blow the lid off of the reading skills tests!
TRANSCRIPT
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Blow the Lid Off of the Reading Skills Tests!
Long Vowel Syllables In 20 Lessons or Less
Guide 2
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Introduction
Your Complete Guide to Long Vowel Syllables Multisyllabic Mastery can be used to boost your struggling reader or help your on-target reader get ahead.
While phonics instruction is only one part of learning to read, it is the main part. Research has shown that a good reader must have foundational skills, such as phonemic awareness and phonics before they can successful move on to fluently read text, vocabulary development and the end goal of reading comprehension.
The guides in this series cover all of the phonics elements that are essential for learning to read. Each lesson in the guides follows a sequence that MUST be done in order since each section builds on the previous.
How to Use the Guides to Mastery
Each lesson in the Guides to Mastery follows an explicit lesson sequence. Here is a look at each section:
Words to Blend
This section contains a list of 9 words the teacher will have the students blend using Syllable by Syllable Blending. All of the words in this section contain the syllable type that particular guide focuses on.
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Procedure for Syllable by Syllable Blending:
1. Print the first syllable on the board. 2. Point to syllable and say, �Syllable?� Let the students say the
syllable. 3. Print the next syllable on the board, point right under it and
say, �Syllable?� Let the students say the syllable. 4. Place your finger back to the beginning of the word and say,
�Blend.� 5. Go back to the beginning of the word and say �Word� and
slide your finger under the whole word.
Repeat this procedure with the rest of the words in this section.
Automatic Word Recognition
The goal of phonics instruction is to prepare students to be able 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 it is reading.
Students need to practice reading words automatically in isolation as well as in decodable text. Every Automatic Word Recognition section contains 9 words that contain previous sound spellings and syllable types. Teachers have the option to write these words on the board, or use the pages located in Appendix E. This section is different from the Words to Blend section because students are required to read these words as a whole word, no 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.
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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 are now at the part of the lesson where the students will apply what they have learned.
The decodable passages that have been provided contain words that have spelling patterns that have already been introduced to students. This is the opportunity for students to practice their automaticity. The text can be found in Appendix A.
An important thing to remember about decodable text is that it is for practicing phonics and fluency; it is not for working on comprehension skills.
Give the students the decodable passages and have them practice reading it several times. Students can keep them in a notebook to practice reading daily.
Word Work
Incorporating Word Work into every lesson allows students the opportunity to practice not only reading words, but also spelling. These Guides to Mastery include 3 activities that are rotated to add a variety of work for students. Here is a look at the activities:
Syllable Type Sort
In Appendix B are Syllable Type Sorts. At the top of each sort are the types of words that are to be sorted, for example, one and two syllable words. The students take the cards and sort them into two columns, words that are one
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syllable and words that are two syllables. There are a variety of sorts. Once they are sorted in the correct column, students can then practice reading the words for fluency.
Syllable Practice
Appendix C provides students practice with breaking words into syllables on their own.
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. Teachers dictate the words for students to spell. There is also a sentence for students to write in each dictation activity. Pages are located in Appendix D.
Syllable Division Daily Practice
In this section, students are provided daily with the opportunity to divide 5 words into syllables on their own, based on what they have learned.
Assessments
After every 5 lessons there is an assessment for the previous five lessons that were taught. The students read the row of real words and then the row of nonsense words. Students need to score 5/6 to pass.
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Procedures for Teaching Syllable Division Principles
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Procedure for Teaching VC/CV Syllable Division
This syllable division occurs when a word has two consonants that come between two vowels. In words with this pattern, the split comes between the two consonants (unless the two consonants are a digraph).
Step 1:
Write the word on the board:
tidbit
Step 2:
First, label the vowels in the word:
tidbit v v Step 3:
Then, label the consonants between the vowels:
tidbit vccv Step 4:
Point out to students the VCCV division and when words have this division, you split the word between the two consonants.
tid/bit
Step 5:
Look at the first syllable: tid
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Ask students if this is an open or closed syllable. (It is a closed syllable because there is a vowel followed (or closed in by) a consonant).
