1st Grade Daily Phonics Element Routine Set 3 A. Siegel, committee, D. Mock, C. Carter ©Davis School District Farmington, UT 2012

Multisyllabic Blending Lesson 48 - Lesson 75 short a, e, i, o, u ow (cow), ou (out) ew, ue oo (zoo), oy oi, oo (book) aw, au all, ui y (baby) silent e ow (cow), ew, ee ee, ea (eat) ou (out), ue, oa ai, ay oy, oo (book), ea oa, ow (snow) aw, oo (zoo), ai igh oi, au, igh ie, y (sky) y (baby), ow (snow), silent e r-controlled vowels

a e i o u Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 48

sunset identify vowel patterns blend individual syllables blend together sunset © Davis School District Farmington, UT 2012-2013

happen identify vowel patterns blend individual syllables blend together happen © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 sunset happen basket went sadden plan magnet discuss tablet comet upset trip 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

You cannot see the comet right after sunset. We will discuss magnets soon. © Davis School District Farmington, UT 2012-2013

We will discuss magnets soon. sunset happen basket went sadden plan magnet discuss tablet comet upset trip You cannot see the comet right after sunset. We will discuss magnets soon. © Davis School District Farmington, UT 2012-2013

a e i o u Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

a e i o u Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 49

picnic identify vowel patterns blend individual syllables blend together picnic © Davis School District Farmington, UT 2012-2013

thickness identify vowel patterns blend individual syllables blend together thickness © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 picnic thickness backpack shell gumdrop dragon wish bathtub plant constant plastic contract 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 plastic dragon is in a bathtub full of gumdrops. He has the picnic lunch in his backpack. © Davis School District Farmington, UT 2012-2013

He has the picnic lunch in his backpack. thickness backpack shell gumdrop dragon wish bathtub plant constant plastic contract The plastic dragon is in a bathtub full of gumdrops. He has the picnic lunch in his backpack. © Davis School District Farmington, UT 2012-2013

a e i o u Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]

a e i o u Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 50

lunchbox identify vowel patterns blend individual syllables blend together lunchbox © Davis School District Farmington, UT 2012-2013

handbag identify vowel patterns blend individual syllables blend together handbag © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 lunchbox handbag helmet stop last bandstand eldest seven expand chin helpless flatten 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 her lunchbox and her handbag with her. The seven boys were on the bandstand. © Davis School District Farmington, UT 2012-2013

The seven boys were on the bandstand. lunchbox handbag helmet stop last  bandstand eldest seven expand chin helpless flatten She has her lunchbox and her handbag with her. The seven boys were on the bandstand. © Davis School District Farmington, UT 2012-2013

a e i o u Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]

a e i o u Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 51

glasses identify vowel patterns blend individual syllables blend together glasses © Davis School District Farmington, UT 2012-2013

jacket identify vowel patterns blend individual syllables blend together jacket © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 glasses jacket talent stamp planted fed velvet absent endless visit restless hunt 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 has his glasses in the pocket of his jacket. She has an endless talent for singing. © Davis School District Farmington, UT 2012-2013

She has an endless talent for singing. glasses jacket talent stamp planted fed velvet absent endless visit restless hunt He has his glasses in the pocket of his jacket. She has an endless talent for singing. © Davis School District Farmington, UT 2012-2013

a e i o u Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]

a e i o u Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 52

mattress identify vowel patterns blend individual syllables blend together mattress © Davis School District Farmington, UT 2012-2013

planet identify vowel patterns blend individual syllables blend together planet © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 mattress planet chicken must finish stem lipstick within mitten piglet got dentist 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 that a ticket to fly to the red planet? We have to finish at the dentist. © Davis School District Farmington, UT 2012-2013

