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Week 1A 1 Consonant Rule 2 Consonant Rule
REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade 4 vocabulary. These words represent a cross section of our Grade 4 list and can be used as a general test to determine readiness for Grade 5 words. For example, if a student is having difficulty with 20% of the 50 words used in this first week review, we can then assume the student will have difficulty with approximately 20% of the nearly 800 words in the Grade 4 vocabulary.
For teachers wishing to achieve maximum efficiency withtheir students, it is recommended that all Grade 5 students are individually tested using the Grade 4 list. This will identify the specific priority words that students still need to memorize. Any student who is tested on the 50 words in this first week review and answers 20% or more incorrectly should be considered high priority for further extensive individual testing using the Grade 4 list.
Review - Assessment Fill-in Column to Fastest Student Time Below
8 medium distance 9
10
11 beyond effort 12
13
14 remain explanation 15
16
17 previous accurate 18
19
20 identical opportunity
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 1B Final-e Rule ai – ee – ea – ie
REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade 4 vocabulary. These words represent a cross section of our Grade 4 list and can be used as a general test to determine readiness for Grade 5 words. For example, if a student is having difficulty with 20% of the 50 words used in this first week review, we can then assume the student will have difficulty with approximately 20% of the nearly 800 words in the Grade 4 vocabulary.
For teachers wishing to achieve maximum efficiency withtheir students, it is recommended that all Grade 5 students are individually tested using the Grade 4 list. This will identify the specific priority words that students still need to memorize. Any student who is tested on the 50 words in this first week review and answers 20% or more incorrectly should be considered high priority for further extensive individual testing using the Grade 4 list.
Review Assessment Fill-in Column to Fastest Student Time Below
4 sec
5 6
7
8 gale brain 9
10
11 value proceed 12
13
14 rage increase 15
16
17 volume brief 18
19
20 compete coast
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 1C Soft C – Soft G R-Controlled Vowels
REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade 4 vocabulary. These words represent a cross section of our Grade 4 list and can be used as a general test to determine readiness for Grade 5 words. For example, if a student is having difficulty with 20% of the 50 words used in this first week review, we can then assume the student will have difficulty with approximately 20% of the nearly 800 words in the Grade 4 vocabulary.
For teachers wishing to achieve maximum efficiency withtheir students, it is recommended that all Grade 5 students are individually tested using the Grade 4 list. This will identify the specific priority words that students still need to memorize. Any student who is tested on the 50 words in this first week review and answers 20% or more incorrectly should be considered high priority for further extensive individual testing using the Grade 4 list.
Review - Assessment Fill-in Column to Fastest Student Time Below
4 sec
5 6
7
8 recently particle 9
10
11 citizen observe 12
13
14 generous firm 15
16
17 suggest hurricane 18
19
20 gigantic horizon
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 1D 1 Consonant Rule 2 Consonant Rule
REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade 4 vocabulary. These words represent a cross section of our Grade 4 list and can be used as a general test to determine readiness for Grade 5 words. For example, if a student is having difficulty with 20% of the 50 words used in this first week review, we can then assume the student will have difficulty with approximately 20% of the nearly 800 words in the Grade 4 vocabulary.
For teachers wishing to achieve maximum efficiency withtheir students, it is recommended that all Grade 5 students are individually tested using the Grade 4 list. This will identify the specific priority words that students still need to memorize. Any student who is tested on the 50 words in this first week review and answers 20% or more incorrectly should be considered high priority for further extensive individual testing using the Grade 4 list.
Review - Assessment Fill-in Column to Fastest Student Time Below
4 sec
5 6
7
8 emotion nature 9
10
11 solution future 12
13
14 duration creature 15
16
17 combination pasture 18
19
20 stationary adventure
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 1E ou oo oi au aw ow
REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade 4 vocabulary. These words represent a cross section of our Grade 4 list and can be used as a general test to determine readiness for Grade 5 words. For example, if a student is having difficulty with 20% of the 50 words used in this first week review, we can then assume the student will have difficulty with approximately 20% of the nearly 800 words in the Grade 4 vocabulary.
