
• Ready. Signal.
• Yes, together .

bégin cold • Spell together .

● ● • Ready. Signal.

milk second • Repeat for each word.

● ●
together
along body ●
● ●
father
stop bélów ●
● ●
answer
write north ●
● ●
welcome
important small ●
●

alwáys
●

held ✓ If necessary, use correction

procedure from previous Lessons.
● ●
TASK 8: SOUND FLUENCY
hug town CHECK 5
● ●
• Time for another Sound Fluency Check.
story thrów Turn to page 35 in your Reader. Time
student for 30 seconds.
● ●
• Record scores for Day 3 of Sound
223
 Fluency Check 5 on page 122 in the
Workbook.
TASK 9: WORD FLUENCY
CHECK 5
• Time for another Word Fluency Check.
Turn to page 36. Time student for 30
seconds.
• Record scores for Day 3 of Word
Fluency Check 5 on page 123 in the
Workbook.
TASK 10: STORY READING
FLUENCY CHECK 4
• Time for another Story Reading Fluency
Check. Turn to page 37 in your Reader.
Time student for 1 minute.
• Record scores for Day 3 of Story
Reading Fluency Check 4 on page 124
in the Workbook.
TASK 11:
WORKBOOK EXERCISES
• Say, Now we are going to do some
Workbook Exercises.
• Open your Workbook to Lesson 27 on
page 106. Check.
Exercise 1: Putting Words in Alphabetical
Order
• Find Exercise 1. Read the words.
• Ready. Signal. Student reads from
together to person.
• In this exercise you are going to print
these words in alphabetical order. You
must look at the first letter in each word.
What first letter in these words (point to
list) comes first in the alphabet?
• Ready. Signal. Student answers,
answer.
224
• That’s right! Print answer in the blanks.
Put a check mark beside it.
• What is the word with a first letter that
comes next in the alphabet?
• Ready. Signal. Student says, father.
• Well done. Print father in the second
set of blanks. Check.
• Repeat for the rest of the words. When
the student has finished doing all five of
them, say, Good work! You just put
those five words in alphabetical order.
• Now print the letters that are circled in
the blanks below to spell what this
(point to tadpole) will grow up to be.
What will it be?
• That’s right, a frog.
Exercise 2: Matching Rhyming Words
• Find Exercise 2 on your worksheet. You
are going to draw a line to match
rhyming words.
• Touch the first word. Check. What’s that
word?
• Ready. Signal. Student responds, her.
• Now touch the second group of words.
Read the first word.
• Ready. Signal. Student reads, much.
• Does much rhyme with her ?
• Repeat until student finds the correct
rhyming word, fur.
• Good. Now draw a line to join the words
her and fur.
• Repeat for the rest of the words in the
list.
Exercise 3: Printing Sounds
• In Exercise 3 you are going to practice
printing the letters for the sounds that
you learned in this Lesson.
• Touch the first sound. Tell me that
sound.
• Ready. Signal. Student says, rrr.
• Have the student print all six of the
sound combination er.
• Repeat for ir and ur. LESSON 28
Exercise 4: Crossword Puzzle TASK 1: PRACTICING
THE FINAL e RULE
• Exercise 4 is a crossword puzzle. All
the words have the sound rrr . There are • Point to the list of words below and say
pictures beside the puzzle to help you to the student, You’re going to read this
know what word to print in the boxes. list of words for me.
• Touch number 1. What is that a picture
of? • First word.
• Ready. Signal. Student says, a • Ready. Signal. Student reads, hop.
first-place ribbon.
• That’s right. To help you spell that word • Now read the rest of the words in the
there is a word list printed on the note list.
paper. Find the word first . Now print the • Ready. Signal.
word first in the boxes for number 1.

•
Check.
Repeat for the rest of the words.
hop her
● ●
Exercise 5: Answering a Riddle
sam rid
● ●
• Exercise 5 is a riddle. This riddle asks,
What color is a cheerleader?
• To answer the riddle you are going to fat tam
print the alphabet letter that comes right ● ●
before the letter below the line.
• What’s the first letter below the line? fin plan
• Ready. Signal. Student answers, z. ● ●
• Yes, z. What letter in the alphabet
comes right before the letter z? slim slop
• Ready. Signal. Student says, y. ● ●
• That’s right, y. Print a y on the first line.
• Repeat for the rest of the letters. pin
• So what color is a cheerleader? ●
• Yeller! Great work!
• With a pencil add an e to the end of
TASK 12: each of the words in the list.
AWARDING POINTS
• Say, Now read these words all by
• Record the total points for Lesson 27 on yourself.
page 125 of the Workbook. • Ready. Signal.

