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2nd Grade Daily Phonics Element Routine

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1 2nd Grade Daily Phonics Element Routine
Set 1 A. Siegel, committee, D. Mock, C. Carter ©Davis School District Farmington, UT 2012

2 ©Davis School District Farmington, UT 2012-2013
Set 1 Lesson 1 – Lesson 48 short vowels: a, o, i wor (word), our oa, ie, -o, -e (open syllables) short vowels: a, e, u eigh, y (baby) igh, y (sky), er short vowels: e, u, i -tion, -sion ar, ear, ou (out) silent e –ture ir, ow (cow), ue ee, ea (eat) ea (bread) ew, or, oi ai, ay silent e, ee, ai oy, ur, oo (book) oa, ow (snow) ea (eat), ay, oa oo (zoo), aw, ui igh ow (snow), igh, open syllable all, au, our (four), -ture ie, y (sky) wor (word), -tion, y (baby) ie, y (sky), ar -o, -e (open syllables) eigh, -sion, ea (bread) ar, er er, ear, ow (cow) For a more detailed explanation of each lesson refer to 2nd Grade DSD Phonics Element Routine and materials PDF. ir, or ir, ou (out), ew ur, ear or, ue, oy ow (cow), ou (out) ur, oo (zoo), oi oo (book), aw, all ew, ue oo (zoo), oy au, ui, wor (word) oi, oo (book) our (four), eigh, tion aw, au y (baby), sion, ture all, ui silent e, ea (eat), ai ee, ay, ow (snow) ©Davis School District Farmington, UT

3 ©Davis School District Farmington, UT 2012-2013
short a, o, i 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.] Lesson 1 ©Davis School District Farmington, UT

4 moth click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together blend individual syllables moth 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

5 picnic click per vowel identify vowel patterns identify vowel patterns
blend individual syllables blend together blend individual syllables picnic 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

6 ©Davis School District Farmington, UT 2012-2013
moth picnic  which shin dragon sunset  landfill backpack flashback  happen gumdrop basket 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

7 Do not slip in the bathtub.
The button on my backpack is plastic. 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

8 ©Davis School District Farmington, UT 2012-2013
moth picnic  which shin dragon sunset  landfill backpack flashback  happen gumdrop basket Do not slip in the bathtub. The button on my backpack is plastic. 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

9 ©Davis School District Farmington, UT 2012-2013
short a, o, i Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

10 ©Davis School District Farmington, UT 2012-2013
short a, e, u 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.] Lesson 2 ©Davis School District Farmington, UT

11 blend individual syllables identify vowel patterns
blend together when 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

12 thickness click per vowel identify vowel patterns
blend individual syllables blend together blend individual syllables thickness 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

13 ©Davis School District Farmington, UT 2012-2013
when  thickness slip spot tablet comet constant plastic sadden  magnet button shellfish 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

14 She hit her shin on the basket.
Did you happen to see that comet? 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

15 ©Davis School District Farmington, UT 2012-2013
when  thickness slip spot tablet comet constant plastic sadden  magnet button shellfish She hit her shin on the basket. Did you happen to see that comet? 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

16 ©Davis School District Farmington, UT 2012-2013
short a, e, u Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

17 ©Davis School District Farmington, UT 2012-2013
short e, u, i 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.] Lesson 3 ©Davis School District Farmington, UT

18 blend individual syllables identify vowel patterns
blend together snug 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

19 bathtub click per vowel identify vowel patterns
blend individual syllables blend together blend individual syllables bathtub 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

20 ©Davis School District Farmington, UT 2012-2013
snug  bathtub trick cloth contract  lunchbox discuss bedrock backlash upset cannot contrast 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

21 Which moth will land on my backpack?
The rich man will discuss the contract. 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

22 ©Davis School District Farmington, UT 2012-2013
snug  bathtub trick cloth contract  lunchbox discuss bedrock backlash upset cannot contrast Which moth will land on my backpack? The rich man will discuss the contract. 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

23 ©Davis School District Farmington, UT 2012-2013
short e, u, i Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

24 ©Davis School District Farmington, UT 2012-2013
silent e 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.] Lesson 4 ©Davis School District Farmington, UT

25 rope click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together rope 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

26 athlete click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables athlete 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

27 ©Davis School District Farmington, UT 2012-2013
rope  athlete hike cube inside confuse  mistake tadpole explode sidestroke dateline cupcake 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