Since it is a closed syllable the vowel is short. This syllable is pronounced /rab/.
Step 6:
Look at the second syllable: bit
Ask students if this is an open or closed syllable. (It is a closed syllable because there is a vowel followed (or closed in by) a consonant).
Since it is a closed syllable the vowel is short. This syllable is pronounced /bit/.
Step 7:
Have students blend the two syllables together to say the word.
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Procedure for Teaching V/CV and VC/C Syllable Division
When a word has one consonant between two vowels, divide the word after the first vowel. This makes it an open syllable and the vowel sound is long. If the split does not make a recognizable word, divide it after the consonant. This will make it a closed syllable and the vowel will be short.
V/CV Example
Step 1:
Write the word on the board:
music
Step 2:
First, label the vowels in the word:
music v v Step 3:
Then, label the consonants between the vowels:
music vcv Step 4:
Point out to students the VCV division. Remind them that 75% of words break as V/CV and to try that first.
mu/sic
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Step 5:
Look at the first syllable: mu
Ask students if this is an open or closed syllable. (It is an open syllable because there is a vowel at the end of the syllable).
Since it is an open syllable, the vowel is long. This syllable is pronounced /mū/.
Step 6:
Look at the second syllable: sic
Ask students if this is an open or closed syllable. (It is a closed syllable because there is a vowel followed (or closed in by) a consonant).
Since it is a closed syllable the vowel is short. This syllable is pronounced /sic/.
Step 7:
Have students blend the two syllables together to say the word.
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VC/V Example
Step 1:
Write the word on the board:
habit
Step 2:
First, label the vowels in the word:
habit v v Step 3:
Then, label the consonants between the vowels:
habit vcv Step 4:
Point out to students the VCV division. Remind them that 75% of words break as V/CV and to try that first.
ha/bit
Step 5:
Look at the first syllable: ha
Ask students if this is an open or closed syllable. (It is an open syllable because there is a vowel at the end of the syllable).
Since it is an open syllable, the vowel is long. This syllable is pronounced /hā/.
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Step 6:
Look at the second syllable: bit
Ask students if this is an open or closed syllable. (It is a closed syllable because there is a vowel followed (or closed in by) a consonant).
Since it is a closed syllable the vowel is short. This syllable is pronounced /bit/.
Step 7:
Have students blend the two syllables together to say the word. This is not a recognizable word so tell the students you are going to try the VC/V division.
Step 8:
hab/it
Step 9:
Have students read the word. This is a recognizable word.
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Procedure for Teaching VC/CCV and VCC/CV Syllable Division
When a word is made up of a consonant blend or digraph, keep the letters together in the same syllable.
Step 1:
Write the word on the board:
toothbrush
Step 2:
First, label the vowels in the word:
fishhook (reminder: label double vowels as 1) v v Step 3:
Then, label the consonants between the vowels:
fishhook
vcccv
Step 4:
Point out to students the VCC/CV division. Remind them digraphs are kept together.
fish/hook
Step 7:
Have students blend the two syllables together to say the word.
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Procedure for Teaching Consonant -le Syllable Division
This syllable division occurs when a final, separate syllable contains a consonant followed by the letters le.
Step 1:
Write the word on the board:
table
Step 2:
First, label the vowels in the word:
table v v Step 3:
Then, label the consonants between the vowels:
table vccv
Step 4:
If the first syllable ends with a consonant, try the short vowel sound for the first vowel. If the first syllable ends with a vowel, try the long sound.
