4 r-controlled vowels guide - jill jackson · the students then place the letters for the sounds...

1 | R-controlled v.1 1 | R-controlled v.1

IntroductIon

Blow the Lid Off of the Reading Test Guides should be used to fast-track your reader to benchmark or as a boost for on-level students to reach benchmark more quickly!

While phonics instruction is only one part of learning to read, it is the main part – and the single most common spot that struggling students may suffer. Research has shown that a good reader must have foundational skills, such as phonemic awareness and phonics before they can successfully move onto fluently read text, vocabulary development and independently comprehending what they read.

The guides in this series cover all of the phonics elements that are essential for prepping each of your students for totAL coMPrEHEnSIon MAStErY!

Special note: Each lesson in the guide has been designed to be delivered in sequence until complete. If you find your students are performing well during the program, that’s fantastic! If you find that they are struggling to keep up or have regressed, you should feel confident in repeating a lesson until the skills are firm. For maximum results, complete all of the lessons contained with the Guide.


How to use the Guides to Mastery

Each lesson in the Guides to Mastery follows an explicit lesson se-quence. Here is a look at each section:

Phonemic Awareness Activity

Each lesson in Mastery Guides 1 and 2 begins with a phonemic awareness warm up requiring students to blend and segment words. This is done orally with the group. The National Reading Panel found that segmenting and blending phonemes into words contributes to learning to read and spell more than any of the other phonological awareness skills. That is why every lesson begins with students blending and segmenting words.

Segmenting is the first activity students need to do in this section. For this activity, the teacher says the word “wax” and has the students repeat the word. Then students count out each sound they hear in the word “wax”. Students say /w/ /a/ /x/.

Next, the teacher has a list of words the students need to blend. The teacher will say the sounds in the word “tip” - /t/ /i/ /p/. He/she does not say the word “tip”, just the sounds. The students then will blend the sounds together and say the word “tip”.

Sound Spelling

Research recommends teaching a phonics sound spelling explicitly in isolation. Following the Phonemic Awareness Activity, there will be sound spelling/s that will either be new for the day or a review from the previous lesson. Typically, once a sound spelling/s is introduced, it is reviewed for several days before a new sound is introduced.

When introducing the new sound spelling/s the teacher simply tells students the sound and how it is spelled and that will be their focus.


Sound spelling cards can be located in Appendix A of the CVC Guide. The pictures on each card have the short vowel sound in the middle of the word.

Words to Blend

This section contains a list of 12 words the teacher will have the students blend using Sound by Sound Blending. All of the words in this section contain the new sound spelling, along with sound spelling/s previously introduced.

Procedure for Sound by Sound Blending using the word Sam:

1. Print the first letter of the word Sam on the board.

2. Point to the S and say, “Sound?” Let the students say the sound.

3. Print the letter a on the board, point right under it and say, “Sound?” Let the students say the sound.

4. Place your finger back to the beginning of the word and say, “Blend.”

5. After you say, “Blend”, swoop your finger under the Sa while students say “SSSaaa”.

6. Print the letter m on the board, point right under it and say, “Sound”? Let the students say the sound.

7. Place your finger back at the beginning of the word and say “Blend”. After you say, “Blend”, swoop your finger under the Sam while students say “SSSaaammm”.

Repeat this procedure with the rest of the words in this section. Once the routine is well established with students, the teacher should remove his/her voice and use signals, such as the swooping of the finger, for when to blend. This will increase the pace of the lesson.


Automatic Word recognition

This section appears for the first time in Consonant Blend Mastery Guide. The goal of phonics instruction is to prepare students to fluently read words. Studies have shown that when students are able to read words without having to sound them out, their brain is free to begin to comprehend what they are reading.

