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Multisyllabic Blending
Davis School District, 2012 D. Mock/A. Siegel
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Multisyllabic Blending
silent e, oa, er ir, ow (cow), ue ay, ow (snow), oa, ie ee, ow (snow), ar ew, or, oi final vowel (open syllable), igh, y (sky), er ai, ea, or oy, ur, oo (book) ay, igh, ur oo (zoo), aw, ui ar, ear, ou (out), ir final vowel (open syllable), ie, ow (cow) all, au, our (four), -ture ow (cow), ue, ew, or wor (word), -tion, y (baby) oi, oy, ur, oo (book) y (sky), ear, ture eigh, -sion, ea (bread) oo (zoo), aw, ui, all ir, ue, oi silent e, oa, er, ee au, our (four), ture, wor (word) ou(out), aw, ui ow (snow), ar, ai, ea oy, all, wor (word) tion, y (baby), eigh, ea (bread) or, ay, igh, ur oo (zoo), au, eigh final vowel (open syllable), ie, ow (cow), y (sky) sion, au, igh, ew oo (book), tion, y (baby) ture, sion, eigh, ou (out) our (four), sion, ew ear, ture, ir, ue silent e, ea, ai oi, ou (out), aw, ui ee, ay, ow (snow) oy, all, wor (word), oo (zoo) oa, ie, final vowel (open syllable) au, eigh, oo (book), tion y (baby), our (four), sion, ew igh, y (sky), er ar, ear, ou (out) silent e, ea, ai, ee Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 1 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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mistake click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together mistake Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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deserve click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns deserve Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Teacher Note: The e is there because the letter “v” is not supposed to be the last letter in an English word, although it is frequently the last sound. Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
mistake deserve carload lifeboat sister shipmate broadcast sunrise observe cockroach midterm explode Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
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The zipper on my raincoat broke before the soccer game was over.
Joan drove my sister to the railroad station. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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The zipper on my raincoat broke before the soccer game was over.
mistake deserve carload lifeboat sister shipmate broadcast sunrise observe cockroach midterm explode The zipper on my raincoat broke before the soccer game was over. Joan drove my sister to the railroad station. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 2 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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cartwheel click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together cartwheel Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Denmark click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns Denmark Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
cartwheel Denmark below streetcar rainbow starship beehive snowstorm arctic thirteen rowboat enlarge Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
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I can sleep in the car while you drive to the junkyard.
Show me where to start weeding the garden. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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cartwheel Denmark below streetcar rainbow starship beehive snowstorm
arctic thirteen rowboat enlarge I can sleep in the car while you drive to the junkyard. Show me where to start weeding the garden. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 3 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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record click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together record Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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complain click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns complain Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
record complain teaspoon pigtail seashore explain brainstorm peanut details newborn daydream passport Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
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We support Jordan as our team leader.
You can remain in the store while Gail tries to fix the squeak your bike makes. We support Jordan as our team leader. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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record complain teaspoon pigtail seashore explain brainstorm peanut
details newborn daydream passport You can remain in the store while Gail tries to fix the squeak your bike makes. We support Jordan as our team leader. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 4 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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subway click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together subway Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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highway click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns highway Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
subway highway disturb delight sunburn essay return decay murmur midnight daydream starlight Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
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Turn into the driveway by the lighthouse.
Tonight, the nurse will hurry through the high school to find the birthday party. Turn into the driveway by the lighthouse. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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Turn into the driveway by the lighthouse.
subway highway disturb delight sunburn essay return decay murmur midnight daydream starlight Tonight, the nurse will hurry through the high school to find the birthday party. Turn into the driveway by the lighthouse. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 5 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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photo click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together photo Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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splashdown click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns splashdown Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
photo splashdown locate replies crowded navy applied scowling untied secret nightgown denied Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
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Downtown, I saw a music program with a crazy clown in it.
I supplied a donut to a female from Moscow. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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Downtown, I saw a music program with a crazy clown in it.
photo splashdown locate replies crowded navy applied scowling untied secret nightgown denied Downtown, I saw a music program with a crazy clown in it. I supplied a donut to a female from Moscow. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 6 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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moisture click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together moisture Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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nearby click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns nearby Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
moisture nearby reply posture tearful pigsty texture gearbox nature standby clearing Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
37
Did you capture that creature near the cow’s pasture?
