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

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

©Davis School District Farmington, UT 2012-2013 short a, o, i Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 1 ©Davis School District Farmington, UT 2012-2013

moth click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend together blend individual syllables moth Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

picnic click per vowel identify vowel patterns identify vowel patterns blend individual syllables blend together blend individual syllables picnic Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 moth picnic  which shin dragon sunset  landfill backpack flashback  happen gumdrop basket Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Do not slip in the bathtub. The button on my backpack is plastic. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 moth picnic  which shin dragon sunset  landfill backpack flashback  happen gumdrop basket Do not slip in the bathtub. The button on my backpack is plastic. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 short a, e, u Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 2 ©Davis School District Farmington, UT 2012-2013

blend individual syllables identify vowel patterns blend together when Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

thickness click per vowel identify vowel patterns blend individual syllables blend together blend individual syllables thickness Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 when  thickness slip spot tablet comet constant plastic sadden  magnet button shellfish Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

She hit her shin on the basket. Did you happen to see that comet? Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 when  thickness slip spot tablet comet constant plastic sadden  magnet button shellfish She hit her shin on the basket. Did you happen to see that comet? Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 short e, u, i Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 3 ©Davis School District Farmington, UT 2012-2013

blend individual syllables identify vowel patterns blend together snug Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

bathtub click per vowel identify vowel patterns blend individual syllables blend together blend individual syllables bathtub Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 snug  bathtub trick cloth contract  lunchbox discuss bedrock backlash upset cannot contrast Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Which moth will land on my backpack? The rich man will discuss the contract. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 snug  bathtub trick cloth contract  lunchbox discuss bedrock backlash upset cannot contrast Which moth will land on my backpack? The rich man will discuss the contract. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 silent e Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 4 ©Davis School District Farmington, UT 2012-2013

rope click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together rope Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

athlete click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables athlete Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 rope  athlete hike cube inside confuse  mistake tadpole explode sidestroke dateline cupcake Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

We took a hike to see the tadpole. Watch the athlete run on the inside lane. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 rope  athlete hike cube inside confuse  mistake tadpole explode sidestroke dateline cupcake We took a hike to see the tadpole. Watch the athlete run on the inside lane. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ee ea (eat) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 5 ©Davis School District Farmington, UT 2012-2013

leaf click per vowel identify vowel patterns identify vowel patterns blend individual syllables blend together blend individual syllables leaf Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

fifteen click per vowel identify vowel patterns blend individual syllables blend together blend individual syllables fifteen Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 leaf fifteen feast seem peanut chickpea freedom backstreet beehive beanbag pinwheel mealtime Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

We had a feast on beets at mealtime. Did you hear that screech from the beehive? Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 leaf fifteen feast seem peanut chickpea freedom backstreet beehive beanbag pinwheel mealtime We had a feast on beets at mealtime. Did you hear that screech from the beehive? Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ai ay Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 6 ©Davis School District Farmington, UT 2012-2013

clay click per vowel identify vowel patterns identify vowel patterns blend individual syllables blend together blend individual syllables clay Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

painful click per vowel identify vowel patterns blend individual syllables blend together blend individual syllables painful Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 clay  painful wait spray contain hailstone daybed speedway display mainframe pathway obtain Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Did you see the sun’s main rays in the daytime? The maid had to wait to spray the pathway. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 clay  painful wait spray contain hailstone daybed speedway display mainframe pathway obtain Did you see the sun’s main rays in the daytime? The maid had to wait to spray the pathway. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 oa ow (snow) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 7 ©Davis School District Farmington, UT 2012-2013

boat click per vowel identify vowel patterns identify vowel patterns blend individual syllables blend together blend individual syllables boat Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

pillow click per vowel identify vowel patterns identify vowel patterns blend individual syllables blend together blend individual syllables pillow Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 boat  pillow blow soap caseload towrope roadmap snowman minnow elbow coatrack railroad Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

