Review Cards

Sound Cards   

Review and Drill – beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ank, ink, onk, unk, y, qu, ck, tch, ai, ay, ee, ea, ar, or, ind, ild, old, ost, oa, er, ur, ir, oe, ow, ed, oo, ey, ou, oi, oy, igh, ie, ph, open syllables, tion, sion, au, aw, es, -le, dge

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

Step 1

Sound Cards (Continued) 

Hold up dge Sound Card. “We are going to Sky Write this sound. I’ll go first.  Ready?”

 /j/   (Say the sound.)  /dge/  (Say the letters as you Sky Write.)  /j/   (Underline the sound and say the sound.)

Have student repeat 3 times.

Step 2

Phonological Awareness

“Say fudge. Say fudge again but this time, instead of /f/ say /n/ .”  (nudge)

“Say hedge. Say hedge again but this time, instead of /h/ say /w/ .” (wedge)

“Say budget. Say budget again but this time, don’t say /it/ .” (budge)

“Say sludge. Say sludge again but this time, instead of /l/ say /m/. “ (smudge)

“Say judge. Say judge again but this time, instead of /j/ say /tr/.”  (trudge)

“Say dredge. Say dredge again but this time, don’t say /dr/.”  (edge)

“Say bridge. Say bridge again but this time, don’t say /b/.” (ridge)

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

“Say ledger. Say ledger again but this time, don’t say /er/ .”  (ledge)

“Say badger. Say badger again but this time, don’t say /er/.”  (badge)

“How many syllables does the word badger have? Say each syllable.”

Step 3

Letter Tiles

“Say budget. Bring a letter down for each sound in the word. Now read the word. Put all the letters back where they belong in the alphabet, and we will build a different word.”

Repeat this activity with:

wedge, hedge, ridge, ledger, judge, trudge, sludge, budge, pledge, dodge

Step 4

Red Words   

Review and Drill red-checked Red Words on pages 195 – 197.

Turn to pages 195 – 197. Pick a word with a red check mark. Use the below script:

Say “This is the word ___. 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 the 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?”

Step 5

Reading

Student Workbook page 4 – Sentence List: dge

“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:

She could not budge her goat across the bridge.

“Where does she want her goat to go?” (across the bridge)

Madge can trudge to the lodge in the forest.

“How did she walk to the lodge?” (she trudged)

will eat a smidgen of porridge for breakfast.

“Did Alex eat a little or a lot of porridge?” (a little)

He has a hodgepodge of toys on the edge of the shelf.

“What does hodgepodge mean?” (answers may vary; mixture, different kinds)

Why did Midge smudge the fudge on her dress?

“What was Midge eating?” (fudge)

The shopper will pledge to stick to her budget.

“What will the shopper do?” (pledge to stick to her budget)

Dodge the hedge when you run down the street!

“What should you dodge?” (the hedge)

Gene had the knowledge to build the gadget.

“What did Gene build?” (the gadget)

Who hid the wedge of swiss cheese in the fridge?

“What is hidden?” (a wedge of cheese)

The man held a grudge against the judge.

“Did the man like the judge?” (no, he held a grudge)

Step 6

Sound Dictation

Student Workbook page 8 – Sounds

“Say /j/. What letters make the /j/ sound? With your finger, write the letters that say /j/ on your palm. Now write the letters j and g and dge on your paper. Now, look at the letters you just wrote. What are the names of these letters? What sound do they make?

Repeat with the following sounds:

/uh/,/or/, /oo, /ŏ/, /ā/, /ez/, /ē/, /j/

Step 7

Word Dictation

Student Workbook page 8 – Words

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

Repeat with the following words:

edge, bridge, ledge, grudge, judge, budge, dodge, badger, edger

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.”  

Use the edger to trim the grass in the backyard.

“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:

He will make a pledge to help the community.

Mom will bake vanilla fudge tonight.

Step 9

Fluency Practice

Student Workbook page 172 – 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.