Step 3: Sound Tiles
≫ Introduction Lesson ≪
In the PRIDE Letter Tiles bundle, there will be blank green and white tiles. They go together with the Boxes on the back covers of the Yellow and Orange Student Workbooks. Please take a moment to read about how to prepare and place your letter tiles on the table in this post:
The student will use the back cover of the Student Workbook and the blank green and white tiles for this step. The student will listen to a word and then move the sound tiles into a box for each sound in the word. Each tile represents a sound. The consonants are white and the vowels are green.
Watch this video to see a demonstration of a Sound Tile Lesson.
Sound Tiles
Use the back cover of the Student Workbook and Sound Tiles for this activity.
Say, “How many sounds do you hear in the word bat? Repeat the word and bring down a sound tile for each sound you hear. Remember to use white tiles for consonant sounds and green tiles for the vowel sound. Touch each tile and say its sound. Then glide your finger under the tiles and say the whole word fast.”
Repeat this activity with:
ran, sat, sag, tab, dad, ax, ham, hat, pal
Step 3: Letter Tiles
≫ Practice and Reinforcement Lesson ≪
The student will build and manipulate words with letter tiles and then blend the letters together to read words. Watch this video to see a demonstration of a Letter Tile lesson.
Letter Tiles
“Say jam.”
“Bring down the letters for each sound in jam. Read the word again. Now put all the letters back where they belong.”
Repeat the above activity with the following words:
tab, sad, dad, gas, ran, yap, ax, bat, pan, fad
Step 3: Syllable Division
≫ Book 2 – Book 5 ≪
Syllable Division will be introduced in the middle of Orange Book 2 and will completely replace the Sound Tiles once a student is in Red Book 3. Watch this video to see a demonstration of a Syllable Division lesson.
Syllable Division
Say, “We are going to practice breaking up words into syllables.”
Say, “How many syllables do you hear in the word trying? Repeat the word and draw a line for each syllable.” Have the student make a line for each syllable on the whiteboard.
( ___ ___ )
Say, “Good. Write each syllable in the word on the lines you drew. Now, touch and say each syllable. Then glide your finger under the lines and say the whole word fast.”
( try ing )
Repeat this activity with:
fly-ing, cry-ing, dry-ness, my-self
Step 4: Red Words
Introduction, Practice, and Reinforcement Lesson
Step 4 always begins with a review drill of Red Words (sight words) already learned. The teacher (instructor) will drill all of the learned Red Words first before teaching a new red word. The red words are located in the back of the book.
There will be a Mastery Check every three concepts. It will say the following:
Mastery Check – If the student can say the red word within three seconds or less, place a black check mark next to the word. A black check means the student has mastered the word and can now be reviewed once in awhile but daily review is not necessary.
Watch this video to see a demonstration of a Red Word lesson.
Red Words
Write the word the on the whiteboard. Say, “This is the word the.”
“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this three times.
“Now, stand up. Spell the word, tapping once for each letter down your arm. Then read the word again while sliding your hand from shoulder to wrist.” Have the student repeat this three times.
“Now write the word in a red marker on the whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read and underline three times.
“Can you give me the word in a sentence?”
Turn to page 156 and put a red check mark next to the word the.