We saw a minnow when we were floating in the boat. The snow was blowing on the railroad track. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 boat pillow blow soap caseload towrope roadmap snowman minnow elbow coatrack railroad We saw a minnow when we were floating in the boat. The snow was blowing on the railroad track. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 igh Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 8 ©Davis School District Farmington, UT 2012-2013

right click per vowel identify vowel patterns identify vowel patterns blend individual syllables blend together blend individual syllables right Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

nightlight click per vowel identify vowel patterns blend individual syllables blend together blend individual syllables identify vowel patterns nightlight Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 right  nightlight high sight limelight baseline tightrope nighttime pushpin midnight firefight highlight Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The moonlight was bright in the nighttime. The sight of the pine trees was the highlight of my trip.  Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 right nightlight high sight limelight baseline tightrope nighttime pushpin midnight firefight highlight The moonlight was bright in the nighttime. The sight of the pine trees was the highlight of my trip.  Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ie(tie) -y(sky) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 9 ©Davis School District Farmington, UT 2012-2013

fly click per vowel identify vowel patterns blend individual syllables blend together fly Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

necktie click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables necktie Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 fly  necktie lie by magpie myself tiepin spy ing python skylight potpie untie Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The magpie wanted to fly through the skylight. I can’t untie my necktie by myself. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 fly necktie lie by magpie myself tiepin spy ing python skylight potpie untie The magpie wanted to fly through the skylight. I can’t untie my necktie by myself. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 -o -e (open syllables) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 10 ©Davis School District Farmington, UT 2012-2013

me click per vowel blend individual syllables identify vowel patterns blend together me Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

hello click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together hello Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 me hello  go be grotto jumbo beside maybe befall proclaim logo decide Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Maybe you can decide on the logo for me. Go see the jumbo dog behind me! Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 me hello  be grotto jumbo beside maybe befall proclaim logo decide Maybe you can decide on the logo for me. Go see the jumbo dog behind me! Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ar er Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 11 ©Davis School District Farmington, UT 2012-2013

scar click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns scar Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

adverb click per vowel identify vowel patterns identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables adverb Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 scar  adverb her dark servant artist barber insert depart mermaid carpet hermit Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Her servant had to depart in the dark. The artist is better at painting mermaids than sharks. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 scar  adverb her dark servant artist barber insert depart mermaid carpet hermit Her servant had to depart in the dark. The artist is better at painting mermaids than sharks. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ir or Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 12 ©Davis School District Farmington, UT 2012-2013

dirt click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns dirt Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

order click per vowel identify vowel patterns identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables order Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 dirt  order sir short absorb circus former birthstone escort birdbath confirm corrode Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The doctor had to confirm the order. The girls were ordered to clean the birdbath. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 dirt  order sir short absorb circus former birthstone escort birdbath confirm corrode The doctor had to confirm the order. The girls were ordered to clean the birdbath. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ur ear Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 13 ©Davis School District Farmington, UT 2012-2013

clear click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together clear Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

burger click per vowel identify vowel patterns identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables burger Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 clear  burger beard surf eardrum return nursemaid fearsome gearbox jur or teardrop rur al Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

It was clear that the surfer had water in his eardrum. The clear teardrop fell down the juror’s face. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 clear  burger beard surf eardrum return nursemaid fearsome gearbox juror teardrop rural It was clear that the surfer had water in his eardrum. The clear teardrop fell down the juror’s face. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ow(cow) ou(out) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 14 ©Davis School District Farmington, UT 2012-2013

loud click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns loud Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

towel click per vowel identify vowel patterns identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables towel Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 loud  tow el how sound blackout groundhog powder townhouse downtown clubhouse lay out cow ard Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

We need powder and towels from outside. We went downtown to see the layout of the house. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 loud  towel how sound blackout groundhog powder townhouse downtown clubhouse layout coward We need powder and towels from outside. We went downtown to see the layout of the house. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ew ue Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 15 ©Davis School District Farmington, UT 2012-2013

new click per vowel identify vowel patterns blend individual syllables blend together identify vowel patterns new Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

argue click per vowel identify vowel patterns identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables argue Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 new  argue screw glue rescue newscast statue mildew stew ard sew age virtue bluebeard Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Captain Bluebeard had a problem with the new statue. The newscast was about the rescue at the lake. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 new  argue screw glue rescue newscast statue mildew steward sewage virtue bluebeard Captain Bluebeard had a problem with the new statue. The newscast was about the rescue at the lake. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 oo(zoo) oy Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 16 ©Davis School District Farmington, UT 2012-2013

broom click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns broom Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