tab/le or ta/ble
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Lesson 1
Syllable Type Spelling Focus: ai
Words to Blend:
rain*drop waist*band drain*pipe
sail*boat mail*box paint*brush
main*tain rail*way tail*gate
Automatic Word Recognition:
submit muffin campus
summit septic hidden
tonsil rustic hiccup
Decodable: (Appendix A, Lesson 1)
Word Work: Syllable Type Sort
(Appendix B, Lesson 1)
Syllable Division Daily Practice:
button startle pumpkin second instead
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Lesson 2
Syllable Type Spelling Focus: ai
Words to Blend:
waist*band sail*boat tail*coat
tail*gate rail*road drain*pipe
hand*rail train*load com*plain
Automatic Word Recognition:
vivid sadden denim
cosmic panel puppet
rotten comet fatten
Decodable: (Appendix A, Lesson 2)
Word Work: Syllable Practice
(Appendix C, Lesson 2)
Syllable Division Daily Practice:
kindle sunny kingdom ransom deny
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Lesson 3
Syllable Type Spelling Focus: ay
Words to Blend:
pay*day cray*on pay*check
sub*way pay*ment high*way
day*dream may*pole hol*i*day
Automatic Word Recognition:
inlet goblet sunset
kitten eggnog signal
velvet sunlit tennis
Decodable: (Appendix A, Lesson 3)
Word Work: Dictation
(Appendix D, Lesson 3)
Syllable Division Daily Practice:
pretend yellow swindle liquid athlete
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Lesson 4
Syllable Type Spelling Focus: a_e
Words to Blend:
class*mate es*tate ex*hale
wait*ress mis*take dem*on*strate
late*ness land*scape pan*cake
Automatic Word Recognition:
sunlit tennis suffix
sadness unless tomcat
bellhop bonnet offset
Decodable: (Appendix A, Lesson 4)
Word Work: Syllable Type Sort
(Appendix B, Lesson 4)
Syllable Division Daily Practice:
happy bundle protest proper dolphin
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Lesson 5
Syllable Type Spelling Focus: a_e
Words to Blend:
es*tim*ate ship*mate state*ment
up*grade ex*hale whale*boat
dem*on*strate late*ness land*scape
Automatic Word Recognition:
hilltop dishrag bathtub
within vanish racket
backlog backpack packet
Decodable: (Appendix A, Lesson 5)
Word Work: Syllable Practice
(Appendix C, Lesson 5)
Syllable Division Daily Practice:
happen single demon driver control
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Assessment on �Long Vowel Syllables�
waistband trainload crayon
faimload rayton gaiplat
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Lesson 6
Syllable Type Spelling Focus: ee
Words to Blend:
free*way in*deed free*dom
sleep*less tree*top speed*way
keep*sake pro*ceed suc*ceed
Automatic Word Recognition:
paper ruler meter
item basic began
depend relax protect
Decodable: (Appendix A, Lesson 6)
Word Work: Dictation
(Appendix D, Lesson 6)
Syllable Division Daily Practice:
staple sitting unit magic children
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Lesson 7
Syllable Type Spelling Focus: ea
Words to Blend:
sea*shell pea*nut sea*weed
sun*beam sea*sick rea*son
tea*pot steam*ship weak*ness
Automatic Word Recognition:
elect even event
table unit label
title solo behind
Decodable: (Appendix A, Lesson 7)
Word Work: Syllable Type Sort
(Appendix B, Lesson 7)
Syllable Division Daily Practice:
noble fellow open penny inspect
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Lesson 8
Syllable Type Spelling Focus: Review ee/ea
Words to Blend:
speed*boat sea*coast team*mate
meal*time dee*pen free*zer
bea*ver bea*con pig*tail
Automatic Word Recognition:
begin over Roman
truly spider evil
data zero motion
Decodable: (Appendix A, Lesson 8)
Word Work: Syllable Practice
(Appendix C, Lesson 8)
Syllable Division Daily Practice:
matter poodle crusade clever hundred
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Lesson 9
Syllable Type Spelling Focus: oa
Words to Blend:
road*bed oat*meal boat*load
road*way coat*rack soap*suds
tight*rope card*board char*coal
Automatic Word Recognition:
begun belief station
fever tiger total
nation potato produce
Decodable: (Appendix A, Lesson 9)
Word Work: Dictation
(Appendix D, Lesson 9)