We have to finish at the dentist. mattress  planet chicken must finish stem lipstick within mitten piglet got dentist Is that a ticket to fly to the red planet? We have to finish at the dentist. © Davis School District Farmington, UT 2012-2013

a e i o u Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]

a e i o u Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 53

edit identify vowel patterns blend individual syllables blend together edit © Davis School District Farmington, UT 2012-2013

insect identify vowel patterns blend individual syllables blend together insect © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 edit insect napkin just rabbit fish traffic pocket ticket cobweb lock spotless 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 little insect ran into the big cobweb. He has more napkins in his pocket. © Davis School District Farmington, UT 2012-2013

He has more napkins in his pocket. edit insect napkin just rabbit fish traffic pocket ticket cobweb lock spotless The little insect ran into the big cobweb. He has more napkins in his pocket. © Davis School District Farmington, UT 2012-2013

a e i o u Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]

a e i o u Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 54

often identify vowel patterns blend individual syllables blend together often © Davis School District Farmington, UT 2012-2013

laptop identify vowel patterns blend individual syllables blend together laptop © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 often laptop lesson ten lock shamrock rocket problem oblong contact song profit 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 had a problem with the lesson on her laptop. A shamrock’s shape is not oblong. © Davis School District Farmington, UT 2012-2013

A shamrock’s shape is not oblong. often laptop lesson ten lock shamrock rocket problem oblong contact song profit She had a problem with the lesson on her laptop. A shamrock’s shape is not oblong. © Davis School District Farmington, UT 2012-2013

a e i o u Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]

a_e e_e i_e o_e u_e Lesson 55 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 55

inside identify vowel patterns blend individual syllables blend together inside © Davis School District Farmington, UT 2012-2013

mistake identify vowel patterns blend individual syllables blend together mistake © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 inside mistake explode pole cupcake line athlete confuse side tadpole sunshine backbone 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 cupcake has white cream inside of it. The athlete hurt his backbone. © Davis School District Farmington, UT 2012-2013

The athlete hurt his backbone. inside mistake explode pole cupcake line athlete confuse side tadpole sunshine backbone The cupcake has white cream inside of it. The athlete hurt his backbone. © Davis School District Farmington, UT 2012-2013

a_e e_e i_e o_e u_e Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

ee ea Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 56

fifteen identify vowel patterns blend individual syllables blend together fifteen © Davis School District Farmington, UT 2012-2013

peanut identify vowel patterns blend individual syllables blend together peanut © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 fifteen peanut freedom street cupcake meal pinwheel nineteen peas beehive sixteen beanbag 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 sixteen new beanbags. We will have cupcakes at the next mealtime. © Davis School District Farmington, UT 2012-2013

We will have cupcakes at the next mealtime. fifteen peanut freedom street cupcake meal pinwheel nineteen peas beehive sixteen beanbag She has sixteen new beanbags. We will have cupcakes at the next mealtime. © Davis School District Farmington, UT 2012-2013

ee ea Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

ai ay Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 57

painful identify vowel patterns blend individual syllables blend together painful © Davis School District Farmington, UT 2012-2013

contain identify vowel patterns blend individual syllables blend together contain © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 painful contain hailstone day way display aircraft pathway obtain main tailbone freeway 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 new display contains nineteen aircraft. The pathway runs by the freeway. © Davis School District Farmington, UT 2012-2013

The pathway runs by the freeway. painful contain hailstone day way display aircraft pathway obtain main tailbone freeway The new display contains nineteen aircraft. The pathway runs by the freeway. © 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 learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

oa ow (snow) Lesson 58 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 58

pillow identify vowel patterns blend individual syllables blend together pillow © Davis School District Farmington, UT 2012-2013

roadmap identify vowel patterns blend individual syllables blend together roadmap © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 pillow roadmap towrope load snowman coat elbow minnow railroad busload grown 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

We have a roadmap that helps us get to the railroad. A busload of grown-ups needs pillows. © Davis School District Farmington, UT 2012-2013

