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Multisyllabic Blending

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Presentation on theme: "Multisyllabic Blending"— Presentation transcript:

1 Multisyllabic Blending
Davis School District, 2012 D. Mock/A. Siegel

2 Multisyllabic Blending
silent e, oa, er ir, ow (cow), ue ay, ow (snow), oa, ie ee, ow (snow), ar ew, or, oi final vowel (open syllable), igh, y (sky), er ai, ea, or oy, ur, oo (book) ay, igh, ur oo (zoo), aw, ui ar, ear, ou (out), ir final vowel (open syllable), ie, ow (cow) all, au, our (four), -ture ow (cow), ue, ew, or wor (word), -tion, y (baby) oi, oy, ur, oo (book) y (sky), ear, ture eigh, -sion, ea (bread) oo (zoo), aw, ui, all ir, ue, oi silent e, oa, er, ee au, our (four), ture, wor (word) ou(out), aw, ui ow (snow), ar, ai, ea oy, all, wor (word) tion, y (baby), eigh, ea (bread) or, ay, igh, ur oo (zoo), au, eigh final vowel (open syllable), ie, ow (cow), y (sky) sion, au, igh, ew oo (book), tion, y (baby) ture, sion, eigh, ou (out) our (four), sion, ew ear, ture, ir, ue silent e, ea, ai oi, ou (out), aw, ui ee, ay, ow (snow) oy, all, wor (word), oo (zoo) oa, ie, final vowel (open syllable) au, eigh, oo (book), tion y (baby), our (four), sion, ew igh, y (sky), er ar, ear, ou (out) silent e, ea, ai, ee Davis School District Farmington, UT 2013

3 Davis School District Farmington, UT 2013
Lesson 1 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

4 mistake click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together mistake Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

5 deserve click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns deserve Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Teacher Note: The e is there because the letter “v” is not supposed to be the last letter in an English word, although it is frequently the last sound. Davis School District Farmington, UT 2013

6 Davis School District Farmington, UT 2013
mistake deserve carload lifeboat sister shipmate broadcast sunrise observe cockroach midterm explode Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

7 The zipper on my raincoat broke before the soccer game was over.
Joan drove my sister to the railroad station. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

8 The zipper on my raincoat broke before the soccer game was over.
mistake deserve carload lifeboat sister shipmate broadcast sunrise observe cockroach midterm explode The zipper on my raincoat broke before the soccer game was over. Joan drove my sister to the railroad station. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

9 Davis School District Farmington, UT 2013
Lesson 2 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

10 cartwheel click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together cartwheel Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

11 Denmark click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns Denmark Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

12 Davis School District Farmington, UT 2013
cartwheel Denmark below streetcar rainbow starship beehive snowstorm arctic thirteen rowboat enlarge Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

13 I can sleep in the car while you drive to the junkyard.
Show me where to start weeding the garden. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

14 cartwheel Denmark below streetcar rainbow starship beehive snowstorm
arctic thirteen rowboat enlarge I can sleep in the car while you drive to the junkyard. Show me where to start weeding the garden. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

15 Davis School District Farmington, UT 2013
Lesson 3 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

16 record click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together record Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

17 complain click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns complain Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

18 Davis School District Farmington, UT 2013
record complain teaspoon pigtail seashore explain brainstorm peanut details newborn daydream passport Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

19 We support Jordan as our team leader.
You can remain in the store while Gail tries to fix the squeak your bike makes. We support Jordan as our team leader. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

20 record complain teaspoon pigtail seashore explain brainstorm peanut
details newborn daydream passport You can remain in the store while Gail tries to fix the squeak your bike makes. We support Jordan as our team leader. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

21 Davis School District Farmington, UT 2013
Lesson 4 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

22 subway click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together subway Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

23 highway click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns highway Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

24 Davis School District Farmington, UT 2013
subway highway disturb delight sunburn essay return decay murmur midnight daydream starlight Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

25 Turn into the driveway by the lighthouse.
Tonight, the nurse will hurry through the high school to find the birthday party. Turn into the driveway by the lighthouse. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

26 Turn into the driveway by the lighthouse.
subway highway disturb delight sunburn essay return decay murmur midnight daydream starlight Tonight, the nurse will hurry through the high school to find the birthday party. Turn into the driveway by the lighthouse. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

27 Davis School District Farmington, UT 2013
Lesson 5 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

28 photo click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together photo Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

29 splashdown click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns splashdown Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

30 Davis School District Farmington, UT 2013
photo  splashdown locate replies crowded navy applied scowling untied secret nightgown denied Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