Students need to practice reading words automatically in isolation, as well as in decodable text. Every Automatic Word recognition section contains 12 words that contain a previously taught sound spelling. Teachers have the option to write these words on the board, or use the pages in the Appendix B. This section is different from the Words to Blend section because students are required to read these words as a whole word, without sounding out. The teacher simply points to the word, pauses a second, says, “Word?” and swoops her hand under the word as students read it.

decodable

This is where the reading practice comes in. You can now see why it is important to follow the sequence of this lesson. We now come to the part of the lesson where the students will apply what they have learned.

The decodable passages provided contain words that have spelling patterns that have already been introduced to students. This is the opportunity for students to practice their automaticity.

An important thing to remember about decodable text is that it is for practicing phonics and fluency; this is not for working on comprehension skills.

Give the students the decodable passages and have them practice reading them several times. Students can keep them in a notebook to practice reading daily.


Word Work

Incorporating Word Work into every lesson allows students the opportunity to practice not only reading words, but also spelling. These Mastery Guides include 4 activities that are rotated to add variety to the students’ work. Here is a look at the 4 activities:

Elkonin Boxes

The Elkonin Box activity helps students to connect the sounds in words to the written letters. Each Elkonin activity has about 10 words. The teacher gives the students the letter cards provided for that day. Let’s take a look at the procedure:

1. Students are provided the cards for the activity and an Elkonin mat, which can be found on the Appendix C.

2. The teacher says the word to the students and the students repeats it.

3. The students then place the letters for the sounds they hear in the boxes on the mat.

4. Once all the letters are placed on the mat, the student reads the word.

5. Repeat with the rest of the words.

Word Sort

Word sorting requires students to pay attention to the different elements of words and to categorize them based on their spellings. The way the words are to be sorted is listed at the top of the page containing the cards. For example, words may need


to be sorted into two piles – one pile includes words containing short a, the other pile short i. The teacher checks for accuracy once the students have finished the sort. Sorting mats with and without sound spelling pictures can be found in Appendix D.

dictation

This is a great way for teachers to see how their students are progressing. It is important for students to know dictation is not a graded test, but just practice for them. Here is the procedure for dictation:

1. Teacher says the word.

2. Students repeat the word.

3. Students count the sounds in the word.

4. Students write the word.

When dictating the sentence, the teacher reads the whole sentence to the students. The teacher may need to read the sentence several times as the students write it out. A dictation journal can be found in Appendix E.

Word Building

The word building section allows students to see how changing letters of a word changes the whole word. Teachers are provided a sequence of words. Each word builds on the previous one, by either adding, taking away, or changing letters.


Assessments

After every 5 lessons there is an assessment for the contents of those five lessons. The students read a row of real words and then a row of nonsense words. Students need to score 9/10 to pass.

Each assessment has a row of 5 real words that include the previously taught sound spellings. The second row contains 5 nonsense words that also include the previously taught sound spelling. The purpose for having them read nonsense words is because they may have memorized many words, so having them read nonsense words ensures they have learned the sound spellings taught in the previous lessons.


Lesson 1

Sound Spelling: Introduce ar

Words to Blend:

car park arm

dart part bark

march spark bar

charm far barn

Automatic Word recognition:

fan twin math

flat rip back

grin rock not

mug wish grip

decodable: (see next page)

Word Work: Elkonin Box

tipAs you listen to student

responses, ask yourself if each response is correct. It is imperative that you provide

immediate corrective feedback so students aren’t practicing

incorrectly.


decodable WorkLesson 1

How far is it to the park?

Our farm has pigs.

Barb wants to go to the park and look at the stars.

Don’t park your car next to the van.

The barn is filled with pigs.

Barb and Carl go down the path.

Let’s pack the car now and get to bed.

Ted is at the car.


Word Work Lesson 1Elkonin Boxes

Words for the lesson:

car charm

park harp

arm mark

dart

Letter cards

c ar p k m

d t ch h


Lesson 2

Sound Spelling: ar

Words to Blend:

Barb part hard

cart harp farm

start mark shark

star jar art


map flap dash

grip hit peck

moth best mop

let vast path


Word Work: Word Sort (Sound mats available in Appendix C)

tipOnce students have sorted the words in the word work section, have them practice their fluency

by going through the list and reading all the words.



