Sound Cards – pull out 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, dge, ew
“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.”
Student Workbook page 3 – ei (ē) – ceiling
“The vowel team ei makes two different sounds but today we are only going to learn the sound /ē/ like in the word ceiling. What is this sound? The picture card for ei is ceiling. Say ceiling. 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 ei, /ē/, ceiling then have student repeat 3 times.
“Close your eyes. I will say a word. You will repeat the word and listen for the /ē/ sound in the word. If you hear /ē/, raise your hand. Let’s practice. Say protein. Do you hear an /ē/ sound in the word protein? Yes you do so you raise your hand. Good. Let’s practice some more words.”
Repeat this activity with:
ceiling, receipt, soup, either, neither, gel, deceive, receive, deceit, perceive
Use the back cover of the Student Workbook and Sound Markers for this activity.
Say “How many sounds do you hear in the word receive? Repeat the word and bring down a sound marker for each sound you hear. Remember to use white sound markers for consonant sounds and green sound markers for the vowel sound. Touch each marker and say its sound. Then glide your finger under the markers and say the whole word fast.”
Repeat this activity with:
either, neither, conceit, ceiling, protein, weird, perceive, caffeine, receipt, deceit
Review and Drill if needed.
Student Workbook page 4 – Word List: ei
“Put your finger under the first word. Put a line under the ei. What does it say? Now read the word.”
Repeat with the remaining words, reading left to right.
Student Workbook page 7 – Sounds
“Say /ē/. What letters make the /ē/ sound? With your finger, write the letter that says /ē/ on your palm. Now write the letters e and y and ee and ea and ey and ie and ei 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:
/uh/, /s/, /eez/, /j/, /el/, /shun/, /ew/, /s/, /ē/
Student Workbook page 7 – Words
“Say ceiling. Spell the word ceiling by writing the letters on your palm. Now, pick up your pen and write the word ceiling on your paper.”
Repeat with the following words:
caffeine, perceive, either, neither, conceit, deceive, receive, protein, deceit
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.”
The athlete eats protein with each meal.
“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:
Neither Sam nor Dave could sleep in that noisy house.
I find that situation very weird.
Student Workbook page 113 – 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.