31 Downtown, I saw a music program with a crazy clown in it.
I supplied a donut to a female from Moscow. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

32 Downtown, I saw a music program with a crazy clown in it.
photo  splashdown locate replies crowded navy applied scowling untied secret nightgown denied Downtown, I saw a music program with a crazy clown in it. I supplied a donut to a female from Moscow. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

33 Davis School District Farmington, UT 2013
Lesson 6 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

34 moisture click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together moisture Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

35 nearby click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns nearby Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

36 Davis School District Farmington, UT 2013
moisture  nearby reply posture tearful pigsty texture gearbox nature standby clearing Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

37 Did you capture that creature near the cow’s pasture?
He appears to be fearful of that horsefly. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

38 moisture nearby reply posture tearful pigsty texture gearbox nature
standby clearing Did you capture that creature near the cow’s pasture? He appears to be fearful of that horsefly. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

39 Davis School District Farmington, UT 2013
Lesson 7 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

40 venue click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together venue Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

41 tinfoil click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns tinfoil Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

42 Davis School District Farmington, UT 2013
venue  tinfoil swirling appoint circus argue sirloin pursue spoiling value moisture airfare Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

43 Will they rescue the bluebird that flew headfirst into the whirlwind?
We must avoid the poison ivy while we hike. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

44 venue tinfoil swirling appoint circus argue sirloin pursue spoiling
value moisture airfare Will they rescue the bluebird that flew headfirst into the whirlwind? We must avoid the poison ivy while we hike. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

45 Davis School District Farmington, UT 2013
Lesson 8 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

46 surround click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together surround Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

47 jigsaw click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns jigsaw Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

48 Davis School District Farmington, UT 2013
surround  jigsaw suitcase sprouted withdraw juicy announce coleslaw recruit account redraw pursuit Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

49 I have bruises from crawling on the ground around the seesaw.
The outlaw will devour his juicy grapefruit. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

50 I have bruises from crawling on the ground around the seesaw.
surround  jigsaw suitcase sprouted withdraw juicy announce coleslaw recruit account redraw pursuit I have bruises from crawling on the ground around the seesaw. The outlaw will devour his juicy grapefruit. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

51 Davis School District Farmington, UT 2013
Lesson 9 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

52 annoy click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together annoy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

53 rainfall click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns rainfall Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

54 Davis School District Farmington, UT 2013
annoy  rainfall worry voyage recall worldwide destroy working nightfall loyal wormy snowball Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

55 The world’s smallest cowboy made the worst oysters for lunch.
The taller boy did not eat the wormy meatballs. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

56 The world’s smallest cowboy made the worst oysters for lunch.
annoy  rainfall worry voyage recall worldwide destroy working nightfall loyal wormy snowball The world’s smallest cowboy made the worst oysters for lunch. The taller boy did not eat the wormy meatballs. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

57 Davis School District Farmington, UT 2013
Lesson 10 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

58 shampoo click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together shampoo Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

59 eighty click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns eighty Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

60 Davis School District Farmington, UT 2013
shampoo  eighty exhaust preschool pauper mushroom weighing saunter freighter haunted cartoon neighbor Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

61 The eight pound raccoon vaulted over our neighbor’s laundry.
Eighteen balloons can cause problems. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

62 The eight pound raccoon vaulted over our neighbor’s laundry.
shampoo  eighty exhaust preschool pauper mushroom weighing saunter freighter haunted cartoon neighbor The eight pound raccoon vaulted over our neighbor’s laundry. Eighteen balloons can cause problems. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

63 Davis School District Farmington, UT 2013
Lesson 11 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

64 caution click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together caution Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

65 envy click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns envy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

66 Davis School District Farmington, UT 2013
cau tion  envy driftwood auction study textbook party footrest wooden section oily suction Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

67 The tricky crook stole our checkbook while we were at the station.
I can’t read a section of that messy scrapbook. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

68 The tricky crook stole our checkbook while we were at the station.
caution  envy driftwood auction study textbook party footrest wooden section oily suction The tricky crook stole our checkbook while we were at the station. I can’t read a section of that messy scrapbook. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

69 Davis School District Farmington, UT 2013
Lesson 12 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

70 fourteen click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together fourteen Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

71 session click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns session Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

72 Davis School District Farmington, UT 2013
fourteen  session cashew courtroom tension withdrew courses mission chewing yourself version jewel Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