Did they start to go to the park?

The car is at a stop.

They will pack the car at ten.

Fill the glass jar.

There will be a scar from the cut.

Don has an art class in the park.

Carl took the bags to the yard.

Park the car in the barn.


Word Work - Lesson 2

Sort the following words according to:r-controlled vowels and digraphs

Word Sort

cart rock star

moth mark deck

jar math harp

sash farm whim

harm inch lick


Lesson 3

Sound Spelling: ar

Words to Blend:

part card chart

tart Bart marsh

arm tar yard

Clark harm dart


cat fish ramp

peck pot land

pond mesh tin

top lock bump


Word Work: Dictation

tipRemind students that dictation is practice and not a test. They will

not be graded.



Look at my arms and legs.

Do you have a card?

Meg has a cut on her arm.

Tim has a mark on his hand.

Beth sits in the yard.

Mark does art in the park.

Put the harp on the rug.

Fred sent a card to Mark.


Word Work - Lesson 3dictation

Line 1: part star

Line 2: sharp harm

Sentence: Peg saw the star.


Lesson 4

Sound Spelling: ar

Words to Blend:

Mark par char

spar yard lard

spark stark smart

car bark arm


bun flip path

nest rag sash

chap frog rub

den when grip


Word Work: Word Building

tipProvide specific praise

for students. The purpose for praise is to strengthen

future performance. Make it meaningful when given.



The park is far from the van.

Mom will park the car in back.

Your chart is in the box.

Mark and Barb walk in the park.

He has a mark on his arm.

The dog is in the park.

The vet will get the dog from the barn.


Word Work - Lesson 4Word Building


far spark

star

start

stark

Letter cards

ar f r s

t t k p


Lesson 5

Sound Spelling: Introduce or

Words to Blend:

corn worn short

port torch form

sort for pork

nor fork lord


tot tack lend

chap pep pump

sand bunch fun

lug peck fund


Word Work: Elkonin Boxes

tipDeliver your lesson at a briskpace. Students will be more

likely engaged with the lesson.



The kids have a fort in the barn.

Where is the short man?

The boy was lost in the storm.

Go north to the park.

The ship is in the port.

He will sort the blocks.

I must get to the fort to tell Carl.

She had pork and corn.




corn pork

worn short

torch nor

port

Letter cards

c or n w t

ch sh k p


Assessment for ar and orStudent Sheet

cart sort scar worn tar

parm florm darth gorth marm


Lesson 6

Sound Spelling: or

Words to Blend:

fort port short

pork sport fort

north storm torn

thorn stork nor


Fred sketch fret

dump hip ditch

chap wind pet

cap whack band



reminderOnce students have sorted the

words in the word work section,

have them practice their fluency by going through the list and reading all the words.



The red tarp is torn.

The car is in the barn.

The ship is in the port.

Tom will sort the maps.

Meg must go to the barn.

Peg and Sam will go to the fort.

When were the twins born?

I can eat all the corn.



Sort the following words according to: r-controlled vowels or, ar

Word Sort

car port tarp

fort cart stark

pork storm Clark

spar yard torn

horn sort bark


Lesson 7

Sound Spelling: or

Words to Blend:

port born cord

short sort fort

Mort cork fork

form north storm


cot pond lunch

slim fit clutch

mash lump bet

jig thump fund



tipProvide enough think time for

students. About 2-3 seconds isenough for most students to

respond.



The ship will stop at the port.

The corn and fork are on the mat.

Jill is very short.

A thorn cut my leg at the pond.

The fort is just past the hill.

She will do a short test.

Carl does art by the port.

The torch is on the porch.



Line 1: form snort

Line 2: sport corn

Sentence: Tom and Bob have corn and a cup.