He appears to be fearful of that horsefly. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
38
moisture nearby reply posture tearful pigsty texture gearbox nature
standby clearing Did you capture that creature near the cow’s pasture? He appears to be fearful of that horsefly. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 7 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
40
venue click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together venue Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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tinfoil click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns tinfoil Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
venue tinfoil swirling appoint circus argue sirloin pursue spoiling value moisture airfare Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
43
Will they rescue the bluebird that flew headfirst into the whirlwind?
We must avoid the poison ivy while we hike. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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venue tinfoil swirling appoint circus argue sirloin pursue spoiling
value moisture airfare Will they rescue the bluebird that flew headfirst into the whirlwind? We must avoid the poison ivy while we hike. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 8 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
46
surround click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together surround Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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jigsaw click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns jigsaw Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
surround jigsaw suitcase sprouted withdraw juicy announce coleslaw recruit account redraw pursuit Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
49
I have bruises from crawling on the ground around the seesaw.
The outlaw will devour his juicy grapefruit. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
50
I have bruises from crawling on the ground around the seesaw.
surround jigsaw suitcase sprouted withdraw juicy announce coleslaw recruit account redraw pursuit I have bruises from crawling on the ground around the seesaw. The outlaw will devour his juicy grapefruit. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 9 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
52
annoy click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together annoy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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rainfall click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns rainfall Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
annoy rainfall worry voyage recall worldwide destroy working nightfall loyal wormy snowball Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
55
The world’s smallest cowboy made the worst oysters for lunch.
The taller boy did not eat the wormy meatballs. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
56
The world’s smallest cowboy made the worst oysters for lunch.
annoy rainfall worry voyage recall worldwide destroy working nightfall loyal wormy snowball The world’s smallest cowboy made the worst oysters for lunch. The taller boy did not eat the wormy meatballs. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 10 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
58
shampoo click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together shampoo Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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eighty click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns eighty Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
shampoo eighty exhaust preschool pauper mushroom weighing saunter freighter haunted cartoon neighbor Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
61
The eight pound raccoon vaulted over our neighbor’s laundry.
Eighteen balloons can cause problems. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
62
The eight pound raccoon vaulted over our neighbor’s laundry.
shampoo eighty exhaust preschool pauper mushroom weighing saunter freighter haunted cartoon neighbor The eight pound raccoon vaulted over our neighbor’s laundry. Eighteen balloons can cause problems. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 11 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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caution click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together caution Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
65
envy click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns envy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
66
Davis School District Farmington, UT 2013
cau tion envy driftwood auction study textbook party footrest wooden section oily suction Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
67
The tricky crook stole our checkbook while we were at the station.
I can’t read a section of that messy scrapbook. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
68
The tricky crook stole our checkbook while we were at the station.
caution envy driftwood auction study textbook party footrest wooden section oily suction The tricky crook stole our checkbook while we were at the station. I can’t read a section of that messy scrapbook. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
69
Davis School District Farmington, UT 2013
Lesson 12 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
70
fourteen click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together fourteen Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
71
session click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns session Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
72
Davis School District Farmington, UT 2013
fourteen session cashew courtroom tension withdrew courses mission chewing yourself version jewel Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
73
The mournful girl withdrew from the course.
Your mission is to go past the courthouse to the mansion before your curfew. The mournful girl withdrew from the course. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
74
The mournful girl withdrew from the course.
fourteen session cashew courtroom tension withdrew courses mission chewing yourself version jewel Your mission is to go past the courthouse to the mansion before your curfew. The mournful girl withdrew from the course. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
75
Davis School District Farmington, UT 2013
Lesson 13 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
76
exhale click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables exhale Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
77
tailpipe click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables tailpipe Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
78
Davis School District Farmington, UT 2013
exhale tailpipe proofread provide teaspoon beneath explain mealtime statement mermaid heater fainted Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
79
My teammates ate lots of bowls of creamy, raisin oatmeal.
Jean will escape to Spain for a sailboat retreat. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
80
My teammates ate lots of bowls of creamy, raisin oatmeal.
exhale tailpipe proofread provide teaspoon beneath explain mealtime statement mermaid heater fainted My teammates ate lots of bowls of creamy, raisin oatmeal. Jean will escape to Spain for a sailboat retreat. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
81
Davis School District Farmington, UT 2013
Lesson 14 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
82
succeed click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together succeed Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
83
subway click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns subway Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
84
Davis School District Farmington, UT 2013
succeed subway rainbow decay scarecrow stingray birdseed windblown display between cartwheel mowing Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
85
If it snows thirteen feet, it will delay the planes on the runway.