End of Lesson 27
✓ If the student makes an error, review
the Final e Rule and begin the Task
again.

225
 TASK 2:
READING WORDS
nape such
● ●
• Now you are going to read some other
words. Some of these words will follow note time
the Final e Rule, some will not. ● ●

• Put your finger on the first word. Say, hand sore

What’s that word? ● ●
• Ready. Signal.
fad gate
• Repeat for each word in the list. ● ●

kit under stripe slid

● ● ● ●

fur store nap tów

● ● ● ●

●
fade
●
us ✓ If the student makes an error where
the Final e Rule applies, use the
Final e correction procedure as in
not after previous Lessons.
For other words, use the model, lead,
● ●
test correction procedure and begin
with alsó the row again.
● ●
TASK 3: READING
RHYMING WORDS
slide first
● ●
• Say, Here are some words that rhyme
with fine .
made use • Touch the dot in front of the word fine,
● ● slide your finger along the line and say
fine.
kite gape
● ● • What’s that word?
• Ready. Signal.
five gó
● ● • All the words rhyme with fine .

lake turn • Look at the next word.

● ● • What’s that word?
• Ready. Signal.
tap hat • Repeat for each word in the list.
● ●

226
 fíne cal l another wh ile
●
hel p per son add
díne
● cl ose di ff erent burn
líne ópen ch ildren white
●
óver
míne
●
✓ If the student makes an error where
the Final e Rule applies, use the
píne Final e correction procedure as in
● previous Lessons.
For other words, use the model, lead,
níne test correction procedure and begin
● the row again.