destroy click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables destroy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 broom  destroy boy zoo oyster raccoon deploy moonbeam joyride enjoy toothpaste cartoon Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Did you enjoy the raccoons at the zoo? The boy drew a cartoon with sunshine and moonbeams. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 broom  destroy boy zoo oyster raccoon deploy moonbeam joyride enjoy toothpaste cartoon Did you enjoy the raccoons at the zoo? The boy drew a cartoon with sunshine and moonbeams. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 oi oo (book) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 17 ©Davis School District Farmington, UT 2012-2013

joint click per vowel identify vowel patterns blend individual syllables blend individual syllables identify vowel patterns blend together identify vowel patterns joint Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

footnote click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables footnote Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 joint  footnote cook boil fishhook oilcan goodness pinpoint android charbroil outlook bookcase Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The woodchuck was noiseless as it looked at the oil. There were a lot of good choices in the bookcase. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 joint footnote cook boil fishhook oilcan goodness pinpoint android charbroil outlook bookcase The woodchuck was noiseless as it looked at the oil. There were a lot of good choices in the bookcase. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 aw au Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 18 ©Davis School District Farmington, UT 2012-2013

pawn click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend individual syllables blend together identify vowel patterns pawn Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

August click per vowel identify vowel patterns identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables August Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 pawn  August straw haunt audit withdraw lawless applaud because seesaw author rawhide Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The author’s haunting book got applause. We harvest straw because it’s August. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 pawn  August straw haunt audit withdraw lawless applaud because seesaw author rawhide The author’s haunting book got applause. We harvest straw because it’s August. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 all ui Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 19 ©Davis School District Farmington, UT 2012-2013

tall click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns tall Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

lawsuit click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together lawsuit Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 tall  lawsuit mall suit juicy install grapefruit baseball fruitcake downfall hallway suitcase Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Don’t fall over the suitcase in the hallway. We had juicy grapefruit at the mall. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

Don’t fall over the suitcase in the hallway. tall  lawsuit mall suit juicy install grapefruit baseball fruitcake downfall hallway suitcase Don’t fall over the suitcase in the hallway. We had juicy grapefruit at the mall. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) Davis School District ©Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 wor(word) our(four) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 20 ©Davis School District Farmington, UT 2012-2013

four click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns four Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

inchworm click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together inchworm Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 four inchworm court word downpour worthwhile yourself workbook tape worm worship fourteen courtyard Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

There were four inchworms in the courtyard. Meet me in the courtyard in fourteen seconds. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 four  inchworm court word glamour worthwhile yourself workbook tapeworm worship fourteen courtyard There were four inchworms in the courtyard. Meet me in the courtyard in fourteen seconds. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 eigh --y(baby) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 21 ©Davis School District Farmington, UT 2012-2013

sleigh click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns sleigh Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

rocky click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together rocky Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 sleigh  rocky freight happy hungry poppy outweigh eighteen twenty lightweight neighbor fancy Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

He outweighed the lightweight boxer by twenty pounds. The fancy neighbor is happy. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 sleigh  rocky freight happy hungry poppy outweigh eighteen twenty lightweight neighbor fancy He outweighs the lightweight boxer by twenty pounds. The fancy neighbor is happy. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 tion sion Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 22 ©Davis School District Farmington, UT 2012-2013

caution click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together caution Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

mansion click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together mansion Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 cau tion mansion no tion tension fu sion section traction ver sion mission lo tion session auction Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

There was tension at the auction for the mansion. The discussion at the session was about the vacation. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 caution mansion notion tension fusion section traction version mission lotion session auction There was tension at the auction for the mansion. The discussion at the session was about the vacation. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ture Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 23 ©Davis School District Farmington, UT 2012-2013

picture click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together picture Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

fixture click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together fixture Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 picture fixture capture junction mixture mo tion posture lecture pasture fracture caption culture Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Did you capture the picture of the cows in the pasture? The vulture is a creature in nature. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 picture fixture capture junction mixture motion posture lecture pasture fracture caption culture Did you capture the picture of the cows in the pasture? The vulture is a creature in nature. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ea(bread) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 24 ©Davis School District Farmington, UT 2012-2013

bread click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns bread Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

deadline click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together deadline Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 bread  deadline head breath instead feather discuss headband backlash forehead dreadful meadow Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The redhead read a long story. Will the bread be ready soon? Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 bread  deadline head breath instead feather discuss headband backlash forehead dreadful meadow The redhead read a long story. Will the bread be ready soon? Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 silent e ee ai Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 25 ©Davis School District Farmington, UT 2012-2013

