2 consonant blend mastery - jackson consulting · 2016. 4. 21. · 2 | blends v.1 3 | blends v.1...
TRANSCRIPT
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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.
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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.
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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.
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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.
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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
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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.
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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.
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Lesson 1
Sound Spelling: Introduce short e spelled ea
Words to Blend:
head dead dread
tread spread thread
deaf death breath
Automatic Word recognition:
name home mule
slope date cute
use note plane
cape cube hose
decodable: (see next page)
Word Work: Elkonin Boxes
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decodable WorkLesson 1
Bob lost the nest.
The flag is on top of the bus.
Dan can grab the hot pan.
Pop will grip the twig.
The tin can has a top.
The flap on the bag is tan.
Tom has a grip on the box.
Dad and the twins sat on the grass with the nest.
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Word Work Lesson 1Elkonin Boxes
Words for the lesson:
rust gram
grin west
fast flip
stop twig
list flat
Letter cards
r u s t g
i n f a o
p l m w e
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Lesson 2
Phonemic Awareness Activity:
Segmenting: twig, flap, shape, start
Blending: fled, gram, slide, clay
Sound Spelling: Review st, fl, gr, tw
Words to Blend:
Stan flap grab
flag pest twin
dust fled grin
flat past grill
Automatic Word recognition:
am wax his
map bib mob
dot cat cod
jig up tip
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
tipOnce students have sorted thewords in the word work section,have them practice their fluency
by going through the list andreading all the words.
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decodable WorkLesson 2
The red van is fast.
Ten pigs flop in the mud.
Nan must grip the big pot.
Nan and Pam are twins.
Pam has a list of tips.
Peg flips the can.
I saw Tom grip the hat.
Stop and sit on the mat.
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Word Work - Lesson 2
Sort the following words according to: st, fl, gr, tw
Word Sort
rust flat grab
flip stop twig
grin west fast
twin fled grip
gram rest flap
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Lesson 3
Phonemic Awareness Activity:
Segmenting: grin, pest, cheap, cone, tape
Blending: dust, flag, smart, wide, tray
Sound Spelling: Review st, fl, gr, tw
Words to Blend:
stop flip test
flag grab best
Stan fist grill
west twin flat
Automatic Word recognition:
tip hen bed
met get sat
bat had rat
hid on hop
decodable: (see next page)
Word Work: Dictation
tipRemind students that dictation
is not a test and will not be graded. It is a time for practice.
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decodable WorkLesson 3
Ed will rest on the cot.
The van hit a flat can.
The pig had a big grin.
Meg will dig for twigs.
Tom lost his red pen.
Nan and Bob fled with the twigs.
Meg and Stan grab the tin cans.
The twins sit on the flat box.
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Word Work - Lesson 3dictation
Line 1: grab twin
Line 2: flag best
Sentence: Stan lost the flag.
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Lesson 4
Phonemic Awareness Activity:
Segmenting: flip, must, pray, broke, throw
Blending: twin, gram, chain, rate, goat
Sound Spelling: Review st, fl, gr, tw
Words to Blend:
nest fled twig
vast grab flat
flag twin grill
grip flap fast
Automatic Word recognition:
mix gas tap
hit mop fox
jog dot rug
cut fit bus
decodable: (see next page)
Word Work: Word Building
tipProvide specific praise
for students. The purpose for praise is to strengthen
future performance. Make it meaningful when given.
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decodable WorkLesson 4
Tim and Pam still go in the mud.
Stan will fluff up the cat.
Jeff dug in the grass with Tom.
The twins go down the hill in a van.
Meg lost the flag.
Ten kids go on the flat mat.
Pat sat by the hot grill.
The twins grab the flag.
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Word Work - Lesson 4Word Building
Words for the lesson:
at
fat
flat
fit
twit
it
Letter cards
a f l i
w t t
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Lesson 5
Phonemic Awareness Activity:
Segmenting: fast, flag, sort, flame, mow
Blending: grin, vast, part, sight, rail
Sound Spelling: Introduce mp, fr, sl, nd
Words to Blend:
sled Fred camp
frog slim jump
land pond lend
ramp slid bump
Automatic Word recognition:
fan pop hit
log nut got
let hot lug
pit cap hem
decodable: (see next page)
Word Work: Elkonin Boxes
tipDeliver your lesson at a brisk pace. Students will be more
likely engaged with the lesson.
