PRIDE Reading Program begins with recognition of the letters, the sounds of the letters, and the sounds of letter combinations (phonemes). PRIDE is structured, systematic and cumulative. This means that, like a pyramid, the base must first be strong enough to support the entire structure. After your child receives a strong foundation, they are able to start recognizing words using the skills learned. There are nine different lessons per concept in each of the Introduction, Practice and Reinforcement units. That is twenty seven opportunities to master the skill before moving to the next. Plus, learned concepts are continuously reviewed as you progress forward through the program.
Review and Drill beginning consonant sounds, ă, ĭ, ŏ, ŭ
“when I hold up a letter, say the letter’s name and give its sound.”
“Good job! We are going to learn a new sound today.”
Student Workbook Page 31
Hold up Picture Page e – elf. Say, “The name of this letter is e. What is the name of this letter? The letter e is a vowel. The picture card for letter e is elf. Say elf. 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 e, /ĕ/, elf then have student repeat 3 times.
“Close your eyes. I will say a word. You will repeat the word and listen for the /ĕ/ sound. If you hear /ĕ/, raise your hand. Let’s practice. Say pet. Do you hear the /ĕ/ sound in pet? Yes, you hear the /ĕ/ sound in pet so you raise your hand. Good. Let’s practice some more words.”
Repeat this activity with
yet, let, red, cat, yes, get, sun, bed, hat, men
Use the back cover of the Student Workbook and Sound Markers for this activity.
Say “How many sounds do you hear in the word bet? Repeat the word and bring down a sound marker for each sound you hear. Remember to use white markers for consonant sounds and green 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
bed, beg, hem, bet, let, ten, red, fed, wet, yet
Review and Drill
hold up red card do
Say “this is the word do. What is this word? Hold this word card in your hand, the one you don’t write with. With your writing hand, 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?”
Student Workbook Page 32 – Word List: Short e
“Put your finger under the first word. Underline the vowel. What sound does the vowel say. What is the first letter in the word? Point to each letter and give its sound. Go back to the beginning of the word, glide your finger under the word and say it fast.”
Repeat with the remaining words, reading left to right.
Student Workbook Page 35 – Sounds
“Say /ĕ/. What letter makes the /ĕ/ sound? With your finger, write the letter that says /ĕ/ on your palm as you name it. Now write the letter e on your paper, naming it as you write. Now, look at the letter you just wrote. What is the name of this letter? What sound does it make?”
Repeat with the following sounds:
Student Workbook Page 35 – Words
“Say beg Spell the word beg by writing the letters on your palm as you name them. Now, pick up your pen and write the word beg on your paper. Name each letter as you write.”
Repeat with the following words.
men, met, wet, leg, jet, pen, web, fed, peg, red
Student Workbook Page 35 – 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 bug is in the web.
“Now, you say the sentence as I point to each dash. Let’s say the sentence again, and you make a dash on your paper for each word we say. Say the sentence again, pointing to each dash as you say each word.” Now, fill in each dash with each word from the sentence. Remember to capitalize the first word of the sentence and put a period at the end of the sentence.” Good. Now go back and read the sentence that you just wrote.”
Repeat with the following sentences:
The pet hen is in the pen.
Meg got wet.
Student Workbook Page 128 – Fluency Practice 8
Place a reading marker under the first column. 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 columns.
Student Workbook Page 142 – Game 5