speed click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns speed Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

bedsheet click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together bedsheet Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 speed bedsheet paint shine pinstripe ailment  beehive chairlift greenish  gateway aircraft tailbone Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Her ailment is tailbone pain. He has a greenish beehive painted on his chair. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 speed bedsheet  paint shine pinstripe ailment  beehive chairlift greenish  gateway aircraft tailbone Her ailment is tailbone pain. He has a greenish beehive painted on his chair. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ea(eat) ay oa Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 26 ©Davis School District Farmington, UT 2012-2013

reach click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns reach Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

defeat click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together defeat Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 reach  defeat stay coat fea ture armload blue jay busload daydream coaster freeway sunbeam Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

She saw a coaster in her daydream . The blue jay was seen on Friday. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 reach  defeat stay coat feature armload blue jay busload daydream coaster freeway sunbeam She saw a coaster in her daydream . The bird was seen on Friday. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

ow(snow) igh -e -a (open syllables) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 27 ©Davis School District Farmington, UT 2012-2013

she click per vowel identify vowel patterns blend individual syllables blend together identify vowel patterns she Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

bacon click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together bacon Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 she  bacon  throw light frighten even grownup high est misthrown paper midnight yellow Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The ball was misthrown by the grownup. The yellow paper said to be there at midnight. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 she bacon throw light frighten even grownup highest misthrown paper midnight yellow The ball was misthrown by the grownup. The yellow paper said to be there at midnight. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ie -y(sky) ar Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 28 ©Davis School District Farmington, UT 2012-2013

fry click per vowel identify vowel patterns blend individual syllables blend together identify vowel patterns fry Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

skylight click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together skylight Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 fry skylight jar pie shyness untied market allies arcade myself denied armchair Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

He denied he went to the arcade by the market. I am shy myself. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 fry skylight jar pie shyness untied market allies arcade myself denied armchair He denied he went to the arcade by the market. I am shy myself. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 er ow(cow) ear Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 29 ©Davis School District Farmington, UT 2012-2013

term click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns term Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

adverb click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together adverb Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 term adverb town fear downtown clear est packer nightgown master eardrum flow er nearby Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Her nightgown has flowers on it. This term you will master adverbs. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 term adverb town fear downtown clearest packer nightgown master eardrum flower nearby Her nightgown has flowers on it. This term you will master adverbs. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ir ou(out) ew Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 30 ©Davis School District Farmington, UT 2012-2013

bird click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns bird Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

direct click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together direct Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 bird dir ect pout threw cloudy nightshirt cashew shouted compound jew els outskirts few er Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

She has fewer jewels than cashews. He shouted so that you can hear him on the outskirts of town. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 bird  direct pout threw cloudy nightshirt cashew shouted compound jewels outskirts fewer She has fewer jewels than cashews. He shouted so that you can hear him on the outskirts of town. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 or ue oy Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 31 ©Davis School District Farmington, UT 2012-2013

torn click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns torn Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

forgot click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together forgot Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 torn  forgot clue toys argue boy ish border value employ pursue joystick popcorn Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

They forgot the value of having a joystick. They had to pursue the clue they found in the popcorn. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 torn  forgot clue toys argue boyish border value employ pursue joystick popcorn They forgot the value of having a joystick. They had to pursue the clue they found in the popcorn. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ur oo(zoo) oi Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 32 ©Davis School District Farmington, UT 2012-2013

join click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns join Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

broiler click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together broiler Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 join  broiler scoot curl curly bamboo checkpoint furnish broomstick poison classroom urgent Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The broomstick is made of bamboo. It is urgent to get help if you drink poison. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 join  broiler scoot curl curly bamboo checkpoint furnish broomstick poison classroom urgent The broomstick is made of bamboo. It is urgent to get help if you drink poison. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 oo(book) aw all Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 33 ©Davis School District Farmington, UT 2012-2013

look click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns look Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

barefoot click per vowel identify vowel patterns blend individual syllables identify vowel patterns blend together identify vowel patterns blend individual syllables barefoot Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 look  barefoot saw ball tall er coleslaw bookends small est jawbone baseball outlaw cookbook Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The smallest bookend did not keep the books up. I found coleslaw in the cookbook. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 look  barefoot saw ball taller coleslaw bookends smallest jawbone baseball outlaw cookbook The smallest bookend did not keep the books up. I found coleslaw in the cookbook. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 au ui wor (word) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 34 ©Davis School District Farmington, UT 2012-2013

fault click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns fault Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

jumpsuit click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together jumpsuit Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 fault jumpsuit world fruit worthwhile auto audit recruit workout faucet wetsuit password Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