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decodable WorkLesson 5
Pam lit the gas lamp.
Fred will bump the van.
The man will land on the mat.
The damp cat ran.
The mat has a lump.
The frog is in the sand.
The slim twin will grin.
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Word Work Lesson 5Elkonin Boxes
Words for the lesson:
frog lend
bump slap
land pond
ramp sled
jump bend
Letter cards
f r o g b
u m p l a
n d j e s
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Assessment for st, fl, gr, twStudent Sheet
pest grab twin list fled
twik rost flof stip grep
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Lesson 6
Phonemic Awareness Activity:
Segmenting: wind, sled, green, blow, tray
Blending: pond, land, speak, flame, rack
Sound Spelling: Review mp, fr, sl, nd
Words to Blend:
damp frog slip
slim lamp send
Fred sled pump
fund slid band
Automatic Word recognition:
rib him mug
nut hog pup
set rut Ed
red pet let
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
reminderOnce students have sorted thewords in the word work section,have them practice their fluency
by going through the list andreading all the words.
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decodable WorkLesson 6
The tin can is in the pond.
The man will send the lamp.
Tom will mend the rip.
Lend the flag to the twins.
The pup will limp to the pond.
An egg will slip from the nest.
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Word Work - Lesson 6
Sort the following words according to: mp, fr, sl, nd
Word Sort
damp frog slip
band ramp wind
Fred lamp sled
slap bump hand
sand send slim
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Lesson 7
Phonemic Awareness Activity:
Segmenting: fund, pump, spray, cheat,
Blending: slid, band, flow, groan, time
Sound Spelling: Review mp, fr, sl, nd
Words to Blend:
ramp fret slop
land slim jump
mend Fred pond
wind bump slip
Automatic Word recognition:
sat had hid
on hop box
pit log sun
up tub men
decodable: (see next page)
Word Work: Dictation
tipProvide enough think time for students. About 2-3 seconds
is enough for most students to respond.
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decodable WorkLesson 7
Tom will hand you the net.
The red van is on the ramp.
Rod slid at the pond.
The wind and the sun were hot.
Kit will camp by the flag.
Meg will jump in the sand.
Slam the pan in the box.
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Word Work - Lesson 7dictation
Line 1: mend lamp
Line 2: slop jump
Sentence: The frog slid into the pond.
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Lesson 8
Phonemic Awareness Activity:
Segmenting: bump, mend, boat, name, note
Blending: lamp, slop, hail, safe, frame
Sound Spelling: Review mp, sl, nd
Words to Blend:
slip pond lamp
band land slid
jump ramp slim
send bump lump
Automatic Word recognition:
tip hen bed
met get sat
bat had rat
hid on hop
decodable: (see next page)
Word Work: Word Building
tipBe prepared. Be sure to preview the lesson and make sure you
have all the necessary materials needed.
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decodable WorkLesson 8
The band will grab the flag.
Jim will pump the gas into the van.
The twins sled down the hill.
Sam and Tim will dig in the sand.
Dump the box on the flat land.
The sled has a slit.
Bill will send the box.
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Word Work - Lesson 8Word Building
Words for the lesson:
am
Sam
slam
slim
limp
lamp
Letter cards
a m S s
l i p
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Lesson 9
Phonemic Awareness Activity:
Segmenting: jump, slim, bark, bleed, spray
Blending: slap, hand, nerve, curve, fin
Sound Spelling: Introduce sn, cl, br, tr
Words to Blend:
bran clam snap
trim brim clap
snip club trap
clan trip clip
Automatic Word recognition:
led up wed
bet pat bed
hid mat mix
Bob jot sop
decodable: (see next page)
Word Work: Elkonin Boxes
tipDon’t forget to remind your
student/s that you have positive expectations for them and you believe in their ability to do well.
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decodable WorkLesson 9
Ed will snag the club.
The clam is in the tin.
The brim of the hat is slim.
Pam is on the tram with the twins.
Fred will snap the twig.
Nat will brag.
Ron will trip on the log.