28 We took a hike to see the tadpole.
Watch the athlete run on the inside lane. 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

29 ©Davis School District Farmington, UT 2012-2013
rope  athlete hike cube inside confuse  mistake tadpole explode sidestroke dateline cupcake We took a hike to see the tadpole. Watch the athlete run on the inside lane. 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

30 ©Davis School District Farmington, UT 2012-2013
silent e Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

31 ©Davis School District Farmington, UT 2012-2013
ee ea (eat) 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.] Lesson 5 ©Davis School District Farmington, UT

32 leaf click per vowel identify vowel patterns identify vowel patterns
blend individual syllables blend together blend individual syllables leaf 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

33 fifteen click per vowel identify vowel patterns
blend individual syllables blend together blend individual syllables fifteen 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

34 ©Davis School District Farmington, UT 2012-2013
leaf fifteen feast seem peanut chickpea freedom backstreet beehive beanbag pinwheel mealtime 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

35 We had a feast on beets at mealtime.
Did you hear that screech from the beehive? 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

36 ©Davis School District Farmington, UT 2012-2013
leaf fifteen feast seem peanut chickpea freedom backstreet beehive beanbag pinwheel mealtime We had a feast on beets at mealtime. Did you hear that screech from the beehive? 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

37 ©Davis School District Farmington, UT 2012-2013
ee ea Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

38 ©Davis School District Farmington, UT 2012-2013
ai ay 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.] Lesson 6 ©Davis School District Farmington, UT

39 clay click per vowel identify vowel patterns identify vowel patterns
blend individual syllables blend together blend individual syllables clay 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

40 painful click per vowel identify vowel patterns
blend individual syllables blend together blend individual syllables painful 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

41 ©Davis School District Farmington, UT 2012-2013
clay  painful wait spray contain hailstone daybed speedway display mainframe pathway obtain 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

42 Did you see the sun’s main rays in the daytime?
The maid had to wait to spray the pathway. 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

43 ©Davis School District Farmington, UT 2012-2013
clay  painful wait spray contain hailstone daybed speedway display mainframe pathway obtain Did you see the sun’s main rays in the daytime? The maid had to wait to spray the pathway. 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

44 ©Davis School District Farmington, UT 2012-2013
ai ay Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

45 ©Davis School District Farmington, UT 2012-2013
oa ow (snow) 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.] Lesson 7 ©Davis School District Farmington, UT

46 boat click per vowel identify vowel patterns identify vowel patterns
blend individual syllables blend together blend individual syllables boat 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

47 pillow click per vowel identify vowel patterns identify vowel patterns
blend individual syllables blend together blend individual syllables pillow 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

48 ©Davis School District Farmington, UT 2012-2013
boat  pillow blow soap caseload towrope roadmap snowman minnow elbow coatrack railroad 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

49 We saw a minnow when we were floating in the boat.
The snow was blowing on the railroad track. 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

50 ©Davis School District Farmington, UT 2012-2013
boat pillow blow soap caseload towrope roadmap snowman minnow elbow coatrack railroad We saw a minnow when we were floating in the boat. The snow was blowing on the railroad track. 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

51 ©Davis School District Farmington, UT 2012-2013
oa ow Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

52 ©Davis School District Farmington, UT 2012-2013
igh 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.] Lesson 8 ©Davis School District Farmington, UT

53 right click per vowel identify vowel patterns identify vowel patterns
blend individual syllables blend together blend individual syllables right 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

54 nightlight click per vowel identify vowel patterns
blend individual syllables blend together blend individual syllables identify vowel patterns nightlight 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

55 ©Davis School District Farmington, UT 2012-2013
right  nightlight high sight limelight baseline tightrope nighttime pushpin midnight firefight highlight 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

56 The moonlight was bright in the nighttime.
The sight of the pine trees was the highlight of my trip.  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

57 ©Davis School District Farmington, UT 2012-2013
right nightlight high sight limelight baseline tightrope nighttime pushpin midnight firefight highlight The moonlight was bright in the nighttime. The sight of the pine trees was the highlight of my trip.  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

58 ©Davis School District Farmington, UT 2012-2013
igh Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

59 ©Davis School District Farmington, UT 2012-2013
ie(tie) -y(sky) 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.] Lesson 9 ©Davis School District Farmington, UT