Syllable Division Daily Practice:
beagle compact nomad comet mischief
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Lesson 10
Syllable Type Spelling Focus: ow
Words to Blend:
win*dow el*bow yel*low
row*boat pil*low snow*man
rain*bow fel*low snow*drift
Automatic Word Recognition:
secret design unit
label chosen select
location silent broken
Decodable: (Appendix A, Lesson 10)
Word Work: Syllable Type Sort
(Appendix B, Lesson 10)
Syllable Division Daily Practice:
eagle insect romance rapid simply
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Assessment on �Long Vowel Syllables�
indeed reason beacon
feempip reamot memteap
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Lesson 11
Syllable Type Spelling Focus: o_e
Words to Blend:
bath*robe ex*plode sun*stroke
back*bone hope*less com*pose
ex*pose ex*plore
Automatic Word Recognition:
apron recent moment
deposit nation pilot
position April program
Decodable: (Appendix A, Lesson 11)
Word Work: Syllable Practice
(Appendix C, Lesson 11)
Syllable Division Daily Practice:
disgust bubble recite second constant
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Lesson 12
Syllable Type Spelling Focus: Review Long o
Words to Blend:
shad*ow fol*low in*grown
oat*meal card*board el*bow
snow*drift bath*robe hope*less
Automatic Word Recognition:
moment canal respect
bacon Irish solution
device horizon ago
Decodable: (Appendix A, Lesson 12)
Word Work: Dictation
(Appendix D, Lesson 12)
Syllable Division Daily Practice:
middle inject cupid solid monster
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Lesson 13
Syllable Type Spelling Focus: igh
Words to Blend:
high*way gas*light up*right
in*sight sight*less spot*light
night*fall bright*ness night*in*gale
Automatic Word Recognition:
motel library beside
decide basic vibration
produce reflect human
Decodable: (Appendix A, Lesson 13)
Word Work: Syllable Type Sort
(Appendix B, Lesson 13)
Syllable Division Daily Practice:
jungle magnet elope travel instead
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Lesson 14
Syllable Type Spelling Focus: i_e
Words to Blend:
dis*like nine*teen rep*tile
side*ways meal*time day*time
life*belt cap*size pipe*line
Automatic Word Recognition:
refuse demand robot
derive student vitamin
supreme vibrate define
Decodable: (Appendix A, Lesson 14)
Word Work: Syllable Practice
(Appendix C, Lesson 14)
Syllable Division Daily Practice:
table intact define value control
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Lesson 15
Syllable Type Spelling Focus: Review Long a
Words to Blend:
ex*plain whale*boat pay*day
class*mate tail*gate cray*on
dem*on*strate up*grade land*scape
Automatic Word Recognition:
pilot meter repeat
degree iron prevent
deliver defeat reason
Decodable: (Appendix A, Lesson 15)
Word Work: Dictation
(Appendix D, Lesson 15)
Syllable Division Daily Practice:
profile saddle sunlit clever kitchen
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Assessment on �Long Vowel Syllables�
elbow explore insight
sowpop tighmip himpow
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Lesson 16
Syllable Type Spelling Focus: Review Long i
Words to Blend:
high*way dis*like in*sight
side*ways spot*light cap*size
night*fall life*belt pipe*line
Automatic Word Recognition:
prevent season freedom
eager depend chosen
reward regard moment
Decodable: (Appendix A, Lesson 16)
Word Work: Syllable Type Sort
(Appendix B, Lesson 16)
Syllable Division Daily Practice:
dismal apple primate shiver complete
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Lesson 17
Syllable Type Spelling Focus: Mix Review of All Long Vowels
Words to Blend:
cap*size rain*drop ex*plode
shad*ow class*mate es*tim*ate
free*way sea*shell spot*light
Automatic Word Recognition:
attic button happen
sudden traffic cabin
habit comet panic
Decodable: (Appendix A, Lesson 17)
Word Work: Syllable Practice
(Appendix C, Lesson 17)
Syllable Division Daily Practice:
settle selfish devote punish pilgrim
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Lesson 18
Syllable Type Spelling Focus: Mix Review of All Long Vowels
Words to Blend:
