Student Objectives

• Student will decode (read) words with the VC/CVCe syllable pattern
• Student will encode (spell) words with the VC/CVCe syllable pattern
• Student will learn Closed Syllable Words with Blends (VCCCV)
• Student will name an animal (noun) and the action that the animal does (verb) 

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Practice Games

Here are some optional fun games to help reinforce the concept your student is learning. They are not required as part of the lesson:

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.”

“Good job! We are going to learn to read and spell words with VC/CVCe syllable pattern today.”

Step 1

Picture Page

Student Workbook Page 52 – VC/CVCe 

Point to the word cupcake.

“Underline the vowels that are not Silent E.” (cupcake)  “Draw a line between the two consonants.” (cup/cake)

“Look at the first syllable. Is that syllable a closed syllable?” (yes) “Read the first syllable.” (cup) “Look at the second syllable. Is that syllable a Silent E Syllable?” (yes) “Read the second syllable.” (cake) “Read the whole word.” (cupcake)

“The VC/CVCe Syllable pattern has two syllables. The first syllable is a closed syllable and the second syllable is a Silent E Syllable.”

Going forward with the program, remind student of this syllable division trick. You can also make and keep an anchor chart. 

Step 2

Phonological Awareness

“Say pancake. Say pancake again, but don’t say the pan.” (cake)

“Say escape. Say escape again, but don’t say the es.” (cape)

“Say confuse. Say confuse again but don’t say the fuse.” (con)

“Say sunrise. Say sunrise again but don’t say the rise.” (sun)

“Say explore. Say explore again but don’t say the ex.” (plore)

“Say tadpole. Say tadpole again but don’t say the tad.” (pole) 

Step 3

Syllable Division

On the whiteboard write the word:

pancake

Say, “Underline the vowels that are not Silent E. Draw a line between the two consonants. What is the first syllable?  What is the second syllable? What is the whole word?”

Repeat with:  

vam-pire, sun-rise, con-fuse, rep-tile

Step 4

Red Words   

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

Write the word gone on the whiteboard. Say, “This is the word gone.”

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

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

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

Step 5

Reading

Student Workbook Page 53 – Word List: VC/CVCe

“Put your finger under the first word. Underline the vowels that are not Silent E. Now draw a line through the two consonants. What is the first syllable in the word? What is the second syllable. Now read the word.”

Repeat with the remaining words, reading left to right.  

Step 6

Sound Dictation

Student Workbook Page 56 – Sounds

“Say /ō/. With your finger, write the sound /ō/ on your palm. Now pick up your pen and write the sound /ō/ on your paper.”

Repeat with the following sounds:

/ă/, /ū/, /w/, /ŭ/, /ī/, /ch/, /th/, /sh/, /ĕ/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 56 – Words

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

Repeat with:

pancake, sunrise, vampire, umpire, cupcake, napkin reptile, tadpole, inside

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 56 – 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 reptile ate bugs.

“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 umpire is inside.

A tadpole is in the lake. 

Step 9

Fluency Practice

Student Workbook Page 151 – Fluency Practice 9  

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.

Step 10

Word Games

Student Workbook Page 164

Game 8 – Rivers & Bridges

Each player will place a counter at the START. Roll the die and move across the board. Read each word as you pass over it. 

Ex: If you roll a four, read four words. 

If a player lands on a bridge, they can move up and land on a new word. If they land on a waterfall, they will fall down and land on a new word. Whoever gets to FINISH first is the winner!

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.”

“Good job! We are going to continue reading and spelling words with VC/CVCe Syllable pattern today.”

Step 1

Syllable Practice

Write the word inhale on the whiteboard.

“Point to the word inhale. What is this word? I want you to underline the vowels that are not Silent E. Good. Now draw a line through the two consonants. What is the first syllable? What is the second syllable? What is the whole word?” 

Repeat with:

explore, mistake, tadpole, cupcake

Step 2

Phonological Awareness

“Say pancake. Say each syllable.”

“Say costume. Say each syllable.”

“Say invite. Say each syllable.”

“Say sunshine. Say each syllable.”

“Say confuse. Say each syllable.”

“Say inside. Say each syllable.”

“Say explode. Say each syllable.”

“Say perfume. Say each syllable.“ 

Step 3

Letter Tiles

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

Repeat with:

inside, confuse, costume, tadpole, trombone, escape, pancake, cupcake, explore

Step 4

Red Words   

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

Write the word brown on the whiteboard. Say, “This is the word brown.”

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

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

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

Step 5

Reading

Student Workbook Page 53 – Sentences: VC/CVCe

“Look at the first sentence.”

1.  A snake is a reptile.

“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, ask: 

“What kind of animal is a snake?” (a reptile)

“Good. Now go back and read the sentence out loud.”

