sample-decoding lessons-phonics boost

80 Lessons for Students in Grades 2 - 12Linda Farrell & Michael Hunter

SampleLesson PacketExcerpts from

Lessons 7, 28, & 58

Table of Contents

SCope and SequenCe ............................................................................................ 3

LeSSon #7 (complete lesson plan and corresponding student workbooks)

LESSON PLAN BOOK 1

Objectives, Outlines and What You Need to Know .......................................... 9

Materials.................................................................................................................. 9

Oral Reading ....................................................................................................... 11

Phonics Concept .................................................................................................. 13

Student Practice ................................................................................................... 15

Word Sort ........................................................................................................ 16

Detective Work ............................................................................................. 22

Words to Read................................................................................................. 29

Sentences to Read........................................................................................... 30

PASSAGES BOOK 1 .................................................................................................. 32

......Lesson 7 Passage.................................................................................................. 33

Tracking Chart...................................................................................................... 33

LeSSon #28 (excerpts from the student workbook)

BOOST BOOK 1

Word Sort ............................................................................................................ 37

Detective Work ................................................................................................... .38

Words to Read .................................................................................................... .39

Sentences to Read .............................................................................................. 40

LeSSon #58 (excerpts from the lesson plans and student workbook)

LESSON PLAN BOOK 3

Oral Reading ..................................................................................................... . 44

PASSAGES BOOK 2

Lesson 58 Passage

BOOST BOOK 3 ....................................................................................................... .46

Word Sort ............................................................................................................ .49

Detective Work ................................................................................................... .50

Words to Read .................................................................................................... .51

Sentences to Read .............................................................................................. .52

phoniCS SuiTe overview................................................................................... 54

Seven STepS To impLemenT phoniCS BooST............................................. 55

phoniCS BLiTz and phoniCS BooST workShopS................................ 56

Scope and Sequence

All students start with Lesson 1.

© 2008 Really Great Reading company, LLc

Lesson Phonological and Phonemic Awareness Phonics Concept

1 NoneIntroduce Phonics Boost LessonsTeach Oral Reading Marking

2 NoneTeach Oral Reading ScoringPractice Oral Reading Procedure

3 Definition of a PhonemeIntroduce Finger-Stretching Phonemes

Short a and Short i Letter SoundsConsonant Letter Sounds Introduce Build a Word

4 Short a and Long a Phonemes Closed Syllables, Introduce Word Sort

5 Review Short a and Long a Phonemes with Segmenting

Introduce Nonsense Words Introduce Detective Work

6 Review Short a and Long a Phonemes with Blending

Short o Letter Sound, Introduce Words to Read and Sentences to Read

7 Short i and Long i Phonemes Digraph sh

8 Review Short i and Long i Phonemes with Segmenting

Short u Letter Sound

9 Review Short i and Long i Phonemes with Blending Digraph th

10 Short o and Long o Phonemes Short e Letter Sound

11 Review Short o and Long o Phonemes with Segmenting

Digraph ch

12 Review Short o and Long o Phonemes with Blending Digraphs wh and ph

13 Short e and Long e Phonemes Spelling with Doubled Letters ff, ll, ss

14 Review Short e and Long e Phonemes with Segmenting

Spelling with Digraph ck

15 Review Short e and Long e Phonemes with Blending Trigraphs tch and dge

16 Short u and Long u (/yÞ/) Phonemes Final 2-Sound Blends

17 Review Short u and Long u (/yÞ/) Phonemes with Segmenting

Initial 2-Sound Blends

18 Review Short u and Long u (/yÞ/) Phonemes with Blending

3-Sound Blends

19 Phonological Awareness: Identifying Syllables Using Whale Talk, Syllable Stomp, and SyllaBoards™ Digraph Blends and squ

20 Phonological Awareness: Blending Syllables Suffix –s

Phonics Boost Lessons—Book 1

Scope and Sequence Continued



Lesson Phonemic Awareness Phonics Concept

21 Phonological Awareness: Review Blending Syllables Suffix –es

22 Other Vowel Phoneme /Þ/ ang, ing, ong, ung, ank, ink, onk, unk

23 Review Other Vowel Phoneme /Þ/ with Segmenting Reading Two-Syllable Words

24 Review Other Vowel Phoneme /Þ/ with Blending Spelling Two-Syllable Words

25 Other Vowel Phoneme /oi/ Schwa (/ /)

26 Review Other Vowel Phoneme /oi/ with Segmenting

Reading Challenging Words with Three or More Syllables

27 Review Other Vowel Phoneme /oi/ with Blending

Reading More Challenging Words with Three or More Syllables

28 Other Vowel Phoneme /ou/ Reading Most Challenging Words with Three or More Syllables

29 Review Other Vowel Phoneme /ou/ with Segmenting Spelling Words with Three or More Syllables

30 Review Other Vowel Phoneme /ou/ with Blending Suffix –ed Adds Syllable /ed/

31 Other Vowel Phoneme /þ/ Suffix –ed Adds Sound /d/ or /t/

32 Review Other Vowel Phoneme /þ/ with Segmenting One-Syllable Words with Suffix –ed

33 Review Other Vowel Phoneme /þ/ with Blending Multi-Syllable Words with Suffix –ed

34 R-controlled Vowel Phoneme /or/ Pay Attention to Consonant Suffixes

35 Review R-controlled Vowel Phoneme /or/ with Segmenting

Pay Attention to Vowel Suffixes

36 R-controlled Vowel Phoneme /ar/ Adding Consonant Suffixes to Closed-Syllable Words

37 Review R-controlled Vowel Phoneme /ar/ with Segmenting

1-1-1 Doubling Rule

38 R-controlled Vowel Phoneme /er/ The Letters ar Spell /ar/ and the Letters or Spell /or/

39 Review R-controlled Vowel Phoneme /er/ with Segmenting

Four Spellings for /er/: er, ir, ur, and ear in One-Syllable Words

40 Review R-controlled Vowel Phonemes with Blending

Four Spellings for /er/: er, ir, ur, and ear in Multi-Syllable Words





Lesson Phonics Concept comprehension questions added to oral Reading replace phonemic awareness

41 Two Additional Spellings of /er/: or and ar

42 Consonant-le

43 Other Spellings of / l/

44 y as a Vowel

45 Open Syllables in Two-Syllable Words

46 Open Syllables in Words with Three or More Syllables

47 Consonant-le with Open Syllables

48 Hard and Soft c

49 Hard and Soft g

50 Soft g Exceptions

51 Vowel-Consonant-E in One-Syllable Words

53 Vowel-Consonant-E in Two-Syllable Words

53 Vowel-Consonant-E in Words with Three or More Syllables

54 Vowel-Consonant-E Spelling Schwa

55 Reading Words with e Dropped to Add a Vowel Suffix

56 Spelling Words with e Dropped to Add a Vowel Suffix

57 Odd Syllables: tion, sion, ture, and cious

58 Six Spellings of Long o: o, oa, ow, oe, o-e, and ough

59 Six Spellings of Long o in Words with Three or More Syllables

60 Six Spellings of Long a: a, ai, ay, a-e, eigh, and ea





Lesson Phonics Concept comprehension questions added to oral Reading replace phonemic awareness

61 Six Spellings of Long a in Words with Three or More Syllables

62 Five Spellings of Long i: i, ie, y, i-e, and igh

63 Five Spellings of Long i in Words with Three or More Syllables

64 Three Spellings of Long e: e, ee, and ea

65 Four Additional Spellings of Long e: ie, y, ey, and e-e

66 The Letter i Spells Long e in an Open Syllable

67 Eight Spellings of Long e: e, ee, ea, ie, y, ey, e-e, and i

68 Four Spellings of Long u: u, u-e, ue, and ew

69 Six Spellings of /Þ/ as in Food: oo, ou, ew, u, ue, and u-e

70 Two Spellings of /oi/: oi and oy

71 Two Spellings of /þ/ as in Book: oo and u

72 Two Spellings of /ou/: ou and ow

73 Two Spellings of /aw/: aw and au

74 The Letters ow Spell Two Sounds: /ō/ as in Snow and /ow/ as in Cow

75 The Letters oo Spell Two Sounds: /Þ/ as in Food and /þ/ as in Book

76 The Letters ea Spell Three Sounds: /ē/ as in Eat, /ĕ/ as in Bread, /ā/ as in Steak

77 Two Vowels Together Can Spell Two Sounds

78 More Words with Two Vowels Spelling Two Sounds

79 Prefixes

80 Prefix or Not?


Lesson Plan Book 1

Lesson Plan 7

© 2008 Really Great Reading Company, LLC 137

OBJECTIVES

Phonemic Awareness • Tounderstandthatthelong iphonemeisthesameasthenameoftheletteri.

• Toaccuratelysegmentphonemesinsingle-syllablewordswithshort iandlong i.

• Toaccuratelyidentifytheshort iand long iphonemesinspokenwords.

Phonics Concept• Tounderstandthatadigraphistwolettersthatspellonesound.

• Tounderstandthatthelettersshareadigraphthatspellsthesound/sh/.

• Toaccuratelyreadandspellwordswiththephoneme/sh/spelledwithdigraph sh.

LESSOn OuTLInE I. Oral Reading - page 139

II. Phonemic Awareness - page 140

1.Stateobjectives.

2.RemindstudentsnoprintorlettersareusedduringPhonemicAwareness.