For teachers wishing to achieve maximum efficiency withtheir students, it is recommended that all Grade 5 students are individually tested using the Grade 4 list. This will identify the specific priority words that students still need to memorize. Any student who is tested on the 50 words in this first week review and answers 20% or more incorrectly should be considered high priority for further extensive individual testing using the Grade 4 list.
Review Assessment Fill-in Column to Fastest Student Time Below
4 sec
5 6
7
8 outstanding author 9
10
11 proof auditorium 12
13
14 understood awkward 15
16
17 moisture meadow 18
19
20 annoy coward
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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BLANK PAGE TO ENABLE BETTER ORGANIZED
VIEWING IN MICROSOFT WORD ON COMPUTER
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Week 2A 1 Consonant Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 union 6
7
8 bonus 9
10
11 social 12
13
14 regions 15
16
17 statement 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 2B 1 Consonant Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 event 6
7
8 fumes 9
10
11 bravery 12
13
14 revolt 15
16
17 18
19
20 govern
Place student initials in boxes directly above ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 2C 2 Consonant Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 inner 6
7
8 insist 9
10
11 intact 12
13
14 instant 15
16
17 influence 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 2D 2 Consonant Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 conflict 6
7
8 impeach 9
10
11 summarize 12
13
14 Appalachian 15
16
17 immigration 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 3A ai DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 aid 6
7
8 aide 9
10
11 gait 12
13
14 failure 15
16
17 plains 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 12: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/12.jpg)
Week 3B ea DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 cease 6
7
8 reveal 9
10
11 defeat 12
13
14 impeach 15
16
17 18
19
20 Seattle
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 13: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/13.jpg)
Week 3C Ie – long e DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 shield 6
7
8 shriek 9
10
11 relieve 12
13
14 frontier 15
16
17 beliefs 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 14: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/14.jpg)
Week 3D oa DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 goal 6
7
8 coal 9
10
11 boast 12
13
14 cocoa 15
16
17 approach 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 15: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/15.jpg)
Week 4A Final-e Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 fade 6
7
8 dose 9
10
11 slave 12
13
14 prime 15
16
17 18
19
20 independence
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 4B Final-e Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 issue 6
7
8 empire 9
10
11 inhale 12
13
14 expose 15
16
17 glare 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 4C ty xy ly ry DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 misty 6
7
8 waxy 9
10
11 briskly 12
13
14 anxiety 15
16
17 revolutionary18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 18: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/18.jpg)
Week 4D ty by cy ry DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 hasty 6
7
8 lobby 9
10
11 policy 12
13
14 silvery 15
16
17 ivory 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 19: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/19.jpg)
Week 5A ou DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 trout 6
7
8 pouch 9
10
11 announce 12
13
14 encounter 15
16
17 18
19
20 source
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 20: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/20.jpg)
Week 5B ow (2 sounds) DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 ownership 6
7
8 burrow 9
10
11 drowsy 12
13
14 towering 15
16
17 Mayflower 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 5C oo (2 sounds) DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 booming 6
7
8 nook 9
10
11 textbook 12
13
14 misunderstood15
16
17 18
19
20 cooperate
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 22: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/22.jpg)
Week 5D oi oy DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 hoist 6
7
8 avoid 9
10
11 loyal 12
13
14 destroy 15
16
17 boycott 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 23: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/23.jpg)
Week 6A le ending DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 role 6
7
8 rubble 9
10
11 jumble 12
13
14 noble 15
16
17 dismantle 18
19
20
Place Student Initials in boxes directly above ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 24: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/24.jpg)
Week 6B le ending DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 rumble 6
7
8 shuffle 9
10
11 miracle 12
13
14 illegible 15
16
17 navigable 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 25: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/25.jpg)
Week 6C al ending DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 local 6
7
8 royal 9
10
11 approval 12
13
14 continental 15
16
17 18
19
20 Montreal
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 26: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/26.jpg)
Week 6D al ending DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 mural 6
7
8 survival 9
10
11 federal 12
13
14 dual 15
16