60 fly click per vowel identify vowel patterns blend individual syllables
blend together fly 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

61 necktie click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables necktie 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

62 ©Davis School District Farmington, UT 2012-2013
fly  necktie lie by magpie myself tiepin spy ing python skylight potpie untie 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

63 The magpie wanted to fly through the skylight.
I can’t untie my necktie by myself. 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

64 ©Davis School District Farmington, UT 2012-2013
fly necktie lie by magpie myself tiepin spy ing python skylight potpie untie The magpie wanted to fly through the skylight. I can’t untie my necktie by myself. 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

65 ©Davis School District Farmington, UT 2012-2013
ie y Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

66 ©Davis School District Farmington, UT 2012-2013
-o e (open syllables) 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.] Lesson 10 ©Davis School District Farmington, UT

67 me click per vowel blend individual syllables identify vowel patterns
blend together me 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

68 hello click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together hello 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

69 ©Davis School District Farmington, UT 2012-2013
me hello  go be grotto jumbo beside maybe befall proclaim logo decide 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

70 Maybe you can decide on the logo for me.
Go see the jumbo dog behind me! 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

71 ©Davis School District Farmington, UT 2012-2013
me hello  be grotto jumbo beside maybe befall proclaim logo decide Maybe you can decide on the logo for me. Go see the jumbo dog behind me! 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

72 ©Davis School District Farmington, UT 2012-2013
-o e Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

73 ©Davis School District Farmington, UT 2012-2013
ar er 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.] Lesson 11 ©Davis School District Farmington, UT

74 scar click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns scar 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

75 adverb click per vowel identify vowel patterns identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables adverb 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

76 ©Davis School District Farmington, UT 2012-2013
scar  adverb her dark servant artist barber insert depart mermaid carpet hermit 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

77 Her servant had to depart in the dark.
The artist is better at painting mermaids than sharks. 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

78 ©Davis School District Farmington, UT 2012-2013
scar  adverb her dark servant artist barber insert depart mermaid carpet hermit Her servant had to depart in the dark. The artist is better at painting mermaids than sharks. 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

79 ©Davis School District Farmington, UT 2012-2013
ar er Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

80 ©Davis School District Farmington, UT 2012-2013
ir or 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.] Lesson 12 ©Davis School District Farmington, UT

81 dirt click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns dirt 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

82 order click per vowel identify vowel patterns identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables order 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

83 ©Davis School District Farmington, UT 2012-2013
dirt  order sir short absorb circus former birthstone escort birdbath confirm corrode 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

84 The doctor had to confirm the order.
The girls were ordered to clean the birdbath. 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

85 ©Davis School District Farmington, UT 2012-2013
dirt  order sir short absorb circus former birthstone escort birdbath confirm corrode The doctor had to confirm the order. The girls were ordered to clean the birdbath. 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

86 ©Davis School District Farmington, UT 2012-2013
ir or Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

87 ©Davis School District Farmington, UT 2012-2013
ur ear 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.] Lesson 13 ©Davis School District Farmington, UT

88 clear click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together clear 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

89 burger click per vowel identify vowel patterns identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables burger 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

90 ©Davis School District Farmington, UT 2012-2013
clear  burger beard surf eardrum return nursemaid fearsome gearbox jur or teardrop rur al 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

91 It was clear that the surfer had water in his eardrum.
The clear teardrop fell down the juror’s face. 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

92 ©Davis School District Farmington, UT 2012-2013
clear  burger beard surf eardrum return nursemaid fearsome gearbox juror teardrop rural It was clear that the surfer had water in his eardrum. The clear teardrop fell down the juror’s face. 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

93 ©Davis School District Farmington, UT 2012-2013
ur ear Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

94 ©Davis School District Farmington, UT 2012-2013
ow(cow) ou(out) 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.] Lesson 14 ©Davis School District Farmington, UT

95 loud click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns loud 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

96 towel click per vowel identify vowel patterns identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables towel 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

97 ©Davis School District Farmington, UT 2012-2013
loud  tow el how sound blackout groundhog powder townhouse downtown clubhouse lay out cow ard 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

98 We need powder and towels from outside.
We went downtown to see the layout of the house. 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

99 ©Davis School District Farmington, UT 2012-2013
loud  towel how sound blackout groundhog powder townhouse downtown clubhouse layout coward We need powder and towels from outside. We went downtown to see the layout of the house. 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