3.Reviewshort iphoneme-/ĭ/.4.Teachlong iphoneme-/ī/.5.Segmentwordstoidentifyshort iand

long iphonemes.

III. Phonics Concept - page 146

1.Stateobjectives.

2.Teachdigraph sh.

3.Buildrealwordswithdigraph sh.

4.Buildnonsensewordswithdigraph sh.

IV. Student Practice - page 153

1.WordSort

2.DetectiveWork

3.WordstoRead

4.SentencestoRead

PhOnEMIC aWaREnESS

Short i and Long i PhonemesPhOnICS COnCEPT

Digraph sh 7Lesson

WhaT YOu nEEd TO KnOW

Phonemic Awareness • Short i isthefirstphonemeintheworditch.

• Thesymbolfortheshort iphonemeis/ĭ/.• Long iisthefirstphonemeinthewordisland.

• Thesymbolforthelong iphonemeis/ī/.

Phonics ConceptDigraphs

• Aconsonantdigraphistwolettersthatmakeonesound:chinchat,shinshop,thinthin,whinwhale,phinphone,ckinduck,nginsang,andghintough.(Weteachonlythedigraphsch,sh,th,wh,phandckinPhonicsBoostlessons.Thedigraphngistaughtaspartofthe“chunks”ang,ing,ong,andunginLesson22.)

• Thedigraph thhasanunvoicedsound(thevocalchordsarenotused)asinthumbandavoicedsound(thevocalchordsareused)asinthat.

• SeetheWhat You Need to KnowsectionofLesson9(page179)tolearnmoreaboutdigraph th.

138 © 2008 Really Great Reading Company, LLC

Teacher MaterialsFor Phonics Concept in This Lesson

•Largelettertilesa–z,digraphsh

•Coloredtiles

•Writeonboard:

A digraph is 2 letters that spell one sound.

Teacher board is illustrated like this in lesson plans:

OptionalMaterials for Overhead Projector

•OverheadTransparencies

7.1-WordSort

7.2-DetectiveWork

•Weterasemarkers

•Papertocoveranswers

Student MaterialsFor Phonics Concept in This Lesson

•Holdingwhiteboardwithtiles

•Workingwhiteboard

Student board is illustrated like this in lesson plans:

ForalistofStandard Lesson MaterialsseeAppendixB.

MaTERIaLS

CompletedirectionsforPhonics BoostactivitiesandroutinesareinAppendixA.

Teacher’s notes and Observations:

lesson 7


ORaL REadInG lesson 7

I. ORaL REadInGLesson 7 Passage

➊ WRITE THE DATE AND READERS’ NAMES ON PASSAGE PAGE

1.Studentswriteinthedate.

2.StudentswriteinthenamesoftheReaders.

➋ TEACHER AND STUDENTS REVIEW VOCABULARY (Words to Preview)

1.Teacherreadstheword.

2.Studentspointtoandreadtheword.

3.Teacherreadsthedefinition.

4.An individualstudentreadsthesentence.

➌ READER #1 READS FOR ONE MINUTE

1.Readerstandsandfacesclasstoread.

2.TeachertimesReaderforoneminute.

3.TeacherandstudentsmarkerrorsasReaderreads.

4.Teacherandstudentsreviewerrors.

5.TeacherandstudentsscoreReader #1.

➍ READER #2 READS FOR ONE MINUTE

1.RepeatReader #1stepsforReader #2.

➎ READER #3 READS FOR ONE MINUTE

1.RepeatReader #1stepsforReader #3.

➏ READERS CHART ACCURACY PERCENTAGE & WCPM

1.Studentswho readcharttheirscoresontheirownTrackingCharts.

Oral Reading Reminders:

• Words to Previewisanintroductiontothevocabulary,notavocabularylesson.

• Readersstandandfaceclass,soitiseasyforotherstudentstohear.

• Readersmustreadloudlyenoughforalltohear.

• AReaderstuckonawordmayaskforthewordtobeprovided.Donotprovidetheworduntilthestudentasksforit.

Scoring Reminders:

• Self-correctionsdonotcountaserrors.

• Hyphenatedwordscountasoneword.

• Addedwordscountaserrors.

• Numberscountasoneerror.

Teacher Materials•PassagesBook1

•Calculator

•Twocoloredpencils

•Timer

Student Materials•PassagesBook1

•Calculator

•Twocoloredpencils

•TrackingChart


.lesson 7 PhOnEMIC aWaREnESS

II. PhOnEMIC aWaREnESSShort i and Long i Phonemes

➊ STATE OBJECTIVES

1.StatetheobjectivesofthePhonemicAwarenesspartofthelesson:

1.Tounderstandthatthelong iphonemeisthesameasthenameoftheletteri.

2.Toaccuratelysegmentphonemesinsingle-syllablewordswithshort iandlong i.

3.Toaccuratelyidentifytheshort iandlong iphonemesinspokenwords.

➋ REMIND STUDENTS NO PRINT OR LETTERS ARE USED DURING PHONEMIC AWARENESS

1.Remindstudentsthatinthispartofthelesson:

1.Studentswillbelisteningtophonemesinwordswithoutlookingatornamingletters.

2.Studentsaretosaythephonemesnottheletternames.

3.Teacherwillnotwritewordsorletters.

4.Teacherwillnotsayletternames.

➌ REVIEW SHORT I PHONEME - /ĭ/

1.Explainwhatwillhappennext:

1.Studentswillstretchphonemesinwordswiththeshort iphoneme.

2.Reviewshort iphonemeandmovement:

1.Teacherremindsstudentsthattheshort iphonemeis/ ĭ ĭ ĭ ĭ ĭ /.2.Teachermakestheshort i“itch”movementwhilesayingthephoneme/ ĭ ĭ ĭ ĭ ĭ /.3.Studentsmaketheshort i“itch”movementastheysay/ ĭ ĭ ĭ ĭ ĭ /.

3.Stretchwordswithshort iphoneme.

IDO

Teacherstretcheswordwithshort iphoneme:

1.Teachersayskit.

2.Teacherstretchesthephonemesinkit - /k/ /ĭ/ /t/, kit.

3.Teachersays:

1.Thevowelphonemeis/ ĭ ĭ ĭ ĭ ĭ /.2.Iknowthevowelphoneme/ ĭ ĭ ĭ ĭ ĭ /isshortbecause/ ĭ ĭ ĭ ĭ ĭ /isthefirstphonemein

iiiiitch(whilemakingtheshort i“itch”movement).

PhOnEMIC aWaREnESS Continued lesson 7


➌ REVIEW SHORT I PHONEME - /ĭ/ - Continued

3.Stretchwordswithshort iphoneme-Continued

WEDO

Teacherandstudentsstretchwordwithshort iphoneme:

1.Teachersayslimb.

2.Studentsrepeatlimb.

3.Teacherandstudentsstretchphonemesinlimb - /l/ /ĭ/ /m/, limb.

4.Teacherandstudentssay:

1.Thevowelphonemeis/ ĭ ĭ ĭ ĭ ĭ /.2.Iknowthevowelphoneme/ ĭ ĭ ĭ ĭ ĭ /isshortbecause/ ĭ ĭ ĭ ĭ ĭ /isthefirstphonemeiniiiiitch(whilemakingtheshort i“itch”movement).

YOUDO

Studentsstretchwordswithshort i“itch”phoneme:

1.Individual studentsstretchphonemesinthewordsbelow.

2.Afterstudentstretchesthephonemes,teacherasksthestudent:

1.Whatisthevowelphoneme?

2.Isthevowelphonemelongorshort?

(Besurestudentssay,“/ĭ ĭ ĭ ĭ ĭ /,”not“theshort isound.”)

bid /b/ /ĭ/ /d/ chin /ch/ /ĭ/ /n/ dig /d/ /ĭ/ /g/lick /l/ /ĭ/ /k/ zip /z/ /ĭ/ /p/ if /ĭ/ /f/

lesson 7 PhOnEMIC aWaREnESS Continued


➍ TEACH LONG I PHONEME - /ī/ - Continued

1.Introducelong iphonemeandmovement:

1.Teachertellsstudentsthatthelong iphonemeis/ ī ī ī ī ī /.2.Studentsrepeatthelong iphoneme/ ī ī ī ī ī /.3.Teachertellsstudentsthatthelong iphonemeisthefirstphonemeinthewordisland.

4.Teacherexplainstostudentsthat/ ī ī ī ī ī /isalsothenameoftheletteri.5.Teachersays/ ī ī ī ī ī /whilewritingthelowercaseletteriintheairwithindexfinger.6.Studentsrepeat/ ī ī ī ī ī /astheywritethelowercaseletteriintheairwithindexfingers.

2.Remindstudentstheycanusetheposterstocheckifavowelphonemeisshortorlong:

1.Teacherpointstotheshort isectionoftheShort Vowelsposter.

2.Teacherremindsstudentstheycancheckthevowelphonemebyreadingthesentence:“Iknow/ĭ/isshortbecause/ĭ/isthefirstphonemeinitch.”

3.Teacherpointstothe long isectionoftheLong Vowelsposter.

4.Teachershowsstudentstheycancheckthevowelphonemebyreadingthesentence:“Iknow/ī/islongbecause/ī/isthenameoftheletteri.”

