1 spanish reading intervention program using multisensory

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SPANISH READING INTERVENTION PROGRAM

USING MULTISENSORY METHODS

CAPSTONE PROJECT MATERIALS

by

Marissa Jurado

A capstone submitted in partial fulfillment of the requirements for the degree of Masters

of Arts in Education.

Hamline University

Saint Paul, Minnesota

August 2017

Committee:

Project Facilitator: Susan Manikowski

Content Expert: Amy Shatava

Content Expert: Sofia Cerritos

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TABLE OF CONTENTS

Scope and Sequence………………..……….…………………………………..3

Pre & Post Assessment..…………………….…………………………………..7

Lesson Plan Book..………………………….…………………………………..20

Picture, Sound, Syllable and Word Cards.….…………………………………..76

Word Book………………………………….…………………………………..227

Multisensory Strategies.…………………….…………………………………..251

REFERENCES……….…………………….…………………………………..253

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Scope and Sequence

Level Sounds Cards Picture/Word examples

1 a, i S1-2

F1-12

avión, iguana

2 o, e S3-4

F13-24

oso, elote

3 u S5

F25-30

uvas

4 ma, me, mi, mo, mu

pa, pe, pi, po, pu

la, le, li, lo, lu

sa, se, si, so, su

+ Progress Check 1

S6-9

A1-20

P1-24

amo, mamá, mapa, mesa, mula,

palo, pila, papá, pelo, piso, puso, pesa, puma

ola, Lola, lima, laso, loma

supo, sopa, sapo, Susi, solo, oso, ese, usa

5 da, de, di, do, du

na, ne, ni, no, nu

S10-11

A21-30

P25-35

dado, dedo, dudo, dame, dama, dime, dale

lodo, mide, muda, pudo, sudo, lado, pide

nido, nana, nada, nene, lana, mano

6 fa, fe, fi, fo, fu

ta, te, ti, to, tu

S12-13

A31-40

P36-43

fila, foto, sofá,

tapa, toma, tu, Tito, tomate, pelota, pata, moto,

pato

7 ra, re, ri, ro, ru + rr

ba, be, bi, bo, bu

+ Progress Check 2

S14-16

A41-55

P44-53

rana, rosa, risa, ropa, ruta, remo, loro, madera,

perro

bate, bebé, boda, bota, lobo, nube, burro

8 lla, lle, lli, llo, llu S17

A56-60

P54-60

silla, pollito, anillo, botella, llora, billete

9 ca, co, cu, que, qui S18-19

A61-65

P61-68

casa, cara, cola, comida, cuna, cubo

queso, paquete, que, poquito, maquina

10 va, ve, vi, vo, vu S20

A66-70

P69-74

vaso, vela, venado, pavo, vive, vaca, vaquero

11 ña, ñe, ñi, ño, ñu

+ Progress Check 3

S21

A71-75

P75-80

niña, año, uña, ñu, muñeca, piña, moño,

meñique

12 ga, go, gu, gue, gui S22-24 gato, gota, goma, laguna, regalo, gorra

4

A76-80

P81-88

guitarra, guerra, guepardo, guiño

13 cha, che, chi, cho, chu S25

A81-85

P89-96

chaqueta, chocolate, chile, lechuga, coche

14 za, ze, zi, zo, zu S26

A86-90

P97-102

zorro, taza, zapato, zumo

15 ce, ci

+ Progress Check 4

S18

A91-92

P103-108

cima, cine, cocina, doce

16 ya, ye, yi, yo, yu

y (como palabra)

S27

A93-97

P109-115

yema, yo, raya, suyo, payaso, ayudo, yeso

17 ha, he, hi, ho, hu S28

A98-102

P116-124

helado, hola, hada, hilo, hora, humo, búho

18 ja, je, ji, jo, ju + ge, gi S29, S22

A103-109

P125-132

jirafa, hijo, paja, jugo, jefe

gemelo, página

19 xa, xe, xi, xo, xu S30

A110-114

P133-136

taxi, xilófono examen

20 ka, ke, ki, ko, ku

wa, we, wi, wo, wu

+ Progress Check 5

S31-32

A115-124

P137-140

kilo, kimono, karate, kiwi

21 Difference between

open and closed

syllables (sílabas

abiertas y sílabas

cerradas)

al, el, il, ol, ul

C1-5

P141-148

el, alma, sal, sol, mil, mal, pulpo

22 as, es, is, os, us C6-10

P149-155

isla, más, mes, los, las, asno, tomates, pastel

23 am, em, im, om, um

+ Progress Check 6

C11-15

P156-160

campo, bombero, embudo,

5

24 an, en, in, on, un

güe, güi

C16-20

S33-34

A125-126

P161-168

pan, limón, banco, ventana, pinta

pingüino, cigüeña

25 ar, er, ir, or, ur C21-25

P169-176

ardilla, nadar, carta, dormir, salir, comer,

importante

26 ax, ex, ix, ox, ux

+ Progress Check 7

C26-30

P177-180

Félix, experimento

27 bla, ble, bli, blo, blu

pla, ple, pli, plo, plu

S35-36

T1-10

P181-190

nublado, terrible, blusa, tabla, Pablo, ombligo

plato, pluma, sopla, aplicado, cumpleaños

28 fla, fle, fli, flo, flu

cla, cle, cli, clo, clu

S37-38

T11-20

P191-199

flaco, flecha, flor, flojo

clavo, ciclo, ancla, bicicleta

29 gla, gle, gli, glo, glu

tla, tle, tli, tlo, tlu

+ Progress Check 8

S39-40

T21-30

P200-203

globo, regla, inglés, iglú

atleta, atlas, atlántico

30 bra, bre, bri, bro, bru

pra, pre, pri, pro, pru

fra, fre, fri, fro, fru

S41-43

T31-45

P204-218

brazo, libre, abril, febrero, hombre, libro,

palabra

primavera, temprano, pregunta, problema,

profesor

fresa, fruta, frito, frotar, frase

31 cra, cre, cri, cro, cru

gra, gre, gri, gro, gru

S44-45

T46-55

P219-228

crema, recreo, cráter, escritura, micrófono,

cruzar

grano, tigre, negro, grito, grupo, grillo

32 tra, tre, tri, tro, tru

dra, dre, dri, dro, dru

+ Progress Check 9

S46-47

T56-65

P229-238

traje, estrella, trigo, cuatro, truco, tren,

trompeta

dragón, almendra, madre, ladrillo, cuadro,

madruga

33 ai, au

oi

ei, eu

D1-5

P239-246

aire, baile, naipe, gaita, paisaje

auto, jaula, flauta, pausa

boina, oigo

peine, reina, béisbol, aceite, aceituna, veinte

deuda, Europa, euro, reunión

34 ia, ie, io, iu D6-9

P247-253

piano, viaje, copia, lluvia, anciano, magia,

hacia

siete, miedo, pieza, pie, hielo, piedra, hiena,

cielo, nieve

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patio, gaviota, furioso, Antonio, limpio, apio,

precio, piojo

ciudad, diurno, triunfo

35 ua, ue, uo, ui

D10-13

P254-259

lengua, agua, guapo, estatua, aguacate, agua,

paraguas, acuario, cuando, cuatro, guarda

rueda, fuego, escuela, muelle, cuenta, pueblo,

bueno, huevo

cuota, antiguo

ruina, ruido, cuidar

36 ay, ey, oy, uy

+ Progress Check 10

D14-17

P260-263

hay, Paraguay,

rey, ley, buey,

hoy, doy, soy, estoy, voy

muy

Adapted from

Dufflocq Galdames, A. (1953). Silabario Hispano Americano [pdf]. Santiago, Chile.

Retreived from http://www.memoriachilena.cl/archivos2/pdfs/MC0002274.pdf

Fe y Alegría (n.d). El Aprendizaje de la Lecto-Escritura [pdf]. Peru. Retrieved from

http://www.feyalegria.org/images/acrobat/Aprendizaje_Lectoescritura_5317.pdf

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Pre & Post Assessment

Mahler, J. & Valle, I. (2008) CORE Spanish Phonics Survey. Retrieved from

https://mtss.madison.k12.wi.us/files/mtss/CORE-Spanish-Phonics-Survey.pdf


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Lesson Plan Book

Before beginning, the student should complete the CORE Phonics Survey, or another

fluency or phonics assessment as a benchmark.

**When a letter is written in quotations, it is referring to the letter name (ex. “m”).

***When a letter is written between slashes, it is referring to the sound (ex. /m/).

Lesson 1

*Since this is the first lesson, there are no review sounds.

1 - Leer sonidos (Read sounds)

- Show the student the picture side of cards S1-5. The student identifies the name of

the picture on each card. If the student does not know automatically, give them

the name of the picture and then put it back in the pile to review again. If the

student identifies it automatically, place in down on the table.

2 - Escribir sonidos (Spell sounds)

- Play the ball toss game (Sonday, 2014) using words from page 1 of the Word

Book.

- Choose 10 words with a mixture of different beginning sounds.

- Roll the ball to the student while saying a word.

- The student returns the ball while saying the beginning sound of the word. If the

student responds incorrectly, repeat the word and return the ball.

3 - Nuevo material (New material)

- Aa - /a/

- Use the letter side of card S1. Show the card to the student while saying

the sound /a/ as in “avión.” Say the chant together, “avión, a, a, a” (Myer,

1999).

- Have the student trace the letter “a” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /a/ sound.

- Use picture cards F1-6 to practice the /a/ sound. Show each picture then

say the word, followed by the /a/ sound three times.

- Ii - /i/


the sound /i/ as in “iguana.” Say the chant together, “iguana, i, i, i” (Myer,

1999).

- Have the student trace the letter “i” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /i/ sound.

- Use picture cards F7-12 to practice the /i/ sound. Show each picture then

say the word, followed by the /i/ sound three times.