100 ©Davis School District Farmington, UT 2012-2013
ow ou Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

101 ©Davis School District Farmington, UT 2012-2013
ew ue 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.] Lesson 15 ©Davis School District Farmington, UT

102 new click per vowel identify vowel patterns blend individual syllables
blend together identify vowel patterns new 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

103 argue click per vowel identify vowel patterns identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables argue 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

104 ©Davis School District Farmington, UT 2012-2013
new  argue screw glue rescue newscast statue mildew stew ard sew age virtue bluebeard 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

105 Captain Bluebeard had a problem with the new statue.
The newscast was about the rescue at the lake. 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

106 ©Davis School District Farmington, UT 2012-2013
new  argue screw glue rescue newscast statue mildew steward sewage virtue bluebeard Captain Bluebeard had a problem with the new statue. The newscast was about the rescue at the lake. 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

107 ©Davis School District Farmington, UT 2012-2013
ew ue Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

108 ©Davis School District Farmington, UT 2012-2013
oo(zoo) oy 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.] Lesson 16 ©Davis School District Farmington, UT

109 broom click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns broom 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

110 destroy click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables destroy 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

111 ©Davis School District Farmington, UT 2012-2013
broom  destroy boy zoo oyster raccoon deploy moonbeam joyride enjoy toothpaste cartoon 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

112 Did you enjoy the raccoons at the zoo?
The boy drew a cartoon with sunshine and moonbeams. 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

113 ©Davis School District Farmington, UT 2012-2013
broom  destroy boy zoo oyster raccoon deploy moonbeam joyride enjoy toothpaste cartoon Did you enjoy the raccoons at the zoo? The boy drew a cartoon with sunshine and moonbeams. 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

114 ©Davis School District Farmington, UT 2012-2013
oo oy Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

115 ©Davis School District Farmington, UT 2012-2013
oi oo (book) 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.] Lesson 17 ©Davis School District Farmington, UT

116 joint click per vowel identify vowel patterns
blend individual syllables blend individual syllables identify vowel patterns blend together identify vowel patterns joint 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

117 footnote click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables footnote 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

118 ©Davis School District Farmington, UT 2012-2013
joint  footnote cook boil fishhook oilcan goodness pinpoint android charbroil outlook bookcase 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

119 The woodchuck was noiseless as it looked at the oil.
There were a lot of good choices in the bookcase. 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

120 ©Davis School District Farmington, UT 2012-2013
joint footnote cook boil fishhook oilcan goodness pinpoint android charbroil outlook bookcase The woodchuck was noiseless as it looked at the oil. There were a lot of good choices in the bookcase. 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

121 ©Davis School District Farmington, UT 2012-2013
oi oo Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

122 ©Davis School District Farmington, UT 2012-2013
aw au 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.] Lesson 18 ©Davis School District Farmington, UT

123 pawn click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns pawn 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

124 August click per vowel identify vowel patterns identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables August 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

125 ©Davis School District Farmington, UT 2012-2013
pawn  August straw haunt audit withdraw lawless applaud because seesaw author rawhide 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

126 The author’s haunting book got applause.
We harvest straw because it’s August. 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

127 ©Davis School District Farmington, UT 2012-2013
pawn  August straw haunt audit withdraw lawless applaud because seesaw author rawhide The author’s haunting book got applause. We harvest straw because it’s August. 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

128 ©Davis School District Farmington, UT 2012-2013
aw au Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

129 ©Davis School District Farmington, UT 2012-2013
all ui 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.] Lesson 19 ©Davis School District Farmington, UT

130 tall click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns tall 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

131 lawsuit click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together lawsuit 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

132 ©Davis School District Farmington, UT 2012-2013
tall  lawsuit mall suit juicy install grapefruit baseball fruitcake downfall hallway suitcase 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

133 Don’t fall over the suitcase in the hallway.
We had juicy grapefruit at the mall. 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

134 Don’t fall over the suitcase in the hallway.
tall  lawsuit mall suit juicy install grapefruit baseball fruitcake downfall hallway suitcase Don’t fall over the suitcase in the hallway. We had juicy grapefruit at the mall. 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

135 ©Davis School District Farmington, UT 2012-2013
all ui Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

136 ©Davis School District Farmington, UT 2012-2013
wor(word) our(four) 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.] Lesson 20 ©Davis School District Farmington, UT

