Multisyllabic Blending

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

“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

“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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The seafood was made flawlessly.
afternoon flawlessly nuisances reinstall cruises downfall loosen sawdust seafood withdraw snowsuit drywall The seafood was made flawlessly. It was a nuisance to have to loosen the straps on the snowsuit. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

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

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

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

The lamp is worthless because it is faulty.
They applauded the feature film that was made to tell of an adventure in nature. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

The lamp is worthless because it is faulty.
applauded courthouses adventure workstation Yorktown wordy faulty nature feature fourteen worthless auction The lamp is worthless because it is faulty. They applauded the feature film that was made to tell of an adventure in nature. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

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

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

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

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

The paperweight was made of candy.
auctioneer suddenly paperweight breadboxes eighty motion candy deadweight messy wealthy caption neighbors The paperweight was made of candy. Suddenly the wealthy neighbors had eighty breadboxes in their kitchen. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

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

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

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

You can renew this version of the book twice.
Her gaudy dress began the confusion over the newlywed’s clothes. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences. Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) Davis School District Farmington, UT 2013

You can renew this version of the book twice.
confusion overhaul brightening newlywed faucet mighty renew version highest tension gaudy mildew You can renew this version of the book twice. Her gaudy dress began the confusion over the newlywed’s clothes. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

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

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

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

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

The departure of the freighter is expected.
discussion weightlifting astounding neighing future pronoun mission mouthful pension gesture freighter The departure of the freighter is expected. He could not join the astounding discussion with a mouthful of fruit. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.) Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District Farmington, UT 2013

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