A busload of grown-ups needs pillows. roadmap towrope load snowman coat elbow minnow railroad busload grown yellow We have a roadmap that helps us get to the railroad. A busload of grown-ups needs pillows. © Davis School District Farmington, UT 2012-2013

oa ow Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

igh Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 59

nightlight identify vowel patterns blend individual syllables blend together nightlight © Davis School District Farmington, UT 2012-2013

brightest identify vowel patterns blend individual syllables blend together brightest © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 nightlight brightest midnight tight brighten nighttime light daylight frighten fight lighten highest 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 nightlight helps to brighten the nighttime. The highest tightrope frightens me. © Davis School District Farmington, UT 2012-2013

The highest tightrope frightens me. nightlight brightest midnight tight brighten nighttime light daylight frighten fight lighten highest A nightlight helps to brighten the nighttime. The highest tightrope frightens me. © Davis School District Farmington, UT 2012-2013

igh Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]

ie y (sky) Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 60

necktie identify vowel patterns blend individual syllables blend together necktie © Davis School District Farmington, UT 2012-2013

dryer identify vowel patterns blend individual syllables blend together dryer © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 necktie dryer myself tie spying python fly potpie untie shy skylight untied 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 unties his necktie before he turns on the dryer. I made the potpie by myself. © Davis School District Farmington, UT 2012-2013

I made the potpie by myself. necktie dryer myself tie spying python fly potpie untie shy skylight untied He unties his necktie before he turns on the dryer. I made the potpie by myself. © Davis School District Farmington, UT 2012-2013

ie y Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

ar er ir or ur Lesson 61 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 61

member identify vowel patterns blend individual syllables blend together member © Davis School District Farmington, UT 2012-2013

artist identify vowel patterns blend individual syllables blend together artist © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 member artist barber dirt birdbath burger firm circus return corn mermaid carpet 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 barber will return after having a burger. The artist was a former circus member. © Davis School District Farmington, UT 2012-2013

The artist was a former circus member. barber dirt birdbath burger firm circus return corn mermaid carpet The barber will return after having a burger. The artist was a former circus member. © Davis School District Farmington, UT 2012-2013

ar er ir or ur Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]

ow (cow) ou (out) Lesson 62 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 62

towel identify vowel patterns blend individual syllables blend together towel © Davis School District Farmington, UT 2012-2013

blackout identify vowel patterns blend individual syllables blend together blackout © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 towel blackout powder ground town layout downtown flower cow nightgown shouted clubhouse 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 clubhouse had a black towel for a door. The nightgown has yellow flowers on it. © Davis School District Farmington, UT 2012-2013

The nightgown has yellow flowers on it. towel blackout powder ground town layout downtown flower cow nightgown shouted clubhouse The clubhouse had a black towel for a door. The nightgown has yellow flowers on it. © Davis School District Farmington, UT 2012-2013

ow ou Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

ew ue Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 63

cashew identify vowel patterns blend individual syllables blend together cashew © Davis School District Farmington, UT 2012-2013

argue identify vowel patterns blend individual syllables blend together argue © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 cashew argue rescue clue newscast dew value jewels fewer pursue Sue newest 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 had to pursue the man with the jewels. The newscast was about rescue. © Davis School District Farmington, UT 2012-2013

The newscast was about a rescue. cashew argue rescue clue newscast dew value jewels fewer pursue Sue newest They had to pursue the man with the jewels. The newscast was about a rescue. © 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 learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

oo (zoo) oy Lesson 64 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 64

raccoon identify vowel patterns blend individual syllables blend together raccoon © Davis School District Farmington, UT 2012-2013

enjoy identify vowel patterns blend individual syllables blend together enjoy © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 raccoon enjoy oyster toys moon bamboo toothpaste joyride cartoon classroom boys joyful 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

You will enjoy the cartoon about the silly raccoon. The toothpaste smells like oysters. © Davis School District Farmington, UT 2012-2013