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34 | Blends v.1 35 | Blends v.1
Word Work Lesson 9Elkonin Boxes
Words for the lesson:
bran brim
clan snob
clap snip
trim trap
Brad clip
Letter cards
b r a n c
l p t i m
B d s o
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36 | Blends v.1 37 | Blends v.1
Lesson 10
Phonemic Awareness Activity:
Segmenting: fund, slid, smart, sharp, trail
Blending: land, send, shark, coat, beef
Sound Spelling: Review blends taught so far
Words to Blend:
rust twig brag
clam past grip
bran snap clan
trip flag test
Automatic Word recognition:
job on tip
mop sob mug
hot get fox
leg met pen
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
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.
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36 | Blends v.1 37 | Blends v.1
decodable WorkLesson 10
He will snip the wig.
Tom must mend the clip.
Trim the box that is on the mat.
Pam is a snob to the twins.
Pat and Don will clap.
Trot to the box on the mat.
We set a trap at camp.
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Word Work - Lesson 10
Sort the following words according to: sn, cl, br, tr
Word Sort:
snap clam brim
trip brag snip
club trim Brad
snob snag clip
bran clap trip
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38 | Blends v.1 39 | Blends v.1
Assessment for mp, fr, sl, nd, sn, cl, br, trStudent Sheet
trap ramp fret slip clap fand snop brip hamp sluf
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40 | Blends v.1 41 | Blends v.1
Lesson 11
Phonemic Awareness Activity:
Segmenting: lamp, bump, scarf, fight, float
Blending: slip, pond, yard, farm, road
Sound Spelling: Review blends taught so far
Words to Blend:
trim bran snap
slip jump best
twin clap snob
west must twig
Automatic Word recognition:
mop sob mug
hot get fox
leg met pen
hip can tan
decodable: (see next page)
Word Work: Dictation
tipCelebrate the
accomplishments so far!
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40 | Blends v.1 41 | Blends v.1
decodable WorkLesson 11
Fred will snip the twigs.
Pam and Meg will clap.
Dan was on a sled.
The fox fled the box.
Ned will rest on the cot.
The tin can has rust.
Mom will mend the bag.
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Word Work - Lesson 11dictation
Line 1: twin damp
Line 2: west snap
Sentence: The club is on a trip out west.
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42 | Blends v.1 43 | Blends v.1
Lesson 12
Phonemic Awareness Activity:
Segmenting: sled, jump, show, grain, smock
Blending: damp, west, dream, cave, frame
Sound Spelling: Review blends taught so far Words to Blend:
brim grid trap
snap club best
trip flag ramp
flat lump wind
Automatic Word recognition:
map jot sop
nod pat fan
rob rub cot
lot tot tap
decodable: (see next page)
Word Work: Word Building
tipRemember you are teaching
for lesson mastery. Be listening for errors and provide corrective
feedback immediately.
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44 | Blends v.1 45 | Blends v.1
decodable WorkLesson 12
Peg has a big twig.
The can has rust.
Zac and Matt will dig in the sand.
Bob has a cast on his leg.
They had the best ham.
The lamp will fit in the box.
He must mend the net.
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44 | Blends v.1 45 | Blends v.1
Word Work - Lesson 12Word Building
Words for the lesson:
am
ram
tram
trim
brim
rim
Letter cards
a m r t
i b
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46 | Blends v.1 47 | Blends v.1
Lesson 13
Phonemic Awareness Activity:
Segmenting: ramp, flag, plate, save, lick
Blending: trip, club, slave, globe, pin
Sound Spelling: Introduce nt, sk, cr, sp Words to Blend:
mint crib sped
skin risk crop
skid desk task
crab spot skit
Automatic Word recognition:
cat hog red
rib pup pet
him set let
mug rut nut
decodable: (see next page)
Word Work: Elkonin Boxes
tipHave student/s read and reread
the decodable text at least 5 times for additional fluency practice.
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46 | Blends v.1 47 | Blends v.1
decodable WorkLesson 13
She sent Tom the tin can.
Bill put the mask in the box.
The crop is in the sun.
The van sped over the bump.
Jan lent the box to Rod.
The twins will ask to hit the box.
The crib is on the rug.