✓ If necessary, use correction

procedure from previous Lessons.
TASK 5:
READING SENTENCES

TASK 4: SAYING THE • Now you are going to read some

UNDERLINED SOUNDS AND
READING THE WORDS
• Now you are going to read some words
with underlined sounds. Some of these
words will follow the Final e Rule, some
will not.
• First you will read the underlined sound,
then you will read the word.
• Put your finger on the first word. Say,
What’s the underlined sound?
• Ready. Signal.
• Good. Now read the word.
• Ready. Signal.
• Repeat for each word in the list.
which lunch more
oth er num ber fir m
sentences that have words that you
know.
• Turn to Lesson 28 on page 42 in your
Reader. Check.
• Read the first sentence.
• Ready. Signal.
• Repeat for each sentence in the
exercise.
1. The children can nap in the van.
2. Use the tape with the other kite.
3. First she went over the slope in her plane.
4. After another person made the turn, they
ran under the gate.
5. He made us mad with that plan.
6. Call the children for lunch.
7. After they ask, we will also hand over the
kit.
8. Mother has a sore hand.
9. Is the slim stick all you need?
10. Take this fur to the plant.
11. Can the white cane go in the other hand?
227
✓ Use correction procedure as in
previous Lessons if necessary.
TASK 6: SOUND FLUENCY
CHECK 5
NOTE: If the student has said 50+ sounds
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Sound Fluency Check 5 if s/he so chooses.
• If not, say, Time for a Sound Fluency
Check. Turn to page 35 in your Reader.
Time student for 30 seconds.
• Record scores for Day 4 of Sound
Fluency Check 5 on page 122 in the
Workbook.
TASK 7: WORD FLUENCY
CHECK 5
NOTE: If the student has read 60+ words
correctly in 1 minute for three consecutive
days, s/he may discontinue timings on
Word Fluency Check 5 if s/he so chooses.
• If not, say, Time for a Word Fluency
Check. Turn to page 36. Time student
for 30 seconds.
• Record scores for Day 4 of Word
Fluency Check 5 on page 123 in the
Workbook.
TASK 8: STORY READING
FLUENCY CHECK 4
NOTE: If the student has read 200+ words
per minute in the story three consecutive
times, s/he has reached fluency and does
not need to try again on this Lesson unless
s/he chooses to do so. Do a timing on a
story of the student’s choice in the Reader.
228
• If the student has not yet reached
fluency, say, Time for another Story
Reading Fluency Check. Turn to page
37 in your Reader. Time student for one
minute.
• Record scores for Day 4 of Story
Reading Fluency Check 4 on page 124
in the Workbook.
TASK 9:
WORKBOOK EXERCISES
• Open your Workbook to Lesson 28 on
page 110. Check.
Exercise 1: Practicing the Alphabet
• Find Exercise 1. The alphabet is printed
here. Say the alphabet for me.
• Ready. Signal. Student recites the
alphabet.
• Point to random letters below alphabet.
What are these letters?
• Pick up your pencil and print these
alphabet letters (point to row of letters p
to j) in the blanks.
• Now circle all the vowels in the alphabet
above and also in this group of letters.
Check.
• Here are some riddles about the
alphabet letters. First riddle is, Which
vowel sounds like the opposite of me ?
(u)
• One of the vowels sounds like the body
part we see with. Which vowel is it? (i)
• One alphabet letter is a large body of
water. Which one is it? (c)
• Which letter is a blue and white bird? (j)
• Which letter is also a vegetable? (p)
• Which letter is a hot drink? (t)
• Which letter is a buzzing yellow and
black-striped insect? (b)
• Which letter is also a girl’s name? (k)
• One letter sounds like the question
word that asks the reason for
something. What letter is that? (y)
Exercise 2: Rhyme Time!
• Exercise 2 is a Rhyme Time! exercise.
There are some sounds written inside
the diver’s bubbles. Read these sounds.
• Ready. Signal. Student reads the
sounds.
• The words with a blank in front of them
all rhyme with fine . You must add one
of the sounds in the bubbles to the
beginning of the word to make a
rhyming word.
• What is the first sound in the bubble?
• Ready. Signal. Student says, mmm.
• Yes, mmm . Print the sound mmm in
the first blank. Check.
• What’s that word?
• Ready. Signal. Student says, mine.
• That’s good, mine .
• Repeat for each sound.
Exercise 3: Solving Codes to Answer a
Riddle
• Let’s look at Exercise 3. You are going
to solve a code to answer a riddle. Look
below the boxes and read the riddle.
• Ready. Signal. Student reads, Where
do birds go when they are sick?
• Let’s figure out the sound that goes in
each set of words. Have the student
read the words in each box, then print
the missing sounds in each shape.
• Good! You have figured out what each
shape’s sound is. Now solve the code
to answer the riddle, Where do birds go
when they are sick?
• That’s right. To the ducktor!
Exercise 4: Circling Vowels that Say their
Names
• Now let’s do Exercise 4. You must read
each word. Then you will circle any
vowel that says its name.
• Find the first word. What’s that word?
• Ready. Signal. Student says, slime.
• Is there a vowel that says its name in
slime? Circle it.
• Repeat for each word.
Exercise 5: Printing Words to Match their
Meaning
• Now let’s look at Exercise 5. In this
exercise you are going to print words to
look like their meaning. Two words are
done for you. Read those words.
• Ready. Signal. Student reads, down,
seven.
• Read the other words.
• Ready. Signal.
• Take your pencil and print those words
as best you can to match their meaning.
• Be ready to make some suggestions if
the student is having difficulty with any
of the words.
Exercise 6: Completing Various Tasks on
Sentences from the Reader
• In Exercise 6 there are some sentences
from your Reader. Read the first
sentence in your Workbook.
• Ready. Signal. Student reads, The
children can nap in the van.
• You are going to circle two rhyming
words. What are they?
• Ready. Signal. Student says, can and
van.
• Read sentence number 2.
• Ready. Signal. Student reads, First she
went over the slope in her plane.
• Good reading. Cross out all the short
sounds in this sentence. Check.
• Number 3. Read it please.
• Ready. Signal. Student reads, After
another person made the turn, they ran
under the gate.
• Yes. Circle all the sound combinations
in this sentence that say rrr .
• Number 4.
• Ready. Signal. Student reads, He mad
us mad with that plan.
229
• Some of those words sound funny. LESSON 29
Look at the blanks and decide whether
or not to add a final e. Check. Now read TASK 1:
the sentence again. SOUNDING OUT WORDS
• Read number 5.
• Ready. Signal. Student reads, After they • You are going to sound out some
blank, we will also hand over the blank. words. As I touch the sounds, you say
• That’s right. Now find that sentence in them.
your Reader on page 42 (check) and fill
in the blanks. Check. • First word.
• Read sentence 6. • Ready. Signal. Student sounds out
• Ready. Signal. Student reads, Is the word.
slim stick all you need?
• Circle all the vowels. Check. • Good work. What’s that word?
• Ready. Signal.
TASK 10:
AWARDING POINTS • Repeat for each word in the list.
• Record the total points for Lesson 28 on
page 125 of the Workbook.