Lesson 8

Sound Spelling: Review

Words to Blend:

worn port car

park harp storm

tart fort yard

charm Barb hard


rug snip dish

brim bunch get

map slap sop

thrash sip rust



tipBe prepared. Be sure to

preview the lesson and make sure you

have all the necessary materials needed.



The plan is to storm the port.

She was born to the mom.

She wants corn.

The thorns on the plant are sharp.

The fort is just past the hill.

She was a good sport when she lost.

The stork is good luck.

The ball is at the park.




arm dorm

harm form

charm storm

Letter cards

ar m h d

ch m or f

s t


Lesson 9

Sound Spelling: Introduce er

Words to Blend:

her perk perch

herb jerk verb

Bert term nerd

fern clerk stern


sub brat blush

club hem pluck

hog west pit

whack fan clap



tipDon’t forget to remind your

student/s that you have positive expectations for them and you believe in their ability

to do well.



The fern is by the hill.

What did you get in math last term?

The tracks of the herd went to the water.

Herb was in the van.

Pam will perk up at the park.

My last term will be my best.

The verbs are on the chart.

The clerk is at her desk.




her dart

perk clerk

perch spark

lard

Letter cards

h er p k ch

l ar d t c

s


Lesson 10


Words to Blend:

verb stern herd

berg corn scar

char fern torn

jerk sport cart


lad thump snip

clap job chip

bed mint pup

chest bag skin



reminderOnce students have sorted the words in the word work section, have them practice

their fluency by going through the list and reading all the

words.



Herb and Bart do art at the park.

My mom will get me corn.

My mom was stern with me.

Jump is a verb.

She will be a clerk.

A herd of elk are by the car.

Please water the fern.



Sort the following words according to: r-controlled vowels er, or, ar

Word Sort:

herd worn spark

port berg bark

char form fern

thorn term verb

clerk sport dart


Assessments for or and er Student Sheet

nerve sport cork worn pert

bermp storp gorf sterst flerp


Lesson 11


Words to Blend:

herd herb her

smart perk form

perch jar verb

horn Bert sport


mug bench crop

drum munch hem

witch clad lot

cab thrush clutch



tipCelebrate the

accomplishments so far!



Herb will park the car.

Be stern when you tell them no. Perk up and go to the park.

Amber can put on her hat.

Bert can send a card.

The jar is full of herbs.

Beth can say the verb.



Line 1: herd smart

Line 2: barn verb

Sentence: The cat and dog are in the barn with the herd.


Lesson 12


Words to Blend:

herd term stern

arm perm torch

berg spark fern

Lord jerk charm


fit drip patch

past pup luck

inch plum got

when men grub



tipRemember you are teaching forlesson mastery. Be listening forerrors and provide corrective

feedback immediately.



The fern is in the park.

Perk up and go sit on the rock.

Jan can put on her hat.

The tracks of the herd went to the water.

Bert can send a card.

Be stern when you tell them no.

My mom will get a perm.




her hard

herd shark

Letter cards

h er d ar

sh k


Lesson 13

Sound Spelling: Introduce ir

Words to Blend:

fir thirst twirl

dirt bird whirl

stir skirt swirl

first chirp girl


ten thump crop

spot hip chunk

sock crab bus

hug fund thick



tipHave student/s read and

reread the decodable text at least 5 times for additional

fluency practice.



Stir the corn.

That girl does art in the park.

Why do you have to be the first on the mat?

The girl went to the park.

The bird has a nest.

The pigs are in the dirt.

Bart thirsts for a drink.

The birds chirp in the nest.




fir chirp

dirt bird

stir thirst

firm

Letter cards

f ir d t s

m ch p b th


Lesson 14

Sound Spelling: ir

Words to Blend:

birth chirp third

fir dirt sir

first thirst flirt

stir firm twirl


him throb snip

chap top mask

crab chug tan

bun inch grab




words in the word work section,

have them practice their fluency

by going through the list andreading all the words.