Positive Error CorrectionIfastudentincorrectlystretchesthephonemes:

1.Teachertellsstudentwhichphonemeswerecorrect.2.Teacherrepeatstheword.3.Studentsaystheword,listeningforthemissedphoneme(s),andstretchesthephonemesagain.4.Ifnecessary,teacherorotherstudentsstretchthephonemesforthestudentcorrectly.5.Studentindependentlystretchesthephonemescorrectly.

Alwaysfinishwithstudentindependentlystretchingthephonemescorrectly.



➍ TEACH LONG I PHONEME - /ī/ - Continued

3.Explainthatstudentswillstretchwordswithlong ivowelphoneme.

IDO

Teacherstretcheswordwithlong iphoneme:

1.Teachersaysbike.

2.Teacherstretchesthephonemesinbike - /b/ /ī/ /k/, bike.

3.Teachersays:

1.Thevowelphonemeis/ ī ī ī ī ī /.2.Iknowthevowelphoneme/ī ī ī ī ī /islongbecause/ī ī ī ī ī /isthenameoftheletteri

(whilewritingthelowercaseletteriintheair).

WEDO

Teacherandstudentsstretchwordwithlong iphoneme:

1.Teachersaystime.

2.Studentsrepeattime.

3.Teacherandstudentstogetherstretchphonemesintime - /t/ /ī/ /m/, time.


1.Thevowelphonemeis/ī ī ī ī ī /.2.Iknowthevowelphoneme/ī ī ī ī ī /islongbecause/ī ī ī ī ī /isthenameoftheletteri


YOUDO

Studentsstretchwordswithlong iphoneme:


2.Afterstudentstretchesthephonemes,teacherasksthestudent:



(Besurestudentssay,“/ ī ī ī ī ī /,”not“thelong isound.”)

3.Howdoyouknowthevowelphonemeis(longorshort)?

(Studentcananswerwithhisownwordsorbyreadingthesentenceontheposter.)

fight /f/ /ī/ /t/ dime /d/ /ī/ /m/ wise /w/ /ī/ /z/chime /ch/ /ī/ /m/ guide /g/ /ī/ /d/

lesson 7 PhOnEMIC aWaREnESS Continued


➎ SEGMENT WORDS TO IDENTIFY SHORT I AND LONG I PHONEMES

1.Explainthatstudentswillstretchphonemesinwordswithshort iandlong ianddecideifthevowelphonemeislongorshort.

IDO

Teacherstretcheswordwithshort iphoneme:

1.Teachersayschin.

2.Teacherstretchesthephonemesinchin - /ch/ /ĭ/ /n/, chin.

3.Teachersays:

1.Thevowelphonemeis/ĭ ĭ ĭ ĭ ĭ /.2.Iknowthevowelphoneme/ĭĭĭĭĭ/isshortbecause/ĭĭĭĭĭ/isthefirstphonemeiniiiiitch

(whilemakingtheshort i“itch”movement).

Teacherstretcheswordwithlong iphoneme:

1.Teachersaysrhyme.

2.Teacherstretchesthephonemesinrhyme - /r/ /ī/ /m/, rhyme.

3.Teachersays:



WEDO

Teacherandstudentsstretchwordwithshort iphoneme:

1.Teachersaysdish.

2.Studentsrepeatdish.

3.Teacherandstudentsstretchphonemesindish - /d/ /ĭ/ /sh/, dish.


1.Thevowelphonemeis/ĭ ĭ ĭ ĭ ĭ /.2.Iknowthevowelphoneme/ĭ ĭ ĭ ĭ ĭ /isshortbecause/ĭ ĭ ĭ ĭ ĭ /isthefirstphonemein

iiiiitch(whilemakingtheshort i“itch”movement).

Teacherandstudentsstretchwordwithlong iphoneme:

1.Teachersayssize.

2.Studentsrepeatsize.

3.Teacherandstudentsstretchphonemesinsize - /s/ /ī/ /z/, size.






➎ SEGMENT WORDS TO IDENTIFY SHORT I AND LONG I PHONEMES - Continued

YOUDO

Studentsstretchwordswithshort iandlong iphonemes:


2.Teacherasksthestudentthefollowingquestions:


(Ifthestudentrespondswith“Theisound,”say,“Thatisthenameofaletter.Whatisthephoneme?”)


3.Howdoyouknowthevowelphonemeis(longorshort)?

(Studentcananswerwithhisownwordsorbyreadingthesentenceontheposter.)

mice /m/ /ī/ /s/ write /r/ /ī/ /t/ ride /r/ /ī/ /d/lime /l/ /ī/ /m/ kid /k/ /ĭ/ /d/ hike /h/ /ī/ /k/tip /t/ /ĭ/ /p/ sight /s/ /ī/ /t/ lip /l/ /ĭ/ /p/bid /b/ /ĭ/ /d/ vine /v/ /ī/ /n/ Jim /j/ /ĭ/ /m/my /m/ /ī/ kite /k/ /ī/ /t/ sigh /s/ /ī/ice /ī/ /s/ pit /p/ /ĭ/ /t/ mine /m/ /ī/ /n/in /ĭ/ /n/ like /l/ /ī/ /k/ height /h/ /ī/ /t/hi /h/ /ī/ rid /r/ /ĭ/ /d/ Mitch /m/ /ĭ/ /ch/


lesson 7 PhOnICS COnCEPT

III. PhOnICS COnCEPTDigraph sh

Teacher Materials•Largelettertilesa–z,digraphsh

•Coloredtiles

•Writeonboard:


Student Materials•Holdingwhiteboardwithtiles

•Workingwhiteboard

➊ STATE OBJECTIVES

1.StatetheobjectivesofthePhonicsConceptpartofthelesson:

1.Tounderstandthatadigraphistwolettersthatspellonesound.

2.Tounderstandthatthelettersshareadigraphthatspellsthesound/sh/.

3.Toaccuratelyreadandspellwordsinwhichthedigraph shspellsthesound/sh/.

2.Remindstudents:

1.Whenweunderstandlettersounds,wecanreadmoreaccurately.

➋ TEACH DIGRAPH SH

1.Studentsplacematerialsondesks.Seelistabove.

2.Explaindigraphs:

1.Teachertellsstudentsthatsomesoundsarespelledwithtwoletters.

2.Teacherexplainsthatthesearecalleddigraphs.

3.Readthedefinitionontheboard:


4.Teachthesound/sh/withamovement:

1.Teachersaysthesound/sh/.

2.Teachersaysthesound/sh/andshowsthemovement:

-Forefingertomouthasifaskingsomeonetobequiet-/sh/.

3.Studentsrepeatthesoundwhilemakingthemovement.

PhOnICS COnCEPT Continued lesson 7


➋ TEACH DIGRAPH SH - Continued

5.Teachthedigraphspellingsh:

1.Teacherholdsupthelettertilesh.

sh

2.Teacherexplainsthatthetwolettersshtogetherspellthesound/sh/.

3.Teacherpointsoutthatthetwolettersareononetilebecausetogethertheyspelltheonesound/sh/.

4.Studentspointtothelettertilesh ontheirholdingboards.

sh

u

l

dcba fe g h

kji nm o qp

tsr wv x zy

phckch dgetchwhth

Today’s Tiles

shsh

5.Studentssaythesound/sh/.

➌ BUILD REAL WORDS WITH DIGRAPH SH

1.Teacherandstudentsbuildwordswithdigraph sh.

1.Teacherexplainsthatstudentswillbuildrealwordswithdigraph sh.

IDO

Teacherbuildsmash:1.Teachersaysmash.

2.Teacherstretchesthesounds-/m/ /ă/ /sh/, mash.3.Teacherputsonecoloredtileontheboardforeachsoundinmashwhilesayingthe

sound-/m/ /ă/ /sh/.

4.Teacherspellseachsoundbyplacingalettertileaboveeachcoloredtilewhilesayingthesound-/m/ /ă/ /sh/.

am sh

5.TeacherusesTouch&Saytoreadmash - /m/ /ă/ /sh/, mash.

6.Teacherpointsoutthatthetwolettersshspellonesound/sh/.

7.Teacherclearsboard.

lesson 7 PhOnICS COnCEPT Continued


➌ BUILD REAL WORDS WITH DIGRAPH SH - Continued

WEDO

Teacherandstudentstogetherbuildthewordshop:

1.Teachersaysshop.

2.Studentsrepeatshop.

3.Teacherandstudentsstretchthesounds-/sh/ /ŏ/ /p/, shop.4.Teacherandstudentsputonecoloredtileontheboardforeachsoundinshopwhile

sayingthesound-/sh/ /ŏ/ /p/.

5.Teacherasksindividual studentsthefollowingquestionstoleadstudentsinspellingeachsoundbyplacinglettertilesabovethecoloredtiles,oneatatime:

osh p

osh p

1.Whatisthefirstsoundyouhear?(/sh/)

2.Whatlettersspell/sh/?(sh)

3.Doweuseonetileortwo?(one)

4.Why?(because sh spells one sound.)

5.Whatisthenextsoundyouhear?(/ŏ/)

6.Whatletterspells/ŏ/?(o)

7.Whatisthelastsoundyouhearinshop?(/p/)

8.Whatletterspells/p/?(p)

6.TeacherandstudentsuseTouch&Saytoreadshop - /sh/ /ŏ/ /p/, shop.7.Teacherandstudentsclearboards.