The toothpaste smells like oysters. raccoon enjoy oyster toys moon bamboo toothpaste joyride cartoon classroom boys joyful You will enjoy the cartoon about the silly raccoon. The toothpaste smells like oysters. © Davis School District Farmington, UT 2012-2013

oo oy Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

oo (book) oi Lesson 65 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 65

pointer identify vowel patterns blend individual syllables blend together pointer © Davis School District Farmington, UT 2012-2013

goodness identify vowel patterns blend individual syllables blend together goodness © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 pointer goodness fishhook foot oilcan point charbroil poison bookcase broiler cookbook look 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 cookbook tells how to use the broiler. Why is an oilcan on the bookcase? © Davis School District Farmington, UT 2012-2013

Why is an oilcan on the bookcase? pointer goodness fishhook foot oilcan point charbroil poison bookcase broiler cookbook look The cookbook tells how to use the broiler. Why is an oilcan on the bookcase? © Davis School District Farmington, UT 2012-2013

oo oi Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

aw au Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 66

August identify vowel patterns blend individual syllables blend together August © Davis School District Farmington, UT 2012-2013

applaud identify vowel patterns blend individual syllables blend together applaud © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 August applaud lawless draw because raw author seesaw faun coleslaw auto jawbone 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

Last August he hit his jawbone on the seesaw. We will applaud for the author. © Davis School District Farmington, UT 2012-2013

We will applaud for the author. August applaud lawless draw because raw author seesaw faun coleslaw auto jawbone Last August he hit his jawbone on the seesaw. We will applaud for the author. © 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 learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

all ui Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 67

lawsuit identify vowel patterns blend individual syllables blend together lawsuit © Davis School District Farmington, UT 2012-2013

baseball identify vowel patterns blend individual syllables blend together baseball © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 lawsuit baseball juicy small fruit grapefruit calling hallway suitcase smallest suit taller 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 suitcase has my wetsuit in it. A fruitcake will not contain grapefruit. © Davis School District Farmington, UT 2012-2013

A fruitcake will not contain grapefruit. lawsuit baseball juicy small fruit grapefruit calling hallway suitcase smallest suit taller The smallest suitcase has my wetsuit in it. A fruitcake will not contain grapefruit. © 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 learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

--y (baby) Lesson 68 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 68

rocky identify vowel patterns blend individual syllables blend together rocky © Davis School District Farmington, UT 2012-2013

happy identify vowel patterns blend individual syllables blend together happy © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 rocky happy poppy hungry twenty fancy baby crazy wavy lazy filthy slowly 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 went slowly and safely down the rocky path. The baby was happy in its fancy outfit. © Davis School District Farmington, UT 2012-2013

The baby was happy in its fancy outfit. rocky happy poppy hungry twenty fancy baby crazy wavy lazy filthy slowly He went slowly and safely down the rocky path. The baby was happy in its fancy outfit. © Davis School District Farmington, UT 2012-2013

--y Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]

ow (cow) ew ee Lesson 69 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 69

fifteen identify vowel patterns blend individual syllables blend together fifteen © Davis School District Farmington, UT 2012-2013

mildew identify vowel patterns blend individual syllables blend together mildew © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 fifteen mildew powder flew downtown frown freedom newest newscast beehive sweet power 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 newest baseball team was on the newscast. Are there fifteen beehives downtown? © Davis School District Farmington, UT 2012-2013

Are there fifteen beehives downtown? mildew powder flew downtown frown freedom newest newscast beehive sweet power The newest baseball team was on the newscast. Are there fifteen beehives downtown? © Davis School District Farmington, UT 2012-2013

ow (cow) ew ee Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

ou ue oa Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 70

blackout identify vowel patterns blend individual syllables blend together blackout © Davis School District Farmington, UT 2012-2013

rescue identify vowel patterns blend individual syllables blend together rescue © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 blackout rescue roadmap boat argue out pursue coatrack railroad coaster house value 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 try not to argue about the value of the couch. The roadmap shows railroads, too. © Davis School District Farmington, UT 2012-2013