4 - Leer en voz alta (Read Aloud)

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- Read a book to the student. Use strategies 8 and 9 from the bank of Multisensory

strategies to find the words with the /a/ and /i/ sounds and to practice

comprehension.

Lesson 2


- Show the student the picture side of cards S1-5. The student identifies the name

of the picture on each card. If the student does not know automatically, give

them the name of the picture and then put it back in the pile to review again. If

the student identifies it automatically, place in down on the table.



Book.






- Oo - /o/


the sound /o/ as in “oso.” Say the chant together, “oso, o, o, o” (Myer,

1999).

- Have the student trace the letter “o” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /o/ sound.

- Use picture cards F13-18 to practice the /o/ sound. Show each picture

then say the word, followed by the /o/ sound three times.

- Ee - /e/


the sound /e/ as in “elote.” Say the chant together, “elote, e, e, e” (Myer,

1999).

- Have the student trace the letter “e” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /e/ sound.

- Use picture cards F19-24 to practice the /e/ sound. Show each picture then

say the word, followed by the /e/ sound three times.



strategies to find the words with the /e/ and /o/ sounds and to practice

comprehension.

Lesson 3

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- Show the student the picture side of cards S1-5. The student identifies the name

of the picture on each card. If the student does not know automatically, give

them the name of the picture and then put it back in the pile to review again. If

the student identifies it automatically, place in down on the table.



Book.






- Uu - /u/


the sound /u/ as in “uvas.” Say the chant together, “uvas, u, u, u” (Myer,

1999).

- Have the student trace the letter “u” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /u/ sound.

- Use picture cards F25-30 to practice the /u/ sound. Show each picture

then say the word, followed by the /u/ sound three times.



strategies to find the words with the /u/ sound and to practice comprehension.

Lesson 4


- Show the student the letter side of cards S1-5. The student identifies the sound on

each card. If the student does not know automatically, show them the picture side

and then put it back in the pile to review again. If the student identifies it

automatically, place in down on the table.


- Say aloud the following sounds (not the letter name). After each sound, the

student should repeat the sound then write the letter or use one of the other

strategies 1-3 from the bank of Multisensory strategies.

o i a u e


Book.



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- Mm - /m/


the sound /m/ as in “mamá.” Say the chant together, “mamá, /m/, /m/, /m/”

(Myer, 1999).

- Have the student trace the letter “m” three times using one of the strategies

1- from the bank of Multisensory strategies while saying the /m/ sound.

- Use the cards S1-6 to form the different syllables with m (ma, me, mi,

mo, mu).

- Ex. Put the “m” card on the table and say /m/. Then put the “a” in

front and have the student sound out the two sounds. Use one of

the strategies 4-6 from the bank of Multisensory strategies. For

example, have the student use their fingers to make each sound,

saying /m/ as they touch their index finger to their thumb and /a/ as

they touch their middle finger to their thumb. They say the whole

syllable “ma” and write it down. Repeat with each vowel and the

letter “m.”

- Pp - /p/


the sound /p/ as in “papá.” Say the chant together, “papá, /p/, /p/, /p/”

(Myer, 1999).

- Have the student trace the letter “p” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /p/ sound.

- Use the cards S1-5 and S7 to form the different syllables with p (pa, pe,

pi, po, pu) using one of the strategies 4-6 from the bank of Multisensory

strategies.

- Ll - /l/


the sound /l/ as in “león.” Say the chant together, “león, /l/, /l/, /l/” (Myer,

1999).

- Have the student trace the letter “l” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /l/ sound.

- Use the cards S1-5 and S8 to form the different syllables with l (la, le, li,

lo, lu) using one of the strategies 4-6 from the bank of Multisensory

strategies.

- Ss - /s/

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the sound /s/ as in “silla.” Say the chant together, “silla, /s/, /s/, /s/” (Myer,

1999).

- Have the student trace the letter “l” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /s/ sound.

- Use the cards S1-5 and S9 to form the different syllables with s (sa, se, si,

so, su) using one of the strategies 4-6 from the bank of Multisensory

strategies.

- Have the student read aloud the syllables that they have written down so far

today.


- Read words from columns 1 and 2 on page 3 of Word Book.

- Read a book with the student. Use strategies 8 and 9 from the bank of

Multisensory strategies to find the words with the /m/, /p/, /l/, and /s/ sound and to

practice comprehension.

- Other extensions: Use word cards P1-24 or cards A1-20

- Use Word cards (P cards) to play sorting games. Students can sort words

by: rhyming words, beginning sound, etc.

- Use Word Cards to play a game. See some options and instructions on

page 24 of the Word book. See some options and instructions on page 24

of the Word book.

*PROGRESS CHECK 1

- Give the student page 2 of the Word Book and cover the bottom half “Escribir

palabras” with a piece of paper.

- Give the student 30 seconds to read the 20 syllables. Student passes with 90%

accuracy. Mark the syllables where the student had difficulty in order to review.

- Next read the 20 syllables one at a time to the student as they write them down.

Student should spell with 90% accuracy. Review sounds that the student had

incorrect.

Lesson 5


- In this lesson we will begin using the syllable cards instead of the sound cards.

Use cards A1-20. It is recommended that these be shown to the student not in

order to avoid simple memorization of the order/pattern. The student reads the

syllable on each card. If the student does not know automatically, but it back in

the pile to review. If the student identifies it automatically, place in down on the

table.


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- Say aloud the following sounds and/or syllables (not the letter name). After each

sound, the student should repeat the sound then write the letter or use one of the

other strategies 1-3 from the bank of Multisensory strategies.

so mi la su pe

3 - Leer palabras (Read Words)

- The student reads aloud from the first two columns of words on page 3 of the

Word Book.

- The student can use a special pointer to follow along with the words.

4 - Escribir palabras (Spell words)

- Say aloud the following words one at a time. After each word, the student should

repeat it, “tap it out” (Multisensory Strategy 6), then write it down.

peso supo lima malo mesa lupa


- Dd - /d/


the sound /d/ as in “dado.” Say the chant together, “dado, /d/, /d/, /d/”

(Myer, 1999).

- Have the student trace the letter “d” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /d/ sound.

- Use the cards S1-5 and S10 to form the different syllables with “d” (da,

de, di, do, du) using one of the strategies 4-6 from the bank of

Multisensory strategies.

- Nn - /n/


the sound /n/ as in “nido.” Say the chant together, “nido, /n/, /n/, /n/”

(Myer, 1999).

- Have the student trace the letter “n” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /n/ sound.

- Use the cards S1-5 and S11 to form the different syllables with “n” (na,

ne, ni, no, nu) using one of the strategies 4-6 from the bank of

Multisensory strategies.


today.


- Read words from column 3 on page 3 of Word Book.


Multisensory strategies to find the words with the /d/ and /n/ sound and to practice

comprehension.

- Other extensions: Use word cards P1-35

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page 24 of the Word book.

Lesson 6


- Use cards A1-30. It is recommended that these be shown to the student not in




table.





do ni da me su la pe


- The student reads aloud column 3 of words on page 3 of the Word Book.





dama pide sudo mano lodo lana


- Ff - /f/


the sound /f/ as in “feliz.” Say the chant together, “feliz, /f/, /f/, /f/” (Myer,

1999).

- Have the student trace the letter “f” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /f/ sound.

- Use the cards S1-5 and S12 to form the different syllables with “f” (fa, fe,

fi, fo, fu).

- Tt - /t/


the sound /t/ as in “tomate.” Say the chant together, “tomate, /t/, /t/, /t/”

(Myer, 1999).

- Have the student trace the letter “t” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /t/ sound.

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- Use the cards S1-5 and S13 to form the different syllables with “t” (ta, te,

ti, to, tu).


today.




Multisensory strategies to find the words with the /f/ and /t/ sound and to practice

comprehension.






Lesson 7


- Use cards A1-40. It is recommended that these be shown to the student not in




table.





to fi fa te fu fo


- The student reads aloud column 4 of words on page 3 of the Word Book.





***When student is ready, they can begin “tapping out” each syllable instead of each

sound. For example, they can say “pa-ta” instead of “p-a-t-a.”

pata famoso Tito felino pelota


- Rr - /r/

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the sound /r/ as in “rana.” Say the chant together, “rana, /r/, /r/, /r/” (Myer,

1999).

- Have the student trace the letter “r” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /r/ sound.

- Use the cards S1-5 and S14 to form the different syllables with “r” (ra, re,

ri, ro, ru).

- RRrr - /rr/


the sound /rr/ as in “perro.”

- Not all students will be able to perfect this sound at the time. The “rr” is

usually a middle or ending syllable.

- Bb - /b/


the sound /b/ as in “bota.” Say the chant together, “bota, /b/, /b/, /b/”

(Myer, 1999).

- Have the student trace the letter “b” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /b/ sound.

- Use the cards S1-5 and S16 to form the different syllables with “b” (ba,

be, bi, bo, bu).


today.




Multisensory strategies to find the words with the /r/, /rr/, and /b/ sound and to







*PROGRESS CHECK 2



- Give the student 30 seconds to read the 20 syllables or words. Student passes

with 90% accuracy. Mark the syllables where the student had difficulty in order

to review.

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incorrect.

***Remind students of the accents on certain words like “bebé,” and have them add it or

rewrite it if forgotten.

Lesson 8



Use cards A1-55. It is recommended that these be shown to the student not in




table.


- Say aloud the following syllables (not the letter name). After each sound, the



re bo ru rro bi ra be


- The student reads aloud the words on page 4 of the Word Book.





***When student is ready, they can begin “tapping out” each syllable instead of each

sound. For example, they can say “pa-ta” instead of “p-a-t-a.”

remo pera bota nube ropa beso


- LLll - /ll/


the sound /y/ as in “lluvia.” Say the chant together, “lluvia, /y/, /y/, /y/”

(Myer, 1999).

- Have the student trace the letter “ll” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /y/ sound.

- Use the cards S1-5 and S17 to form the different syllables with “ll” (lla,

lle, lli, llo, llu).


today.