➌ BUILD REAL WORDS WITH DIGRAPH SH - Continued

YOUDO

Studentsbuildwordswithdigraph sh:

1.Teacherexplainsthatstudentsaregoingtousecoloredtilesandlettertilestobuildfourfamiliarwordswiththedigraph shsound.

2.Teacherdictateseachofthefollowingwordsusingthesentencesbelow:

1. wish - Didyoumakeawishasyoublewoutyourbirthdaycandles?

2. shot - Sandragot3pointsforthatbasketballshot.

3. dash - Iwilldashhomeafterschooltoseemynewpuppy.

4. shin - Juanyelpedinpainwhenhebumpedhisshinonthecornerofthebench.

3.Afterteacherdictateseachword,allstudentsbuildthewordsoneatatime:

1.Studentssaytheword.

2.Studentsstretchthesoundsintheword.

3.Studentsputonecoloredtileonboardsforeachsoundwhilesayingthesound.

4.Studentsspellthewordbyplacingonelettertileaboveeachcoloredtile.

iw sh

osh t

ad sh

ish n

5.StudentsuseTouch&Saytoreadtheword.

6.Studentsholduptheirboardssoteachercanchecktheirspelling.

7.Teacherchecksstudents’work,providingpositiveerrorcorrectionasneeded.

8.Studentsclearboards.



➍ BUILD NONSENSE WORDS WITH DIGRAPH SH

1.Teacherandstudentsbuildnonsensewordswithdigraph sh.

1.Teacherexplainsthatstudentswillbuildnonsensewordswithdigraph sh.

IDO

Teacherbuildsthenonsenseworddosh:

1.Teachersaysdosh.

2.Teacherstretchesthesounds-/d/ /ŏ/ /sh/, dosh.

3.Teacherputsonecoloredtileontheboardforeachsoundindoshwhilesayingthesound-/d/ /ŏ/ /sh/.

4.Teacherspellseachsoundbyplacingalettertileaboveeachcoloredtilewhilesayingthesound-/d/ /ŏ/ /sh/.

od sh

5.TeacherusesTouch&Saytoreaddosh - /d/ /ŏ/ /sh/, dosh.

6.Teacherpointsoutthatthetwolettersshspellonesound/sh/.

7.Teacherclearsboard.



➍ BUILD NONSENSE WORDS WITH DIGRAPH SH - Continued

WEDO

Teacherandstudentstogetherbuildthewordshap:

1.Teachersaysshap.

2.Studentsrepeatshap.

3.Teacherandstudentsstretchthesounds- /sh/ /ă/ /p/, shap.

4.Teacherandstudentsputonecoloredtileontheboardforeachsoundinshapwhilesayingthesound-/sh/ /ă/ /p/.

5.Teacherasksindividual studentsthefollowingquestionstoleadstudentsinspellingeachsoundbyplacinglettertilesabovethecoloredtiles,oneatatime:

ash p

ash p

1.Whatisthefirstsoundyouhear?(/sh/)

2.Whatlettersspell/sh/?(sh)

3.Doweuseonetileortwo?(one)

4.Why?(because sh spells one sound.)

5.Whatisthenextsoundyouhear?(/ă/)

6.Whatletterspells/ă/?(a)

7.Whatisthelastsoundyouhearinshap?(/p/)

8.Whatletterspells/p/?(p)

6.TeacherandstudentsuseTouch&Saytoreadshap - /sh/ /ă/ /p/, shap.7.Teacherandstudentsclearboards.



➍ BUILD NONSENSE WORDS WITH DIGRAPH SH - Continued

YOUDO

Studentsbuildwordswithdigraph sh:

1.Teacherexplainsthatstudentsaregoingtousecoloredtilesandlettertilestobuildfivenonsensewordswiththedigraph sh.

2.Teacherdictateseachofthefollowingwords:

1. shaz

2. shog

3. nish

4. fash

5. lish

3.Afterteacherdictateseachword,all studentsbuildthewordsoneatatime:

1.Studentssaytheword.

2.Studentsstretchthesoundsintheword.

3.Studentsputonecoloredtileonboardsforeachsoundwhilesayingthesound.

4.Studentsspellthewordbyplacingonelettertileaboveeachcoloredtile.

ash z

osh g

in sh

af sh

il sh

5.StudentsuseTouch&Saytoreadtheword.

6.Studentsholduptheirboardssoteachercanchecktheirspelling.

7.Teacherchecksstudents’work,providingpositiveerrorcorrectionasneeded.

8.Studentsclearboards.


STudEnT PRaCTICE lesson 7

IV. STudEnT PRaCTICE

Student Materials•BoostBook1

•Pencilwitheraser

Optional Materials for Overhead Projector

•OverheadTransparencies

7.1-WordSort

7.2-DetectiveWork

•Weterasemarkers

•Papertocoveranswers

➊ WORD SORT Digraph or No Digraph

1.Teacherexplainsthatwordswillbesortedby whether or not they have a digraph.

2.Teacherleadsstudentsinsortingthefirsttwowords:

© 2008 Really Great Reading® 9

No Digraph Digraph

bit cashlot dishtab shopgap mashram shag

1. cash

2. bit

3. dish

4. shop

5. lot

6. tab

7. mash

8. gap

9. shag

10. ram

Digraph or No Digraph

Sort the words according to whether they have a digraph or not.Underline the digraph as you sort each word.

Word Sort LESSON 7

3.Teacherandstudentsunderlinethedigraphincash.

4.Studentsindependentlysorttheremainingwords,underliningthedigraphsaseachwordissorted.

5.Teacherandstudentscheckanswers.

Word Sort Answers - Lesson 7


No Digraph Digraph

bit cashlot dishtab shopgap mashram shag

1. cash

2. bit

3. dish

4. shop

5. lot

6. tab

7. mash

8. gap

9. shag

10. ram



Word Sort LESSON 7

page 9

lesson 7 STudEnT PRaCTICE Continued


➋ DETECTIVE WORK

Column 1 -Teachermodelsonewordatatimeandstudentsrepeat:

1.Teacher:

1.Underlineseachgraphemeandsaysthesound.

-Underlinedigraphswithonelinetoshowthattheyspellonesound.

10 © 2008 Really reat Reading®

Column 1 – Work with your teacher to underline the graphemes, say the sound, and read the words. Underline digraphs with one line.

Column 2 – Trade books with a partner. Both partners read the words in the column. Take turns as Reader and Checker. Do not underline or say sounds, simply read the words.

Column 3 – Repeat partner work. Both partners read the words, taking turns as Reader and Checker.

Column 1 Column 2 Column 3

Read with teacher.Both partners read this column once.

Both partners read this column once.

Number Correct Number Correct

1. m a s h

2. s h o t

3. d a s h

4. s h i n

5. r a s h

6. s h a g

7. w i s h

8. b a s h

9. g o s h

10. s h a d

12. h a s h

12. s h i p

13. a s h

14. d i s h

15. s h o p

1. shin

2. dish

3. rash

4. ship

5. shad

6. ash

7. shot

8. mash

9. shop

10. gosh

11. shag

12. hash

13. bash

14. dash

15. wish

1. hash

2. shop

3. dash

4. bash

5. shin

6. shag

7. gosh

8. ship

9. dish

10. shot

11. ash

12. wish

13. rash

14. mash

15. shad

LESSON 7 Detective Work

2.Readstheword.

2.Students repeat:

1.Underlineeachgraphemeandsaythesound.

2.Readtheword.

Column 2 -Studentsworkinpairs:

1.One studentasReaderreadsthecolumntotheother studentasChecker.

2.Studentsreverseroles.

Column 3 -StudentsrepeatstepsforColumn2.

Studentsdo not underlineanylettersinColumns2and3.StudentsreadthewordswithoutsoundingoutinColumns2and3.

BothstudentsineachpairreadColumns2and3.

STudEnT PRaCTICE Continued lesson 7










1. m a s h

2. s h o t

3. d a s h

4. s h i n

5. r a s h

6. s h a g

7. w i s h

8. b a s h

9. g o s h

10. s h a d

12. h a s h

12. s h i p

13. a s h

14. d i s h

15. s h o p

1. shin

2. dish

3. rash

4. ship

5. shad

6. ash

7. shot

8. mash

9. shop

10. gosh

11. shag

12. hash

13. bash

14. dash

15. wish

1. hash

2. shop

3. dash

4. bash

5. shin

6. shag

7. gosh

8. ship

9. dish

10. shot

11. ash

12. wish

13. rash

14. mash

15. shad










1. m a s h

2. s h o t

3. d a s h

4. s h i n

5. r a s h

6. s h a g

7. w i s h

8. b a s h

9. g o s h

10. s h a d

12. h a s h

12. s h i p

13. a s h

14. d i s h

15. s h o p

1. shin

2. dish

3. rash

4. ship

5. shad

6. ash

7. shot

8. mash

9. shop

10. gosh

11. shag

12. hash

13. bash

14. dash

15. wish

1. hash

2. shop

3. dash

4. bash

5. shin

6. shag

7. gosh

8. ship

9. dish

10. shot

11. ash

12. wish

13. rash

14. mash

15. shad


lesson 7 STudEnT PRaCTICE Continued


➌ WORDS TO READ

•Remindstudentsthatwordsinitalicsarenonsensewords.