He agreed to display the yellow teepee today. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
86
If it snows thirteen feet, it will delay the planes on the runway.
succeed subway rainbow decay scarecrow stingray birdseed windblown display between cartwheel mowing If it snows thirteen feet, it will delay the planes on the runway. He agreed to display the yellow teepee today. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
87
Davis School District Farmington, UT 2013
Lesson 15 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
88
approach click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together approach Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
89
favor click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns favor Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
90
Davis School District Farmington, UT 2013
approach favor magpie upload gravy untie soapsuds pupil roadway potpie necktie bonus Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
91
I groaned when I spied my recent photo on the roller coaster.
“You must locate the rowboat,” replied Joan. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
92
I groaned when I spied my recent photo on the roller coaster.
approach favor magpie upload gravy untie soapsuds pupil roadway potpie necktie bonus I groaned when I spied my recent photo on the roller coaster. “You must locate the rowboat,” replied Joan. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
93
Davis School District Farmington, UT 2013
Lesson 16 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
94
deny click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together deny Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
95
flashlight click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns flashlight Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
96
Davis School District Farmington, UT 2013
deny flashlight superb apply deserve highlight myself wrapper brighten submerge skydive frightful Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
97
The knight jerked upright when a horsefly stung his thigh.
The hiker’s flashlight fell into the water nearby. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
98
The knight jerked upright when a horsefly stung his thigh.
deny flashlight superb apply deserve highlight myself wrapper brighten submerge skydive frightful The knight jerked upright when a horsefly stung his thigh. The hiker’s flashlight fell into the water nearby. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
99
Davis School District Farmington, UT 2013
Lesson 17 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
100
discount click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together discount Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
101
remark click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns remark Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
102
Davis School District Farmington, UT 2013
discount remark yearly sharpen appear county restart unclear junkyard surround nearby loudmouth Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
103
“Look out!” shouted Barton. “It is nearing our backyard.”
You can see the ballpark’s dugout from the rear. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
104
“Look out!” shouted Barton. “It is nearing our backyard.”
discount remark yearly sharpen appear county restart unclear junkyard surround nearby loudmouth “Look out!” shouted Barton. “It is nearing our backyard.” You can see the ballpark’s dugout from the rear. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
105
Davis School District Farmington, UT 2013
Lesson 18 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
106
untrue click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together untrue Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
107
downfall click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns downfall Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
108
Davis School District Farmington, UT 2013
untrue downfall nightshirt growling birthday powder accrue thirsty crowded value firmly pursue Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
109
Don’t argue with the cowgirl until sundown.
Sue’s paper bluebird twirled upside down thirty times before it fell down. Don’t argue with the cowgirl until sundown. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
110
Don’t argue with the cowgirl until sundown.
untrue downfall nightshirt growling birthday powder accrue thirsty crowded value firmly pursue Sue’s paper bluebird twirled upside down thirty times before it fell down. Don’t argue with the cowgirl until sundown. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
111
Davis School District Farmington, UT 2013
Lesson 19 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
112
forty click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together forty Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
113
chewy click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns chewy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
114
Davis School District Farmington, UT 2013
forty chewy poison resort unscrew pitchfork tinfoil curfew pointing renew former moisture Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
115
Record Drew’s voice before his chewing spoils it.
I will renew the search to pinpoint the shore where the newest jewel was found. Record Drew’s voice before his chewing spoils it. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
116
Record Drew’s voice before his chewing spoils it.
forty chewy poison resort unscrew pitchfork tinfoil curfew pointing renew former moisture I will renew the search to pinpoint the shore where the newest jewel was found. Record Drew’s voice before his chewing spoils it. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
117
Davis School District Farmington, UT 2013
Lesson 20 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
118
notebook click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together notebook Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
119
busboy click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns busboy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
120
Davis School District Farmington, UT 2013
notebook busboy Thursday redwood convoy plural crooked joystick disturb enjoy unfurl cooker Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
121
Troy’s voice can annoy those who are standing in the hallway.
The boy was unhurt when a football hit him. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
122
Troy’s voice can annoy those who are standing in the hallway.
notebook busboy Thursday redwood convoy plural crooked joystick disturb enjoy unfurl cooker Troy’s voice can annoy those who are standing in the hallway. The boy was unhurt when a football hit him. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
123
Davis School District Farmington, UT 2013
Lesson 21 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
124
sawdust click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together sawdust Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
125
yawning click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns yawning Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
126
Davis School District Farmington, UT 2013
sawdust yawning grapefruit rooster coleslaw suitcase soundproof swimsuit awful igloo juicer blooming Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
127
We saw the flowers blooming in my sister’s garden.