73 The mournful girl withdrew from the course.
Your mission is to go past the courthouse to the mansion before your curfew. The mournful girl withdrew from the course. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

74 The mournful girl withdrew from the course.
fourteen  session cashew courtroom tension withdrew courses mission chewing yourself version jewel Your mission is to go past the courthouse to the mansion before your curfew. The mournful girl withdrew from the course. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

75 Davis School District Farmington, UT 2013
Lesson 13 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

76 exhale click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables exhale Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

77 tailpipe click per vowel identify vowel patterns
blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables tailpipe Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

78 Davis School District Farmington, UT 2013
exhale  tailpipe proofread provide teaspoon beneath explain mealtime statement mermaid heater fainted Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

79 My teammates ate lots of bowls of creamy, raisin oatmeal.
Jean will escape to Spain for a sailboat retreat. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

80 My teammates ate lots of bowls of creamy, raisin oatmeal.
exhale  tailpipe proofread provide teaspoon beneath explain mealtime statement mermaid heater fainted My teammates ate lots of bowls of creamy, raisin oatmeal. Jean will escape to Spain for a sailboat retreat. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

81 Davis School District Farmington, UT 2013
Lesson 14 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

82 succeed click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together succeed Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

83 subway click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns subway Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

84 Davis School District Farmington, UT 2013
succeed subway rainbow decay scarecrow stingray birdseed windblown display between cartwheel mowing Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

85 If it snows thirteen feet, it will delay the planes on the runway.
He agreed to display the yellow teepee today. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

86 If it snows thirteen feet, it will delay the planes on the runway.
succeed subway rainbow decay scarecrow stingray birdseed windblown display between cartwheel mowing If it snows thirteen feet, it will delay the planes on the runway. He agreed to display the yellow teepee today. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

87 Davis School District Farmington, UT 2013
Lesson 15 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

88 approach click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together approach Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

89 favor click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns favor Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

90 Davis School District Farmington, UT 2013
approach  favor magpie upload gravy untie soapsuds pupil roadway potpie necktie bonus Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

91 I groaned when I spied my recent photo on the roller coaster.
“You must locate the rowboat,” replied Joan. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

92 I groaned when I spied my recent photo on the roller coaster.
approach  favor magpie upload gravy untie soapsuds pupil roadway potpie necktie bonus I groaned when I spied my recent photo on the roller coaster. “You must locate the rowboat,” replied Joan. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

93 Davis School District Farmington, UT 2013
Lesson 16 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

94 deny click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together deny Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

95 flashlight click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns flashlight Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

96 Davis School District Farmington, UT 2013
deny  flashlight superb apply deserve highlight myself wrapper brighten submerge skydive frightful Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

97 The knight jerked upright when a horsefly stung his thigh.
The hiker’s flashlight fell into the water nearby. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

98 The knight jerked upright when a horsefly stung his thigh.
deny  flashlight superb apply deserve highlight myself wrapper brighten submerge skydive frightful The knight jerked upright when a horsefly stung his thigh. The hiker’s flashlight fell into the water nearby. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

99 Davis School District Farmington, UT 2013
Lesson 17 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

100 discount click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together discount Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

101 remark click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns remark Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

102 Davis School District Farmington, UT 2013
discount  remark yearly sharpen appear county restart unclear junkyard surround nearby loudmouth Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

103 “Look out!” shouted Barton. “It is nearing our backyard.”
You can see the ballpark’s dugout from the rear. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

104 “Look out!” shouted Barton. “It is nearing our backyard.”
discount  remark yearly sharpen appear county restart unclear junkyard surround nearby loudmouth “Look out!” shouted Barton. “It is nearing our backyard.” You can see the ballpark’s dugout from the rear. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

105 Davis School District Farmington, UT 2013
Lesson 18 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

106 untrue click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together untrue Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

107 downfall click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns downfall Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

108 Davis School District Farmington, UT 2013
untrue  downfall nightshirt growling birthday powder accrue thirsty crowded value firmly pursue Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

109 Don’t argue with the cowgirl until sundown.
Sue’s paper bluebird twirled upside down thirty times before it fell down. Don’t argue with the cowgirl until sundown. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

110 Don’t argue with the cowgirl until sundown.
untrue  downfall nightshirt growling birthday powder accrue thirsty crowded value firmly pursue Sue’s paper bluebird twirled upside down thirty times before it fell down. Don’t argue with the cowgirl until sundown. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

111 Davis School District Farmington, UT 2013
Lesson 19 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

112 forty click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together forty Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

113 chewy click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns chewy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