End of Lesson 28 ●
c >
o l or
● ● ●

●
e ●
v er
● ●

●
l ●
e tt er
● > ●

●
b >
és i d
● ● ● >
e

p >
a s t >
● ● ●

●
f or e s t
● ● ● ● >

230
 p icnic
> > > ●
t r u ck
> ● ● >
● ● ● ●

d ir t y ●
woma n
● ● ● ● ●
● > ● > ●

ch éé r pond
> >
> ● ● ●
● ● ●

mom s t i ck er ● ● > ● > ●

● ● ● ●

●
s u dd e n d a m p
● ● > ● ● ● > ● ● >

a l i ve ✓ If any error occurs, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons.
● ● ● ● ●
TASK 2:

qu éé n •
READING WORDS

Turn to TASK 1 in this Lesson. Say,

● ● ● ●
Now you are going to practice reading
the words you sounded out.

●
b é f or e
> ● ● ●
•
•
First word.
Ready. Signal. Student reads word.

●
w i n t er ✓
● ● ● > ●
• Repeat for each word in list.

If necessary, use correction

procedure (my turn, do it with me,
your turn) as in previous Lessons.

j ump
> >
● ● ●

231
 ✓
TASK 3: READING
RHYMING WORDS If necessary, use correction
procedure as in previous Lessons.
• Now you are going to read some words
that rhyme with all . TASK 4:
• Touch the dot in front of the word all. READING WORDS
Slide your finger along the line and say
all. • Now you are going to read some words
you know.
• What’s that word?
• Ready. Signal. • First word.
• All the words rhyme all . • Ready. Signal. Student reads, dug.

• Look at the next word. • Repeat for each word in list.

• What’s that word?
• Ready. Signal. dug pick
● ●
• Repeat for each word in the list.

all yet must

● ●
●

ball month snów

● ●
●

call cold brother

● ●
●

fall rich awáy

● ●
●

hall rush many

● ●
●

mall note chore

● ●
●

small six mother

● ●
●

stall for anything

● ●
●

tall five páper

● ●
●

232
✓ If necessary, use correction
procedure (my turn, do it with me,
●
two
your turn) as in previous Lessons.
people
●
TASK 5: PRACTICING
IRREGULAR WORDS
thought
• You are going to read some irregular ●
words you have already learned.
put
• Read the first word and spell it. ●
• Ready. Signal.
pull
• Repeat for each word. ●

some full
● ●

somebody you
● ●

someone your
● ●

something want
● ●

sometime eye
● ●

somewhere school
● ●

together walk
● ●

father talk
● ●

●
one ✓ If necessary, use correction
procedure from previous Lessons.

answer
●

233
 TASK 6: TEACHING Time student for 30 seconds.
IRREGULAR WORDS
• Record scores for Day 5 of Sound
• Say, Here are some new irregular Fluency Check 5 on page 122 of the
words. First I will read the word, then Workbook.
you will read the word and spell it.
REMINDER: If the student has been
• Listen. The first word is enough . unable to say at least 50 sounds correctly
• What word? in 1 minute at least one time in Sound
• Ready. Signal. Fluency Check 5, finish the Workbook
• Yes, enough . Exercises for Lesson 29 but do not
proceed with new material. Instead, redo
• Spell enough . Lessons 25 through 29. Include daily
• Ready. Signal. practice and timings on Sound Fluency
Check 5 on page 35. Circle and practice
• Repeat for each word. any sounds the student is having difficulty
with. Students should continue to be
enough awarded points for working hard, paying
● attention, following instructions and doing
well on fluency checks. When the student
group is able to say 50+ sounds from the list in 1
minute, go on to Lesson 30.
●
TASK 8: WORD FLUENCY
young CHECK 5
●

four REMINDER: If the student has read 60+

words correctly in 1 minute for any three
●
days of the last four, s/he may discontinue
timings on Word Fluency Check 5 if s/he
eight so chooses.
●