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Multisensory strategies to find the words with the /y/ sound with the letter “ll”and

to practice comprehension.






Lesson 9



Use cards A1-60. You can choose to only review a section of these each time,

making sure to chose a balance of different consonants and vowels. It is

recommended that these be shown to the student out of order to avoid simple

memorization of the order/pattern.

- The student reads the syllable on each card. If the student does not know

automatically, but it back in the pile to review. If the student identifies it






lla lo bi llu lle na llo


- The student reads aloud the words from column 1 on page 6 of the Word Book.





***The student should now be “tapping out” each syllable instead of each sound. For

example, they can say “pa-ta” instead of “p-a-t-a.”

llore llama pollito billete silla


- Cc - /k/


the sound /k/ as in “casa.” Say the chant together, “casa, /k/, /k/, /k/”

(Myer, 1999).

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- Have the student trace the letter “c” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /k/ sound.

- Use the cards S1, 3, 5 and S18 to form the different syllables with “c” (ca,

co, cu).

- Explain that the “c” paired with the vowels “i” and “e” make a different

sound which you will study later.

- QUqu - /k/


the sound /k/ as in “queso.” Say the chant together, “queso, /k/, /k/, /k/”

(Myer, 1999). Explain that the letter “u” always accompanies the letter

“q” but is silent.

- Have the student trace the letters “qu” three times using one of the

strategies 1-3 from the bank of Multisensory strategies while saying the /k/

sound.

- Use the cards S2, 4 and S19 to form the different syllables with “qu” (que,

qui).


today.


- Read words from column 2 and 3 on page 6 of Word Book.


Multisensory strategies to find the words with the /k/ sound and to practice

comprehension.

- Other extensions: Use word cards P1-68 or only P54-68





Lesson 10


- Use cards A1-65. You can choose to only review a section of these each time,

making sure to chose a balance of different consonants and vowels, but review all

the syllables from the lesson directly before this one.. It is recommended that

these be shown to the student out of order to avoid simple memorization of the

order/pattern.





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co cu qui ca que


- The student reads aloud the words from column 2 and 3 on page 6 of the Word

Book.







pico casa cuna queso maquina


- Vv - /b/


the sound /b/ as in “vaca.” Say the chant together, “vaca, /b/, /b/, /b/”

(Myer, 1999).

- Have the student trace the letter “v” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /b/ sound.

- Use the cards S1-5 and S20 to form the different syllables with “v” (va,

ve, vi, vo, vu).


today.




Multisensory strategies to find the words with the /b/ sound (with the letter “v”)

and to practice comprehension.






Lesson 11




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the syllables from the lesson directly before this one. It is recommended that


order/pattern.








va ve que vo vu qui vi



Book.







vaca pavo vive venado vacuna


- Ññ - /ñ/


the sound /ñ/ as in “ñu.” Say the chant together, “ñu, /ñ/, /ñ/, /ñ/” (Myer,

1999).

- Have the student trace the letter “ñ” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /ñ/ sound.

- Use the cards S1-5 and S20 to form the different syllables with “ñ” (ña,

ñe, ñi, ño, ñu).


today.




Multisensory strategies to find the words with the /ñ/ sound and to practice

comprehension.




34



*PROGRESS CHECK 3



- Give the student 30 seconds to read the 20 syllables or words. Student passes

with 90% accuracy. Mark the syllables where the student had difficulty in order

to review.



incorrect.


rewrite it if forgotten. Student must remember to add the tilde ~ above the n of the ñ if

necessary.

Lesson 12






order/pattern.








ña ñi ño ñu ñe

- Ask the student to write the two different ways to write the sound:

/ba/ (ba, va)



Book.





35



piña muñeca meñique moño


- Gg - /g/


the sound /g/ as in “gato.” Say the chant together, “gato, /g/, /g/, /g/”

(Myer, 1999).

- Have the student trace the letter “g” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /g/ sound.

- Use the cards S1, 3, 5 and S22 to form the different syllables with “g” (ga,

go gu). Explain that the “g” paired with the vowels “i” and “e” make a

different sound which you will study later.

- gue and gui - /g/

- Use the letter side of card S23. Explain that in order to make syllabales

“gue” and “gui” with the hard /g/ sound, the letter “u” must follow the

letter “g.”. Show the card to the student while saying the sound /g/ as in

“guepardo.” Say the chant together, “guepardo, /gue/, /gue/, /gue/.”

(Myer, 1999).

- Have the student trace the letters “gue” three times using one of the

strategies 1-3 from the bank of Multisensory strategies while saying the

/gue/ sound.

- Show the card S24 to the student while saying the sound /g/ as in

“guitarra.” Say the chant together, “guitarra, /gui/, /gui/, /gui/”

- Have the student trace the letters “gui” three times using one of the


/gui/ sound.


today.




Multisensory strategies to find the words with the /g/ sound and to practice

comprehension.






36

Lesson 13






order/pattern.








ga gui gu go gue ca qui


/be/ (be, ve)









amiga guerra águila gota gusano


- Ch ch - /ch/


the sound /ch/ as in “chaqueta.” Say the chant together, “chaqueta, /ch/,

/ch/, /ch/” (Myer, 1999).

- Have the student trace the letter “ch” three times using one of the


/ch/ sound.

- Use the cards S1-5 and S25 to form the different syllables with “ch” (cha,

che, chi, cho, chu).


today.



37


Multisensory strategies to find the words with the /ch/ sound and to practice

comprehension.






Lesson 14






order/pattern.








cha chu cho chi che go gue


/bo/ (bo, vo)









ocho leche chaleco chivo churro


- Zz - /s/


the sound /s/ as in “zapato.” Say the chant together, “zapato, /s/, /s/, /s/”

(Myer, 1999).

38

- Have the student trace the letter “z” three times using one of the strategies


- Use the cards S1-5 and S26 to form the different syllables with “z” (za, ze,

zi, zo, zu).


today.




Multisensory strategies to find the words with the /s/ sound (with the letter “z”)







Lesson 15






order/pattern.








gui ga gu


/bu/ (bu, bu)

/sa/ (sa, za)

/so/ (so, zo)





39





zorro caza (explain the definition of the word, as opposed to “casa”)

zeta zumo zapato


- Cc - /s/


the sound /s/ as in “cerdo.” Say the chant together, “cerdo, /s/, /s/, /s/”

(Myer, 1999). Explain that when the “i” or the “e” follows the letter “c,”

it makes the /s/ sound instead of the /k/ sound.

- Have the student trace the letter “c” three times using one of the strategies


- Use the cards S2, S4 and S18 to form the different syllables with “c” (ce,

ci).


today.




Multisensory strategies to find the words with the /s/ sound (with the letter “c”)







*PROGRESS CHECK 4



- Give the student 30 seconds to read the 20 words. Student passes with 90%


- Next read the 20 words one at a time to the student as they write them down.


incorrect.



necessary.

40

Lesson 16






order/pattern.








ca cu go chu cha


/su/ (su, zu)

- Ask the student to write the THREE different ways to write the sound:

/se/ (se, ze, ce)

/si/ (si, zi, ci)









cine tocino cerro cereza cima


- Yy - /y/


the sound /y/ as in “yeso.” Say the chant together, “yeso, /y/, /y/, /y/”

(Myer, 1999).

- Have the student trace the letter “y” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /y/ sound.

- Use the cards S1-5 and S27 to form the different syllables with “y” (ya,

ye, yi, yo, yu).

41

- Explain that this is the same sound that the “ll” makes. In some countries

it is pronounced differently.


today.

- Note that when the letter “y” is by itself as a connecting word it has the /i/ sound.




Multisensory strategies to find the words with the /y/ sound (with the letter “y”)







Lesson 17






order/pattern.








ca qui gue go


/su/ (su, zu)

/ba/ (ba, va)

/yo/ (llo, yo)


/se/ (se, ce, ze)

/si/ (si, ci, zi)



42







yo raya yeso ayudo tuyo


- Hh - silent

- Use the letter side of card S28. Show the card to the student and then

show the other side and say “helado.” Instead of saying the sound, the

student will put their finger to their lips, as if giving the sign to be quiet.

- Have the student trace the letter “h” three times using one of the strategies

1-3 from the bank of Multisensory strategies without making a sound.

- Use the cards S1-5 and S28 to form the different syllables with “h” (ha,

he, hi, ho, hu). These syllables will be pronounced as if only the vowel

sound were there.


today.




Multisensory strategies to find the words with the /y/ sound (with the letter “y”)







Lesson 18






order/pattern.




43





co que gui gu


/a/ (a, ha)

/e/ (e, he)

/so/ (so, zo)

/be/ (be, ve)

/ya/ (lla, ya)


/se/ (se, ce, ze)

/si/ (si, ci, zi)









helado hola hada hilo humo


- Jj - /x/ *** The Spanish phoneme /x/ is pronounced like the English /h/.


the sound /x/ as in “jirafa.” Say the chant together, “jirafa, /x/, /x/, /x/”

(Myer, 1999).

- Have the student trace the letter “j” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /x/ sound.

- Use the cards S1-5 and S29 to form the different syllables with “j” (ja, je,

ji, jo, ju).

- Gg - /x/


the sound /x/ as in “gemelo.” Say the chant together, “gemelo, /x/, /x/, /x/”

(Myer, 1999). Explain that when the “i” or the “e” follows the letter “g,”

it makes the /x/ sound instead of the /g/ sound.

- Have the student trace the letter “g” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /x/ sound.

44

- Use the cards S2, S4 and S22 to form the different syllables with “g” (ge,

gi).


today.




Multisensory strategies to find the words with the /x/ sound (with the letter “j” or

“g”) and to practice comprehension.