tail*gate pan*cake pea*nut
yel*low hol*i*day night*fall
free*dom boat*load hope*less
Automatic Word Recognition:
select resist prevent
hotel event visit
legal topic robin
Decodable: (Appendix A, Lesson 18)
Word Work: Dictation
(Appendix D, Lesson 18)
Syllable Division Daily Practice:
title combat beside petal complain
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Lesson 19
Syllable Type Spelling Focus: Mix Review of All Long Vowels
Words to Blend:
main*tain pro*ceed tight*rope
pi*lot day*dream rea*son
rain*bow up*right day*time
Automatic Word Recognition:
oven punish prison
habit finish honest
magic vacant siren
Decodable: (Appendix A, Lesson 19)
Word Work: Syllable Type Sort
(Appendix B, Lesson 19)
Syllable Division Daily Practice:
people suggest promote planet complete
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Lesson 20
Syllable Type Spelling Focus: Mix Review of All Long Vowels
Words to Blend:
pan*el pay*ment tree*top
sea*sick coat*rack sight*less
high*way pil*low meal*time
Automatic Word Recognition:
humid female robot
silent attack tennis
velvet insect plastic
Decodable: (Appendix A, Lesson 20)
Word Work: Syllable Practice
(Appendix C, Lesson 20)
Syllable Division Daily Practice:
address provide robin mischief open
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Assessment on �Long Vowel Syllables�
holiday estimate pilot
tipot faytip patemit
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Appendix A Decodable Text
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Lesson 1
Raindrops crashed on the mailbox.
Tom sailed the sailboat in the bathtub.
Railroad tracks run right next to my house.
The waistband on Tom�s pants was loose.
If I maintain good grades, I will get a treat.
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Lesson 2
Use the handrail when climbing the stairs.
Don�t tailgate the car in front of you while driving.
A trainload of toys just arrived at the station.
It rained so much that the drainpipe flooded.
I cleaned the paintbrush when I was done painting.
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Lesson 3
Payday is on Friday each week.
The subway shut down during the storm.
I always daydream about what I am going to do when I get home.
The red crayon melted on the sunlit shelf.
Nick took the highway to get to the store.
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Lesson 4
Chuck has been my classmate since first grade.
The waitress brought me a large milkshake.
I made a mistake on the math test and ended up getting a C.
I looked at the landscape as we drove down the highway.
Demonstrate for me how you did that!
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Lesson 5
My mom makes me pancakes every Sunday morning.
Mrs. Fox asked us to estimate how many buttons were in the jar.
My dad is going to upgrade to a new truck.
Exhale before you take the inhaler.
Kim made a statement that she wasn�t going to go to the game.
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Lesson 6
The freeway was at a standstill during rush hour.
Gail had a sleepless night before her speech.
Every year Mom gives me a keepsake at Christmas.
Proceed to the next class.
The bird flew by me and landed up on the treetop.
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Lesson 7
Jill found a large seashell on the beach.
The sunbeam hit my eyes and I could not see.
Mom filled the teapot and placed it on the stove.
My aunt cannot eat peanuts.
Seaweed wrapped around my leg while playing in the ocean.
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Lesson 8
The speedboat hit a wave and flew in the air.
We always eat well at mealtime.
My teammate broke his arm during the game.
The freezer door was left open and the food spoiled.
Matt saw a beaver on the shore.
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Lesson 9
Oatmeal is the best meal to eat in the morning.
Place your jacket on the coatrack.
At the circus, the tightrope walkers are the best.
Soapsuds spilled out of the washing machine.
My baby sister loves to play with cardboard.