114 Davis School District Farmington, UT 2013
forty  chewy poison resort unscrew pitchfork tinfoil curfew pointing renew former moisture Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

115 Record Drew’s voice before his chewing spoils it.
I will renew the search to pinpoint the shore where the newest jewel was found. Record Drew’s voice before his chewing spoils it. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

116 Record Drew’s voice before his chewing spoils it.
forty  chewy poison resort unscrew pitchfork tinfoil curfew pointing renew former moisture I will renew the search to pinpoint the shore where the newest jewel was found. Record Drew’s voice before his chewing spoils it. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

117 Davis School District Farmington, UT 2013
Lesson 20 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

118 notebook click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together notebook Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

119 busboy click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns busboy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

120 Davis School District Farmington, UT 2013
notebook  busboy Thursday redwood convoy plural crooked joystick disturb enjoy unfurl cooker Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

121 Troy’s voice can annoy those who are standing in the hallway.
The boy was unhurt when a football hit him. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

122 Troy’s voice can annoy those who are standing in the hallway.
notebook  busboy Thursday redwood convoy plural crooked joystick disturb enjoy unfurl cooker Troy’s voice can annoy those who are standing in the hallway. The boy was unhurt when a football hit him. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

123 Davis School District Farmington, UT 2013
Lesson 21 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

124 sawdust click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together sawdust Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

125 yawning click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns yawning Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

126 Davis School District Farmington, UT 2013
sawdust  yawning grapefruit rooster coleslaw suitcase soundproof swimsuit awful igloo juicer blooming Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

127 We saw the flowers blooming in my sister’s garden.
They ate coleslaw and grapefruit with lunch. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

128 We saw the flowers blooming in my sister’s garden.
sawdust  yawning grapefruit rooster coleslaw suitcase soundproof swimsuit awful igloo juicer blooming We saw the flowers blooming in my sister’s garden. They ate coleslaw and grapefruit with lunch. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

129 Davis School District Farmington, UT 2013
Lesson 22 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

130 pinball click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together pinball Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

131 resource click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns resource Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Teacher Note: The e is there to make the c have its soft sound. Davis School District Farmington, UT 2013

132 Davis School District Farmington, UT 2013
pinball  resource applaud creature capture vaulted falling yourself fourteenth baseball picture author Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

133 You should include a picture of yourself if you are an author.
He vaulted over a pinball game to avoid capture. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

134 You should include a picture of yourself if you are an author.
pinball  resource applaud creature capture vaulted falling yourself fourteenth baseball picture author You should include a picture of yourself if you are an author. He vaulted over a pinball game to avoid capture. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

135 Davis School District Farmington, UT 2013
Lesson 23 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

136 auction click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together auction Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

137 workout click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns workout Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

138 Davis School District Farmington, UT 2013
auction  workout nicely wordy workbench happy mention nation madly lotion workplace faulty Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

139 He wrote a wordy song because he was madly in love.
She forgot to mention the faulty workbench. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

140 auction workout nicely wordy workbench happy mention nation madly
lotion workplace faulty He wrote a wordy song because he was madly in love. She forgot to mention the faulty workbench. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

141 Davis School District Farmington, UT 2013
Lesson 24 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

142 dreadful click per vowel blend individual syllables
identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together dreadful Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

143 session click per vowel blend individual syllables
identify vowel patterns identify vowel patterns blend together identify vowel patterns session Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

144 Davis School District Farmington, UT 2013
dreadful  session eighty heavy version neighbors deafen mission eighteenth passion reweigh heaven Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

145 The dreadful neighbor’s music was so loud.
After the eighteenth workout session, we knew that we had a passion for working out. The dreadful neighbor’s music was so loud. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

146 The dreadful neighbor’s music was so loud.
session eighty heavy version neighbors deafen mission eighteenth passion reweigh heaven After the eighteenth workout session, we knew that we had a passion for working out. The dreadful neighbor’s music was so loud. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

147 Davis School District Farmington, UT 2013
Lesson 25 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

148 envelope click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together envelope Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

149 overboard click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together overboard Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

150 Davis School District Farmington, UT 2013
envelope overboard September volunteer armload chapter notebook boasted number exceed canteen advice Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

151 An armload of notebooks fell overboard.
The number of campers exceeded the number of canteens. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

152 An armload of notebooks fell overboard.
envelope overboard September volunteer armload chapter notebook boasted number exceed canteen advice An armload of notebooks fell overboard. The number of campers exceeded the number of canteens. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