Lesson 19






order/pattern.








ja ga ca co gu jo ju


/u/ (u, hu)

/i/ (i, hi)

/sa/ (sa, za)

/yu/ (llu, yu)

/xi/ (ji, gi)

/xe/ (je, ge)


/se/ (se, ce, ze)

/si/ (si, ci, zi)

45









ojo caja jefe jirafa jugo recoge mágico


- Xx *** The Spanish letter “x” can be pronounced in four different ways. Here

we will focus on one.

- /ks/ Use the letter side of card S30. Show the card to the student while

saying the sound /ks/ as in “taxi.” Say the chant together, “taxi, /ks/, /ks/,

/ks/” (Myer, 1999).

- Have the student trace the letter “x” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /ks/ sound.

- Use the cards S1-5 and S30 to form the different syllables with “x” (xa,

xe, xi, xo, xu).


today.


- Read words from first half of column 4 on page 11 of Word Book.


Multisensory strategies to find the words with the /ks/ sound (with the letter “x”)







Lesson 20






order/pattern.

46








xi xo xu jo ju ja go gui gue


/o/ (o, ho)

/su/ (su, zu)

/ye/ (lle, ye)

/xo/ (ji, gi)

/xe/ (je, ge)


/se/ (se, ce, ze)

/si/ (si, ci, zi)


- The student reads aloud the words from column 1, 2 or 3 on page 11 of the Word

Book.





***The student should be “tapping out” each syllable. For example, they can say “je-fe.”

taxi boxeo exude exótico (e-xó-ti-co)


- Explain that today’s sounds only appear in words of foreign origin - meaning they

are not original Spanish words.

- Kk - /k/


the sound /k/ as in “karate.” Say the chant together, “karate, /k/, /k/, /k/”

(Myer, 1999).

- Have the student trace the letter “k” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /k/ sound.

- Use the cards S1-5 and S31 to form the different syllables with “k” (ka,

ke, ki, ko, ku).

- Ww - /w/

47


the sound /w/ as in “kiwi.” Say the chant together, “kiwi, /w/, /w/, /w/”

(Myer, 1999).

- Have the student trace the letter “w” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /w/ sound.

- Use the cards S1-5 and S32 to form the different syllables with “w” (wa,

we, wi, wo, wu).


today.


- Read words from the second half of column 4 on page 11 of Word Book.


Multisensory strategies to find the words with the /k/ sound (with the letter “k”)

and the /w/ sound and to practice comprehension.






*PROGRESS CHECK 5







incorrect.



necessary.

Lesson 21






order/pattern.

48








wa wi xi xo


/sa/ (sa, za)

/yi/ (lli, yi)

/xi/ (ji, gi)

/xe/ (je, ge)

/ka/ (ca, ka)


/se/ (se, ce, ze)

/si/ (si, ci, zi)


- The student reads aloud the words from page 11 of the Word Book.






kiwi karate kimono abeja oveja


- Explain that today’s sounds are called “sílabas cerradas” (closed syllables). Until

now, you have been working with “sílabas abiertas” (open syllables).

- “Sílabas abiertas” end with a vowel.

- “Sílabas cerradas” end with a consonant.

- Sílabas cerradas que terminan con “l”

- Use the cards S1-5 and S8 to form the different closed syllables with “l”

(al, el, il, ol, ul).


today.


- Read words from column 1 on page 13 of Word Book. ***Students may need to

sound out each sound in a closed syllable at first before being able to continue

only by syllable.

49


Multisensory strategies to find the words with “l” ending closed syllables and to







Lesson 22


- Review cards C1-5.

- Review cards A1-124. You can choose to only review a section of these each

time, making sure to chose a balance of different consonants and vowels, but

review all the syllables from the lesson directly before this one. It is










al pul mil tel sol


/su/ (su, zu)

/ya/ (lla, ya)

/xe/ (je, ge)

/xi/ (ji, gi)

/ko/ (co, ko)


/se/ (se, ce, ze)

/si/ (si, ci, zi)







50


útil sol alce Elsa pulpo


- Explain that today you will continue learning new “sílabas cerradas” (closed

syllables).



- Sílabas cerradas que terminan con “s”

- Use the cards S1-5 and S9 to form the different closed syllables with “s”

(as, es, is, os, us).


today.




Multisensory strategies to find the words with “s” ending closed syllables and to







Lesson 23


- Review cards C1-10













pas us lis ves os tel sol


51

/su/ (su, zu)

/yi/ (lli, yi)

/xe/ (je, ge)

/xi/ (ji, gi)

/ki/ (qui, ki)


/se/ (se, ce, ze)

/si/ (si, ci, zi)








isla las vestido usted oscuro



syllables).



- Sílabas cerradas que terminan con “m”

- Use the cards S1-5 and S6 to form the different closed syllables with “m”

(am, em, im, om, um).


today.




Multisensory strategies to find the words with “m” ending closed syllables and to







*PROGRESS CHECK 6



52





incorrect.



necessary.

Lesson 24















rim em go gue gui ga gu tum cam bom


/sa/ (sa, za)

/yo/ (llo, yo)

/xe/ (je, ge)

/xi/ (ji, gi)

/ke/ (que, ke)


/se/ (se, ce, ze)

/si/ (si, ci, zi)





53




isla las vestido usted oscuro



syllables).



- Sílabas cerradas que terminan con “n”

- Use the cards S1-5 and S11 to form the different closed syllables with “n”

(an, en, in, on, un).

- The next syllable is an open syllable, but is place in this lesson due to the closed

syllable in some of its word examples

- When the letter u has two dots above it, you pronounce its sound in

between the “g” and the “i” or “e.”

- Show card S33 and have the student trace/write and say the sound “güe.”

- Show card S34 and have the student trace/write and say the sound “güi.”


today.


- Read words from column 1 and column 2 on page 15 of Word Book.


Multisensory strategies to find the words with “n” ending closed syllables and to







Lesson 25








54








en bom mil ran tes pun cin on


/ye/ (lle, ye)

/xe/ (je, ge)

/xi/ (ji, gi)

/ki/ (qui, ki)


/se/ (se, ce, ze)

/si/ (si, ci, zi)



Book.






pan punto encima once invito



syllables).



- Sílabas cerradas que terminan con “r”

- Use the cards S1-5 and S14 to form the different closed syllables with “r”

(ar, er, ir, or, ur).


today.


- Read words from column 3 and the first half of column 4 on page 15 of Word

Book.

55


Multisensory strategies to find the words with “n” ending closed syllables and to







Lesson 26















mar fir der cor tur por ner


/ye/ (lli, yi)

/xe/ (je, ge)

/xi/ (ji, gi)

/ke/ (que, ke)


/se/ (se, ce, ze)

/si/ (si, ci, zi)


- The student reads aloud the words from columns 3 and the first half of column 4

on page 15 of the Word Book.





56


poder barco turno cortar árbol



syllables).



- Sílabas cerradas que terminan con “x”

- Use the cards S1-5 and S30 to form the different closed syllables with “x”

(ax, ex, ix, ox, ux).


today.




Multisensory strategies to find the words with “x” ending closed syllables and to







*PROGRESS CHECK 7







incorrect.



necessary.

Lesson 27





57











lix tex ax ox ix ux


/ye/ (llo, yo)

/xe/ (je, ge)

/xi/ (ji, gi)

/ki/ (qui, ki)


/se/ (se, ce, ze)

/si/ (si, ci, zi)








texto Max Félix experimento


- Explain that today you will begin to learn syllables that have blends (“sílabas

trabadas.”)

- Sílabas trabadas con “bl”


the sound /bl/ as in “blusa.” Say the chant together, “blusa, /bl/, /bl/, /bl/”

(Myer, 1999).

- Have the student trace the letter “bl” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /bl/ sound.

- Use the cards S1-5 and S35 to form the different syllables with “bl” (bla,

ble, bli, blo, blu).

- Have the student read aloud the syllables that they have written down so

far today.

58


- Sílabas trabadas con “pl”


the sound /pl/ as in “plato.” Say the chant together, “plato, /pl/, /pl/, /pl/”

(Myer, 1999).

- Have the student trace the letter “pl” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /pl/ sound.

- Use the cards S1-5 and S36 to form the different syllables with “pl” (pla,

ple, pli, plo, plu).


far today.




Multisensory strategies to find the words with “bl” and “pl” and to practice

comprehension.






Lesson 28


- Review cards T1-10.



lesson, making sure to chose a balance of different consonants and vowels, but











ble bla pla ple plo pla bli blo plu pli blu


59

/ye/ (llu, yu)

/xe/ (je, ge)

/xi/ (ji, gi)

/ke/ (que, ke)


/se/ (se, ce, ze)

/si/ (si, ci, zi)


- The student reads aloud the words from columns 1 and 2 on page 17 of the Word

Book.






bloque playa cable ombligo pluma


- Explain that today you will continue learning syllables that have blends (“sílabas

trabadas.”)

- Sílabas trabadas con “fl”


the sound /fl/ as in “flor.” Say the chant together, “flor, /fl/, /fl/, /fl/”

(Myer, 1999).

- Have the student trace the letter “fl” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /fl/ sound.

- Use the cards S1-5 and S37 to form the different syllables with “bl” (fla,

fle, fli, flo, flu).


far today.

- Read words from the first half of column 3 on page 17 of Word Book.

- Sílabas trabadas con “cl”


the sound /cl/ as in “clase.” Say the chant together, “clase, /cl/, /cl/, /cl/”

(Myer, 1999).

- Have the student trace the letter “cl” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /cl/ sound.

- Use the cards S1-5 and S38 to form the different syllables with “cl” (cla,

cle, cli, clo, clu).


far today.

60




Multisensory strategies to find the words with “fl” and “cl” syllables and to







Lesson 29
















cla fle cle clo cli flo fla flu gue gui


/ya/ (lla, ya)

/xe/ (je, ge)

/xi/ (ji, gi)

/ki/ (qui, ki)


/se/ (se, ce, ze)

/si/ (si, ci, zi)





61




clavo flota ciclo chicle reflejo



trabadas.”)