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48 | Blends v.1 49 | Blends v.1
Word Work Lesson 13Elkonin Boxes
Words for the lesson:
mint task
skid mask
spin crab
crop risk
desk spot
Letter cards
m i n t a
s k d p c
r b o e
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48 | Blends v.1 49 | Blends v.1
Lesson 14
Phonemic Awareness Activity:
Segmenting: mint, skit, snake, slate, term
Blending: desk, crop, bone, verse, chart
Sound Spelling: Review blends taught so far
Words to Blend:
skin snip spin
crop grab frog
grip lost flag
tent dusk risk
Automatic Word recognition:
rid cab nut
pit fan got
cap pop let
hem hit hot
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
reminderOnce students have sorted thewords in the word work section,have them practice their fluency
by going through the list andreading all the words.
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50 | Blends v.1 51 | Blends v.1
decodable WorkLesson 14
Dan will spot the frog.
The lint is on the mask.
Bob will sit at his desk.
The crab is on the sand.
Do not spit on the mat.
Kim went to the sand.
Spin the red sled.
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50 | Blends v.1 51 | Blends v.1
Word Work - Lesson 14
Sort the following words according to: nt, sk, cr, sp
Word Sort
mint crib skin
spin task tent
crop sent spot
skid sped cram
bent crab skit
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52 | Blends v.1 53 | Blends v.1
Lesson 15
Phonemic Awareness Activity:
Segmenting: dusk, grip, harp, paint, shirt
Blending: lost, flag, marsh, barn, burp
Sound Spelling: Review blends taught so far
Words to Blend:
desk bent crib
sped skin crop
crab pond band
fund slim clap
Automatic Word recognition:
red rat get
beg sub fed
hug fun pup
us rat cop
decodable: (see next page)
Word Work: Dictation
tipRemind students that dictation is
practice and not a test.
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52 | Blends v.1 53 | Blends v.1
decodable WorkLesson 15
The twins skip on the sand.
Dan sent the mint to Pam.
Pam and Peg will do the task in the sun.
The sled skid on the bump.
Her skin is red from the sun.
The pup bent the box.
Do not risk the flag.
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54 | Blends v.1 55 | Blends v.1
Word Work - Lesson 15dictation
Line 1: desk crib
Line 2: skit band
Sentence: The skin on the frog had lumps.
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54 | Blends v.1 55 | Blends v.1
Assessment for sn, cl, br, tr, nt, sk, cr, spStudent Sheet
snip rent skip crop spam
clim brop trat snet pent
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56 | Blends v.1 57 | Blends v.1
Lesson 16
Phonemic Awareness Activity:
Segmenting: crib, fund, churn, thud, chore
Blending: hint, tent, cloak, twirl, night
Sound Spelling: Review blends taught so far
Words to Blend:
tusk lent crop
gram twin past
west damp bran
sped skin spot
Automatic Word recognition:
six sit rot
win pot bit
can rug gut
bus rut red
decodable: (see next page)
Word Work: Word Building
tipWhen reading the decodable text with students, ask them to put their finger on the first word. This ensures they are
paying attention, and you as the teacher can do a quick check that everyone is where they
need to be.
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56 | Blends v.1 57 | Blends v.1
decodable WorkLesson 16
Tim went to the pond to rest.
The man set up the tent.
The fox sat in the wind.
The sand got on my hand.
The pup will jump on the man.
Don and Nan have a task with the box.
Nan will jog in the sand.
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58 | Blends v.1 59 | Blends v.1
Word Work - Lesson 16Word Building
Words for the lesson:
an
ant
slant
at
spat
splat
Letter cards
a n t s
l p
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58 | Blends v.1 59 | Blends v.1
Lesson 17
Phonemic Awareness Activity:
Segmenting: west, spot, purse, soap, verb
Blending: tusk, mask, cream, trail, spark
Sound Spelling: Introduce dr, pl
Words to Blend:
drop plot drat
plant drag drum
drip plum plan
drab plug drug
Automatic Word recognition:
jig ten pit
pat bus got
nut cab tin
bat rug tub
decodable: (see next page)
Word Work: Elkonin Boxes
tipHave student/s go back and
practice reading for fluency the previously used passages in this
guide.
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60 | Blends v.1 61 | Blends v.1
decodable Word WorkLesson 17
Ben and Tom will drag the box.