137 four click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns four 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

138 inchworm click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together inchworm 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

139 ©Davis School District Farmington, UT 2012-2013
four inchworm court word downpour worthwhile yourself workbook tape worm worship fourteen courtyard 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

140 There were four inchworms in the courtyard.
Meet me in the courtyard in fourteen seconds. 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

141 ©Davis School District Farmington, UT 2012-2013
four  inchworm court word glamour worthwhile yourself workbook tapeworm worship fourteen courtyard There were four inchworms in the courtyard. Meet me in the courtyard in fourteen seconds. 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

142 ©Davis School District Farmington, UT 2012-2013
wor our Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

143 ©Davis School District Farmington, UT 2012-2013
eigh y(baby) 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.] Lesson 21 ©Davis School District Farmington, UT

144 sleigh click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns sleigh 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

145 rocky click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together rocky 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

146 ©Davis School District Farmington, UT 2012-2013
sleigh  rocky freight happy hungry poppy outweigh eighteen twenty lightweight neighbor fancy 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

147 He outweighed the lightweight boxer by twenty pounds.
The fancy neighbor is happy. 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

148 ©Davis School District Farmington, UT 2012-2013
sleigh  rocky freight happy hungry poppy outweigh eighteen twenty lightweight neighbor fancy He outweighs the lightweight boxer by twenty pounds. The fancy neighbor is happy. 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

149 ©Davis School District Farmington, UT 2012-2013
eigh y Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

150 ©Davis School District Farmington, UT 2012-2013
tion sion 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.] Lesson 22 ©Davis School District Farmington, UT

151 caution click per vowel blend individual syllables
identify vowel patterns blend individual syllables 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

152 mansion click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together mansion 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

153 ©Davis School District Farmington, UT 2012-2013
cau tion mansion no tion tension fu sion section traction ver sion mission lo tion session 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

154 There was tension at the auction for the mansion.
The discussion at the session was about the vacation. 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

155 ©Davis School District Farmington, UT 2012-2013
caution mansion notion tension fusion section traction version mission lotion session auction There was tension at the auction for the mansion. The discussion at the session was about the vacation. 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

156 ©Davis School District Farmington, UT 2012-2013
tion sion Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

157 ©Davis School District Farmington, UT 2012-2013
ture 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.] Lesson 23 ©Davis School District Farmington, UT

158 picture click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together picture 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

159 fixture click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together fixture 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

160 ©Davis School District Farmington, UT 2012-2013
picture fixture capture junction mixture mo tion posture lecture pasture fracture caption culture 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

161 Did you capture the picture of the cows in the pasture?
The vulture is a creature 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

162 ©Davis School District Farmington, UT 2012-2013
picture fixture capture junction mixture motion posture lecture pasture fracture caption culture Did you capture the picture of the cows in the pasture? The vulture is a creature 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

163 ©Davis School District Farmington, UT 2012-2013
ture Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

164 ©Davis School District Farmington, UT 2012-2013
ea(bread) 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.] Lesson 24 ©Davis School District Farmington, UT

165 bread click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns bread 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

166 deadline click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together deadline 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

167 ©Davis School District Farmington, UT 2012-2013
bread  deadline head breath instead feather discuss headband backlash forehead dreadful meadow 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

168 The redhead read a long story.
Will the bread be ready soon? 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

169 ©Davis School District Farmington, UT 2012-2013
bread  deadline head breath instead feather discuss headband backlash forehead dreadful meadow The redhead read a long story. Will the bread be ready soon? 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

170 ©Davis School District Farmington, UT 2012-2013
ea Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

171 ©Davis School District Farmington, UT 2012-2013
silent e ee ai 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.] Lesson 25 ©Davis School District Farmington, UT

172 speed click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns speed 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

173 bedsheet click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together bedsheet 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

174 ©Davis School District Farmington, UT 2012-2013
speed bedsheet paint shine pinstripe ailment  beehive chairlift greenish  gateway aircraft tailbone 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

175 Her ailment is tailbone pain.
He has a greenish beehive painted on his chair. 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

176 ©Davis School District Farmington, UT 2012-2013
speed bedsheet  paint shine pinstripe ailment  beehive chairlift greenish  gateway aircraft tailbone Her ailment is tailbone pain. He has a greenish beehive painted on his chair. 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