- Sílabas trabadas con “gl”


the sound /gl/ as in “globo.” Say the chant together, “globo, /gl/, /gl/, /gl/”

(Myer, 1999).

- Have the student trace the letter “gl” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /gl/ sound.

- Use the cards S1-5 and S39 to form the different syllables with “gl” (gla,

gle, gli, glo, glu).


far today.


- Sílabas trabadas con “tl”


the sound /tl/ as in “atleta.” Say the chant together, “atleta, /tl/, /tl/, /tl/”

(Myer, 1999).

- Have the student trace the letter “tl” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /tl/ sound.

- Use the cards S1-5 and S40 to form the different syllables with “tl” (tla,

tle, tli, tlo, tlu).


far today.




Multisensory strategies to find the words with “gl” and “tl” syllables and to







*PROGRESS CHECK 8

62







incorrect.



necessary.

Lesson 30
















tla tle gle glo gla glu


/ye/ (lle, ye)

/xe/ (je, ge)

/xi/ (ji, gi)

/ke/ (que, ke)


/se/ (se, ce, ze)

/si/ (si, ci, zi)





63




atleta globo regla iglú



trabadas.”)

- Sílabas trabadas con “br”


the sound /br/ as in “brazo.” Say the chant together, “brazo, /br/, /br/, /br/”

(Myer, 1999).

- Have the student trace the letter “br” three times using one of the


/br/ sound.

- Use the cards S1-5 and S41 to form the different syllables with “br” (bra,

bre, bri, bro, bru).


far today.


- Sílabas trabadas con “pr”


the sound /pr/ as in “pregunta.” Say the chant together, “pregunta, /pr/,

/pr/, /pr/” (Myer, 1999).

- Have the student trace the letter “pr” three times using one of the


/pr/ sound.

- Use the cards S1-5 and S42 to form the different syllables with “pr” (pra,

pre, pri, pro, pru).


far today.


- Sílabas trabadas con “fr”


the sound /fr/ as in “fruta.” Say the chant together, “fruta, /fr/, /fr/, /fr/”

(Myer, 1999).

- Have the student trace the letter “fr” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /fr/ sound.

- Use the cards S1-5 and S43 to form the different syllables with “fr” (fra,

fre, fri, fro, fru).

64


far today.




Multisensory strategies to find the words with “pr,” “br,” and “fr” syllables and to







Lesson 31
















pra bre bro fri bra pre pro fro fra bru fru


/yi/ (lli, yi)

/xe/ (je, ge)

/xi/ (ji, gi)


/se/ (se, ce, ze)

/si/ (si, ci, zi)


- The student reads aloud the words in columns 1 and 2 on page 19 of the Word

Book.

65






pobre cebra problema sorpresa frito fruta



trabadas.”)

- Sílabas trabadas con “cr”


the sound /cr/ as in “cruzar.” Say the chant together, “cruzar, /cr/, /cr/,

/cr/.”

- Have the student trace the letter “cr” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /cr/ sound.

- Use the cards S1-5 and S44 to form the different syllables with “cr” (cra,

cre, cri, cro, cru).


far today.


- Sílabas trabadas con “gr”


the sound /gr/ as in “grillo.” Say the chant together, “grillo, /gr/, /gr/, /gr/.”

- Have the student trace the letter “gr” three times using one of the


/gr/ sound.

- Use the cards S1-5 and S45 to form the different syllables with “gr” (gra,

gre, gri, gro, gru).


far today.




Multisensory strategies to find the words with “cr” and “gr” syllables and to







66

Lesson 32
















gru cra cri gro cre


/yo/ (llo, yo)

/xe/ (je, ge)

/xi/ (ji, gi)


/se/ (se, ce, ze)

/si/ (si, ci, zi)


- The student reads aloud the words in column 3 on page 19 of the Word Book.






crema grito negro cruz grano



trabadas.”)

- Sílabas trabadas con “tr”


the sound /tr/ as in “cruzar.” Say the chant together, “tren, /tr/, /tr/, /tr/.”

67

- Have the student trace the letter “tr” three times using one of the strategies

1-3 from the bank of Multisensory strategies while saying the /tr/ sound.

- Use the cards S1-5 and S46 to form the different syllables with “tr” (tra,

tre, tri, tro, tru).


far today.


- Sílabas trabadas con “dr”


the sound /dr/ as in “dragón.” Say the chant together, “dragón, /dr/, /dr/,

/dr/.”

- Have the student trace the letter “dr” three times using one of the


/dr/ sound.

- Use the cards S1-5 and S47 to form the different syllables with “dr” (dra,

dre, dri, dro, dru).


far today.




Multisensory strategies to find the words with “tr” and “dr” syllables and to







*PROGRESS CHECK 9







incorrect.



necessary.

68

Lesson 33
















tru tra dre dro tri güi güe


/yu/ (llu, yu)

/xe/ (je, ge)

/xi/ (ji, gi)


/se/ (se, ce, ze)

/si/ (si, ci, zi)


- The student reads aloud the words in column 3 on page 19 of the Word Book.






traje madre trigo cilindro truco


- Explain that today you will continue learning diphthongs (“diptongos.”)

- Diphthongs are two vowels that are in the same syllable.

- Sílabas trabadas con “ai

- Use the letter side of card D1. Show the card to the student while saying

the sound /ai/ as in “aire.” Say the chant together, “aire, /ai/, /ai/, /ai/.”

69

- Have the student trace the letters “ai” three times using one of the


/ai/ sound. Then have them write it down.

- Sílabas trabadas con “au”


the sound /au/ as in “auto.” Say the chant together, “auto, /au/, /au/, /au/.”

- Have the student trace the letters “au” three times using one of the


/au/ sound.

- Sílabas trabadas con “oi”


the sound /oi/ as in “oigo.” Say the chant together, “oigo, /oi/, /oi/, /oi/.”

- Have the student trace the letters “oi” three times using one of the


/oi/ sound.

- Sílabas trabadas con “ei”


the sound /ei/ as in “reina.” Say the chant together, “reina, /ei/, /ei/, /ei/.”

- Have the student trace the letters “au” three times using one of the


/ei/ sound.

- Sílabas trabadas con “eu”


the sound /eu/ as in “Europa.” Say the chant together, “Europa, /eu/, /eu/,

/eu/.”

- Have the student trace the letters “eu” three times using one of the


/au/ sound.




Multisensory strategies to find the words with this lesson’s diphthongs and to







70

Lesson 34


- Review cards D1-5.















au eu oi ai ei güi güe


/ya/ (lla, ya)

/xe/ (je, ge)

/xi/ (ji, gi)


/se/ (se, ce, ze)

/si/ (si, ci, zi)



Book.






auto boina baile Europa peine




- Sílabas trabadas con “ia”


the sound /ia/ as in “magia.” Say the chant together, “magia, /ia/, /ia/, /ia/.”

71

- Have the student trace the letters “ia” three times using one of the


/ia/ sound. Then have them write it down.

- Sílabas trabadas con “ie”


the sound /ie/ as in “pie.” Say the chant together, “pie, /ie/, /ie/, /ie/.”

- Have the student trace the letters “ie” three times using one of the


/ie/ sound.

- Sílabas trabadas con “io”


the sound /io/ as in “apio.” Say the chant together, “apio, /io/, /io/, /io/.”

- Have the student trace the letters “io” three times using one of the


/io/ sound.

- Sílabas trabadas con “iu”


the sound /iu/ as in “ciudad.” Say the chant together, “ciudad, /iu/, /iu/,

/iu/.”

- Have the student trace the letters “iu” three times using one of the


/iu/ sound.











Lesson 35







72











ia iu io ie güi güe


/ye/ (lle, ye)

/xe/ (je, ge)

/xi/ (ji, gi)


/se/ (se, ce, ze)

/si/ (si, ci, zi)



Book.






piano miedo limpio ciudad




- Sílabas trabadas con “ua”


the sound /ua/ as in “agua.” Say the chant together, “agua, /ua/, /ua/, /ua/.”

- Have the student trace the letters “ua” three times using one of the


/ua/ sound. Then have them write it down.

- Sílabas trabadas con “ue”


the sound /ue/ as in “huevo.” Say the chant together, “huevo, /ue/, /ue/,

/ue/.”

73

- Have the student trace the letters “ue” three times using one of the


/ue/ sound.

- Sílabas trabadas con “uo”


the sound /uo/ as in “antiguo.” Say the chant together, “antiguo, /uo/, /uo/,

/uo/.”

- Have the student trace the letters “uo” three times using one of the


/uo/ sound.

- Sílabas trabadas con “ui”


the sound /ui/ as in “ruido.” Say the chant together, “ruido, /ui/, /ui/, /ui/.”

- Have the student trace the letters “ui” three times using one of the


/ui/ sound.


- Read words from columns 1, 2, and 3 on page 22 of Word Book.









Lesson 36













74





ua ue ui uo güi güe


/yi/ (lli, yi)

/xe/ (je, ge)

/xi/ (ji, gi)


/se/ (se, ce, ze)

/si/ (si, ci, zi)


- The student reads aloud the words in columns 1, 2, and 3 on page 22 of the Word

Book.






cuando fuego cuota ruido




- Sílabas trabadas con “ay”


the sound /ay/ as in “hay.” Say the chant together, “hay, /ai/, /ai/, /ai/.”

- Have the student trace the letters “ay” three times using one of the


/ai/ sound. Then have them write it down.

- Ask “What other diphthong makes the same sound? Answer: “ai” - /ai/

- Sílabas trabadas con “ey”


the sound /ei/ as in “rey.” Say the chant together, “rey, /ei/, /ei/, /ei/.”

- Have the student trace the letters “ey” three times using one of the


/ei/ sound.

- Ask “What other diphthong makes the same sound? Answer: “ei” - /ei/

- Sílabas trabadas con “oy”

75


the sound /oi/ as in “hoy.” Say the chant together, “hoy, /oi/, /oi/, /oi/.”

