Review Cards

Sound Cards   

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh

“When I hold up a letter, say the letter’s name and give its sound.” (For Sound Card a, student will now say a, /ă/ and /ā/ because they have now learned both sounds of letter a.) 

Step 1

Sound Cards (Continued) 

“Do you remember the story of magic e? Can you tell me the story again?”

Hold up a Sound Card.

“We are going to Sky Write the a sound with the magic e. Stand up and extend your arm all the way out in front of you. Ready?” 

/ā/ (Say the sound.)  a  (Say the letter as you Sky Write.)  /ā/  (Underline the sound and say the sound.) 

Have student repeat 3 times.

Write the word hat on the board.

“What is this word? Can you put a magic e at the end of the word hat? Show me what the magic e does with his powers. What is the word now?”

Continue with tap, at, mat, sam, cap, fat

Step 2

Phonological Awareness

“Say gaze. Say gaze again but this time, instead of /z/, say /m/.” (game)

“Say take. Say take again but this time, instead of /t/, say /b/.” (bake)

“Say man. Say man again but this time add a magic e to the end.” (mane)

“Say tap. Say tap again but this time add a magic e to the end.” (tape)

“Say drape. Say drape again but this time, don’t say the /dr/.” (ape)

“Say rat. Say rat again but this time, add a magic e to the end.” (rate)

“Say dame. Say dame again but this time instead of /d/, say /l/.” (lame)

Step 3

Letter Tiles

“Say date. Bring down the letters for each sound in date. Read the word again. Now put all the letters back where they belong.”  

Repeat this activity with:

shake, take, lame, base, date, save, maze, chase, pave, lane

Step 4

Red Words   

Review and Drill red-checked Red Words on page 177.  

Write the word goes on the whiteboard. Say “This is the word goes.”

“What is this word? Point to the word. Slide your pointer finger under the word while you read it.” Have student repeat this 3 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 student repeat this 3 times.

“Now write the word in a red marker on your whiteboard saying the letters aloud as you write and underline the word as you read it.” Have the student write, read and underline 3 times.

“Can you give me the word in a sentence?”

Turn to page 177 and put a red check mark next to the word goes.  

Step 5

Reading

Student Workbook Page 4 – Sentences: a-e

“Look at the first sentence. Put your finger under the first word in the sentence. Now read the sentence quietly in your head and look at me when you are finished and I will ask you a question.”

When the student looks up at you, you will ask the student a comprehension question. Then have the student go back and read the sentence aloud.  

Repeat this process with all of the sentences:

Jane came to the game late.

“Who came to the game late? What type of game do you think she is at?” (Jane, answers will vary)

Kate goes on a plane.

“Who goes on a plane? Where do you think she is going?” (Kate, answers will vary)

Scrape your plate into the trash.

“Why would you scrape your plate into the trash?” (to clean up your mess)

Kate is late.

“Who is late? Why do you think she was late?” (Kate, answers will vary)

Dave and Jane have the same game.

“What game do you think they both have?” (answers will vary)

I can make a shake.

“What is your favorite flavor shake?” (answers will vary)

The ape went in the cave.

“Why do you think the ape went in the cave?” (answers will vary)

What wish did you make?

“When do you make wishes?” (answers will vary)

Do you want some cake?

“What is this person asking? When do people usually eat cake?” (if I want cake, birthdays)

Can you hand the grape to Jane?

“What can you hand to Jane? What do you think she is doing?” (the grape, answers will vary)

Step 6

Sound Dictation

Student Workbook Page 8 – Sounds

“Say /ā/. What letter makes the /ā/ sound? With your finger, write the letter that says /ā/ on your palm. Now write the letter a on your paper. Now, look at the letter you just wrote. What is the name of this letter? What sound does it make?”

Repeat with the following sounds:

 /ĭ/, /ŭ/, /ŏ/, /hw/, /ă/, /b/, /ā/, /ch/, /th/

Step 7

Word Dictation

Student Workbook Page 8 – Words

“Say bathe. Spell the word bathe by writing the letters on your palm. Now, pick up your pen and write the word bathe on your paper.”

Repeat with the following words:

grade, save, lake, state, take, case, trade, make, came, base

Step 8

Sentence Dictation

Student Workbook Page 8 – Sentences

“Listen carefully as I say a sentence, and watch as I make a dash on the board for each word in the sentence.”  

Jane is late on the date.

“Now, you say the sentence as I point to each dash. Now, you fill in each dash with each word from the sentence. Good. Now go back and read the sentence that you just wrote.”

Repeat the above with the following sentences, but this time in the student workbook instead of the whiteboard:

Bob can wave the flag.

The man ate some cake.

Step 9

Fluency Practice

Student Workbook Page 143 – Fluency Practice 1

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.