177 ©Davis School District Farmington, UT 2012-2013
silent e ee ai Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

178 ©Davis School District Farmington, UT 2012-2013
ea(eat) ay oa 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.] Lesson 26 ©Davis School District Farmington, UT

179 reach click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns reach 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

180 defeat click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together defeat 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

181 ©Davis School District Farmington, UT 2012-2013
reach  defeat stay coat fea ture armload blue jay busload daydream coaster freeway sunbeam 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

182 She saw a coaster in her daydream .
The blue jay was seen on Friday. 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

183 ©Davis School District Farmington, UT 2012-2013
reach  defeat stay coat feature armload blue jay busload daydream coaster freeway sunbeam She saw a coaster in her daydream . The bird was seen on Friday. 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

184 ©Davis School District Farmington, UT 2012-2013
ea ay oa Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

185 ow(snow) igh -e -a (open syllables)
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.] Lesson 27 ©Davis School District Farmington, UT

186 she click per vowel identify vowel patterns blend individual syllables
blend together identify vowel patterns she 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

187 bacon click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together bacon 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

188 ©Davis School District Farmington, UT 2012-2013
she  bacon  throw light frighten even grownup high est misthrown paper midnight yellow 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

189 The ball was misthrown by the grownup.
The yellow paper said to be there at midnight. 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

190 ©Davis School District Farmington, UT 2012-2013
she bacon throw light frighten even grownup highest misthrown paper midnight yellow The ball was misthrown by the grownup. The yellow paper said to be there at midnight. 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

191 ©Davis School District Farmington, UT 2012-2013
ow igh -e -a Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

192 ©Davis School District Farmington, UT 2012-2013
ie y(sky) ar 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.] Lesson 28 ©Davis School District Farmington, UT

193 fry click per vowel identify vowel patterns blend individual syllables
blend together identify vowel patterns fry 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

194 skylight click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together skylight 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

195 ©Davis School District Farmington, UT 2012-2013
fry skylight jar pie shyness untied market allies arcade myself denied armchair 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

196 He denied he went to the arcade by the market.
I am shy myself. 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

197 ©Davis School District Farmington, UT 2012-2013
fry skylight jar pie shyness untied market allies arcade myself denied armchair He denied he went to the arcade by the market. I am shy myself. 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

198 ©Davis School District Farmington, UT 2012-2013
ie y ar Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

199 ©Davis School District Farmington, UT 2012-2013
er ow(cow) ear 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.] Lesson 29 ©Davis School District Farmington, UT

200 term click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns term 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

201 adverb click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together adverb 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

202 ©Davis School District Farmington, UT 2012-2013
term adverb town fear downtown clear est packer nightgown master eardrum flow er nearby 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

203 Her nightgown has flowers on it.
This term you will master adverbs. 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

204 ©Davis School District Farmington, UT 2012-2013
term adverb town fear downtown clearest packer nightgown master eardrum flower nearby Her nightgown has flowers on it. This term you will master adverbs. 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

205 ©Davis School District Farmington, UT 2012-2013
er ow ear Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

206 ©Davis School District Farmington, UT 2012-2013
ir ou(out) ew 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.] Lesson 30 ©Davis School District Farmington, UT

207 bird click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns bird 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

208 direct click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together direct 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

209 ©Davis School District Farmington, UT 2012-2013
bird dir ect pout threw cloudy nightshirt cashew shouted compound jew els outskirts few er 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

210 She has fewer jewels than cashews.
He shouted so that you can hear him on the outskirts of town. 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

211 ©Davis School District Farmington, UT 2012-2013
bird  direct pout threw cloudy nightshirt cashew shouted compound jewels outskirts fewer She has fewer jewels than cashews. He shouted so that you can hear him on the outskirts of town. 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

212 ©Davis School District Farmington, UT 2012-2013
ir ou ew Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

213 ©Davis School District Farmington, UT 2012-2013
or ue oy 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.] Lesson 31 ©Davis School District Farmington, UT

214 torn click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns torn 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

215 forgot click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together forgot 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

216 ©Davis School District Farmington, UT 2012-2013
torn  forgot clue toys argue boy ish border value employ pursue joystick popcorn 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

217 They forgot the value of having a joystick.
They had to pursue the clue they found in the popcorn. 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