- Have the student trace the letters “oy” three times using one of the


/oi/ sound.

- Ask “What other diphthong makes the same sound? Answer: “oi” - /oi/

- Sílabas trabadas con “uy”


the sound /ui/ as in “ruido.” Say the chant together, “muy, /ui/, /ui/, /ui/.”

- Have the student trace the letters “uy” three times using one of the


/ui/ sound.

- Ask “What other diphthong makes the same sound? Answer: “ui” - /ui/











*PROGRESS CHECK 10







incorrect.

***Finish this program with the CORE Phonics survey. Compare the student’s progress

with their scores from the pre-assessment using this same survey.

Adapted from Sonday, A. (2014). The Sonday System 1 Learning to Read: Learning Plan

Book Expanded 6th Edition. Guyer, C (Ed.). St. Paul, MN: Winsor Learning, In

76

Picture, Sound, Syllable and Word Cards

Organization of cards

Type of card (tarjeta) Card Label/Numbers Suggested Paper Color

Pictures (fotos) F1-30 White

Sounds (sonidos) S1-47 Yellow

Open syllables (sílabas

abiertas)

A1-126 Blue

Closed syllables (sílabas

cerradas)

C1-30 Green

Blends (trabadas) T1-65 Red

Diphthongs (diptongos) D1-17 Orange

Words with open syllables

(Palabras con sílabas

abiertas)

P1-140 Light blue

Words with closed

syllables (Palabras con

sílabas cerradas)

P141-180 Light green

Words with blends

(Palabras con trabadas)

P181-238 Pink

Words with diphthongs

(Palabras con diptongos)