The stamp is on the box.
The twins plan to go on the sled.
The plot on the grass is big.
Drop the can on the mat.
The nest is by the flag.
The fox will step into the pond.
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60 | Blends v.1 61 | Blends v.1
Word Work Lesson 17Elkonin Boxes
Words for the lesson:
drop drum
pest drip
stem fast
plot step
wind list
Letter cards
d r o p u
m e s t i
f a l w n
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62 | Blends v.1 63 | Blends v.1
Lesson 18
Phonemic Awareness Activity:
Segmenting: bump, drop, maid, feed, bowl
Blending: past, drum, grain, each, scream
Sound Spelling: Review blends taught so far
Words to Blend:
stem drip plum
skid crib sped
crab snip plan
grab flat twig
Automatic Word recognition:
mop max pop
tip bus hot
rod get let
red fox ten
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
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.
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62 | Blends v.1 63 | Blends v.1
decodable WorkLesson 18
Pat has a fat plum.
The rust on the can is red.
Snap the stem on the plum.
The drum is in the van.
Jeff is on the list to go on the trip.
We saw the mud drip off the cat.
The pigs rest in the sun and mud.
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64 | Blends v.1 65 | Blends v.1
Word Work - Lesson 18
Sort the following words according to: dr, pl, st, mp
Word Sort
drum plot Stan
ramp dust drop
plum stuff dump
step drip plop
plant lump vast
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64 | Blends v.1 65 | Blends v.1
Lesson 19
Phonemic Awareness Activity:
Segmenting: hem, grab, serve, shore, train
Blending: skid, flag, peach, street, aim
Sound Spelling: Review blends taught so far
Words to Blend:
drum plan slab
clad flax cast
plop cram sped
stem spill slip
Automatic Word recognition:
red jig nut
map nod bat
tip fun lot
hop lip dot
decodable: (see next page)
Word Work: Dictation
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66 | Blends v.1 67 | Blends v.1
decodable WorkLesson 19 - review
Tim and Nan lost the slim pig.
Don and Jan ran fast.
The land did not have a pond.
Pam will not run fast.
The pond was just dust.
The land was vast.
My pet is the best pup.
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66 | Blends v.1 67 | Blends v.1
Word Work - Lesson 19dictation
Line 1: slab stem
Line 2: sped cram
Sentence: The plan is to drop off the drum.
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68 | Blends v.1 69 | Blends v.1
Lesson 20
Phonemic Awareness Activity:
Segmenting: flax, slab, hard, spray, speak
Blending: plus, cram, brain, faint, beach
Sound Spelling: Review blends taught so far
Words to Blend:
drug plant sped
plod slam flat
snap step drag
fret skid drill
Automatic Word recognition:
tin had rod
gas six tan
hut bet lot
him pop tub
decodable: (see next page)
Word Work: Word Building
tipLook back with your student/s at all they have accomplished and
learned while going through these lessons. Celebrate the success!
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68 | Blends v.1 69 | Blends v.1
decodable WorkLesson 20 - review
My mom had a crab.
Mom has a stamp pad.
The web is a trap for pests.
The best dog is on the rug.
Bob has a plan.
Pam lent the van to Nan.
He put the mask on his fat cat.