218 ©Davis School District Farmington, UT 2012-2013
torn  forgot clue toys argue boyish border value employ pursue joystick popcorn They forgot the value of having a joystick. They had to pursue the clue they found in the popcorn. 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

219 ©Davis School District Farmington, UT 2012-2013
or ue oy Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

220 ©Davis School District Farmington, UT 2012-2013
ur oo(zoo) oi 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.] Lesson 32 ©Davis School District Farmington, UT

221 join click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns join 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

222 broiler click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together broiler 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

223 ©Davis School District Farmington, UT 2012-2013
join  broiler scoot curl curly bamboo checkpoint furnish broomstick poison classroom urgent 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

224 The broomstick is made of bamboo.
It is urgent to get help if you drink poison. 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

225 ©Davis School District Farmington, UT 2012-2013
join  broiler scoot curl curly bamboo checkpoint furnish broomstick poison classroom urgent The broomstick is made of bamboo. It is urgent to get help if you drink poison. 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

226 ©Davis School District Farmington, UT 2012-2013
ur oo oi Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

227 ©Davis School District Farmington, UT 2012-2013
oo(book) aw all 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.] Lesson 33 ©Davis School District Farmington, UT

228 look click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns look 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

229 barefoot click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables barefoot 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

230 ©Davis School District Farmington, UT 2012-2013
look  barefoot saw ball tall er coleslaw bookends small est jawbone baseball outlaw cookbook 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

231 The smallest bookend did not keep the books up.
I found coleslaw in the cookbook. 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

232 ©Davis School District Farmington, UT 2012-2013
look  barefoot saw ball taller coleslaw bookends smallest jawbone baseball outlaw cookbook The smallest bookend did not keep the books up. I found coleslaw in the cookbook. 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

233 ©Davis School District Farmington, UT 2012-2013
oo aw all Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

234 ©Davis School District Farmington, UT 2012-2013
au ui wor (word) 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.] Lesson 34 ©Davis School District Farmington, UT

235 fault click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns fault 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

236 jumpsuit click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together jumpsuit 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

237 ©Davis School District Farmington, UT 2012-2013
fault jumpsuit world fruit worthwhile auto audit recruit workout faucet wetsuit password 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

238 Is it worthwhile to put on a wetsuit?
The faucet was leaking when I went to my workout. 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

239 ©Davis School District Farmington, UT 2012-2013
fault jumpsuit world fruit worthwhile auto audit recruit workout faucet wetsuit password Is it worthwhile to put on a wetsuit? The faucet was leaking when I went to my workout. 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

240 ©Davis School District Farmington, UT 2012-2013
au ui wor Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

241 ©Davis School District Farmington, UT 2012-2013
our(four) eigh tion 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.] Lesson 35 ©Davis School District Farmington, UT

242 eight click per vowel identify vowel patterns
blend individual syllables blend individual syllables blend together identify vowel patterns eight 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

243 lightweight click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together lightweight 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

244 ©Davis School District Farmington, UT 2012-2013
eight  lightweight your dark freighter courted fourteen section caption yourself eighteen option 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

245 A lightweight jacket is an option.
Read the captions in each section. 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

246 ©Davis School District Farmington, UT 2012-2013
eight  lightweight your dark freighter courted fourteen section caption yourself eighteen option A lightweight jacket is an option. Read the captions in each section. 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

247 ©Davis School District Farmington, UT 2012-2013
our eigh tion Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

248 ©Davis School District Farmington, UT 2012-2013
--y(baby) sion ture 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.] Lesson 36 ©Davis School District Farmington, UT

249 capture click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together capture 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

250 baby click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns blend together baby 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

251 ©Davis School District Farmington, UT 2012-2013
capture baby passion crazy mission fu ture wavy na ture sessions lady pension texture 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

252 The mission was to capture the vulture.
The lady will get a pension in the future. 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

253 ©Davis School District Farmington, UT 2012-2013
capture baby passion crazy mission future wavy nature sessions lady pension texture The mission was to capture the vulture. The lady will get a pension in the future. 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

254 ©Davis School District Farmington, UT 2012-2013
--y sion ture Step 6: Review the key learning. Today we learned about reading 2 syllable words. First we find the vowels. Then we blend the first syllable. Next we blend the other syllable. Finally we blend both syllables together and read the word. ©Davis School District Farmington, UT

255 ©Davis School District Farmington, UT 2012-2013