They ate coleslaw and grapefruit with lunch. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
128
We saw the flowers blooming in my sister’s garden.
sawdust yawning grapefruit rooster coleslaw suitcase soundproof swimsuit awful igloo juicer blooming We saw the flowers blooming in my sister’s garden. They ate coleslaw and grapefruit with lunch. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
129
Davis School District Farmington, UT 2013
Lesson 22 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
130
pinball click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together pinball Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
131
resource click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns resource Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Teacher Note: The e is there to make the c have its soft sound. Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
pinball resource applaud creature capture vaulted falling yourself fourteenth baseball picture author Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
133
You should include a picture of yourself if you are an author.
He vaulted over a pinball game to avoid capture. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
134
You should include a picture of yourself if you are an author.
pinball resource applaud creature capture vaulted falling yourself fourteenth baseball picture author You should include a picture of yourself if you are an author. He vaulted over a pinball game to avoid capture. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
135
Davis School District Farmington, UT 2013
Lesson 23 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
136
auction click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together auction Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
137
workout click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns workout Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
auction workout nicely wordy workbench happy mention nation madly lotion workplace faulty Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
139
He wrote a wordy song because he was madly in love.
She forgot to mention the faulty workbench. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
140
auction workout nicely wordy workbench happy mention nation madly
lotion workplace faulty He wrote a wordy song because he was madly in love. She forgot to mention the faulty workbench. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 24 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
142
dreadful click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together dreadful Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
143
session click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns session Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
dreadful session eighty heavy version neighbors deafen mission eighteenth passion reweigh heaven Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
145
The dreadful neighbor’s music was so loud.
After the eighteenth workout session, we knew that we had a passion for working out. The dreadful neighbor’s music was so loud. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
146
The dreadful neighbor’s music was so loud.
session eighty heavy version neighbors deafen mission eighteenth passion reweigh heaven After the eighteenth workout session, we knew that we had a passion for working out. The dreadful neighbor’s music was so loud. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 25 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
148
envelope click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together envelope Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
149
overboard click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together overboard Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
envelope overboard September volunteer armload chapter notebook boasted number exceed canteen advice Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
151
An armload of notebooks fell overboard.
The number of campers exceeded the number of canteens. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
152
An armload of notebooks fell overboard.
envelope overboard September volunteer armload chapter notebook boasted number exceed canteen advice An armload of notebooks fell overboard. The number of campers exceeded the number of canteens. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 26 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
154
bowlegged click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together bowlegged Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
155
carpenter click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together carpenter Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
156
Davis School District Farmington, UT 2013
bowlegged carpenter entertain underneath remain archer appeal shadow meanest ailment fellow army Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
157
The archer from the army can entertain us.
The meanest fellow had to remain longer to help the carpenter. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
158
The archer from the army can entertain us.
bowlegged carpenter entertain underneath remain archer appeal shadow meanest ailment fellow army The archer from the army can entertain us. The meanest fellow had to remain longer to help the carpenter. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 27 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
160
ancestor click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together ancestor Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
161
Saturday click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together Saturday Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
ancestor Saturday delighted hamburger repay absorb furry highway tonight murky effort crayon Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
163
The hamburger delighted the furry dog.
Our efforts will be rewarded tonight or on Saturday. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
164
The hamburger delighted the furry dog.
ancestor Saturday delighted hamburger repay absorb furry highway tonight murky effort crayon The hamburger delighted the furry dog. Our efforts will be rewarded tonight or on Saturday. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
165
Davis School District Farmington, UT 2013
Lesson 28 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
166
propeller click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together propeller Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
167
simplified click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together simplified Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
168
Davis School District Farmington, UT 2013
propeller simplified dishtow el skydiver denied howdy apply beyond supply recent allies vowel Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
169
We have a large supply of dishtowels.
The skydiver had to jump beyond the airplane’s propeller. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
170
We have a large supply of dishtowels.
propeller simplified dishtowel skydiver denied howdy apply beyond supply recent allies vowel We have a large supply of dishtowels. The skydiver had to jump beyond the airplane’s propeller. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
171
Davis School District Farmington, UT 2013
Lesson 29 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
172
disappear click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together disappear Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
173
adventure click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together adventure Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
disappear adventure dir ection continue fracture confirm weary argue thirteen yearly subdue posture Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
175
Did they disappear in that direction?