You must be firm when you are with the dog.

Will you pick up the girl at six?

The man said that the girl had to stop.

The girl will stir the corn.

The first bird will be in the nest.

Bert’s shirt is on the mat.

The skirt twirls when she spins.

The bird is on his shirt.



Sort the following words according to: r-controlled vowels ir, er, or

Word Sort

birth herd horn

stern fir sport

corn fern Kirk

berg third torn

twirl born jerk


Lesson 15

Sound Spelling: ir

Words to Blend:

whirl stir skirt

smirch swirl third

first birch chirp

birth girl dirt


rug bench crop

past whack tap

thug lump hip

bed plan slush



tipRemind students that dictation

is not a test and will not be graded. It is a time for practice.





Bart does art in the park.

Why do you have to be the first on the mat?


The girl went to the park.

The bird has a nest.



Line 1: stir chirp

Line 2: firm girl

Sentence: The girl will see the bird chirp.


Assessment for er and irStudent Sheet

chirp verb perk stern whirl

fert dirm persh wirmp flerm


Lesson 16


Words to Blend:

birch shirt birth

Kirk park clerk

born third sort

march verb fir


hop hand batch

snap tap flush

whim trim rut

set club lunch



tipWhen reading the decodable

text with students, ask them toput their finger on the first

word. This ensures they arepaying attention, and you asthe teacher can do a quick

check that everyone is wherethey need to be.


decodable WorkLesson 16 - review

The first bird will be in the nest.


You must be firm when you are with the dog.


Will you pick up the girl at six?

The man said that the girl had to stop.


The bird is on his shirt.




fir

first

fort

port

part

Letter cards

f ir s t

or p ar


Lesson 17

Sound Spelling: Introduce ur

Words to Blend:

burn fur purr

blur blurt hurt

spurt hurl purse

lurch turn churn


rat snap math

frog pep back

rock twig lug

pup sled cash



tipHave student/s go back andpractice reading for fluency

the previously used passages in this guide.


decodable Word WorkLesson 17

The fox has long fur.

That girl hurt her leg.

Go past the church to get to the van.

A fox has soft fur.

The car turned left.

Do not step off the curb when there are cars.

Mom lost her turn.

Bob will hurl the ball.




burn blur

fur churn

spurt hurl

hurt

Letter cards

b ur n f s

p t h l ch


Lesson 18

Sound Spelling: ur

Words to Blend:

turn burb blurt

church burst curl

churn hurl burr

blurt lurk spur


gas ramp lock

lump rip path

kick snip tan

dish job brim




words in the word work section, have them practice

their fluency by going through the list and reading all the

words.



Kat lost her purse in the park.

The cat sat on the curb.

The path had a sharp curve.

Curl up on the rug in the fort.

Turn left after the curve on the path.

The twins have curls.

The cat will purr when I pet his fur.

Don’t hurt the birds in the nest.


Word Work - day 18

Sort the following words according to:r-controlled vowels ur, ir, ar

Word Sort

turn birch char

thirst burb art

Barb birth burst

arm curl shirt

blurt whirl smart


Lesson 19

Sound Spelling: ur

Words to Blend:

purr blur curl

slur hurt surf

spurt fur hurl

burst turn turf


wed clip gush

trip pot pack

sash wind ten

fish log clan



tipPlace the automatic word

recognition charts in a folderstudents can use to practicereading the words fluently

when they have a few extraminutes.



The fox has long fur.

Kat lost her purse in the park.

That girl hurt her leg.

The cat sat on the curb.

Go past the church to get to the van.

The path had a sharp curve.

A fox has soft fur.



Line 1: whirl stir

Line 2: firm chirp

Sentence: The girl will go to church.


Lesson 20


Words to Blend:

churn hurl turn

stark lurch perch

blurt born church

skirt lurk chirp


jig lamp patch

fret tin wham

fetch hand dot

lunch sip test



tipLook back with your student/s at all they have accomplished

and learned while going through these lessons. Celebrate the success!



Turn left after the curve on the path.

The cat will purr when I pet his fur.

The twins have curls.

Don’t hurt the birds in the nest.

Tom will hurl the ball to Jen.

My mom and dad went to church.




or

for

born

turn

burst

Letter cards

or f b n

t ur s


Assessment for ir and urStudent Sheet

purse third birth hurt lurch pirth furg sirt turch dirm


rESourcES


APPEndIx AAutomatic Word recognition charts


Less

on 1

fan

twin

mat

h

flat

ripba

ck

grin

rock

not

mug

wis

hgr

ip


Less

on 2

map

flap

dash

grip

hit

peck

mot

hbe

stm

op

let

vast

path


Less

on 3

cat

fish

ram

p

peck

pot

land

pond

mes

htin

top

lock

bum

p


Less

on 4

bun

flip

path

nest

rag

sash

chap

frog

rub

den

whe

ngr

ip


Less

on 5

tot

tack

lend

chap

pep

pum

p

sand

bunc

hfu

n

lug

peck

fund


Less

on 6

Fred

sket

chfre

t

dum

phi

pdi

tch

chap

win

dpe

t

cap

wha

ckba

nd


Less

on 7

cot

pond

lunc

h

slim

fitcl

utch

mas

hlu

mp

bet

jigth

ump

fund


Less

on 8

rug

snip

dish

brim

bunc

hge

t

map

slap

sop

thra

shsi

pru

st


Less

on 9

sub

brat

blus

h

club

hem

pluc

k

hog

wes

tpi

t

wha

ckfa

ncl

ap


Less

on 1

0

lad

thum

psn

ip

clap

job

chip

bed

min

tpu

p

ches

tba

gsk

in


Less

on 1

1

mug

benc

hcr

op

drum

mun

chhe

m

witc

hcl

adlo

t

cab

thru

shcl

utch


Less

on 1

2

fitdr

ippa

tch

past

pup

luck

inch

plum

got

whe

nm

engr

ub


Less

on 1

3

ten

thum

pcr

op

spot

hip

chun

k

sock

crab

bus

hug

fund

thic

k


Less

on 1

4

him

thro

bsn

ip

chap

top

mas

k

crab

chug

tan

bun

inch

grab


Less

on 1

5

rug

benc

hcr

op

past

wha

ckta

p

thug

lum

phi

p

bed

plan

slus

h


Less

on 1

6 hop

hand

batc

h

snap

tap

flush

whi

mtri

mru

t

set

club

lunc

h


Less

on 1

7

rat

snap

mat

h

frog

pep

back

rock

twig

lug

pup

sled

cash


Less

on 1

8 gas

ram

plo

ck

lum

prip

path

kick

snip

tan

dish

job

brim


Less

on 1

9

wed

clip

gush

trip

pot

pack

sash

win

dte

n

fish

log

clan


Less

on 2

0

jigla

mp

patc

h

fret

tinw

ham

fetc

hha

nddo

t

lunc

hsi

pte

st


APPEndIx BElkonin Mats


Elkonin Boxes


APPEndIx cWord Sort Mats


Lesson 2

r-controlled digraphs


Lesson 6

or ar


Lesson 10

er or ar


Lesson 14

ir er or


Lesson 18

ur ir ar


APPEndIx ddictation Journal


dIctAtIon JournAL

r-controlled

nAME


Lesson 3

Line 1:

Line 2:

Sentence:


Lesson 7

Line 1:

Line 2:

Sentence:


Lesson 11

Line 1:

Line 2:

Sentence:


Lesson 15

Line 1:

Line 2:

Sentence:

108 | R-controlled v.1 PB | R-controlled v.1

Lesson 19

Line 1:

Line 2:

Sentence:

4 r-controlled vowels guide - jill jackson · the students then place the letters for the sounds...

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