Sample Teaching Guide Lessons

“PRIDE is the easiest to use” curriculum for teaching struggling readers, writing, spelling, and comprehension.

Short ‘e’

Introduction Lesson

Review Cards

Sound Cards

Review and Drill beginning consonant soundsă, 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.”

Step 1

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.

Step 2

Phonological Awareness

“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

Step 3

Sound Squares

Use the back cover of the Student Workbook and Sound Markers for this activity.

Say “How many sounds do you hear in the word betRepeat 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

Step 4

Red Words

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?”

Step 5

Reading

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.

Step 6

Sound Dictation

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. Now write the letter e on your paper. 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:

//, /s/, /ĕ/, /ŏ/, /t/, //, /x/, /ĭ/, /n/

Step 7

Word Dictation

Student Workbook Page 35 – Words

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

Repeat with the following words:

men, met, wet, leg, jet, pen, web, fed, peg

Step 8

Sentence Dictation

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 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 pet hen is in the pen.

Meg got wet.

Step 9

Fluency Practice

Student Workbook Page 128 –  Fluency Practice 8 

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 142 –  Game 5

Short ‘e’

Practice Lesson

Review Cards

Sound Cards

Review and Drill beginning consonant cards, ă, i, ŏ, ŭ, ĕ

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

Step 1

Sound Cards (Continued) 

Hold up short e Sound Card. “We are now going to Sky Write this sound. Stand up and extend your arm all the way out in front of you. “Ready?”  /ĕ/ (say the sound)  e  (Sky Write and say letter as writing it)  /ĕ/  (underline the sound and say the sound).

Have student repeat 3 times.

Step 2

Phonological Awareness

“Say rat. Say rat again but this time, instead of /t/, say /g/.”  (rag)

“Say cab. Say cab again but this time, instead of /c/, say /l/.” (lab)

“Say jam. Say jam again but this time, instead of /j/, say /y/.”   (yam)

“Say man. Say man again but this time, instead of /n/, say /p/.” (map)

“Say wax. Say wax again but this time, don’t say the /w/.” (ax)

“Say yap. Say yap again but this time, instead of /y/ say /t/.”  (tap)

Step 3

Letter Tiles

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

Repeat this activity with:

pen, yes, web, fed, bed, yet, led, set, hem, den

Step 4

Red Words

Review and Drill

hold up red card see

Say “This is the word seeWhat 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?”

Step 5

Reading

Student Workbook Page 32- Sentences: Short e

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 this process with all of the sentences.

The pet is at the vet.

“Why would you take a pet to the vet?” (Answers will vary)

Let the cat get in the van.

“Who will get in the van?” (The cat)

The tot sat up in the bed.

“Where is the tot?” (In the bed)

Nan pet the big dog.

“What did Nan pet?” (The big dog)

Ted met the ten men.

“How many men did Ted meet?” (Ten)

A hen ran in the pen.

“What is a pen?” (An enclosure for animals)

Bob can sit in the sun.

“Where can Ben sit?” (In the sun)

The bug is in the web.

“What is in the web?” (A bug)

Ten men led Tom to the top.

“Where did the men lead Tom?” (To the top)

Deb fed the pet hen.

“What do you think the hen ate?” (Answers will vary)

Step 6

Sound Dictation

Student Workbook Page 36 – Sounds

“Say /ĕ/. What letter makes the /ĕ/ sound? With your finger, write the letter that says /ĕ/ on your palm. Now write the letter on your paper. 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:

/l/, //, /ă/, /ĭ/, /d/, /f/, /ŏ/, /g/, //

Step 7

Word Dictation

Student Workbook Page 36 – Words

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

Repeat with the following words:

wet, ten, met, beg, pet, men, set, red, yes

Step 8

Sentence Dictation

 

Student Workbook Page 36 – 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 wet pen is on the bed.

“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:

Ned is a vet.

Let the pet get in bed.

Step 9

Fluency Practice

Student Workbook Page 128 –  Fluency Practice 8 

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.

Short ‘e’

Reinforcement Lesson

Review Cards

Sound Cards

Review and Drill beginning consonant cards, ă, i, ŏ, ŭ, ĕ

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

“Great job! Now we will do The Blending Drill.”

Step 1

Blending Drill

Place cards in three piles according to auditory position (beginning/middle/end). Student touches each card with his blending fingers and says the sound that letter represents from left to right. Student slides his fingers under the cards while blending the sounds together to form a nonsense word. Teacher turns the cards, exposing different letters to blend different combinations of sounds.

Step 2

Phonological Awareness

Write the word bed on the board. “What is this word?”

“What letter says /ĕ/?”

“What letter says /b/?”

“What letter says /d/?”

“What two letters say /ĕd/?”

“What does the letter say?”

“What does the letter say?”

“What does the letter say?”

“What do the two letters ed say?”

“Say bed. Say bed again, but change the /b/ to /r/.” (red)

Step 3

Letter Tiles

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

Repeat this activity with:

wed, yen, net, set, end, jet, den, red, beg, get

Step 4

Red Words

Review and Drill

hold up red card he

Say “This is the word he. 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?”

Step 5

Reading

Student Workbook Page 33 Reading Passage:  Ed

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 three 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 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 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 34 – 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 36 – Sounds

“Say /ĕ/. What letter makes the /ĕ/ sound? With your finger, write the letter that says /ĕ/ on your palm. Now write the letter e on your paper. 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:

/ŭ/, /ĭ/, /m/, /ĕ/, /ă/, /s/, /y/, /z/, /g/

 

Step 7

Word Dictation

Student Workbook Page 36 – Words

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

Repeat with the following words:

hem, bet, end, let, fed, red, wed, ten, set

Step 8

Sentence Dictation

Student Workbook Page 9 – 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 rat 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:

Dad is a man.

The fat cat is sad.

 

Step 9

Fluency Practice

Student Workbook Page 129 –  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 116 – Progress Check: short e

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