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70 | Blends v.1 71 | Blends v.1
Word Work - Lesson 20Word Building
Words for the lesson:
lot
plot
plop
stop
top
drop
Letter cards
o t l p
d s p r
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70 | Blends v.1 71 | Blends v.1
Assessment for dr, st, pl, sn, flStudent Sheet
drop stamp plot sniff fast stug dref plig dist flub
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72 | Blends v.1 73 | Blends v.1
rESourcES
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72 | Blends v.1 73 | Blends v.1
APPEndIx AAutomatic Word recognition charts
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74 | Blends v.1 75 | Blends v.1
Less
on 1
Sam
ripm
ad
gas
tipca
n
mix
not
fox
rot
fun
set
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74 | Blends v.1 75 | Blends v.1
Less
on 2
amw
axhi
s
map
bib
mob
dot
cat
cod
jigup
tip
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76 | Blends v.1 77 | Blends v.1
Less
on 3
tiphe
nbe
d
met
get
sat
bat
had
rat
hid
onho
p
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76 | Blends v.1 77 | Blends v.1
Less
on 4
mix
gas
tap
hit
mop
fox
jog
dot
rug
cut
fitbu
s
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78 | Blends v.1 79 | Blends v.1
Less
on 5
fan
pop
hit
log
nut
got
let
hot
lug
pit
cap
hem
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78 | Blends v.1 79 | Blends v.1
Less
on 6
ribhi
mm
ug
nut
hog
pup
set
rut
Ed
red
pet
let
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80 | Blends v.1 81 | Blends v.1
Less
on 7
sat
had
hid
onho
pbo
x
pit
log
sun
uptu
bm
en
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80 | Blends v.1 81 | Blends v.1
Less
on 8
tiphe
nbe
d
met
get
sat
bat
had
rat
hid
onho
p
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82 | Blends v.1 83 | Blends v.1
Less
on 9
led
upw
ed
bet
pat
bed
hid
mat
mix
Bob
jot
sop
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82 | Blends v.1 83 | Blends v.1
Less
on 1
0
job
ontip
mop
sob
mug
hot
get
fox
leg
met
pen
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84 | Blends v.1 85 | Blends v.1
Less
on 1
1 mop
sob
mug
hot
get
fox
leg
met
pen
hip
can
tan
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84 | Blends v.1 85 | Blends v.1
Less
on 1
2 map
jot
sop
nod
pat
fan
rob
rub
cot
lot
tot
tap
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86 | Blends v.1 87 | Blends v.1
Less
on 1
3
cat
hog
red
ribpu
ppe
t
him
set
let
mug
rut
nut
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86 | Blends v.1 87 | Blends v.1
Less
on 1
4
ridca
bnu
t
pit
fan
got
cap
pop
let
hem
hit
hot
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88 | Blends v.1 89 | Blends v.1
Less
on 1
5
red
rat
get
beg
sub
fed
hug
fun
pup
usra
tco
p
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88 | Blends v.1 89 | Blends v.1
Less
on 1
6
six
sit
rot
win
pot
bit
can
rug
gut
bus
rut
red
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90 | Blends v.1 91 | Blends v.1
Less
on 1
7
jigte
npi
t
pat
bus
got
nut
cab
tin
bat
rug
tub
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90 | Blends v.1 91 | Blends v.1
Less
on 1
8 mop
max
pop
tipbu
sho
t
rod
get
let
red
fox
ten
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92 | Blends v.1 93 | Blends v.1
Less
on 1
9
red
jignu
t
map
nod
bat
tipfu
nlo
t
hop
lipdo
t
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92 | Blends v.1 93 | Blends v.1
Less
on 2
0
tinha
dro
d
gas
six
tan
hut
bet
lot
him
pop
tub
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94 | Blends v.1 95 | Blends v.1
APPEndIx BElkonin Mats
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94 | Blends v.1 95 | Blends v.1
Elkonin Boxes
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96 | Blends v.1 97 | Blends v.1
APPEndIx cWord Sort Mats
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96 | Blends v.1 97 | Blends v.1
Lesson 2
st fl gr tw
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98 | Blends v.1 99 | Blends v.1
Lesson 6
mp fr sl nd
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98 | Blends v.1 99 | Blends v.1
Lesson 10
sn cl br tr
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100 | Blends v.1 101 | Blends v.1
Lesson 14
nt sk cr sp
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100 | Blends v.1 101 | Blends v.1
Lesson 18
dr pl st mp
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102 | Blends v.1 103 | Blends v.1
APPEndIx ddictation
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102 | Blends v.1 103 | Blends v.1
dIctAtIon JournAL
consonant Blends
nAME
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104 | Blends v.1 105 | Blends v.1
Lesson 3
Line 1:
Line 2:
Sentence:
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104 | Blends v.1 105 | Blends v.1
Lesson 7
Line 1:
Line 2:
Sentence:
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106 | Blends v.1 107 | Blends v.1
Lesson 11
Line 1:
Line 2:
Sentence:
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106 | Blends v.1 107 | Blends v.1
Lesson 15
Line 1:
Line 2:
Sentence:
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108 | Blends v.1 PB | Blends v.1
Lesson 19
Line 1:
Line 2:
Sentence: