Introduction Lesson

Before you begin Level 5 you will need to assess the student in the Red Words from Level 1, Level 2, and Level 3.

Turn to page 195. Review all the Red Words from Level 1. If the student can say the red word in 3 seconds place a black check mark next to the word. If the student can not say the word within 3 seconds place a red check mark next to the word. Red checked words need to be included with Review and Drill list. (Repeat with Level 2 & Level 3 on pages 196-197.)

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, 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

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

“Good job! We are going to learn something new today.”

Step 1

Student Workbook page 3 – dge – bridge

This is the letter combination dge. It makes the /j/ sound like in the word bridge. The dge letter combination makes one sound. What is the name of this sound? The picture card for dge is bridge. Say bridge. Good. When I point to the picture word, say the letter’s name, give its sound and say the picture word. Watch me as I demonstrate.”  

Say dge, /j/, bridge then have student repeat 3 times.

Step 2

Phonological Awareness

“Close your eyes. I will say a word. You will repeat the word and listen for the /j/ sound in the word. If you hear /j/, raise your hand. Let’s practice. Say judge. Do you hear a /j/ sound in the word judge? Yes you do so you raise your hand. Good. Let’s practice some more words.”

Repeat this activity with:

edge, ledge, pool, wedge, pledge, grudge, soup, haunt, fudge, budget

Step 3

Syllable Division

Say, “We are going to practice breaking up words into syllables.”

Say, “How many syllables do you hear in the word hedgehog? 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.”

(hedge  hog)

Repeat this activity with:  

badg-er, hedg-es bridg-es, hodge-podge

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


Student Workbook page 4 – Word List: dge

“Put your finger under the first word. Underline the dge. What does the it say? Now read the word.”

Repeat with the remaining words, reading left to right.  

Step 6

Sound Dictation

Student Workbook page 7 – Sounds

“Say /j/. What letters make the /j/ sound? With your finger, write the letter that says /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:

 /aw/, /er/, /ar/, /oo/, /el/, /oy/, /shun/, /s/, /j/

Step 7

Word Dictation

Student Workbook page 7 – Words

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

Repeat with the following words:

badge, dodge, lodge, smudge, fudge, lodger, dodger, badger, ledger

Step 8

Sentence Dictation

Student Workbook page 7 – Sentences

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

Try not to smudge the marker on the paper.

“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:

The boat sailed under the bridge.

Nudge the sleepy judge awake.

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.

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