Components & Sample Lessons

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Components

PRIDE Is Taught In A Step-By-Step Progression

With your monthly subscription to the PRIDE Reading Program, you will receive unlimited access to the online Teaching Guide, Student Workbooks, Sound Cards, Sight Word Cards, Sound Squares, Letter Tiles, Vowel Sound Poster and a white board with markers.  PRIDE gives you everything you need as you progress through the program.

PRIDE’s Online Teaching Guide Is The Key.

PRIDE’s easy to follow scripted, step-by-step Teaching Guide will guide you through which skills to teach, and when and how to teach them.  The PRIDE online Teaching Guide works on any of your internet connected browser devices.

The Student Workbook

  • Contains words, sentences and decodable stories for developing reading, writing and comprehension skills.
  • Spelling / Sentence dictation pages and graphic organizers for comprehension are included with every lesson.
  • Quick progress checks after concept unit completion to determine student progress and if ready to move on.
  • Word reading fluency pages to build accurate and fluent word recognition and reading.
  • Word games to keep lessons fun and engaging.

Additional Materials Included

  • Sound Cards for introducing letters, sounds and reviewing skills.
  • Letter Tiles to learn sounds, blending and word building.
  • Sight Word Cards.
  • Sound Squares and Elkonin Box to help build phonemic awareness.
  • Vowel Sound Chart Poster to help guide you and your student through the complexities of the English language

Teaching Guide Sample

Short e

Introduction Lesson

 

Step 1

Sound Cards 

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.

click here to see a sample lesson

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

click here to see a sample lesson

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 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

click here to see a sample lesson

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?”

click here to see a sample lesson

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.  

click here to see a sample lesson

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 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:

 click here to see a sample lesson           

 

Step 7

Word Dictation

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

 click here to see a sample lesson  

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 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.

click here to see a sample lesson  

Step 9

Fluency Practice

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.

click here to see a sample lesson

Step 10

Word Game

Student Workbook Page 142 –  Game 5 

 unk

Practice Lesson

 

Step 1

Sound Cards       

Review and Drill beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung, ank, ink, onk, unk

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

Hold up unk Sound Card.  “We are going to Sky Write this sound.  I’ll go first.  Stand up and extend your dominant arm all the way out in fron of you.  “Ready?”  /unk/  (say the sound)  unk (Sky Write and say letter as writing it)  /unk/ (underline the sound and say the sound).

Have student repeat 3 times.

click here to see a sample lesson

Step 2

Phonological Awareness

“Say sunk.  Say sunk again but this time, instead of /s/, say /b/.”  (bunk)

“Say punk.  Say punk again but this time, instead of /p /, say /s/.” (sunk)

“Say bunk.  Say bunk again but this time, don’t say the /b/.”  (unk)

“Say shrunk.  Say shrunk again but this time, instead of /ŭ/, say /ĭ/.” (shrink)

“Say shrink.  Say shrink again but this time, instead of // say //.” (shrunk)

“Say junk.  Say junk again but this time, instead of /j/ say /h/.”  (hunk).  

“Can you give me a word that rhymes with hunk?”

“How many syllables are in the word hunk?”

click here to see a sample lesson

Step 3

Letter Tiles

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

Repeat this activity with

junk, hunk, gunk, chunk, dunk, stunk, plunk, slunk, shrunk, skunk

click here to see a sample lesson

Step 4

Red Words   

Review and Drill  

hold up red card because

Say “this is the word because.  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?”

click here to see a sample lesson

Step 5

Reading

Student Workbook Page 123 –  to Sentence List: unk

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.

Max sat on top of the trunk.

“Why did Max sit on the trunk? What do people put in the trunks of cars?” (Answers will vary)

Dunk the chip in dip.

“What is your favorite chip and dip?” (Answers will vary)

I do it because I have to.

“What is something you have to do?” (Answers will vary)

Could I help you?

“What do you need help with?” (Answers will vary)

My dad drove the junk to the dump.

