Review Cards

Sound Cards   

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung, ank, ink, onk, unk, y

“When I hold up a letter, say the letter’s name and give its sound.”

Step 1

Sound Cards (Continued) 

Hold up y Sound Card.

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

/ī/ (Say the sound.)  y  (Say the letter as you Sky Write.)  /ī/  (Underline the sound and say the sound.)

Have student repeat 3 times.

Step 2

Phonological Awareness

“Say cry. Say cry again but this time, instead of /c/, say /p/.” (pry)

“Say dry. Say dry again but this time, instead of /d/, say /f/.” (fry)

“Say why. Say why again but this time, don’t say the /wh/.” (y)

“Say my. Say my again but this time, instead of /m/, say /fl.” (fly)

“Say sly. Say sly again but this time, instead of /l/ say /k/.” (sky)

“Say fry. Say fry again but this time, instead of /r/ say /l/.” (fly) 

“Can you give me a word that rhymes with fly?”

“How many syllables are in the word fly?”

Step 3

Letter Tiles

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

Repeat this activity with:

ply, my, fry, fly, by, dry, cry, shy, sky, sly

Step 4

Red Words   

Review and Drill red-checked Red Words on page 199.  

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

“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 199 and put a red check mark next to the word call.

Step 5

Reading

Student Workbook page 4 – Sentence List: y long i

“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:

We drove by the store.

“What store do you think they drove by?” (answers will vary)

Let’s go fly our kite.

“Where is a good place to fly a kite?” (answers will vary)

The sky was dry.

“What did the sky look like?” (the sky was gray)

I have dry skin.

“What can you put on your skin to help when it is dry?” (lotion)

Why did Sam exit from his job?

“Who exited his job?” (Sam)

My mom is at the shop.

“Who is at the shop? What shop do you think she’s at?” (mom, answers will vary)

I should try my best.

“What is something you try your best at?” (answers will vary)

My dog is very shy.

“Do you have a dog?” (answers will vary)

I will call you at six.

“What time will you call me?” (six)

You should try that lunch.

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

Step 6

Sound Dictation

Student Workbook page 8 – Sounds

“Say /ī/. What letter makes the /ī/ sound? With your finger, write the letter that says /ī/ on your palm. Now write the letter y and i on your paper. Now, look at the letters you just wrote. What are the names of these letters? What sounds do they make?”

Repeat with the following sounds:

/ing/, /ĭ/, /ink/, /ong/, /ank/, /unk/, /onk/, /ung/, /ī/

Step 7

Word Dictation

Student Workbook page 8 – Words

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

Repeat with the following words:

shy, sky, sly, why, try, sty, spry, ply, my

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.”  

I spy a cute cat.

“Now, you say the sentence as you 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:

I wish I could fly.

Dad can fry the ham.

Step 9

Fluency Practice

Student Workbook page 157 – 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.