Is it worthwhile to put on a wetsuit? The faucet was leaking when I went to my workout. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 fault jumpsuit world fruit worthwhile auto audit recruit workout faucet wetsuit password Is it worthwhile to put on a wetsuit? The faucet was leaking when I went to my workout. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 our(four) eigh tion Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 35 ©Davis School District Farmington, UT 2012-2013

eight click per vowel identify vowel patterns blend individual syllables blend individual syllables blend together identify vowel patterns eight Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

lightweight click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together lightweight Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 eight  lightweight your dark freighter courted fourteen section caption yourself eighteen option Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

A lightweight jacket is an option. Read the captions in each section. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 eight  lightweight your dark freighter courted fourteen section caption yourself eighteen option A lightweight jacket is an option. Read the captions in each section. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 --y(baby) sion ture Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 36 ©Davis School District Farmington, UT 2012-2013

capture click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together capture Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

baby click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together baby Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 capture baby passion crazy mission fu ture wavy na ture sessions lady pension texture Step 3: Guide the word reading in the same way you did the models. (Do this for each word.)   This step should involve silent blending for at least some of the words. You say, “Silent blending” instead of “Blend.” You still point to each sound unit while students blend silently.) Now let’s read some words together. (Begin with first word again.) Find the vowels. (Point to the first vowel/vowel pattern.) Look at the first vowel(s). Sound? (Students respond.) (Point to the left of syllable.) Blend. (Point to each sound unit in first syllable only as students make each sound.) (Point to left of first syllable again.) Syllable? (Students read syllable at regular speed while you quickly slide your finger under the syllable from left to right.) (Repeat above procedure with second syllable.) (Point to the left of the word.) Blend. (Students blend both syllables together while you swoop your finger under the first syllable and then the second one.) (Point to the left of the word again.) Word? (Students read word at regular speed as you quickly slide your finger under the entire word.) ©Davis School District Farmington, UT 2012-2013

The mission was to capture the vulture. The lady will get a pension in the future. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 capture baby passion crazy mission future wavy nature sessions lady pension texture The mission was to capture the vulture. The lady will get a pension in the future. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 silent e ea (eat) ai Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 37 ©Davis School District Farmington, UT 2012-2013

timeline click per vowel identify vowel patterns blend individual syllables blend together identify vowel patterns blend individual syllables timeline Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

maintain click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together maintain Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 timeline maintain cheapskate lime ade detain creampuff statement paintbrush outreach calzone handrail leapfrog 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 2012-2013

I will eat a calzone and drink limeade for dinner. He reached down the drainpipe for the paintbrush. 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 2012-2013

©Davis School District Farmington, UT 2012-2013 timeline maintain cheapskate limeade detain creampuff statement paintbrush outreach calzone handrail leapfrog I will eat a calzone and drink limeade for dinner. He reached down the drainpipe for the paintbrush. 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 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ee ay ow (snow) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 38 ©Davis School District Farmington, UT 2012-2013

freehand click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together freehand Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

archway click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together archway Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 freehand archway artist keepsake birthday showbiz seaweed delay rowboat screenplay hayseed below 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 2012-2013

There was seaweed on the rowboat under the archway. Can you bring that keepsake for my birthday? 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 2012-2013

©Davis School District Farmington, UT 2012-2013 freehand archway artist keepsake birthday showbiz seaweed delay rowboat screenplay hayseed below There was seaweed on the rowboat under the archway. Can you bring that keepsake for my birthday? 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 2012-2013

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

oa ie -e -o (open syllables) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 39 ©Davis School District Farmington, UT 2012-2013

approach click per vowel blend individual syllables identify vowel patterns blend individual syllables 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 2012-2013

potpie click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together potpie Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 approach potpie condo caseload untie behave download relies report houseboat piecrust solo 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 2012-2013