“What is a dump?” (Trash, things we don’t use anymore)

Come home before six please.

“Why would you need to be home before six? What do people do at six?” (For dinner)

Do you have a bunk bed?

“Do you have a bunk bed?” (Answers will vary)

Do not flunk the math test.

“What does flunk mean?” (To not pass)

I have seen that girl funk before.

“What does before mean?” (Earlier in time)

We are late because of you.

“Why are we late?” (Because of me)

click here to see a sample lesson

Step 6

Sound Dictation

Student Workbook Page 127 – Sounds

“Say /unk/.  What letters make the /unk/ sound?  With your finger, write the letters that say /unk/ on your palm as you name it.  Now write the letters unk on your paper, naming them as you write.  Now, look at the letters you just wrote.  What are the names of these letters?  What sound does it make?”

Repeat with the following sounds:

/ong/, //, /th, /onk/, /ung/, /ank/, /ang/, /ink/, /ing/, /unk/

click here to see a sample lesson

Step 7

Word Dictation

Student Workbook Page 127 – Words

“Say punk.  Spell the word punk  by writing the letters on your palm as you name them.  Now, pick up your pen and write the word punk  on your paper.  Name each letter as you write.”

Repeat with the following words.

bunk, dunk, chunk, gunk, hunk, junk, sunk, shrunk, flunk, skunk

click here to see a sample lesson

Step 8

Sentence Dictation

Student Workbook Page 127 – 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 skunk could have had a big stink.

“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 van went clunk clunk clank.

Sam had a chunk of ham on the walk.

click here to see a sample lesson

Step 9

Fluency Practice

Student Workbook Page 155 –  Fluency Practice 14  
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.

click here to see a sample lesson

oa

Reinforcement Lesson

 

Step 1

Sound Cards   

Review and Drill 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

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

“Great job!  Now we will do The 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.

click here to see a sample lesson

Step 2

Phonological Awareness

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

“What letter says /f/?”

“What letters say /l/?”

“What letters say //?”

“What letter says /t/?”

“What do the letters /fl/ say?”

“What do the letters /oa/ say?”

“What does the letter f say?”

“What does the letter t say?”

“What do the letters oa say?”

“What do the letters fl say?”

 

“Say float.  Say float again but change the /fl/ to /b/. (boat)

“Can you give me a word that rhymes with float?”

“How many syllables does the word floating have?”

click here to see a sample lesson

Step 3

Letter Tiles

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

Repeat this activity with

loaf, coat, goal, cloak, throat, soap, toast, oat, poach, coast

 

Step 4

Red Words   

Review and Drill  

hold up red card far

Say “this is the word far.  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?”

click here to see a sample lesson

Step 5

Reading

Student Workbook page 89 –  Reading Passage oa: A Boat on the Coast

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 “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 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 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 90 – 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.

click here to see a sample lesson

Step 6

Sound Dictation

Student Workbook page 93 – Sounds

“Say /ō/. What letters make the /ō/ sound?  With your finger, write the letters that say // on your palm as you name them.  Now write the letters oa and o-e on your paper, naming them as you write.  Now, look at the letters you just wrote.  What are the names of these letters?  What sound does it make?”

Repeat with the following sounds:

/ost/, /ar/, /or/, /ā/, /ild/, /ō/, /ch/, /ost/, /ē/

 

Step 7

Word Dictation

Student Workbook page 93 – Words

“Say coal.  Spell the word coal  by writing the letters on your palm as you name them.  Now, pick up your pen and write the word coal on your paper.  Name each letter as you write.”

Repeat with the following words.

boat, tugboat, roach, cockroach, oat, oatmeal, boat, steamboat, cloak, goat

 

Step 8

Sentence Dictation

Student Workbook page 93 – Sentences

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

My throat is dry.

“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 coach made five goals for the team.

The goat likes to eat the entire loaf.

 

Step 9

Fluency Practice

Student Workbook page 147 –  Fluency Practice 14 

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 132 – Progress Check – oa