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Lesson 10
My chore is to wash the windows.
We saw a huge rainbow after the storm.
I hit my elbow on the edge of the door.
The pillow was soft and fluffy.
Our snowman melted as it heated up.
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Lesson 11
Your bathrobe is hanging on the back of the door.
Let�s go explore the seaside.
The song Tom composed was very good.
We all got to go on a speedboat with Tom.
Tim was hopeless that he was not going to bring up his grades.
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Lesson 12
The shadow puppets on the wall were fun to make.
A huge snowdrift was next to our house after the storm.
Sue had an ingrown nail on her foot.
We followed Kim on the highway.
We tied the rowboat to the dock when we were done.
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Lesson 13
I love the look at the sky after nightfall.
The brightness of the moon lit the grass.
Please stand the broom upright in the closet.
We used a gaslight while we were camping.
The nightingale was on the treetop.
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Lesson 14
I dislike green beans.
Always be safe and wear a lifebelt.
Tom will turn nineteen in May.
The rowboat will capsize if we are not careful.
My brother has a reptile for a pet in his room.
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Lesson 15
Our teacher will explain the math problem.
We will have a tailgate party before the game.
The food was so old it was rotten.
It is time to upgrade our computer.
My classmate will demonstrate that during her speech.
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Lesson 16
My mom makes the best cupcakes.
Turn sideways and you will see the rainbow.
The spotlight was on her while she sang.
If you play on the rowboat it will capsize.
The oil flows through the pipeline.
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Lesson 17
Estimate how many jelly beans are in the jar.
Sue brought a seashell to show and tell.
My classmates composed a song.
Our teacher took us outside to trace our shadows.
My mom makes the best food at mealtime.
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Lesson 18
The yellow bird sat in the treetop.
During the holiday, my family is taking a vacation.
I love to eat pancakes with a lot of butter.
Our teacher gave us freedom in the classroom.
A boatload of cars reached the dock.
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Lesson 19
The pilot flew the plane over the ocean.
Trish told me the reason she was mad at me.
I love to play in the field during the daytime.
Mr. Scott told us to proceed to the classroom.
The whales jumped high out of the water to inhale.
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Lesson 20
The panel of students graded my speech.
Chad was seasick on the boat.
Did you get the payment I sent you?
My teammate made the winning shot!
The bird was looking through the window.
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Appendix B Syllable Type Sorts
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Lesson 1 Syllable Type Sort
One and Two Syllable Words
mailbox fail paint
brain raindrop jail
paintbrush pail pigtail
faint explain grain
waitress maid mainland
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Lesson 4 Syllable Type Sort
Long a ai, ay, a_e
highway holiday maypole
estate cupcake explain
daydream classmate payday
pancake mailbox crayon
handmade maintain subway
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Lesson 7 Syllable Type Sort
Long e ea, ee
freeway seashell peanut
indeed freedom seaweed
sunbeam sleepless seasick
treetop reason teapot
keepsake weakness speedway
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Lesson 10 Syllable Type Sort
Long o oa, ow
roadbed window oatmeal
elbow boatload yellow
roadway rowboat coatrack
pillow soapsuds snowman
coatrack rainbow snowdrift
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Lesson 13 Syllable Type Sort
Long a, e, o
raindrop freedom payday
sleepless pancake roadbed
coatrack handrail window
estimate yellow freeway
bathrobe seashell sunstroke
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Lesson 16 Syllable Type Sort
Long i igh,i_e
highway dislike gaslight
nineteen upright reptile
insight sideways sightless
mealtime spotlight lifeboat
nightfall capsize pipeline
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Lesson 19 Syllable Type Sort
Long Vowels a,e,i,o
paintbrush subway whaleboat
estimate sleepless sunbeam
roadway elbow backbone
oatmeal gaslight reptile
capsize nineteen treetop
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Appendix C Syllable Practice
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Lesson 2
Break the following words into syllables.