The report said you should untie the houseboat. Did you download that music solo in my condo? 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 2012-2013

©Davis School District Farmington, UT 2012-2013 approach potpie condo caseload untie behave download relies report houseboat piecrust solo The report said you should untie the houseboat. Did you download that music solo in my condo? 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 2012-2013

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

©Davis School District Farmington, UT 2012-2013 igh -y(sky) er Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 40 ©Davis School District Farmington, UT 2012-2013

highlight click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together highlight Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

skydive click per vowel identify vowel patterns blend individual syllables blend together identify vowel patterns blend individual syllables skydive Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 highlight skydive powder midnight horsefly meter sightsee bypass number tightrope myself servant 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 2012-2013

Call this number to skydive at midnight. I can powder the tightrope by myself. Step 4: Guide the sentence reading. If the word is known, just point to the left of it and say, “Word?” (Students respond as you slide your finger under it.) If the word has two syllables, stop and blend the word together like in Step 3 (silent blending, if possible). Be sure to reread the whole sentence at a normal rate with appropriate phrasing and expression before moving on. Now let’s read some sentences.   Let’s read the sentence again and make it sound like we are talking. (Do 2nd sentence in the same way.) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 highlight skydive powder midnight horsefly meter sightsee bypass number tightrope myself servant Call this number to skydive at midnight. I can powder the tightrope by myself. Step 5: Quickly spot check for understanding with some individual students. Choose a word and repeat Step 3 with silent blending except instead of saying “Word? Or Syllable?” say a student’s name and that student reads the word or syllable. (Give support as needed.) Repeat with several different students. (Select students who will give you a good indication of how the class is understanding the concept. Do not just pick your best readers.)   Silent blending. (All students are involved in the silent blending.) _________ (eg. Susan) (Named student reads the word.) ©Davis School District Farmington, UT 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ar ear ou(out) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 41 ©Davis School District Farmington, UT 2012-2013

arcade click per vowel identify vowel patterns identify vowel patterns blend individual syllables blend together identify vowel patterns blend individual syllables arcade Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

clearance click per vowel blend individual syllables identify vowel patterns identify vowel patterns blend together identify vowel patterns clearance Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend 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 2012-2013

©Davis School District Farmington, UT 2012-2013 arcade clear ance birdhouse boxcar appear cloudburst charcoal earlobe mousetrap disarm endear hideout 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 2012-2013

Did you disarm the mousetrap? The birdhouse was on clearance at the market. 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 2012-2013

©Davis School District Farmington, UT 2012-2013 arcade clearance birdhouse boxcar appear cloudburst charcoal earlobe mousetrap disarm endear hideout Did you disarm the mousetrap? The birdhouse was on clearance at the market. 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 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ir ow(cow) ue Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 42 ©Davis School District Farmington, UT 2012-2013

birthmark click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together birthmark Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

flower click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together flower Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 birthmark flow er argue confirm countdown bluebird thirteen coward value nightshirt power gluepot 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 2012-2013

There was a bluebird and a flower on the nightshirt. They had to argue to confirm they had power. 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 2012-2013

©Davis School District Farmington, UT 2012-2013 birthmark flower argue confirm countdown bluebird thirteen coward value nightshirt power gluepot There was a bluebird and a flower on the nightshirt. They had to argue to confirm they had power. 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 2012-2013

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

©Davis School District Farmington, UT 2012-2013 ew or oi Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 43 ©Davis School District Farmington, UT 2012-2013

mildew click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together mildew Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

border click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together border Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 mildew border oilcan newsprint cornstarch appoint chewing floral noiseless unscrew absorb rejoice 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 2012-2013

There was mildew on the corner of the oilcan. There was no noise as she was chewing on the pork roast. 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 2012-2013

©Davis School District Farmington, UT 2012-2013 mildew border oilcan newsprint cornstarch appoint chewing floral noiseless unscrew absorb rejoice There was mildew on the corner of the oilcan. There was no noise as she was chewing on the pork roast. 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 2012-2013

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

©Davis School District Farmington, UT 2012-2013 oy ur oo(book) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 44 ©Davis School District Farmington, UT 2012-2013

batboy click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together batboy Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

burger click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together burger Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 batboy burger bookcase loy al incur fishhook destroy lemur football joyful furbish dogwood 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 2012-2013