Would she confirm that she goes on a yearly adventure? Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
176
Did they disappear in that direction?
adventure direction continue fracture confirm weary argue thirteen yearly subdue posture Did they disappear in that direction? Would she confirm that she goes on a yearly adventure? Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 30 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
178
asteroid click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together asteroid Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
179
birdhouses click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together birdhouses Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
aster oid birdhouses lawnmow er nuisances grouchy juicy recoil brawny broiling outlaws bruises council Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
181
I ran into the lawnmower and got two bruises.
Their grouchy neighbor said that the birdhouses were nuisances. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
182
I ran into the lawnmower and got two bruises.
asteroid birdhouses lawnmower nuisances grouchy juicy recoil brawny broiling outlaws bruises council I ran into the lawnmower and got two bruises. Their grouchy neighbor said that the birdhouses were nuisances. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 31 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
184
employee click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together employee Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
185
basketball click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together basketball Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
employ ee basketball workhorses kangar oo worsen pitfall annoy spooky loyal worldwide snowball maroon Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
187
The loyal employee travels worldwide.
One annoying pitfall of living where it is snows is the chance of being hit by a snowball. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
188
The loyal employee travels worldwide.
basketball workhorses kangaroo worsen pitfall annoy spooky loyal worldwide snowball maroon The loyal employee travels worldwide. One annoying pitfall of living where it is snows is the chance of being hit by a snowball. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
189
Davis School District Farmington, UT 2013
Lesson 32 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
190
exhausted click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together exhausted Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
191
neighborly click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together neighborly Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
192
Davis School District Farmington, UT 2013
exhausted neighborly bookkeeper subtraction autumn woodsy nation eighteen reweigh sauces manhood fiction Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
193
That bookkeeper was exhausted each night.
The neighborly eighteen year old came by each autumn to help rake. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
194
That bookkeeper was exhausted each night.
neighborly bookkeeper subtraction autumn woodsy nation eighteen reweigh sauces manhood fiction That bookkeeper was exhausted each night. The neighborly eighteen year old came by each autumn to help rake. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
195
Davis School District Farmington, UT 2013
Lesson 33 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
196
liberty click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together liberty Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
197
mournfully click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together mournfully Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
198
Davis School District Farmington, UT 2013
liberty mournfully discussion newsworthy sources barely fewer passion nephew mansion yourself easy Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
199
My nephew said, “Take it easy.”
The fight for liberty in other lands is newsworthy. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
200
My nephew said, “Take it easy.”
liberty mournfully discussion newsworthy sources barely fewer passion nephew mansion yourself easy My nephew said, “Take it easy.” The fight for liberty in other lands is newsworthy. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
201
Davis School District Farmington, UT 2013
Lesson 34 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
202
hibernate click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together hibernate Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
203
disappear click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together disappear Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
204
Davis School District Farmington, UT 2013
hibernate disappear container cheerleader cheekbone unpaid relate nearby really sideways waiter deepest Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
205
The waiter was nearby with his notepad.
Bears seem to disappear in winter because they hibernate. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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The waiter was nearby with his notepad.
hibernate disappear container cheerleader cheekbone unpaid relate nearby really sideways waiter deepest The waiter was nearby with his notepad. Bears seem to disappear in winter because they hibernate. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 35 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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yesterday click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together yesterday Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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elbowroom click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together elbowroom Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
yesterday elbowroom goalkeeper amplified grownup mayhem unload denies relied boastful hurray pillow Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
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Yesterday he did unload a bunch of pillows.
The crowd yells, “Hurray!” as the goalkeeper denies a goal. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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Yesterday he did unload a bunch of pillows.
elbowroom goalkeeper amplified grownup mayhem unload denies relied boastful hurray pillow Yesterday he did unload a bunch of pillows. The crowd yells, “Hurray!” as the goalkeeper denies a goal. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 36 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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December click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together December Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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highlighter click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together highlighter Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
December highlighter flypaper bandleader higher imply cider robot plywood frozen sunlight eager Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
217
Many things are frozen in December.
He implied that the bandleader was about to begin. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
218
Many things are frozen in December.
highlighter flypaper bandleader higher imply cider robot plywood frozen sunlight eager Many things are frozen in December. He implied that the bandleader was about to begin. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 37 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
220
argument click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together argument Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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fearlessness click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together fearlessness Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
argument fearlessness discounted circuses clearer cloudy barter stirring darling thirty tearful dugout Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
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The fearless pitcher came out of the dugout.