✓ If necessary, use correction

procedure from previous Lessons.
TASK 7: SOUND FLUENCY
CHECK 5
REMINDER: If the student has said 50+
sounds correctly in 1 minute for any three
days of the last four, s/he may discontinue
timings on Sound Fluency Check 5 if s/he
so chooses.
• If not, say, Time for a Sound Fluency
Check. Turn to page 35 in your Reader.
234
• If not, say, Time for a Word Fluency
Check. Turn to page 36. Time student
for 30 seconds.
• Record scores for Day 5 of Word
Fluency Check 5 on page 123 of the
Workbook.
REMINDER: If the student has been
unable to read at least 60 words correctly
in 1 minute at least one time in Word
Fluency Check 5, finish the Workbook
Exercises for Lesson 29 but do not
proceed with new material. Instead, redo
Lessons 25 through 29. Include daily
practice and timings on Word Fluency
Check 5 on page 36. Circle and practice
any words the student is having difficulty
with. Students should continue to be
awarded points for working hard, paying
attention, following instructions and doing
well on fluency checks. When the student
is able to read 60+ words from the list in 1
minute, continue with Lesson 30.
TASK 9: STORY READING
FLUENCY CHECK 4
REMINDER: If the student has read 200+
words per minute in the story for three of
the last four attempts, s/he has reached
fluency and does not need to try again on
this Lesson unless s/he chooses to do so.
Have the student choose another story
from the Reader to do a timing on.
• If the student has not yet reached
fluency, say, Time for another Story
Reading Fluency Check. Turn to page
37 in your Reader. Time student for one
minute.
• Record scores for Day 5 of Story
Reading Fluency Check 4 on page 124
of the Workbook.
NOTE: If the student has not yet reached
fluency at 200+ words a minute in the
same story on at least one timing, finish
and correct the Workbook Exercises for
Lesson 29, but do not proceed with new
material. Instead, have the student practice
reading the first half of the story until s/he
can read it with fewer than 3 L.O.s in 30
seconds. Then practice the next half in the
same manner. Combine the two sections
and practice until the student can read
them fluently in a minute. Record scores in
the Additional Practice columns for Story
Reading Fluency Check 4. Award points
for working hard, paying attention, following
instructions and doing well in fluency
checks. When the student has reached
fluency, begin Lesson 30.
TASK 10:
WORKBOOK EXERCISES
• Open your Workbook to Lesson 29 on
page 114. Check.
Exercise 1: Filling in the Blanks with
Rhyming Words
• Find Exercise 1. Here you see some
pictures with blanks beside them. You
must fill in the blanks to print a word
which matches the picture. The words
you will use are in the football. Each
word rhymes with all .
• Look at the first picture. What is it?
• Ready. Signal. Student says, a big
truck.
• Good. Find a word in the football to
describe this truck. Now print that word
in the blanks beside the picture of the
truck. Check.
• Repeat for the rest of the pictures.
Exercise 2: Crossing Out Short Sounds
• Now let’s do Exercise 2. Some of the
words that are printed here have short
sounds. You must look at each word
and cross out every short sound.
• Find the first word. What is that word?
• Ready. Signal. Student says, color.
• Are there any short sounds in color ?
• Ready. Signal. Cross it out.
• Repeat for each word in the list.
Exercise 3: Reading and Unscrambling
Number Words
• Find Exercise 3. The numbers 1 to 10
are written here. Touch each number
and say it. Now say the numbers
235
 backwards from 10 to 1.
• Ready. Signal.
• Now you are going to unscramble some
letters to spell the number words from 1
to 10. The words are written in the
frame at the bottom of the page.
• Touch the first scrambled word. You
must make a three-letter word with the
sounds xsss , sss , and iii . Can you find
a three-letter word in the list inside the
frame that has the sounds xsss , sss ,
and iii ?
• Ready. Signal. Student answers, six.
That’s right, six .
• Print the word six in the blanks beside
the first word. Put a check mark beside
the word six in the word list so you
know you have done it.
• Repeat for each scrambled word. Then
have the student read each number.
Exercise 4: Vowel Power!
• Let’s go on to Exercise 4. You are going
to circle all the vowels in these words.
• Read the first word.
• Ready. Signal. Student reads, letter.
• That’s right. What vowels are you going
to circle in the word letter ?
• Ready. Signal. Student replies, e and e.
• Good! Circle the two e’s. Now read the
next word.
• Repeat for each word in the list.
Exercise 5: Making New Words
• In Exercise 5 you are going to make
eight new words from the letters in the
word somewhere .
• Can you see another word that you can
make from the letters in somewhere ?
• Good! Print that word on the first line.
• Monitor the student as s/he prints new
words. Be ready to make some
suggestions.
236
Exercise 6: Printing Words
• Look at the next page for Exercise 6.
You have to print some words that end
in the sound rrr . The words are inside
the paper frame. Read those words.
• Ready. Signal. Student reads the 10
words inside the paper frame.
• Touch the first word you need to print.
This word has six letters and ends in
b-e-r. Look in the list and find a
six-letter word with the letters b-e-r at
the end. What word did you find?
• Ready. Signal. Student says, number.
• Right. Print number in the spaces for
the first word. Put a check mark beside
the word number so that you know you
have used it.
• Repeat for each word.
• When the student has printed all ten
words, say, Now print the circled letters
in the spaces below to make another
word that ends in the sound rrr . What’s
that word?
• Yes, monster !
TASK 11:
AWARDING POINTS
• Record the total points for Lesson 29 on
page 125 of the Workbook.
End of Lesson 29
LESSON 30
TASK 1: TEACHING THE
SOUND COMBINATION ●
m a tch
● ● >
tch as in match