The story about the loyal lemur was on the bookcase. We ate a burger after the football game. 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 2012-2013

©Davis School District Farmington, UT 2012-2013 batboy burger bookcase loyal incur fishhook destroy lemur football joyful furbish dogwood The story about the loyal lemur was on the bookcase. We ate a burger after the football game. 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 2012-2013

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

©Davis School District Farmington, UT 2012-2013 oo(zoo) aw ui Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 45 ©Davis School District Farmington, UT 2012-2013

cartoon click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together cartoon Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

drawback click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together drawback Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 cartoon drawback juicy trooper nighthawk grapefruit sunroof lawful suitcase toothbrush withdraw fruitcake 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 2012-2013

Use your toothbrush after drinking fruit juice. We had to draw a cartoon about packing a suitcase. 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 2012-2013

©Davis School District Farmington, UT 2012-2013 cartoon drawback juicy trooper nighthawk grapefruit sunroof lawful suitcase toothbrush withdraw fruitcake Use your toothbrush after drinking fruit juice. We had to draw a cartoon about packing a suitcase. 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 2012-2013

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

©Davis School District Farmington, UT 2012-2013 all au our(four) -ture Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 46 ©Davis School District Farmington, UT 2012-2013

fastball click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together fastball Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

launder click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns identify vowel patterns blend together launder Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 fastball launder courthouse capture sausage outpour fracture install yourself nurture recall audit 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 2012-2013

The fastball made a fracture in his arm. We had to launder all of the clothes we took out 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 2012-2013

©Davis School District Farmington, UT 2012-2013 fastball launder courthouse capture sausage outpour fracture install yourself nurture recall audit The fastball made a fracture in his arm. We had to launder all of the clothes we took out 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 2012-2013

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

wor (word) -tion --y(baby) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 47 ©Davis School District Farmington, UT 2012-2013

wordplay click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together wordplay Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

baby click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together baby Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 wordplay baby mo tion bookworm happy caution workplace party nation homework study section 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 2012-2013

Which section of homework will you study? Use caution when holding a baby. 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 2012-2013

©Davis School District Farmington, UT 2012-2013 wordplay baby motion bookworm happy caution workplace party nation homework study section Which section of homework will you study? Use caution when holding a baby. 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 2012-2013

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

©Davis School District Farmington, UT 2012-2013 eigh -sion ea(bread) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound. Today we will review the sound of __ (eg. ea). ___ (eg. ea) usually makes the ___ (eg. “e”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 48 ©Davis School District Farmington, UT 2012-2013

neighbor click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together neighbor Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

instead click per vowel blend individual syllables identify vowel patterns blend individual syllables identify vowel patterns blend together instead Step 2: Model the reading of the first two words while thinking aloud. (Multisyllabic Word Blending Instructional Routine)   Find the vowels in the word First I find the vowels ___ (eg. ea and e).  Point to the vowel(s) in the first syllable and make the sound. I look at the first vowel(s) ___(eg. ea). This vowel/vowel pattern usually makes the ___ (eg. “e”) sound. click per vowel Blend the sounds of the first syllable from left to right as you point to each sound unit. (Point with 2 or 3 fingers if 2 or 3 letters work together to make the sound, like th, ay, or igh.) I will blend the sounds in this syllable from left to right. (eg. ea-t) click per syllable (Repeat blending and reading with second syllable.) Quickly slide your finger under the first syllable as you read it. I can read this syllable. (eg. eat-)  Now I will blend both syllables together. (eg. eat-en) Repeat above procedure with second syllable.    Point to left of the word and then blend first syllable with second syllable. Quickly slide your finger under the entire word as you read it. I know the word is __________. (eg. eaten) ©Davis School District Farmington, UT 2012-2013

©Davis School District Farmington, UT 2012-2013 neighbor instead passion lightweight deadline mansion eighteen bedspread fusion outweigh dreadful version 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 2012-2013

The neighbor had a dreadful passion for spiders. The bed in the mansion had a lightweight bedspread. 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 2012-2013

©Davis School District Farmington, UT 2012-2013 neighbor instead passion lightweight deadline mansion eighteen bedspread fusion outweigh dreadful version The neighbor had a dreadful passion for spiders. The bed in the mansion had a lightweight bedspread. 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 2012-2013

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