153 Davis School District Farmington, UT 2013
Lesson 26 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

154 bowlegged click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together bowlegged Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

155 carpenter click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together carpenter Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

156 Davis School District Farmington, UT 2013
bowlegged carpenter entertain underneath remain archer appeal shadow meanest ailment fellow army Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

157 The archer from the army can entertain us.
The meanest fellow had to remain longer to help the carpenter. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

158 The archer from the army can entertain us.
bowlegged carpenter entertain underneath remain archer appeal shadow meanest ailment fellow army The archer from the army can entertain us. The meanest fellow had to remain longer to help the carpenter. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

159 Davis School District Farmington, UT 2013
Lesson 27 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

160 ancestor click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together ancestor Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

161 Saturday click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together Saturday Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

162 Davis School District Farmington, UT 2013
ancestor Saturday delighted hamburger repay absorb furry highway tonight murky effort crayon Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

163 The hamburger delighted the furry dog.
Our efforts will be rewarded tonight or on Saturday. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

164 The hamburger delighted the furry dog.
ancestor Saturday delighted hamburger repay absorb furry highway tonight murky effort crayon The hamburger delighted the furry dog. Our efforts will be rewarded tonight or on Saturday. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

165 Davis School District Farmington, UT 2013
Lesson 28 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

166 propeller click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together propeller Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

167 simplified click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together simplified Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

168 Davis School District Farmington, UT 2013
propeller simplified dishtow el skydiver denied howdy apply beyond supply recent allies vowel Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

169 We have a large supply of dishtowels.
The skydiver had to jump beyond the airplane’s propeller. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

170 We have a large supply of dishtowels.
propeller simplified dishtowel skydiver denied howdy apply beyond supply recent allies vowel We have a large supply of dishtowels. The skydiver had to jump beyond the airplane’s propeller. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

171 Davis School District Farmington, UT 2013
Lesson 29 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

172 disappear click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together disappear Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

173 adventure click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together adventure Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

174 Davis School District Farmington, UT 2013
disappear  adventure dir ection continue fracture confirm weary argue thirteen yearly subdue posture Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

175 Did they disappear in that direction?
Would she confirm that she goes on a yearly adventure? Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

176 Did they disappear in that direction?
adventure direction continue fracture confirm weary argue thirteen yearly subdue posture Did they disappear in that direction? Would she confirm that she goes on a yearly adventure? Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

177 Davis School District Farmington, UT 2013
Lesson 30 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

178 asteroid click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together asteroid Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

179 birdhouses click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together birdhouses Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

180 Davis School District Farmington, UT 2013
aster oid birdhouses lawnmow er nuisances grouchy juicy recoil brawny broiling outlaws bruises council Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

181 I ran into the lawnmower and got two bruises.
Their grouchy neighbor said that the birdhouses were nuisances. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

182 I ran into the lawnmower and got two bruises.
asteroid birdhouses lawnmower nuisances grouchy juicy recoil brawny broiling outlaws bruises council I ran into the lawnmower and got two bruises. Their grouchy neighbor said that the birdhouses were nuisances. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

183 Davis School District Farmington, UT 2013
Lesson 31 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

184 employee click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together employee Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

185 basketball click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together basketball Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

186 Davis School District Farmington, UT 2013
employ ee  basketball workhorses kangar oo worsen pitfall annoy spooky loyal worldwide snowball maroon Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

187 The loyal employee travels worldwide.
One annoying pitfall of living where it is snows is the chance of being hit by a snowball. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

188 The loyal employee travels worldwide.
basketball workhorses kangaroo worsen pitfall annoy spooky loyal worldwide snowball maroon The loyal employee travels worldwide. One annoying pitfall of living where it is snows is the chance of being hit by a snowball. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

189 Davis School District Farmington, UT 2013
Lesson 32 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

190 exhausted click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together exhausted Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

191 neighborly click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together neighborly Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

192 Davis School District Farmington, UT 2013
exhausted  neighborly bookkeeper subtraction autumn woodsy nation eighteen reweigh sauces manhood fiction Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

193 That bookkeeper was exhausted each night.
The neighborly eighteen year old came by each autumn to help rake. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

194 That bookkeeper was exhausted each night.
neighborly bookkeeper subtraction autumn woodsy nation eighteen reweigh sauces manhood fiction That bookkeeper was exhausted each night. The neighborly eighteen year old came by each autumn to help rake. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

195 Davis School District Farmington, UT 2013
Lesson 33 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

196 liberty click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together liberty Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

197 mournfully click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together mournfully Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