P239-263 Light orange/tan

77

FRONT BACK

Picture Cards (Tarjetas de fotos) F

cards

Print on white paper

agua

F1

anillo

F2

78

abeja

F3

araña

F4

ala

F5

amor

F6

79

iglú

F7

isla

F8

imán

F9

idea

F10

80

igual

F11

invierno

F12

oveja

F13

oruga

F14

81

olla

F15

ola

F16

ojo

F17

oreja

F18

82

elefante

F19

estrella

F20

espejo

F21

escoba

F22

83

espada

F23

enfermo

F24

uña

F25

uno

F26

84

unicornio

F27

útiles

F28

uniforme

F29

última

F30

85

Sound Cards (Tarjetas de sonido) -

S cards

Print on Yellow paper

a

avión

S1

i

iguana

S2

o

oso

S3

86

e

elote

S4

u

uvas

S5

m

mesa

S6

p

pelota

S7

87

l

león

S8

s

silla

S9

d

dado

S10

n

nido

S11

88

f

feliz

S12

t

tomate

S13

r

rana

S14

rr

perro

S15

89

b

bota

S16

ll

lluvia

S17

c

casa - /k/ cerdo - /s/

S18

qu

queso

S19

90

v

vaca

S20

ñ

ñu

S21

g

gato - /g/ gemelo - /x/

S22

gue

guepardo

S23

91

gui

guitarra

S24

ch

chaqueta

S25

z

zapato

S26

y

yeso

S27

92

h

helado

S28

j

jirafa

S29

x

taxi - /ks/ xilófono - /s/

S30

k

karate

S31

93

w

kiwi

S32

güe cigüeña

S33

güi pingüino

S34

bl blusa

S35

94

pl plato

S36

fl flor

S37

cl clavo

S38

gl globo

S39

95

tl atleta

S40

br brazo

S41

pr pregunta

S42

fr fruta

S43

96

cr cruzar

S44

gr grillo

S45

tr trompo

S46

dr dragón

S47

97

Open Syllable Cards (Tarjetas de

sílabas abiertas) - A cards

Print on blue paper

ma

A1

me

A2

mi

A3

98

mo

A4

mu

A5

pa

A6

pe

A7

99

pi

A8

po

A9

pu

A10

la

A11

100

le

A12

li

A13

lo

A14

lu

A15

101

sa

A16

se

A17

si

A18

so

A19

102

su

A20

da

A21

de

A22

di

A23

103

do

A24

du

A25

na

A26

ne

A27

104

ni

A28

no

A29

nu

A30

fa

A31

105

fe

A32

fi

A33

fo

A34

fu

A35

106

ta

A36

te

A37

ti

A38

to

A39

107

tu

A40

ra

A41

re

A42

ri

A43

108

ro

A44

ru

A45

rra

A46

rre

A47

109

rri

A48

rro

A49

rru

A50

ba

A51

110

be

A52

bi

A53

bo

A54

bu

A55

111

lla

A56

lle

A57

lli

A58

llo

A59

112

llu

A60

ca

A61

co

A62

cu

A63

113

qui

A64

que

A65

va

A66

ve

A67

114

vi

A68

vo

A69

vu

A70

ña

A71

115

ñe

A72

ñi

A73

ño

A74

ñu

A75

116

ga

A76

go

A77

gu

A78

gue

A79

117

gui

A80

cha

A81

che

A82

chi

A83

118

cho

A84

chu

A85

za

A86

ze

A87

119

zi

A88

zo

A89

zu

A90

ce

A91

120

ci

A92

ya

A93

ye

A94

yi

A95

121

yo

A96

yu

A97

ha

A98

he

A99

122

hi

A100

ho

A101

hu

A102

ja

A103

123

je

A104

ji

A105

jo

A106

ju

A107

124

ge

A108

gi

A109

xa

A110

xe

A111

125

xi

A112

xo

A113

xu

A114

ka

A115

126

ke

A116

ki

A117

ko

A118

ku

A119

127

wa

A120

we

A121

wi

A122

wo

A123

128

wu

A124

güe

A125

güi

A126

129

Closed Syllable Cards (Tarjetas

de sílabas cerradas) - C cards –

Print on green paper

al

C1

el

C2

il

C3

130

ol

C4

ul

C5

as

C6

es

C7

131

is

C8

os

C9

us

C10

am

C11

132

em

C12

im

C13

om

C14

um

C15

133

an

C16

en

C17

in

C18

on

C19

134

un

C20

ar

C21

er

C22

ir

C23

135

or

C24

ur

C25

ax

C26

ex

C27

136

ix

C28

ox

C29

ux

C30

137

Blend Syllable Cards (Tarjetas

de sílabas trabadas) - T cards –

Print on red paper

bla

T1

ble

T2

bli

T3

138

blo

T4

blu

T5

pla

T6

ple

T7

139

pli

T8

plo

T9

plu

T10

fla

T11

140

fle

T12

fli

T13

flo

T14

flu

T15

141

cla

T16

cle

T17

cli

T18

clo

T19

142

clu

T20

gla

T21

gle

T22

gli

T23

143

glo

T24

glu

T25

tla

T26

tle

T27

144

tli

T28

tlo

T29

tlu

T30

bra

T31

145

bre

T32

bri

T33

bro

T34

bru

T35

146

pra

T36

pre

T37

pri

T38

pro

T39

147

pru

T40

fra

T41

fre

T42

fri

T43

148

fro

T44

fru

T45

cra

T46

cre

T47

149

cri

T48

cro

T49

cru

T50

gra

T51

150

gre

T52

gri

T53

gro

T54

gru

T55

151

tra

T56

tre

T57

tri

T58

tro

T59

152

tru

T60

dra

T61

dre

T62

dri

T63

153

dro

T64

dru

T65

154

Dipthong Cards (Tarjetas de

diptongos) - D cards – Print on

orange paper

ai aire

D1

au auto

D2

oi oigo

D3

155

ei reina

D4

eu Europa

D5

ia magia

D6

ie pie

D7

156

io apio

D8

iu ciudad

D9

ua agua

D10

ue huevo

D11

157

uo antiguo

D12

ui ruido

D13

ay

hay

D14

ey rey

D15

158

oy hoy

D16

uy muy

D17

159

Word Cards (Tarjetas de

palabras) - P cards

P1-140 – Light blue paper

P141-180 – Light green paper

P181-238 – Pink paper

P239-263 – Light orange paper

mamá

P1

palo

P2

lima

P3

160

sapo

P4

ola

P5

amo

P6

supo

P7

161

mapa

P8

pase

P9

ese

P10

pesa

P11

162

puso

P12

papá

P13

mesa

P14

pelo

P15

163

puma

P16

laso

P17

solo

P18

mula

P19

164

pila

P20

mima

P21

piso

P22

masa

P23

165

lupa

P24

malo

P25

dudo

P26

dedo

P27

166

mano

P28

dale

P29

nido

P30

nene

P31

167

nada

P32

dime

P33

lodo

P34

sudo

P35

168

fila

P36

fama

P37

felino

P38

pitufo

P39

169

tomate

P40

tapa

P41

Tito

P42

tela

P43

170

bate

P44

bebé

P45

burro

P46

bebida

P47

171

rosa

P48

ruta

P49

Rita

P50

pera

P51

172

rana

P52

remo

P53

llora

P54

billete

P55

173

llama

P56

amarillo

P57

silla

P58

pollo

P59

174

llore

P60

casa

P61

cola

P62

cuna

P63

175

queso

P64

poquito

P65

camino

P66

cubo

P67

176

cola

P68

visa

P69

velo

P70

viva

P71

177

uva

P72

vaca

P73

pavo

P74

piña

P75

178

ñu

P76

niñera

P77

meñique

P78

moño

P79

179

otoño

P80

gato

P81

gorra

P82

gusano

P83

180

gota

P84

gallo

P85

águila

P86

guitarra

P87

181

guerra

P88

chica

P89

chile

P90

leche

P91

182

ocho

P92

chupa

P93

ficha

P94

chaleco

P95

183

coche

P96

taza

P97

rizo

P98

zumo

P99

184

zeta

P100

zorro

P101

zapato

P102

cine

P103

185

cima

P104

doce

P105

cerro

P106

cocina

P107

186

cereza

P108

vaya

P109

yeso

P110

yema

P111

187

tuyo

P112

payaso

P113

ayudo

P114

coyote

P115

188

helado

P116

hacha

P117

hilo

P118

búho

P119

189

humo

P120

hola

P121

higo

P122

hamaca

P123

190

hecho

P124

hijo

P125

oreja

P126

página

P127

191

jirafa

P128

recoge

P129

jefe

P130

jarra

P131

192

jugo

P132

taxi

P133

boxeo

P134

exude

P135

193

máximo

P136

kiwi

P137

karate

P138

kimono

P139

194

kilo

P140

195

sol

P141

piel

P142

alce

P143

mal

P144

196

mil

P145

pulpo

P146

azul

P147

alma

P148

197

isla

P149

mes

P150

las

P151

oscuro

P152

198

usted

P153

vestido

P154

pastel

P155

campo

P156

199

embudo

P157

marimba

P158

bombero

P159

tumba

P160

200

pan

P161

banco

P162

pinta

P163

once

P164

201

punto

P165

ventana

P166

pingüino

P167

cigüeña

P168

202

nadar

P169

tener

P170

firma

P171

cortar

P172

203

turno

P173

arco

P174

hormiga

P175

poner

P176

204

Max

P177

texto

P178

Féliz

P179

extintor

P180

205

cable

P181

blanco

P182

blusa

P183

Pablo

P184

206

ombligo

P185

pluma

P186

aplicado

P187

explota

P188

207

cumple

P189

plata

P190

flaco

P191

reflejo

P192

208

flor

P193

flecha

P194

clavo

P195

ciclo

P196

209

bicicleta

P197

chicle

P198

ancla

P199

globo

P200

210

iglú

P201

regla

P201

inglés

P202

atleta

P203

211

brazo

P204

libre

P205

abril

P206

libro

P207

212

bruja

P208

primero

P209

pradera

P210

pregunta

P211

213

profesor

P212

fresa

P213

frase

P214

frito

P215

214

frotar

P216

fruta

P217

disfraz

P218

crema

P219

215

cruz

P220

cráter

P221

escritura

P222

micrófono

P223

216

tigre

P224

grande

P225

grillo

P226

grupo

P227

217

negro

P228

traje

P229

tren

P230

truco

P231

218

trigo

P232

trompo

P233

madre

P234

ladrar

P235

219

ladrillo

P236

cilindro

P237

madrugar

P238

220

aire

P239

baile

P240

auto

P241

flauta

P242

221

oigo

P243

peine

P244

veinte

P245

deuda

P246

222

piano

P247

viaje

P248

pie

P249

nieve

P250

223

apio

P251

gaviota

P252

ciudad

P253

agua

P254

224

cuando

P255

fuego

P256

bueno

P257

antiguo

P258

225

ruido

P259

hay

P260

ley

P261

doy

P262

226

muy

P263

¡Bum! ¡Bum!

¡Bum! ¡Bum!