The argument was about whether the skies will be clearer today. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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The fearless pitcher came out of the dugout.
argument fearlessness discounted circuses clearer cloudy barter stirring darling thirty tearful dugout The fearless pitcher came out of the dugout. The argument was about whether the skies will be clearer today. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 38 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
226
cowering click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together cowering Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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misconstrue click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together misconstrue Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
cow er ing misconstrue newspaper co author report value renew drowsy cashews owlets organ rescue Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
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The owlets were cowering in the nest.
Be careful not to misconstrue what the newspaper reported. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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The owlets were cowering in the nest.
misconstrue newspaper coauthor report value renew drowsy cashews owlets organ rescue The owlets were cowering in the nest. Be careful not to misconstrue what the newspaper reported. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 39 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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appointment click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together appointment Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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joyfully click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together joyfully Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
appointment joyfully cordur oy neighborhood decoy murmur redwood broiler during pointy bookworm royal Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
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The bookworm joyfully wore his corduroy coat.
During the block party I saw that the neighborhood had lots of redwood trees. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
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The bookworm joyfully wore his corduroy coat.
appointment joyfully corduroy neighborhood decoy murmur redwood broiler during pointy bookworm royal The bookworm joyfully wore his corduroy coat. During the block party I saw that the neighborhood had lots of redwood trees. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 40 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
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afternoon click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together afternoon Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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flawlessly click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together flawlessly Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
afternoon flawlessly nuisances re install cruises downfall loosen sawdust seafood withdraw snowsuit drywall Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
241
The seafood was made flawlessly.
It was a nuisance to have to loosen the straps on the snowsuit. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
242
The seafood was made flawlessly.
afternoon flawlessly nuisances reinstall cruises downfall loosen sawdust seafood withdraw snowsuit drywall The seafood was made flawlessly. It was a nuisance to have to loosen the straps on the snowsuit. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
Lesson 41 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
244
applauded click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together applauded Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
245
courthouses click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together courthouses Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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Davis School District Farmington, UT 2013
applauded courthouses adventure worksta tion Yorktown wordy faulty nature feature fourteen worthless auction Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
247
The lamp is worthless because it is faulty.
They applauded the feature film that was made to tell of an adventure in nature. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
248
The lamp is worthless because it is faulty.
applauded courthouses adventure workstation Yorktown wordy faulty nature feature fourteen worthless auction The lamp is worthless because it is faulty. They applauded the feature film that was made to tell of an adventure in nature. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
249
Davis School District Farmington, UT 2013
Lesson 42 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
250
auctioneer click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together auctioneer Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
251
suddenly click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together suddenly Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
252
Davis School District Farmington, UT 2013
auction eer suddenly paperweight breadboxes eighty motion candy deadweight messy wealthy caption neighbors Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
253
The paperweight was made of candy.
Suddenly the wealthy neighbors had eighty breadboxes in their kitchen. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
254
The paperweight was made of candy.
auctioneer suddenly paperweight breadboxes eighty motion candy deadweight messy wealthy caption neighbors The paperweight was made of candy. Suddenly the wealthy neighbors had eighty breadboxes in their kitchen. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
255
Davis School District Farmington, UT 2013
Lesson 43 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
256
confusion click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together confusion Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
257
overhaul click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together overhaul Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
258
Davis School District Farmington, UT 2013
confu sion overhaul brightening newlywed faucet mighty renew version highest tension gaudy mildew Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
259
You can renew this version of the book twice.
Her gaudy dress began the confusion over the newlywed’s clothes. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
260
You can renew this version of the book twice.
confusion overhaul brightening newlywed faucet mighty renew version highest tension gaudy mildew You can renew this version of the book twice. Her gaudy dress began the confusion over the newlywed’s clothes. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
261
Davis School District Farmington, UT 2013
Lesson 44 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013
262
departure click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together departure Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
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discussion click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together discussion Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e). Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-) Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable. Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013
264
Davis School District Farmington, UT 2013
depar ture discussion weightlifting astounding neighing future pronoun mission mouthful pension gesture freighter Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013
265
The departure of the freighter is expected.
He could not join the astounding discussion with a mouthful of fruit. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013
266
The departure of the freighter is expected.
discussion weightlifting astounding neighing future pronoun mission mouthful pension gesture freighter The departure of the freighter is expected. He could not join the astounding discussion with a mouthful of fruit. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013
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