• When these letters are together, they

p i tch
> >
say the short sound tch . ● ●
• Listen. Tap the arrow under the tch and

•
say tch. Lift your finger.
Listen again. Repeat.

Say the sound with me. ●

s c r a tch
● > ● ● >

✓
• Ready. Signal.
• Repeat. If any error occurs, use correction
procedure (my turn, do it with me,
• Your turn. your turn) as in previous Lessons and
• Ready. Signal. begin the list again.
• Repeat the task until the student does it
as instructed. TASK 3: SOUNDING OUT
WORDS THAT BEGIN WITH

tc>h •
SHORT SOUNDS

Now you are going to sound out some

✓
If any error occurs, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons.
TASK 2: PRACTICING THE
SOUND COMBINATION tch
words that begin with short sounds.
Remember to put the sounds together
without stopping.
• Sound out the first word.
• Ready. Signal. Student sounds out,
diiitch.

• Now you are going to sound out some • What’s that word?
words that have the sound combination • Ready. Signal. Student says, ditch.
tch. As I touch the sounds, you say
them. • Repeat for each of the words in the list.

•
•
•
First word.
Ready. Signal.
Good work.
●
d i tch
> ● >
• What’s that word?
•

•
Ready. Signal.

Repeat for each word in the list. ●

c r u n ch
> ● ● ● >

237
 • Repeat for each word in the list.

p er ch
> > ●
match
● ●

batch
●
d u tch
> ● >
●

catch
●

p u n ch
> > ●
hatch
● ● ●

latch
●
b ir ch
> ● >
●

patch
●

●
b u n ch
> ● ● > ●
scratch

✓ If the student makes an error or stops

between the sounds, use correction
procedure (my turn, do it with me,
your turn) as in previous Lessons
and begin the list again.
✓ If necessary, use correction
procedure as in previous Lessons.
TASK 5:
PRACTICING SOUNDS

TASK 4: READING • Now let’s see if you can remember all

RHYMING WORDS of the sounds you have learned.
• Say the sound when I touch it. If you
• Now you are going to read some words make a mistake, we will practice that
that rhyme with match . sound and then do the row again.
• Touch the dot in front of the word
match. Slide your finger along the line • What’s the first sound?
and say match. • Ready. Signal.
• Repeat for each sound in the list.
• What’s that word?
• Ready. Signal.

• All the words rhyme with match .

ch e g h a
> ● > > ●

• Look at the next word.

• What’s that word? b wh ck n o
• Ready. Signal. > ● > ● ●

238
 or i f e er people group
● ●
● ● ● ● ●

where are
al qu w a sh ● ●
● ● ● ● ●
new four
ir c l y p ● ●

● > ● ● > answer world

● ●
ur k ing j s thought was
● > ● > ●
● ●

u m ol u o school want
● ● ● ● ● ● ●

tch t d í r together do
● ●
> > > ● ●

good great
th x v ● ●
● ● ●
have eye
✓ If any error occurs, use correction
procedure (my turn, do it with me,
● ●

your turn) as in previous Lessons book you

and repeat the row. ● ●

TASK 6: PRACTICING idea to

IRREGULAR WORDS ● ●

• You are going to read some irregular

words you have already learned.
sometimes his
● ●

•
•
Read the first word and spell it.
Ready. Signal. ✓ If necessary, use correction
procedure from previous Lessons.

