Step 3: Sound Tiles
≫ Introduction Lesson ≪

The learner will use the back cover of the Student Workbook and the blank green and white tiles for this step. The learner will listen to a word and then move the sound tiles into a box for each sound in the word. Each tile represents a sound. The consonants are white and the vowels are green.

Watch this video to see a demonstration of a Sound Tile Lesson.

Sound Tiles

Use the back cover of the Student Workbook and the blank green and white sound tiles for this activity.

Say, “How many sounds do you hear in the word bat? Yes, you hear three sounds. Repeat the word and bring down a sound tile for each sound you hear. Remember to use white tiles for consonant sounds and green tiles for the vowel sound. Touch each tile and say its sound. Then glide your finger under the tiles and say the whole word fast.”

Repeat with:

ran, sat, sag, tab, dad, mat, fan, lap, can, tab

Step 3: Letter Tiles
≫ Practice and Reinforcement Lesson ≪

The learner will build and manipulate words with letter tiles and then blend the letters together to read words.

Watch this video to see a demonstration of a Letter Tile lesson.

Letter Tiles

“Say jam.”

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

Repeat with:

tab, sad, mad, gas, ran, yap, hat, bat, pan, lap

Step 4: Red Words
Introduction, Practice, and Reinforcement Lesson

Step 4 always begins with a review drill of Red Words (sight words) already learned. The instructor will drill all of the learned Red Words first before teaching a new red word. The red words are located in the back of the book.

There will be a Mastery Check every three concepts. It will say the following:

Mastery Check – If the student can say the red word within three seconds or less, place a black check mark next to the word. A black check means the student has mastered the word and can now be reviewed once in awhile but daily review is not necessary. 

Watch this video to see a demonstration of a Red Word lesson.

Red Words

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

“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 the student repeat this three 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 three times.

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

Turn to page 156 and put a red check mark next to the word the.

Step 5: Reading Words
≫ Introduction Lesson ≪

Learners will practice reading the new concept by underlining, linking, dividing, and boxing letters and letter combinations in words. The instructor will teach the learner strategies to read difficult and multisyllabic words.

Watch this video to see a demonstration of a Reading Words lesson.

Reading

Student Workbook Page 4 – Word List: Short a 

“Put your finger under the first word. Underline the vowel. What is that sound? Now read the word.”

Repeat with the remaining words, reading left to right.

Step 5: Reading Sentences
≫ Practice Lesson ≪

The instructor will ask the learner to read a list of sentences. These sentences are decodable and use a specific skill that they are working on. The instructor will ask the learner to read a sentence first quietly in his or her mind. Then the instructor will ask the learner a comprehension question. Finally, the learner will read the sentence again aloud with fluency and expression.

Watch this video to see a demonstration of a Reading Sentences lesson.

Reading

Student’s Workbook Page 4 – Sentences Short a

“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 with:

Max can pat the cat.

“What animal can Max pat?” (the cat)

Dan has a hat.

“Who has a hat?” (Dan)

The man sat.

“What did the man do?” (sit/sat)

Step 5: Reading a Decodable Text
≫ Reinforcement Lesson ≪

The learner is introduced to a decodable story. The stories are always decodable and only contain sounds and concepts that the learner has already learned. Comprehension and Vocabulary development are also a continual process through the entire reading of the story. The instructor will ask the learner to visualize, use prior knowledge, use context clues, and other reading comprehension strategies. After reading through the story step by step, the learner will fill out a graphic organizer. By reading the story, filling out the graphic organizer and completing all the activities required, your learners will become very strong summarizers. Summarizing is a key element in reading comprehension.

Watch this video to see a demonstration of a Reading a Decodable Text lesson.

Reading

Student Workbook Page 5 – Reading Passage: The Cat

“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 two sentences 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 two sentences 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 “Tell me what you were imagining in your mind as you read those sentences.” (Help student visualize the story by making pictures or movies in the mind.)

“Now, read the last two sentences 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 were the most important events in this story?” (Help student determine importance.)

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 6 – 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
Introduction, Practice, and
Reinforcement Lesson

The instructor will dictate ten sounds and the student writes the sounds in the Student Workbook. The student will first write the sound on his/her palm. Then the student will write the sound in the Student Workbook. The student then follows up by reading each sound back to the instructor. 

Watch this video to see a demonstration of a Sound Dictation lesson.

Sound Dictation

Student Workbook Page 7 – Sounds

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

Repeat the above activity with each of the following sounds:

/j/, /l/, /v/, /n/, /y/, /b/, /x/, /s/, /ă/

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

Step 7: Word Dictation
Introduction, Practice, and
Reinforcement Lesson

The instructor will dictate ten words and the learner will write each of the words in the Student Workbook. The learner then follows up by reading each word back to the instructor. 

Watch this video to see a demonstration of a Word Dictation lesson.

Word Dictation

Student Workbook Page 7 – Words

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

Repeat with the above activity with each of the following words:

mad, tag, pat, zag, had, lag, fat, fan, bad

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

Step 8: Sentence Dictation
Introduction, Practice, and
Reinforcement Lesson

The instructor will dictate three sentences and the learner writes the sentences in the Student Workbook. The learner then follows up by reading each sentence back to the instructor. 

Watch this video to see a demonstration of a Sentence Dictation lesson.

Sentence Dictation

Student Workbook Page 7 – Sentences

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

The man ran.

“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 fat cat sat.

Jan has a van.

Step 9: Fluency Practice
Introduction, Practice, and
Reinforcement Lesson

Learners are given a fluency practice drill and with a marker across the first line, they read the words as quickly as they can. They will do this with every line increasing their speed over time. Not every fluency practice follows the skill that is currently being taught. Sometimes, the program directs the instructor to go back and practice and review skills from the past.

Watch this video to see a demonstration of a Fluency Practice lesson.

Fluency Practice

Student Workbook Page 122 – 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.

Step 10: Progress Check
Reinforcement Lesson

Learners are assessed at the end of each lesson. Data driven instruction with continual practice and reinforcement ensures measurable and permanent gains in reading, writing, spelling, and comprehension.

Watch this video to see a demonstration of a Progress Check.

It is time for a Progress Check!

Student Workbook Page 116 – Progress Check: Short a

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.