Example: moment __mo__ __ment__
1. raindrop ____________ ____________
2. explain ____________ ____________
3. waistband ____________ ____________
Lesson 5
Break the following words into syllables.
1. maypole _____________ ___________
2. crayon _____________ ___________
3. pancake ____________ ___________
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Lesson 8
Break the following words into syllables.
1. peanut ____________ _____________
2. freeway ____________ _____________
3. seashell ____________ _____________
Lesson 11
Break the following words into syllables.
1. seaweed _____________ _____________
2. elbow _____________ _____________
3. weakness _____________ _____________
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Lesson 14
Break the following words into syllables.
1. payday ____________ _____________
2. sleepless ____________ _____________
3. pillow ____________ _____________
Lesson 17
Break the following words into syllables.
1. nineteen _____________ _____________
2. capsize _____________ _____________
3. window _____________ _____________
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Lesson 20
Break the following words into syllables.
1. dislike _____________ ______________
2. reptile _____________ ______________
3. lifebelt _____________ ______________
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Appendix D Dictation
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Dictation
Lesson 3
Line 1: paycheck explain
Line 2: crayon subway
Sentence: The payment was taken by the waitress.
Lesson 6
Line 1: exhale freeway
Line 2: sailboat treetop
Sentence: Please demonstrate how to make a cupcake.
Lesson 9
Line 1: oatmeal tightrope
Line 2: teammate seashell
Sentence: Seaweed wrapped around the speedboat engine.
Lesson 12
Line 1: shadow follow
Line 2: bathrobe snowman
Sentence: The snowdrift covered the large snowman we built.
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Lesson 15
Line 1: spotlight explode
Line 2: roadway seasick
Sentence: A trainload of peanuts arrived at the station.
Lesson 18
Line 1: ingrown brightness
Line 2: rainbow speedway
Sentence: She is dreaming about the upcoming holiday.
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Dictation
Lesson 3
Name _______________________
Line 1: __________ __________ __________
Line 2: __________ __________ __________
Sentence: ___________________________________________
Lesson 6
Name _______________________
Line 1: __________ __________ __________
Line 2: __________ __________ __________
Sentence: ___________________________________________
Lesson 9
Name _______________________
Line 1: __________ __________ __________
Line 2: __________ __________ __________
Sentence: ___________________________________________
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Lesson 12
Name _______________________
Line 1: __________ __________ __________
Line 2: __________ __________ __________
Sentence: ___________________________________________
Lesson 15
Name _______________________
Line 1: __________ __________ __________
Line 2: __________ __________ __________
Sentence: ___________________________________________
Lesson 18
Name _______________________
Line 1: __________ __________ __________
Line 2: __________ __________ __________
Sentence: ___________________________________________
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Appendix E
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Automatic Word Recognition
Charts
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submit muffin campus
summit septic hidden
tonsil rustic hiccup
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vivid sadden denim
cosmic panel puppet
rotten comet fatten
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inlet goblet sunset
kitten eggnog signal
velvet sunlit tennis
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sunlit tennis suffix
sadness unless tomcat
bellhop bonnet offset
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hilltop dishrag bathtub
within vanish racket
backlog backpack packet
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paper ruler meter
item basic began
depend relax protect
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elect even event
table unit label
title solo behind
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begin over Roman
truly spider evil
data zero motion
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begun belief station
fever tiger total
nation potato produce
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secret design unit
label chosen select
location silent broken
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apron recent moment
deposit nation pilot
position April program
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moment canal respect
bacon Irish solution
device horizon ago
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motel library beside
decide basic vibration
produce reflect human
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refuse demand robot
derive student vitamin
supreme vibrate define
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prevent season freedom
eager depend chosen
reward regard moment
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attic button happen
sudden traffic cabin
habit comet panic
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select resist prevent
hotel event visit
legal topic robin
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oven punish prison
habit finish honest
magic vacant siren
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humid female robot
silent attack tennis
velvet insect plastic