Words to Read LESSON 7

Challenging

1. wish yosh bish 2. cash vosh vish 3. shot cosh tish 4. fish yash yosh 5. ship kish shan 6. dash shib shob 7. dish bosh shap 8. shop pash shidMore Challenging

9. sash shoz sish 10. shin shan shom 11. hash hosh lish 12. rash tash tosh 13. shag gish shog 14. mash mish losh 15. gosh shig shap 16. lash zish zosh Most Challenging

17. shim zash fash 18. nosh shaz dosh 19. gash bosh hish 20. josh jish jash 21. shod sish shab 22. posh pash shix 23. sham shom nish 24. mosh vash fosh

The words in italics are nonsense words.

STudEnT PRaCTICE Continued lesson 7


➍ SENTENCES TO READ

12 © 2008 Really Great Reading®

Challenging

1. Gosh, Nash, is that a rash on your shin? (9)

2. Tish, will you dash to the shop for Mom? (9)

3. Mash the mud into the gap in the dam. (9)

4. Pam, is that a lash in your pot of jam? (10)

5. Do you have cash to get into the big bash? (10)

6. Is that a gash on the lip of the dog? (10)

7. Val had a sash with a big rip in it. (10)

8. Lash this rod to the lid of the fish bin. (10)

More Challenging

9. Do not be rash when you quit the shop job. (10)

10. Did Cal not want ham in his hot dish of hash? (11)

11. Ship the cod and shad fish to the shop in Nod. (11)

12. When did Dash and Nan put the tan sham on the cot? (12)

13. Tish and Sal will gab, yak, and dish about Kim and Hal. (12)

14. Did you put the fish and yam mash in the cat dish? (12)

15. Will the doc give you a shot for the rash on your shin? (13)

16. It is sad that the lad was shod with a bag and a rag. (14)

Most Challenging

17. At the bash, the sad sot had a shot of gin from the tin vat. (15)

18. The nag at the Dash-In shop had on a shag wig under a tam. (14)

19. The bad con hid his shiv in the gash in the rot on the log. (15)

20. Dot’s big tan van is rad and posh with its shag rug on the dash. (15)

21. Nash had a lot of zip and vim in the mosh pit at the hot gig. (16)

22. On his mad dash in the fog, the rash man hit his shin on a log. (16)

23. What do you and Josh wish for a nosh on your big job at the lab? (16)

24. It is sad, but in his bid to win the ship, Dash did not have a shot. (17)

LESSON 7 Sentences to Read

Boost Book 1

Lesson 7student Practice


No Digraph Digraph

1. cash

2. bit

3. dish

4. shop

5. lot

6. tab

7. mash

8. gap

9. shag

10. ram



Word Sort LESSON 7









1. m a s h

2. s h o t

3. d a s h

4. s h i n

5. r a s h

6. s h a g

7. w i s h

8. b a s h

9. g o s h

10. s h a d

12. h a s h

12. s h i p

13. a s h

14. d i s h

15. s h o p

1. shin

2. dish

3. rash

4. ship

5. shad

6. ash

7. shot

8. mash

9. shop

10. gosh

11. shag

12. hash

13. bash

14. dash

15. wish

1. hash

2. shop

3. dash

4. bash

5. shin

6. shag

7. gosh

8. ship

9. dish

10. shot

11. ash

12. wish

13. rash

14. mash

15. shad




Challenging

1. wish yosh bish

2. cash vosh vish

3. shot cosh tish

4. fish yash yosh

5. ship kish shan

6. dash shib shob

7. dish bosh shap

8. shop pash shidMore Challenging

9. sash shoz sish

10. shin shan shom

11. hash hosh lish

12. rash tash tosh

13. shag gish shog

14. mash mish losh

15. gosh shig shap

16. lash zish zosh Most Challenging

17. shim zash fash

18. nosh shaz dosh

19. gash bosh hish

20. josh jish jash

21. shod sish shab 22. posh pash shix

23. sham shom nish

24. mosh vash fosh

The words in italics are nonsense words.


Challenging

1. Gosh, Nash, is that a rash on your shin? (9)

2. Tish, will you dash to the shop for Mom? (9)

3. Mash the mud into the gap in the dam. (9)

4. Pam, is that a lash in your pot of jam? (10)

5. Do you have cash to get into the big bash? (10)

6. Is that a gash on the lip of the dog? (10)

7. Val had a sash with a big rip in it. (10)

8. Lash this rod to the lid of the fish bin. (10)

More Challenging

9. Do not be rash when you quit the shop job. (10)

10. Did Cal not want ham in his hot dish of hash? (11)

11. Ship the cod and shad fish to the shop in Nod. (11)

12. When did Dash and Nan put the tan sham on the cot? (12)

13. Tish and Sal will gab, yak, and dish about Kim and Hal. (12)

14. Did you put the fish and yam mash in the cat dish? (12)

15. Will the doc give you a shot for the rash on your shin? (13)

16. It is sad that the lad was shod with a bag and a rag. (14)

Most Challenging

17. At the bash, the sad sot had a shot of gin from the tin vat. (15)

18. The nag at the Dash-In shop had on a shag wig under a tam. (14)

19. The bad con hid his shiv in the gash in the rot on the log. (15)

20. Dot’s big tan van is rad and posh with its shag rug on the dash. (15)

21. Nash had a lot of zip and vim in the mosh pit at the hot gig. (16)

22. On his mad dash in the fog, the rash man hit his shin on a log. (16)

23. What do you and Josh wish for a nosh on your big job at the lab? (16)

24. It is sad, but in his bid to win the ship, Dash did not have a shot. (17)

LESSON 7 Sentences to Read

Passage Book 1

Lesson 7 Passageand tracking chart


___________________________________ _________________________________

Reader #2 ______________________________ _________________________________

George Washington

George Washington was the first President of the United States of America. We call 14

George Washington the “Father of Our Country.” Before he became president he 26

did many other things. 30

George Washington was born in the colony of Virginia in 1732. While Washington 43

was growing up, the United States was not a country yet. The people in America 58

lived in colonies ruled by Great Britain. 65

When George was growing up, not everyone went to school. That meant that 78

many people did not learn to read and write. But George Washington did go to 93

school. He learned to read and write. 100

At about age 15 George Washington learned to make maps. Over the years he 114

made about 200 maps of different places. Some of his maps were of towns. He also 130

drew maps of farms and wild country. His mapping skills helped him later in his 145

life when he was in the army. 152

LESSON 7 PASSAGE George Washington

WORDS TO PREVIEW

1. colony – land ruled by another country.Virginia was still a colony of England in 1732 when George Washington was born.

2. Virginia – one of the original 13 colonies; it became a state in 1788.Four of the first five American presidents were born in Virginia.

3. Great Britain – an island off the northwestern coast of Europe.Great Britain includes England, Scotland, and Wales.

4. general – highest ranking leader in the Army.George Washington was a general in the war against the British.

5. elected – chosen by vote.The seventh grade elected Jamie as its class president.


Reader #2 Reader #3

d

e

f

g

Words Correct Per Minute (WCPM) h

Accuracy Percentage h÷f % %

Reader #1

a

b

Words Correct Per Minute (WCPM) c

Accuracy Percentage c÷a %

Calculation Boxes

George Washington LESSON 7 PASSAGE

In 1775 the American colonies went to war against Great Britain. They fought to 166

be free from British rule. George Washington was a general in the army during 180

this war. He was a smart and brave leader. Even when the war was not going well, 197

General Washington did not give up. 203

The army did not have enough trained people. It also did not have much money. 218

When General Washington had to face these problems, he led the army well. Many 232

think George Washington was a big reason the colonies won the war. 244

After the war the colonies became a new country called the United States of 258

America. The people of the new country elected George Washington as their first 271

president. Some people wanted him to have the powers of a king. But George 285

Washington did not want to be a king. He wanted to be a leader who was one of 303

the people. 305

George Washington was president for eight years. After his time as president was 318

over, he returned to Mount Vernon, the home and farm he loved. He lived there for 334

two years until he died on December 14, 1799, at the age of 67. 348

-65 -152

Boost Book 2

Lesson 28student Practice


LESSON 28 Word Sort

Two, Three, or Four Syllables

Sort the words according to whether they have two, three, or four syllables.Underline the vowel letters after you sort each word.

Two Syllables Three Syllables Four Syllables

1. comma

2. continental

3. Alaskan

4. Annapolis

5. profit

6. republican

7. festival

8. fragment

9. telegraph

10. construct

11. mathematics

12. recommend


LESSON 28 Detective Work Column 1 – Work with your teacher to underline the vowel letters, say the names of the letters,

and then read the word.Column 2 – Trade books with a partner. Both partners read the words in the column. Take turns as Reader

and Checker. Do not underline or circle anything, simply read the words.Column 3 – Repeat the partner work. Both partners read the words, taking turns as Reader and Checker.





1. p u n i s h m e n t

2. p l e n t i f u l

3. v a n i l l a

4. e n c h a n t m e n t

5. c o m b a t a n t

6. c o m p l i m e n t

7. a s s i s t a n t

8. i nv e s t m e n t

9. v o l c a n i c

10. h e x a g o n a l

11. c a p i t a l i s t i c

12. p r o p a g a n d a

13. m a t h e m a t i c a l

14. n o n a c a d e m i c

15. t r anscon t inen ta l

1. volcanic

2. nonacademic

3. enchantment

4. compliment

5. propaganda

6. combatant

7. capitalistic

8. investment

9. punishment

10. mathematical

11. assistant

12. transcontinental

13. hexagonal

14. plentiful

15. vanilla

1. combatant

2. capitalistic

3. punishment

4. investment

5. plentiful

6. volcanic

7. propaganda

8. hexagonal

9. nonacademic

10. transcontinental

11. enchantment

12. vanilla

13. mathematical

14. compliment

15. assistant



Challenging

1. capitalists catastrophic maximum 2. subcompact embellish subatomic 3. diplomatic contentment colonist 4. minimum quintuplets discontentment 5. ethanol telescopic Methodist 6. insistent sentimental accomplish 7. inhabitant majestic Columbus

8. pandemic inconsistent almanac

More Challenging

9. prominent delicatessen melodrama 10. disenchantment sublevel fantastical 11. imprisonment Senegal economical 12. resistant optometrist antagonists 13. abandonment economist tropical 14. toboggan whimsical impediment 15. sacrament fundamental inhabitant

16. inelegant retina noncombatant

Most Challenging

17. penchant monogamist unsentimental 18. sibilant sentimentalist supplemental 19. antagonistic epidemic metabolism 20. incremental philanthropist nemesis 21. equidistant infinitesimal oncologist 22. fundamentalist intoxicant monastic 23. segmental Malapropism entomologist 24. intrinsic monopropellant exhibits


LESSON 28 Sentences to Read Challenging

1. Who will assist Emma with her difficult dilemma? (8)

2. Are the indexes of all the past installments alphabetical? (9)

3. The contestants had to develop a practical plan of attack. (10)

4. Who will admonish Linda not to contradict the pedantic panelist? (10)

5. The silicon chip has been critical in the development of electronics. (11)

6. The rotten sandwich from the delicatessen led to strong abdominal cramps. (11)

7. What fantastical predicament will the penmen put the Fantastic Four in next? (12)

8. The quixotic quintuplets have a strict pact to not insult bashful Willis. (12)

More Challenging

9. The leftist political propaganda was far too radical for the eldest activist. (12)

10. To our astonishment, the prolific novelist was in fact a laconic Alaskan. (12)

11. Thelma got a scratch on her retina from the incompetent optometrist’s instrument. (12)

12. That vandalism was an insolent act of disrespect and an impediment to consensus. (13)

13. What is a fit and just punishment for the unapologetic assassin’s misanthropic acts? (13)

14. How intent were the militant Calvinists in their attempts to abolish Catholic commandments? (13)

15. At the festival, Estella sang madrigals with Camilla as an accompanist on the mandolin. (14)

16. Roxana is a competent consultant, so you can expect her to implement the plan with pizzazz. (16)


Sentences to Read Continued LESSON 28

Most Challenging

17. The lost malcontents were not optimistic about the prospect of help from residents of the encampment. (16)

18. The elfin blossoms exhibit elegant and complex pistils with filaments along the edges of the waxen petals. (17)

19. The common habitat of this dominant insect is in the abundant sediment and sand of the savanna. (17)

20. The philanthropist used his skills with investments to set up a fund to equip insolvent invalids with prosthetics. (18)

21. Vanessa is no longer despondent now that the clinical results establish that the livid lump is not malignant. (18)

22. Isabella became catatonic when the skeleton fell upon her from the closet in the attic of the decrepit villa. (19)

23. The acrid rotten smell and waxen flesh of the fantastic fungi from the tundra are repugnant to all but the avid botanists. (22)

24. After the colossal blast of magma erupts and levels the crest of the ridge, the volcanic ash falls with a sibilant hiss on the capital below. (26)

Lesson Plan Book 3

Lesson 58oral Reading (procedure with comprehension questions)

Passage Book 2

Lesson 58 Passage

lesson 58 ORaL REadInG

I. ORaL REadInGLesson 58 Passage

Teacher Materials• PassagesBook2

• Calculator

• Twocoloredpencils

• Timer

Student Materials• PassagesBook2

• Calculator

• Twocoloredpencils

• Oneregularpencil

• TrackingChart

352

➊ WRITE THE DATE AND READERS’ NAMES ON PASSAGE PAGE

1. Studentswriteinthedate.

2. StudentswriteinthenamesoftheReaders.

➋ TEACHER AND STUDENTS REVIEW VOCABULARY (Words to Preview)

1. Teacherreadstheword.

2. Studentspointtoandreadtheword.

3. Teacherreadsthedefinition.

4. An individual studentreadsthesentence.

➌ ALL STUDENTS SKIM THE PASSAGE

1. Studentsskimthepassagetogetafeelforthecontentandtolookforunfamiliarwords.

2. Studentsskimthepassagefor45seconds.

3. Studentsaskteacheraboutunfamiliarwords.

➍ STUDENTS READ THE QUESTIONS ALOUD

1. Individual studentstaketurnsreadingthefourquestionsforthepassagealoud.

➎ READER #1 READS FOR ONE MINUTE

1. Readerstandsandfacesclasstoread.

2. TeachertimesReaderforoneminute.

3. TeacherandstudentsmarkerrorsasReaderreads.

4. Teacherandstudentsreviewerrors.

5. Teacherandstudentsscore Reader #1.

➏ READER #2 READS FOR ONE MINUTE

1. RepeatReader #1stepsforReader #2.

➐ READER #3 READS FOR ONE MINUTE

1. RepeatReader #1stepsforReader #3.

➑ READERS CHART ACCURACY PERCENTAGE & WCPM

1. Studentswho readcharttheirscoresontheirownTrackingCharts.

© 2009 Really Great Reading Company, LLC

353

ORaL REadInG Continued lesson 58

➒ STUDENTS READ THE PASSAGE SILENTLY AND ANSWER THE QUESTIONS

1. Studentstake30secondstore-readthequestions.

2. Teacherremindsstudentstokeepthequestionsinmindastheysilentlyre-readthepassage.

3. Studentshaveuptofiveminutestosilentlyre-readthepassageandanswerthequestions.

1. Studentswriteanansweronthelineprovidedforthefirstquestion.

2. Studentsunderlinetextinthepassageandwritethequestionnumberinacircleatthebeginningoftheunderlinedsectiontoanswerquestionstwo,three,andfour.

➓ STUDENTS SHARE ANSWERS TO THE QUESTIONS

1. Anindividual studentsharesananswerforeachquestion.

2. Teacherbrieflydiscussesanswerstothequestions,asnecessary.

3. StudentsputtheirPassagesBooksaway.

COMPREHENSION QUESTIONS AND ANSWERS

1. Writethenames of the two countries in Asia where most of the population lives.

Reader #2 Reader #3

number of words at bracket d

subtract: number of words at arrow e

equals: number of words attempted f

subtract: number of errors g

equals: Words Correct Per Minute (WCPM) h


Reader #1

number of words at bracket a

subtract: number of errors b

equals: Words Correct Per Minute (WCPM) c


Calculation Boxes

39© 2009 Really Great Reading Company, LLC

- --

Two of the most famous structures in the world are in Asia. The Great Wall of China stretches about 4,000 miles across northern China. The Taj Mahal is one of the most beautiful buildings in the world. It is in northern India.

Asia is known around the world for its trade. People in different parts of Asia bought and sold from each other as early as 3,000 years ago. Later, traders from farther away learned about the goods in Asia. They traveled long distances to buy spices, fabrics, art, and jewels.

Today, Asia continues to trade with the world. Some of the cars we drive in the U.S. come from Asia. People in Asia build many of the electronic devices, like computers and hand-held games, which we use every day. Much of the oil we import comes from Asia. Even many cartoons and comic books come from Japan, which is in Asia.

260 277 284

303 321 333

352 367 385 394

Asia LESSON 58 PASSAGE

Comprehension Questions1. Write the names of the two countries in Asia where most of the population lives.

Write your answer: ___________________________________________________________

2. Underline the sentence that tells the name of the tallest mountain in the world. Write at the beginning of this underlined sentence.

3. Underline the sentence that tells how long the Great Wall of China stretches. Write at the beginning of this underlined sentence.

4. Underline the sentence that tells what traders wanted to buy from Asia many years ago. Write at the beginning of this underlined sentence.

- 99 - 192

3

4

China India

2. Underlinethesentencethattells the name of the tallest mountain in the world.Writeatthebeginningofthisunderlinedsentence.

Date _____________________________________ Reader #1 _________________________________

Reader #2 ______________________________ Reader #3 _______________________________

38 © 2009 Really Great Reading Company, LCC

WORDS TO PREVIEW

1. vast – very large in amount, size, or number. The horses wander all over the vast ranch.

2. natural resources – things found in nature that are useful and valuable to humans. Coal and lumber are important natural resources used to provide heat.

3. fertile – able to produce plentiful crops or plant life. The fertile soil in the garden produced lots of green beans.

4. Taj Mahal – (pronounced tahj muh-hall) a famous building in India built by a king in the 1600s. Many tourists visit the Taj Mahal every year.

5. electronic devices – machines that operate with the aid of small parts that direct an electric current. I am amazed at how many electronic devices we use every day!

Asia

The largest continent in the world is Asia. It includes about one-third of the land on Earth.

Asia is home to more than four billion people. That is more than half of the world’s population. The people of Asia live in more than fifty countries. China has the largest population. India has the second largest. More than half the people in Asia live in just those two countries.

Many areas in Asia are so cold, so hot, or so dry that almost no one can live there. These areas are mostly in the northern and western parts of Asia.

Most people in Asia live in the southern and eastern parts of the continent. They live in river areas, mountain valleys, or near the oceans. Many cities in Asia are the most crowded in the world. Even many areas away from the big cities are crowded.

Asia has many great land features. Mount Everest is in Asia. It is the tallest mountain in the world. The lowest dry land on Earth is in Asia. It is on the shore of the Dead Sea. The deepest lake in the world is also in Asia.

Asia also has vast natural resources. Half of the oil and coal in the world is in Asia. Asia is rich in forests. Asia has major rivers that create fertile ground for growing crops. The oceans that surround Asia provide good fishing. Asia’s many lakes are also good for fishing.

17

35 53 68

90 99

118 136 145

164 187 192

214 230 242


2

3. Underlinethesentencethattells how long the Great Wall of China stretches.Write atthebeginningofthisunderlinedsentence.

Reader #2 Reader #3







Reader #1





Calculation Boxes


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260 277 284

303 321 333

352 367 385 394







- 99 - 192

3

4

China India

4. Underlinethesentencethattells what traders wanted to buy from Asia many years ago.Writeatthebeginningofthisunderlinedsentence.

Reader #2 Reader #3







Reader #1





Calculation Boxes


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260 277 284

303 321 333

352 367 385 394







- 99 - 192

3

4

China India© 2009 Really Great Reading Company, LLC

Date _____________________________________ Reader #1 _________________________________

Reader #2 ______________________________ Reader #3 _______________________________

38 © 2009 Really Great Reading Company, LCC

WORDS TO PREVIEW

1. vast – very large in amount, size, or number. The horses wander all over the vast ranch.

2. natural resources – things found in nature that are useful and valuable to humans. Coal and lumber are important natural resources used to provide heat.

3. fertile – able to produce plentiful crops or plant life. The fertile soil in the garden produced lots of green beans.

4. Taj Mahal – (pronounced tahj muh-hall) a famous building in India built by a king in the 1600s. Many tourists visit the Taj Mahal every year.

5. electronic devices – machines that operate with the aid of small parts that direct an electric current. I am amazed at how many electronic devices we use every day!

Asia

The largest continent in the world is Asia. It includes about one-third of the land on Earth.

Asia is home to more than four billion people. That is more than half of the world’s population. The people of Asia live in more than fifty countries. China has the largest population. India has the second largest. More than half the people in Asia live in just those two countries.

Many areas in Asia are so cold, so hot, or so dry that almost no one can live there. These areas are mostly in the northern and western parts of Asia.

Most people in Asia live in the southern and eastern parts of the continent. They live in river areas, mountain valleys, or near the oceans. Many cities in Asia are the most crowded in the world. Even many areas away from the big cities are crowded.

Asia has many great land features. Mount Everest is in Asia. It is the tallest mountain in the world. The lowest dry land on Earth is in Asia. It is on the shore of the Dead Sea. The deepest lake in the world is also in Asia.

Asia also has vast natural resources. Half of the oil and coal in the world is in Asia. Asia is rich in forests. Asia has major rivers that create fertile ground for growing crops. The oceans that surround Asia provide good fishing. Asia’s many lakes are also good for fishing.

17

35 53 68

90 99

118 136 145

164 187 192

214 230 242


Reader #2 Reader #3







Reader #1





Calculation Boxes


- --




260 277 284

303 321 333

352 367 385 394







- 99 - 192

Boost Book 3

Lesson 58 student Practice Pages

Word Sort


LESSON 58

1.

Jo

e

2.

ho

tel

3.

fo

llow

oo

ao

wo

eo

-eo

ug

h

Six

Sp

ell

ings

of

Lon

g o:

o,

oa,

ow

, o

e,

o-e

, an

d o

ugh

Sor

t the

wor

ds a

ccor

ding

to w

heth

er lo

ng o

is s

pell

ed o

, oa,

ow

, oe,

o-e

, or

ough

.U

nder

line

the

long

o s

pelli

ng a

s yo

u so

rt e

ach

wor

d.

4.

fo

am

5.

al

thou

gh

6.

gl

obe

7.

co

ld

8.

lif

eboa

t

9.

ex

plod

e

10.

doug

hnut

11.

back

hoe

12.

hollo

w

13.

igno

re

14.

road

bloc

k

15.

goes

16.

lotio

n

17.

show

n

Detective Work

© 2009 Really Great Reading Company, LLC108

LESSON 58


Read with teacher. Both partners read this column once.



1. t h r o w n

2. t h o r o u g h

3. m e m o

4. r o m a n c e

5. u n l o a d

6. p i l l o w

7. s k a t e b o a r d

8. a l m o s t

9. c o a s t

10. w o e f u l

11. a l t h o u g h

12. b o a s t f u l

13. s p o k e

14. w i n d o w

15. c o n t r o l

1. window

2. skateboard

3. romance

4. coast

5. control

6. although

7. almost

8. woeful

9. unload

10. memo

11. thorough

12. boastful

13. thrown

14. spoke

15. pillow

1. almost

2. boastful

3. pillow

4. spoke

5. woeful

6. coast

7. window

8. thrown

9. thorough

10. romance

11. skateboard

12. memo

13. although

14. control

15. unload

Column 1 – Work with your teacher to read the word, underline the spelling of long o while saying /ō/, and then to read the word again.


Column 3 – Repeat the partner work. Both partners read the words, taking turns as Reader and Checker.

Words to Read


LESSON 58

Challenging

1. coat tiptoes grow 2. lone dough golden 3. fellow soap goes 4. post slowly boast 5. mold hopeless blown 6. doughnut scold rowboat 7. soar doe over 8. throw though throne

More Challenging

9. shadow elope bronco 10. thorough roadmap toehold 11. manhole bogus turncoat 12. doeskin boastful aglow 13. rotate disclose erode 14. postpone minnow thorough 15. Velcro bowling polka 16. reproach Roscoe cyclone

Most Challenging

17. fallow console cosmos 18. pekoe smolder crossroads 19. docent bemoan escrow 20. furlough bolster lactose 21. encroach sallow woeful 22. transpose aloe oxbow 23. protrude toeless borough 24. loamy billow possess

Sentences to Read


LESSON 58

Challenging

1. Monroe boldly asked, “Did Joe know he broke the rope?” (10)

2. Go roll and fold the dough as shown on the television program. (12)

3. I don’t suppose you know who stole the billfold from my topcoat. (12)

4. In the empty loft, cold snow slowly drifted through the open window. (12)

5. The golden bowl by the bathtub holds a bar of purple soap. (12)

6. Elmo donated snow cones and colas for the art show’s opening event. (12)

7. As I strode past the stove, I tore a buttonhole on my shirt. (13)

8. The toad croaked and hopped off after Bruno poked it with his toe. (13)

More Challenging

9. The broken valve won’t halt the soaking flow of water from the ruptured fire hose. (15)

10. Whenever I ingest cold or frozen substances, my lower left molar throbs and I moan. (15)

11. Joseph only wanted to protect his own home turf when he bolted the windows shut. (15)

12. Beware of the frequent potholes in the rutted old road as you approach Flo’s new home. (16)

13. Slowly, with the assistance of a crowbar, Moe and Joan broke into the troll king’s stronghold. (16)

14. You must firmly hold control of the horse or he will throw you and bolt for home. (17)

15. Rover, my pet gopher, is a most mellow old fellow, but he loathes the cold of winter. (17)

16. After the noble old tugboat was sold for scrap, the new owner towed it away from the port. (18)

Sentences to Read Continued


LESSON 58

Most Challenging

17. Rocko, my rowing coach, told me to hold closely to the pole until the exact moment he hollered to let go. (21)

18. Every day Waldo devotes half an hour to groaning and moaning that it is impossible for him to handle the imposed caseload alone. (23)

19. Please take no notice of the gross odor emanating from Otto’s ratty old poncho because it only provokes him if you mention it. (23)

20. After the concert in Stockholm, Tyrone became his own sideshow when he was most vocal about his preference for the trombone over the oboe for the polka. (27)

21. Mr. Walpole will depose the witness who is expected to testify in the case of the bogus broker who purportedly pillaged the Fund for Polish Widows and Orphans. (28)

22. The bold actions of the heroes, as told in tales of the Pony Express Riders of olden days, are still an inspiration to many modern day postal workers. (28)

23. As I moped in my hotel on that lonely evening in Rome, outside my window the coal black birds dove in and out of the shadows falling across the Tiber River. (31)

24. Is this the slogan you will propose as a caption for the photo that will be used to promote support for the growth of new development in the old motel district? (31)

Seven Steps to Implement Phonics Blitz and Phonics Boost in Grades 2–12

For schools interested in implementing Phonics Blitz and Phonics Boost lessons, we recommend the following 7 steps. The process outlined below will ensure that students are placed in appropriately sized, homogeneous groups, and that every student receives the most effective instruction.

Screen – Assess all students in grades 2–12 with a grade level, one-minute oral reading fluency (ORF). Calculate the Words Correct per Minute (WCPM) and Accuracy Percentage from the ORF

reading. DIBELS and AIMSWeb are examples of appropriate norm-referenced ORF measures. Students who read at the grade level benchmark for WCPM and read with at least 97% accuracy are reading with appropriate rate and accuracy. They do not need further assessment. The following steps are for students who do not meet both the WCPM and Accuracy Percentage benchmarks.

Diagnose – Administer the RGR Diagnostic Decoding Surveys to students who read below the WCPM benchmark or read with less than 97% accuracy on the ORF screening measure.

The Surveys take about 7 minutes per student to administer and score. They provide information about each student’s decoding abilities and the severity of any decoding weaknesses. Really Great Reading offers workshops on how to administer the Surveys.

• For students younger than the beginning of second grade, administer only the Beginning Decoding Survey. For students in the middle of second grade or older, administer both the Beginning and Advanced Decoding Surveys.

Group – Enter students’ scores from both the ORF screening measure and the RGR Diagnostic Decoding Surveys into the Grouping Matrix. The Grouping Matrix will group students based on their decoding abilities. It will also provide an instructional recommendation for each student, as shown on the next page.

Assign Teachers, Determine Intervention Groups, and Schedule Instruction – Identify which students (of those identified with weaknesses) will receive intervention instruction and the teachers who will deliver the instruction, and schedule the classes.

Train Teachers – Really Great Reading offers 2, 3, or 4 day Phonics Blitz/Phonics Boost teacher training workshops and a half-day follow-up session. The workshops are described on the next page.

Teach Lessons – Teach the Phonics Blitz and Phonics Boost lessons.

Post Test – After the lessons are completed, administer an ORF measure and the RGR Diagnostic Decoding Surveys. The ORF Accuracy Percentage and WCPM scores will determine the effectiveness of lessons by showing the overall improvement in students’ scores while reading. The Surveys post-test scores will show whether each student’s phonics skills show adequate improvement or whether they need to continue phonics instruction. The post-tests will also identify students who may need further diagnosis to determine if they will benefit from instruction in fluency, vocabulary or comprehension after they improve their phonics skills.

STEP 1

STEP 2

STEP 3

STEP 4

STEP 5

STEP 6

STEP 7

Phonics Blitz and Phonics Boost Workshops (The same workshops prepare teachers for Phonics Blitz or Phonics Boost instruction.)

Phonics Blitz™ and Phonics Boost™ lessons are most successful when the teachers are well trained in phonics instruction . Really Great Reading offers the following workshops that provide teachers with the knowledge and practice needed to implement the lessons effectively. When teachers are well trained, the students receive maximum benefit from the lessons.

To request information about Phonics Blitz and Phonics Boost workshops, email [email protected].

Screening and diagnostic assessment WorkshopOne dayReally Great Reading offers a one-day workshop for staff members who will assess students. The workshop covers administering and scoring the RGR Diagnostic Decoding Surveys. For teachers who have not administered ORF measures, we will include instruction on how to administer and score an oral reading fluency measure. We recommend that all teachers who give Phonics Blitz or Phonics Boost lessons attend this workshop. Even if teachers do not assess students, familiarity with the assessment process helps them understand the rationale for the lessons and their students’ decoding skills needs.

Phonics Blitz and Phonics Boost Teacher Training Workshops(The same workshop prepares teachers for Phonics Blitz or Phonics Boost instruction.)

Really Great Reading provides 2, 3, or 4 day teacher training for those who will be giving the Phonics Blitz or Phonics Boost lessons depending on the teachers’ prior experience with phonics instruction.

2 days – For teachers who have extensive knowledge and have recently taught a phonics-based intervention program. The workshop includes:

• Review of specific phonics concepts taught in Lessons 1-20.• Ways to accomplish effective delivery of the lessons.• Practice delivering the lessons.

3 days – For teachers with some knowledge of phonics, but little or no experience teaching phonics to struggling readers. The workshop includes all topics in the 2-day workshop plus:

• Overview of why students struggle reading.• What phonemic awareness is and how to teach it.• Correct phoneme articulation.

4 days – For teachers with no prior experience teaching phonics. The workshop includes all topics in the two-day and three-day workshops plus: (Most teachers of grades 4–12 need the 4-day workshop.)

• What phonics is.• Basic phonics principles and patterns.• Working with struggling readers.• More elaboration on phonemic awareness.

Follow-up WorkshopHalf-dayWe recommend a half-day follow-up workshop about 3 weeks after delivery of lessons has begun. This workshop answers questions teachers have after they begin using the lessons. The half-day workshop also covers the advanced phonics concepts taught in later lessons which are not covered in the initial training.

Phonics Suite

Phonics Blitz and Phonics Boost are part of Phonics Suite, a growing family of lessons that improve students’ accuracy and comprehension. Students are matched to lessons based on the level of their decoding weaknesses, as determined by a diagnostic assessment. All instruction is given in small homogeneous groups at the appropriate pace based on the students’ specific needs.

The Phonics Suite family of lessons available now or in development includes:

Phonics Blitz™

40 lessons for students in grades 4–12 with some solid phonics skills. These students primarily need to understand vowel spellings, learn to read multi-syllable words, and break guessing habits.

• Phonics Blitz lessons can be completed in 10–12 weeks. – The time-frame will need to be adjusted if lessons are shorter than 50 minutes or if class sizes are larger than

recommended.

• Lessons are written to be taught in approximately one-hour sessions.– Ideally schools will schedule 50–60 minute lessons 5 days a week. However, lessons can be a short as 30 minutes

and given as few as three days a week. Any adjustment will result in the lessons taking more than 10–12 weeks to complete.

Phonics Boost™ 80 lessons for students in grades 2–12 with more significant phonics weaknesses. These students understand some parts of phonics, although they need intensive instruction beginning with short vowels. Compared to Phonics Blitz students, Phonics Boost students need a slower pace and more practice to improve accuracy and fluency.

• Phonics Boost lessons can be completed in 20–22 weeks. – The time-frame will need to be adjusted if lessons are shorter than 50 minutes or if class sizes are larger than

recommended.

• Lessons are written to be taught in approximately one-hour sessions.– Ideally schools will schedule 50–60 minute lessons 5 days a week. However, lessons can be a short as 30 minutes

and given as few as three days a week. Any adjustment will result in the lessons taking more than 20–22 weeks to complete.

Phonics Blast-off™ In development. Scheduled for publication in 2009.

Lessons for students who demonstrate a severe deficit in phonics knowledge, many of whom will demonstrate some phonemic awareness weakness. Students in grades 2–12 who read significantly below grade level and perform poorly on the Beginning Decoding Survey need this level of instruction. Students in the 1st grade who have difficulty keeping up with phonics instruction in the general classroom setting will also benefit from these lessons. Students in Phonics Blast-Off are likely to need intensive instruction over the full school year.

Grouping Matrix

RGR Grouping Matrix™

Group Description

Max. Group Size

Instructional

Recommendations

Grades 2 and 3

Instructional

Recommendations

Grades 4–12

1 Strong Readers NA No decoding or fl uency instruction recommended.

2Slow Reading Rate

(Strong Decoding Skills)

NAFluency or vocabulary instruction, or a

combination recommended. (Type of instruction depends on whether vocabulary is a weakness or not.)

3 Mild Decoding Weaknesses 12 PHONICS BOOST

80 one-hour lessonsPHONICS BLITZ

40 one-hour lessons

4 Moderate Decoding Weaknesses 8 PHONICS BOOST

80 one-hour lessonsPHONICS BLITZ

40 one-hour lessons

5 Signifi cant Decod-ing Weaknesses 6 PHONICS BOOST

80 one-hour lessons

6 Severe Decoding Weaknesses 3 PHONICS BLAST-OFF

(publication scheduled for 2009)

7 Recommend Further Testing NA

Scores are very low. Issues other than decoding may be impeding reading. Recommendation is to give

the RGR Pre-Reading Surveys. If they do not yield enough information, obtain a full diagnostic work-up

by trained personnel if one is not already on fi le.

The Grouping Matrix places a student into one of 7 groups, based on the degree of decoding strengths and weaknesses the student shows on the three assessments. The Grouping Matrix also provides a maximum recommended group size and instructional recommendations for each group. When applicable, the instructional recommendations include materials that REALLY GREAT READING pub-lishes or has plans to publish.

The chart below shows the 7 groups students may be placed in, the maximum recommended group size, and instructional recommendations by grade.

To request the a username and password for the Grouping Matrix, email [email protected] with the following information: Primary User’s Name, Primary User’s e-mail address, School or organization name, Preferred Username, Preferred Password, State, and School District. If you have questions about the Grouping Matrix, call 866-401-7323 x 1.

• ACCURACY •

•

EGATNECREP

•

Phonics Boost is a set of 80 lessons that teach phonemic awareness and phonics concepts in a moderately paced, multi-sensory, systematic, and explicit manner. They are designed to improve the accuracy and reading skills of students in grades 2–12 and adults. The lessons help students who exhibit one or more of the following weaknesses when they read:

• misread unfamiliar words and words that look alike• struggle with reading multisyllable words• skip or add words when reading• read less accurately than expected.

Each lesson is designed to last approximately one hour. The 80 lessons can usually be completed in 20 to 22 weeks, depending on class size and student ability levels. The recommended class size is 6 to 12 students, depending on the students’ grade, and level of decoding deficits.

Phonics Boost lessons improve students reading skills as they:• learn what good readers do naturally, which is pay attention to

every word, read with a high rate of accuracy, and use strategies for attacking unfamiliar words

• practice reading words, sentences, and passages aloud with a focus on accuracy

• explicitly identify phonemes in spoken words to improve phonemic awareness, which transfers to a better understanding of letter-sound relationships when reading words.

Really Great Reading Company, LLC866-401-7323

[email protected]

sample-decoding lessons-phonics boost

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