• Repeat for each word.

eight young
● ●

239
 TASK 7:
READING SENTENCES
• Now you are going to read some
sentences that have the irregular words
you just read in them.
• Turn to Lesson 30 on page 44 in your
Reader. Check.
• Read the first sentence.
• Ready. Signal.
• Repeat for each sentence in the
exercise.
1. The four young children are going to the
match.
2. I want an answer now.
3. Where in the world is the new school book?
4. The group will always stay together.
5. Eight people thought his eye color was
great.
6. Do you sometimes have good ideas?
✓
Use correction procedure as in
previous Lessons if necessary.
TASK 8:
WORKBOOK EXERCISES
• Say, Now we are going to do the
Workbook part of the Lesson.
• Open your Workbook to Lesson 30 on
page 118. Check.
Exercise 1: Printing Sounds
• Find Exercise 1. You are going to
practice printing the letters for the
sound combination tch .
• Have the student print four of the sound
tch.
Exercise 2: Rhyme Time!
• Find Exercise 2. There are some
240
sounds written inside the baseballs.
Read these sounds.
• The words with the blanks in front of
them all rhyme with batch . You must
print one of the sounds in the baseballs
in the blanks before t-c-h to make a
rhyming word. The pictures are the
clues to what the word will be.
• What is the first sound in the baseball?
• Ready. Signal. Student says, haaa.
• Yes, haaa . Where will the word hatch
go?
• Ready. Signal. Student says, Beside the
duck.
• That’s right. Print the sound haaa in the
blanks beside the duck. Check.
• Repeat for each sound.
• When the student has filled in all four
words, say, There is another word that
rhymes with batch . It is something you
should never play with. What’s that
word?
• Ready. Signal. Student says, match.
• That’s right! Print the sounds mmmaaa
in the blanks beside the question mark.
Check. Now draw and color a picture of
a match.
Exercise 3: Matching Rhyming Words
• In Exercise 3 you are going to draw a
line to match rhyming words.
• Touch the first word. Check. What’s that
word?
• Ready. Signal. Student responds, quite.
• Now touch the second group of words.
Read the first word.
• Ready. Signal. Student reads, scratch.
• Does scratch rhyme with quite ?
• Repeat until student finds the correct
rhyming word, write.
• Good. Now draw a line to join the words
quite and write.
• Repeat for the rest of the words in the
list.
Exercise 4: Filling in the Blanks
• You need your Reader for Exercise 4.
Turn to Lesson 30 on page 44 of your
Reader. Check.
• You are going to fill in the blanks in
Exercise 4 with the correct word from
the sentences in your Reader.
• Read the first sentence.
• Ready. Signal.
• Find the correct word that completes
that sentence and print that word in the
blank. Now read the whole sentence.
• Repeat for each sentence.
• When the student has printed the
unscrambled words in the blanks say,
So what do baseball catchers have their
lunch on?
• Home plate! Great work!
TASK 12:
AWARDING POINTS
• Record the total points for Lesson 30 on
page 125 of the Workbook.
End of Lesson 30

*Exercise 5: Circling the Word that Doesn’t

Belong Congratulations! You have finished
Level 1A. The student is now ready to
• In Exercise 5 each line has a list of four begin Level 1B.
words. Three of the words have
something the same. One word does
not. You are going to circle the word in
each line that doesn’t belong.
• Finger on number 1. Read each of
those words.
• Ready. Signal. Student reads, bunch,
match, crunch, punch.
• Which of those words does not belong?
• Ready. Signal. Student answers, match.
• That’s right because all the other words
rhyme and match does not.
• Repeat for numbers 2 to 6.
• If the student is having difficulty, give
him/her a hint or tell him/her the answer
and ask for the reason that that word
does not belong.

Exercise 6: Answering a Riddle

• Exercise 6 is a riddle. Read the riddle.

• Ready. Signal. Student reads, What do
baseball catchers have their lunch on?
• Good reading! To answer the riddle you
are going to unscramble the letters
below the blanks. If necessary, help
student with the words.

241
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