198 Davis School District Farmington, UT 2013
liberty  mournfully discussion newsworthy sources barely fewer passion nephew mansion yourself easy Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

199 My nephew said, “Take it easy.”
The fight for liberty in other lands is newsworthy. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

200 My nephew said, “Take it easy.”
liberty  mournfully discussion newsworthy sources barely fewer passion nephew mansion yourself easy My nephew said, “Take it easy.” The fight for liberty in other lands is newsworthy. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

201 Davis School District Farmington, UT 2013
Lesson 34 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

202 hibernate click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together hibernate Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

203 disappear click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together disappear Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

204 Davis School District Farmington, UT 2013
hibernate  disappear container cheerleader cheekbone unpaid relate nearby really sideways waiter deepest Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

205 The waiter was nearby with his notepad.
Bears seem to disappear in winter because they hibernate. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

206 The waiter was nearby with his notepad.
hibernate  disappear container cheerleader cheekbone unpaid relate nearby really sideways waiter deepest The waiter was nearby with his notepad. Bears seem to disappear in winter because they hibernate. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

207 Davis School District Farmington, UT 2013
Lesson 35 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

208 yesterday click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together yesterday Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

209 elbowroom click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together elbowroom Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

210 Davis School District Farmington, UT 2013
yesterday  elbowroom goalkeeper amplified grownup mayhem unload denies relied boastful hurray pillow Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

211 Yesterday he did unload a bunch of pillows.
The crowd yells, “Hurray!” as the goalkeeper denies a goal. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

212 Yesterday he did unload a bunch of pillows.
elbowroom goalkeeper amplified grownup mayhem unload denies relied boastful hurray pillow Yesterday he did unload a bunch of pillows. The crowd yells, “Hurray!” as the goalkeeper denies a goal. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

213 Davis School District Farmington, UT 2013
Lesson 36 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

214 December click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together December Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

215 highlighter click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together highlighter Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

216 Davis School District Farmington, UT 2013
December  highlighter flypaper bandleader higher imply cider robot plywood frozen sunlight eager Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

217 Many things are frozen in December.
He implied that the bandleader was about to begin. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

218 Many things are frozen in December.
highlighter flypaper bandleader higher imply cider robot plywood frozen sunlight eager Many things are frozen in December. He implied that the bandleader was about to begin. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

219 Davis School District Farmington, UT 2013
Lesson 37 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

220 argument click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together argument Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

221 fearlessness click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together fearlessness Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

222 Davis School District Farmington, UT 2013
argument  fearlessness discounted circuses clearer cloudy barter stirring darling thirty tearful dugout Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

223 The fearless pitcher came out of the dugout.
The argument was about whether the skies will be clearer today. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

224 The fearless pitcher came out of the dugout.
argument  fearlessness discounted circuses clearer cloudy barter stirring darling thirty tearful dugout The fearless pitcher came out of the dugout. The argument was about whether the skies will be clearer today. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

225 Davis School District Farmington, UT 2013
Lesson 38 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

226 cowering click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together cowering Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

227 misconstrue click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together misconstrue Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

228 Davis School District Farmington, UT 2013
cow er ing misconstrue newspaper co author report value renew drowsy cashews owlets organ rescue Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

229 The owlets were cowering in the nest.
Be careful not to misconstrue what the newspaper reported. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

230 The owlets were cowering in the nest.
misconstrue newspaper coauthor report value renew drowsy cashews owlets organ rescue The owlets were cowering in the nest. Be careful not to misconstrue what the newspaper reported. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

231 Davis School District Farmington, UT 2013
Lesson 39 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

232 appointment click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together appointment Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

233 joyfully click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together joyfully Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013

234 Davis School District Farmington, UT 2013
appointment joyfully cordur oy neighborhood decoy murmur redwood broiler during pointy bookworm royal Step 3: Guide the word reading in the same way you did the models. (Do this for each word.) This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) Davis School District Farmington, UT 2013

235 The bookworm joyfully wore his corduroy coat.
During the block party I saw that the neighborhood had lots of redwood trees. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

236 The bookworm joyfully wore his corduroy coat.
appointment joyfully corduroy neighborhood decoy murmur redwood broiler during pointy bookworm royal The bookworm joyfully wore his corduroy coat. During the block party I saw that the neighborhood had lots of redwood trees. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

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Lesson 40 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Davis School District Farmington, UT 2013

238 afternoon click per vowel blend individual syllables
identify vowel patterns identify vowel patterns identify vowel patterns blend together afternoon Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine) Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) Davis School District Farmington, UT 2013