227

avión

árbol

ala

abeja

azucar

azul

amarillo

anillo

atar

adiós

iguana

iglú

isla

imán

invierno

iglesia

insecto

igual

idea

idioma

oso

oveja

oruga

olla

ojo

ola

oreja

obra

oficina

otro

elote

elefante

estrella

espejo

escoba

escalera

erizo

enfermo

espada

ensalada

uvas

uña

uno

unicornio

universo

útiles

uniforme

unidad

último

unir

mamá

mapa

mesa

mula

moto

música

muñeca

manzana

mono

mochila

palo

pila

papá

pelo

piso

pelota

pesa

puma

perro

piña

lima

laso

loma

limón

león

lobo

luna

lápiz

lavar

leche

sopa

sapo

silla

saltar

sol

subir

serpiente

sandía

sombrero

sobre

p. 1

Word Book/Libro de palabras

228

Progress Check 1

Read syllables –

ma

pi

lo

so

me

Write syllabes –

pi

lu

la

mo

lo

Leer sílabas

le

lu

po

mi

se

Escribir sílabas

so

mi

mu

su

me

si

la

pu

mu

pe

po

pu

sa

ma

le

pa

mo

sa

su

li

si

pa

se

pe

li

p. 2

229

mamá

palo

lima

sapo

amo

ola

supo

mapa

papá

pase

ese

pesa

puso

usa

ala

Pamela

paloma

polo

sopa

lupa

mesa

pelo

puma

laso

Susi

solo

mula

pila

laso

lame

Lisa

mima

piso

ama

Lola

malo

masa

solo

oso

dado

lodo

nido

dedo

mide

nana

dudo

muda

nada

dame

dama

pudo

nene

sudo

lana

dime

lado

mano

dale

pide

fila

tapa

foto

toma

sofá

tu

Tito

tomate

pelota

tela

moto

pato

famoso

fama

pitufo

fino

felino

filoso

paleta

topo

p. 3

230

bate

bebé

rana

rosa

burro

risa

boda

bota

ropa

Rosita

ruta

lobo

remo

loro

madera

faro

beso

banana

rota

bebida

parada

Rita

rebota

pera

muro

nube

rota

perro

p. 4

231

Progress Check 2

Read words –

rana

bate

tapa

Tito

dale

Write words –

loro

bota

pide

muda

lado

Leer palabras

dudo

mano

fila

remo

burro

Escribir palabras

pera

ruta

boda

rosa

muro

ruta

rosa

risa

bebé

sudo

fila

risa

bate

nube

lana

foto

tu

nido

dime

boda

perro

ropa

sofá

roto

remo

p. 5

232

llora

silla

pollito

anillo

botella

lloro

billete

llama

amarillo

parrilla

pollo

llamo

llore

casa

queso

cara

paquete

cola

comida

que

cuna

como

poquito

cubo

máquina

coco

camino

cometa

cubo

cama

copa

caballo

camina

pico

codo

colina

taquilla

come

raqueta

canica

vaca

vacuna

vela

uva

vaso

vive

vida

visa

verano

venado

ave

viva

velo

velero

pavo

p. 6

233

piña

niña

daño

muñeca

ñu

araña

caña

otoño

moño

meñique

niñera

baño

leña

mañana

pequeño

cabaña

piñata

uña

niño

p. 7

234

Progress Check 3

Read words –

lloro

pico

cuna

niño

viva

Write words –

llamo

cola

ñu

pavo

meñique

Leer palabras

caña

vela

billete

pollo

queso

Escribir palabras

casa

vela

lloro

queso

vacuna

leña

casa

pavo

bebé

uva

vaca

pollito

cubo

muñeca

billete

vaca

llama

maquina

vaso

moño

baño

piña

vida

silla

taquilla

p. 8

235

guitarra

amiga

gato

gorro

gusano

gota

guerra

goma

laguna

regalo

gorra

águila

galleta

amigo

lago

guisado

gallo

gallina

guiño

chica

chaqueta

chocolate

chile

lechuga

coche

chuleta

leche

chivo

chupa

cochino

ficha

choque

ocho

chino

churro

chaleco

chico

noche

zapato

zorro

taza

zumo

cazo

calabaza

zafiro

pozo

caza

zeta

pizarra

rizo

buzo

cine

cima

cocina

doce

cepillo

cereza

pecera

cocinero

bici

tocino

cerro

cinema

p. 9

236

Progress Check 4

Read words –

gota

chile

zeta

leche

guitarra

Write words –

zapato

ocho

doce

lago

zumo

Leer palabras

ocho

gallo

billete

rizo

tocino

Escribir palabras

chica

zorro

chupa

cine

gusano

taza

pozo

ficha

cima

zumo

cerro

chaleco

zeta

guisado

cepillo

cine

cerro

doce

guerra

churro

gato

cima

coche

rizo

guerra

p. 10

237

raya

yo

yema

suyo

payaso

ayudo

yeso

tuyo

vaya

coyote

yate

ayuda

helado

hola

hada

hilo

hecho

hora

humo

búho

higo

hacha

hamaca

cohete

hecha

jirafa

gemelo

hijo

página

paja

jugo

jefe

joya

jarra

juguete

ojo

oreja

oveja

rojo

abeja

caja

gema

mágico

recoge

Regina

taxi

exótico

exude

boxeo

éxito

máximo

kiwi

karate

kimono

kilo

wifi

p. 11

238

Progress Check 5

Read words –

hijo

kiwi

tuyo

taxi

oveja

Write words –

taxi

caja

hora

ayudo

jugo

Leer palabras

helado

boxeo

jugo

ojo

caja

Escribir palabras

kilo

hola

rojo

recoge

kimono

hora

gema

mágico

kilo

hecho

yeso

jarra

helado

Regina

joya

higo

búho

yate

caja

karate

kiwi

ojo

humo

jefe

boxeo

p. 12

239

sol

el

alma

sal

mil

mal

pulpo

piel

miel

alce

útil

pulga

azul

Elsa

isla

más

mes

los

las

asno

tomates

pastel

castillo

vestido

canasta

oscuro

usted

campo

embudo

bombero

campana

tumba

marimba

lámpara

p. 13

240

Progress Check 6

Read words –

sol

isla

más

mil

mes

Write words –

campo

tomates

mil

más

pulga

Leer palabras

las

asno

tambor

piel

canasta

Escribir palabras

asno

pastel

azul

alce

alma

campo

miel

usted

kilo

tumba

mal

castillo

bombero

piel

tumba

los

mal

embudo

campo

el

miel

alce

mes

pulpo

vestido

p. 14

241

pan

limón

banco

ventana

pinta

once

antena

ensalada

león

encima

invito

onda

punto

panza

naranja

banco

cinta

menta

cinco

ratón

manzana

pingüino

cigueña

ardilla

nadar

carta

dormir

salir

comer

importante

carne

firma

parte

martes

poder

árbol

barco

cortar

tener

parar

largo

poner

subir

olor

arco

collar

turno

hormiga

mar

arco

hermano

cerdo

urna

Félix

experimento

Max

extintor

texto

p. 15

242

Progress Check 7

Read words –

Max

tener

nadar

banco

cigüeña

Write words –

cerdo

barco

comer

cinco

naranja

Leer palabras

cinco

salir

carne

olor

texto

Escribir palabras

texto

punto

collar

cigüeña

largo

arco

largo

firma

carta

león

antena

pan

pingüino

turno

salir

pingüino

onda

manzana

dormir

invito

once

tener

mar

árbol

Max

p. 16

243

terrible

nublado

blusa

tabla

Pablo

ombligo

blanco

bloque

hablar

poblado

doblado

cable

blando

plato

pluma

sopla

aplicado

cumpleaños

plátano

soplar

plata

playa

planta

planeta

explorador

placa

plano

flaco

flecha

flor

flojo

flamenco

flota

reflejo

clavo

ciclo

bicicleta

ancla

clase

clara

chicle

teclado

globo

regla

inglés

iglú

glotones

siglo

atleta

atlas

atlántico

p. 17

244

Progress Check 8

Read words –

regla

atlas

clavo

flor

soplar

Write words –

flor

tabla

blusa

flaco

pluma

Leer palabras

placa

hablar

tabla

blusa

playa

Escribir palabras

clavo

hablar

playa

atleta

planta

flota

ancla

chicle

siglo

atleta

atlas

placa

flota

siglo

ombligo

flaco

pluma

planta

ombligo

cable

regla

soplar

ancla

chicle

cable

p. 18

245

brazo

libre

abril

febrero

hombre

libro

cebra

sombrero

abrigo

brocha

bruja

pobre

sobre

abrir

cabra

broma

brócoli

primero

primavera

temprano

pregunta

problema

profesor

sorpresa

princesa

pradera

preparar

fresa

fruta

frito

frotar

frase

frasco

frijoles

frente

disfraz

refresco

crema

cruz

recreo

cráter

escritura

micrófono

cruzar

secreto

Cristina

grano

tigre

negro

grito

grupo

grillo

granja

gris

grande

alegre

grapar

traje

estrella

trigo

truco

tren

trompeta

trucha

trenzas

trompo

dragón

almendra

madre

ladrillo

padre

madrugar

cocodrilo

cilindro

ladrar

p. 19

246

Progress Check 9

Read words –

brazo

libre

bruja

primavera

sorpresa

Write words –

primero

libre

fresa

cruz

grupo

Leer palabras

fruta

fresa

crema

cruzar

negro

Escribir palabras

truco

madre

bruja

cabra

pradera

grano

traje

trucha

ladrar

padre

frase

crema

grillo

trigo

ladrillo

sobre

disfraz

tigre

trompo

ladrillo

pobre

fruta

escritura

grano

trucha

p. 20

247

aire

baile

naipe

gaita

paisaje

traiga

auto

jaula

flauta

pausa

aula

boina

oigo

peine

reina

béisbol

aceite

aceituna

veinte

deuda

Europa

euro

reunión

piano

viaje

copia

lluvia

anciano

magia

hacia

siete

miedo

pieza

pie

hielo

piedra

hiena

cielo

nieve

patio

gaviota

furioso

Antonio

limpio

apio

precio

piojo

ciudad

diurno

triunfo

p. 21

248

lengua

agua

guapo

estatua

aguacate

agua

paraguas

acuario

cuando

cuatro

guarda

rueda

fuego

escuela

muelle

cuenta

pueblo

bueno

huevo

cuota

antiguo

ruina

ruido

cuidar

fui

hay

Paraguay

rey

ley

buey

hoy

doy

soy

estoy

voy

muy

p. 22

249

Progress Check 10

Read words –

muy

aire

reina

auto

boina

Write words –

baile

flauta

oigo

veinte

Europa

Leer palabras

deuda

piano

siete

ciudad

agua

Escribir palabras

viaje

pieza

limpio

ciudad

guapo

fuego

cuota

ruido

hay

ley

pueblo

antiguo

cuidar

hay

ley

doy

cuando

hielo

bueno

lluvia

estoy

muy

nieve

patio

aguacate

p. 23

250

Board Game Instructions

Materials

Dice

Game piece for each player

Word cards

Game board (find printables at http://www.timvandevall.com/templates/blank-

board-game-template/)

How to Play

Place the words cards in a pile with word side facing down. Roll the dice to see

who goes first. The player who rolls the highest number goes first.

When it is your turn, roll the dice and move ahead. Choose the top card and read

it aloud. If you read it correctly, move ahead two spaces. If you read it

incorrectly, you stay where you are and the other player can steal your card by

reading it correctly. If they steal it, they get to move ahead one space.

Continue taking turns until all players have reached the finish.

Adapted from

Sonday, A. (2014). The Sonday System 1 Learning to Read: Learning Plan Book

Expanded 6th Edition. Guyer, C (Ed.). St. Paul, MN: Winsor Learning, Inc.

¡Bum!” Instructions

Materials

- ¡Bum! cards (located with word cards)

- Can or bowl (optional)

How to Play

- Mix the ¡Bum! cards with the word cards for your lesson and place them inside of

a can or just put them in a pile

- Take turns picking a card and reading the word. If the student reads the word

correctly, they keep the card. If they read it incorrectly, the other player can steal

it by reading it correctly.

- If a player picks the ¡Bum! card, he or she must return all his or her cards to the

pile. The student with the most cards at the end wins!

p. 24

http://www.timvandevall.com/templates/blank-board-game-template/

http://www.timvandevall.com/templates/blank-board-game-template/

251

Multisensory Strategies

Name of Strategy Explanation of Activity Materials Needed

1. Sand or Shaving

Cream Writing

(Morin, 2017)

Students begin with a handful of sand in a

cookie sheet or shaving cream on a table.

They spread the sand or shaving cream out

and then use their finger. As they write,

students say the sound that each letter

makes. Then the student blends those

sounds together to read the whole word

aloud.

- sand or shaving cream

- table or cookie sheet

2. Air writing

(Morin, 2017).

Air writing, or skywriting, helps students

through muscle memory. Students use two

fingers as a pointer with their elbows and

wrists straight, and write letters in the air.

They say the sound each letter makes as

they write it. They might even imagine the

letter and the “color” they are using to

write.

- None

3. Sandpaper letters

(Morin, 2017)

Students trace each letter with their fingers

while saying the sound of the letter out

loud. They can also use use the letters to

spell out a word on the table and then put a

piece of paper over and color with crayon

to make rubbings.

-Sandpaper

-Paper

-Crayons

4. Blending Sheet

(Ryan, 2016).

Say two sounds in a syllable, touching one

dot as you say each sound. Then slide your

finger across the arrow to blend the sounds

together to say the whole syllable. You

could also do this with two syllables to

blend together to form a word.

-Blending sheet (rectangle

with two dots above and an

arrow below)

5. Word Building

(Morin, 2017)

Students use color coded letters or tiles to

build words, sounding out each letter’s

sound as they lay it down to build the

word.

-Tiles or magnetic letters

6. Tapping Out

Sounds (Morin,

2017)

Students break down and blend words by

tapping out each syllabic unit with their

fingers and thumb. For the word “gato,”

the student would tap an index finger to the

thumb as they say “ga” and the middle

finger to the thumb as they say “to.”

-None

252

7. Read it, Build it,

Write it (Morin,

2017)

Students have a piece of paper with three

boxes. They read a sight word that is in the

“Read” box, then build the word using tiles

or letters in the “Build” box, then write it

in the “Write” box.

-Paper with three labeled

boxes (Read, Build, Write)

-Tiles or letters

-Marker

8. Ball Toss Game

(Sonday, 2014)

Say a word while you toss or roll a soft ball

to the student. The student then returns the

ball while saying either the beginning,

middle, or ending sound in the word,

depending on what you have instructed

them.

- Soft ball, such as a nerf

ball or a hacky sack

9. Story Sticks

(Morin, 2017)

This is to help with reading

comprehension. Students read different

colored craft sticks that represent a specific

story element. For example, the green

stick might ask, “What is the setting?”

These same colors can be used to highlight

elements on a printed copy of the story.

-Craft sticks (colored)

-Markers

10. Shared Reading

(Morin, 2017)

Students share the reading of a book with

the teacher. While the teacher reads aloud

the student can interact by underlining

sight words or the skill being practiced

during that lesson (such as words with the

syllable “la”).

-Printable books (or stories

that the student can write on

and interact with)

253

REFERENCES

Dufflocq Galdames, A. (1953). Silabario Hispano Americano [pdf]. Santiago, Chile.

Retrieved from http://www.memoriachilena.cl/archivos2/pdfs/MC0002274.pdf

Fe y Alegría (n.d). El Aprendizaje de la Lecto-Escritura [pdf]. Peru. Retrieved from

http://www.feyalegria.org/images/acrobat/Aprendizaje_Lectoescritura_5317.pdf



Morin, A. (2017). 8 Multisensory Techniques for Teaching Reading. Understood.org

USA LLC. Retrieved from https://www.understood.org/en/school-

learning/partnering -with-childs-school/instructional-strategies/8-multisensory-

techniques-for-teaching-reading?view=slideview

Myer, K. (1999). ESTRELLITA: Teachers Guide. Camarillo, CA: ESTRELLITA.

Ryan, A. (February 6, 2016). How to Teach Phonological Awareness in Spanish.

Learning at the Primary Pond. Retrieved from http://learningattheprimarypond.com/

blog/how-i-teach-phonological-awareness-in-spanish/

Sonday, A. (2014). The Sonday System 1 Learning to Read: Learning Plan Book

Expanded 6th Edition. Guyer, C (Ed.). St. Paul, MN: Winsor Learning, Inc.

Winsor Learning. (2007). Sonday System Lesson Plan Structure [pdf]. Retrieved from

http://www.winsorlearning.com/wp-content/uploads/2016/05/07SSLrnng

PlnStrctrHndt92740.pdf

http://www.winsorlearning.com/wp-content/uploads/2016/05/07SSLrnng

1 spanish reading intervention program using multisensory

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