17 cultural 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 7A ar DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 arch 6
7
8 barter 9
10
11 harsh 12
13
14 charter 15
16
17 18
19
20 parallel
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 28: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/28.jpg)
Week 7B ar DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 ark 6
7
8 startle 9
10
11 remark 12
13
14 architect 15
16
17 artifacts 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
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Week 7C er – ir - ur DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 terms 6
7
8 perk 9
10
11 merchant 12
13
14 urge 15
16
17 circumstance18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 30: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/30.jpg)
Week 7D or DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 nor 6
7
8 forced 9
10
11 ordinary 12
13
14 historian 15
16
17 performance 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 31: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/31.jpg)
Week 8A Prefix - un DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 unrest 6
7
8 uneasy 9
10
11 unexpected 12
13
14 unsuccessful 15
16
17 unfamiliar 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 32: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/32.jpg)
Week 8B Prefix - dis DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 dissatisfied 6
7
8 disadvantage 9
10
11 disability 12
13
14 disregard 15
16
17 discrimination 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 33: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/33.jpg)
Week 8C 1 Consonant Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 defend 6
7
8 demand 9
10
11 depend 12
13
14 democracy 15
16
17 18
19
20 poverty
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 34: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/34.jpg)
Week 8D 1 Consonant Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 crisis 6
7
8 trader 9
10
11 focus 12
13
14 primary 15
16
17 religious 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 35: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/35.jpg)
Week 9A 2 Consonant Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 historic 6
7
8 pilgrim 9
10
11 suffrage 12
13
14 advantage 15
16
17 massacre 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 36: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/36.jpg)
Week 9B 2 Consonant Exceptions
DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 effect 6
7
8 affect 9
10
11 official 12
13
14 assembly 15
16
17 responsibilities 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 37: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/37.jpg)
Week 9C Final-e Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 sane 6
7
8 pure 9
10
11 hesitate 12
13
14 persuade 15
16
17 18
19
20 prejudice
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com
![Page 38: REVIEW GRADE 4 VOCABULARY · 2019. 2. 3. · Week 1B Final-e Rule ai – ee – ea – ie REVIEW GRADE 4 VOCABULARY For the first week of Grade 5 we have included a review of Grade](https://reader036.vdocuments.us/reader036/viewer/2022062605/5fd27e549f13f440892c1aa3/html5/thumbnails/38.jpg)
Week 9D Final-a Rule DIRECTIONS FOR STUDENT READING WALL – To watch a video of this process – CLICK HERE 1. TEACH THE COLOR
Each word below shows one or more colored letters. Short vowels are red, long vowels are blue, other vowel sounds and useful letter patterns are green. Begin by teaching the sound made by the colored letter(s) in each word. The student is to then repeat the sound of the colored letters as you point to them. When this can be done without errors – proceed to step 2.
2. STOP AT THE VOWEL SOUND Also called “Stop at the Color” (but only if the colored letters are the first vowel sound). A student says the sounds made by the letters only up to the first vowel sound (typically the beginning consonant(s) and vowel sound blended together – bo –re – sta - etc.). This teaches proper blending skills and gives students a powerful technique that can be used when decoding all new words. When this is done without errors –proceed to Step 3.
3. ECHO The “Echo” step is identical to Step 2, except, this time the student also attempts to read the entire word after doing the Stop at the Vowel Sound technique. For example if the word was bonus, the student would say – “bo” – “bonus.” Before beginning the echo step with a student, tell them that they should do the same as before in Step 2, but simply try to “add-on” the sounds of the remaining letters to figure out the word. Before having the student do this on their own, the teacher should first teach this step by slowly sounding out the remaining letter sounds for the student. When the student can do this successfully and smoothly – proceed to step 4.
4. TIMED READING Get out the stopwatch… To greatly increase motivation - time the student on how long it takes to say all words in the list. When the student can say all words correctly – fill the vertical bar graph below up to their fastest time. Although a time of 6-7 seconds is good, many students like to attempt to reach the 4 second mark, which gives additional practice for enhanced long term (permanent) memorization. When a student reaches their mastery time – have them say the words in reverse order before proceeding to the next list and discuss word meaning.
Vocabulary Words Fill-in Up to Fastest Student Time Below
4 sec
5 nausea 6
7
8 replica 9
10
11 amnesia 12
13
14 era 15
16
17 utopia 18
19
20
Place student initials in box below each column ReadingKey ® Vocabulary Building Program – www.readingkey.com