Repeat with:

2.  Zeke ate five pancakes.

“What meal do you think Zeke was eating?” (breakfast)

3.  I will invite you to the club picnic.

“What am I going to invite you to?” (club picnic)

4.  Camden is the best athlete in class.

“Who is an athlete?” (Camden)

5.  I  confuse a reptile with a mammal.

“What do I confuse?” (reptile with mammal)

6.  Liz had a picnic in the sunshine.

“How does it feel to be outside in the sunshine?” (answers may vary)

7.  The vampire costume is in the attic.

“Where is the costume?” (attic)

8.  Hudson made a big mistake on the test.

“What did Hudson do?” (made a mistake)

9.  Do not inhale the smoke from the fire.

“What should you not do?” (inhale the smoke)

10.  The kids went to explore the camp.

“Where are the kids?” (camp) 

Step 6

Sound Dictation

Student Workbook Page 57 – Sounds

“Say /th/. With your finger, write the sound /th/ on your palm. Now pick up your pen and write the sound /th/ on your paper.”

Repeat with:

/ĕ/, /ī/, /ŏ/, /ch/, /ō/, /th/, /w/, /ū/, /ē/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 57 – Words

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

Repeat with:

vampire, confuse, hemline, pancake, cupcake, umpire,  ignite, tadpole, inside  

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 57 – 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 admire you.

“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:

Beth will explore the lake.

The reptile can escape.  

Step 9

Fluency Practice

Student Workbook Page 151 – Fluency Practice 9 

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.

Grammar Lesson

Nouns and Verbs

Say, “What is a noun?” (A noun is a person, place, or thing.)

Say, “What is a verb?” (A verb is a word that does an action.)

“Today we are going to talk about nouns that name an animal and the action verbs that these animals do. Give me the name of an animal along with an action that this animal does.”

“For example, “The elephant stands.” or “The wolf howls.””

Encourage student to give three or four examples.

Say, “I am going to dictate four sentences to you. With the black marker, you are going to write the sentences on the whiteboard and leave a space between each sentence.”

The ape jumps.

The sloth wins.

The rabbit skips.

The mole plans.

Say, “With the red marker, print an “N” above the nouns and a “V” above the verbs in each of these sentences that you wrote.” 

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.”

“Great job! We are going to continue reading and spelling words with VC/CVCe Syllable pattern today.”

Step 1

Closed Syllable Words with Blends (VCCCV)

Write the word humdrum on the whiteboard.

“Underline the vowels. Good. How many consonants do you see between the vowels? Yes you see three consonants. Sometimes there are three consonants between the vowels, rather than two.”  

Point to the letters dr

“The dr is a blend. The sounds that get blended together STAY TOGETHER in one syllable. You will divide the word either before or after the blend. Divide the word between the m and d.” (hum/drum) “What is the first syllable? What is the second syllable? What is the whole word?”

On the whiteboard, write the word complex.

“I want you to underline the vowels. Draw a line through the two consonants. If the syllable has a blend, keep the blend together.” (com/plex) “Say the first syllable. Say the second syllable. Now say the whole word fast.”

Repeat with:

constrict, hundred, abstract, express, tantrum, pumpkin, dandruff

Step 2

Phonological Awareness

Write the word tadpole on the whiteboard. “What is this word?”

“How many syllables are in the word tadpole?”

“In the word tadpole, what is the first syllable?”

“In the word tadpole, what is the second syllable?”

“Say tadpole. Say tadpole again but don’t say the first syllable.” (pole) 

Step 3

Letter Tiles

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

Repeat with:

dictate, cupcake, mistake, costume, inside, umpire, tadpole, explore, confuse

Step 4

Red Words   

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

Write the word be on the whiteboard. Say, “This is the word be.”

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

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

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

Step 5

Reading

Student Workbook Page 54 – Reading Passage: The Reptile Club

“Look at the title of this story. Can you read it out loud? What do you know about the topic of this story?” Have you ever seen, known, or been…Help student connect to the text.

“Now, read the first paragraph 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, ask “What do you think will happen next? Why?” Help student predict.

“Now, read the next paragraph 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, ask “What food will the reptile club sell at their bake sale?” (cupcakes and pancakes)

“Now, read the last paragraph 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, ask “How did Liz help out with the bake sale?” (she made the invites)

Go back to the beginning of the story and have the student read the entire story from the beginning to the end out loud.  

Student Workbook Page 55 – Graphic Organizer

Have the student verbally express what happens at the beginning, middle and the end of the story. Help student summarize the story. Then have the student fill out the graphic organizer with a pen. Depending on the student, either have him draw pictures, write words, write sentences, or write an entire paragraph.  

Step 6

Sound Dictation

Student Workbook Page 58 – Sounds

“Say /ō/. With your finger, write the sound /ō/ on your palm. Now pick up your pen and write the sound /ō/ on your paper.”

Repeat with:

/ch/, /ē/, /w/, /ō/, /th/, /ī/, /ŏ/, /ā/, /sh/

Have the student go back and read each sound that they have written aloud to you.

Step 7

Word Dictation

Student Workbook Page 58 – Words

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

Repeat with:

cupcake, pancake, umpire, vampire, empire, ignite, concrete, sunrise, escape

Have the student go back and read each word that they have written aloud to you.

Step 8

Sentence Dictation

Student Workbook Page 58 – 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 umpire is mad.

“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:

Dad makes pancakes.

Stand in the sunshine. 

Step 9

Fluency Practice

Student Workbook Page 151 – Fluency Practice 9  

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.

 It is time for a Progress Check!

Student Workbook Page 138 – Progress Check: VC/CVCe

Have your student read the words and sentences out loud. If they get approximately 80% or more correct, then they are ready to move onto the next unit.