The roadmap shows railroads, too. blackout rescue roadmap boat argue out pursue coatrack railroad coaster house value We try not to argue about the value of the couch. The roadmap shows railroads, too. © Davis School District Farmington, UT 2012-2013

ou ue oa Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

oy oo (book) ea (eat) Lesson 71 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 71

enjoy identify vowel patterns blend individual syllables blend together enjoy © Davis School District Farmington, UT 2012-2013

peanut identify vowel patterns blend individual syllables blend together peanut © Davis School District Farmington, UT 2012-2013

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

Be on the lookout for a good book about football. They enjoy the goodness of peanuts. © Davis School District Farmington, UT 2012-2013

They enjoy the goodness of peanuts. beanbag Roy look repeat bookcase football cowboy team goodness royal Be on the lookout for a good book about football. They enjoy the goodness of peanuts. © Davis School District Farmington, UT 2012-2013

oy oo ea Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

aw oo (zoo) ai Lesson 72 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 72

cartoon identify vowel patterns blend individual syllables blend together cartoon © Davis School District Farmington, UT 2012-2013

seesaw identify vowel patterns blend individual syllables blend together seesaw © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 cartoon seesaw rainbow tooth outlaw raccoon jaw railroad coleslaw sail classroom remain 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 raccoon could not remain in the classroom. The coleslaw got on the handrail. © Davis School District Farmington, UT 2012-2013

The coleslaw got on the handrail. cartoon seesaw rainbow tooth outlaw raccoon jaw railroad coleslaw sail classroom remain The raccoon could not remain in the classroom. The coleslaw got on the handrail. © Davis School District Farmington, UT 2012-2013

aw oo ai Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

oi au igh Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 73

pointed identify vowel patterns blend individual syllables blend together pointed © Davis School District Farmington, UT 2012-2013

haunted identify vowel patterns blend individual syllables blend together haunted © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 pointed haunted mighty sauce lightest tight boiling August poison launches soil daylight 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 may not look haunted in the daylight. Tighten these screws lightly. © Davis School District Farmington, UT 2012-2013

Tighten these screws lightly. pointed haunted mighty sauce lightest tight boiling August poison launches soil daylight It may not look haunted in the daylight. Tighten these screws lightly. © Davis School District Farmington, UT 2012-2013

oi au igh Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

--y(baby) ow(snow) a_e i_e o_e u_e e_e Lesson 74 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 74

rocky identify vowel patterns blend individual syllables blend together rocky © Davis School District Farmington, UT 2012-2013

elbow identify vowel patterns blend individual syllables blend together elbow © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 rocky elbow inside fancy pillow poppy rowboat bake happy snow mistake 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

It was a mistake to make a rocky snowman inside. She was happy with the fancy cupcake. © Davis School District Farmington, UT 2012-2013

She was happy with the fancy cupcake. rocky elbow inside fancy pillow  poppy rowboat bake happy snow mistake cupcake It was a mistake to make a rocky snowman inside. She was happy with the fancy cupcake. © Davis School District Farmington, UT 2012-2013

--y ow a_e i_e o_e u_e e_e Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.]

ar er ir or ur Lesson 75 Step 1: Show students the DSD targeted phonics element(s) of the day and tell students the sound.   Today we will learn about the sound of __ (eg. igh). ___ (eg. igh) usually makes the ___ (eg. “i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applicable.] Lesson 75

artist identify vowel patterns blend individual syllables blend together artist © Davis School District Farmington, UT 2012-2013

burger identify vowel patterns blend individual syllables blend together burger © Davis School District Farmington, UT 2012-2013

© Davis School District Farmington, UT 2012-2013 artist burger thirteen turn card dirty forgot carpet herself torn popcorn flower 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 artist made thirteen flowers all by herself. He forgot that the carpet was dirty. © Davis School District Farmington, UT 2012-2013

He forgot that the carpet was dirty. artist burger thirteen turn card dirty forgot carpet herself torn popcorn flower The artist made thirteen flowers all by herself. He forgot that the carpet was dirty. © Davis School District Farmington, UT 2012-2013

ar er ir or ur Step 6: Review the key learning. Today we learned that ___ (eg. igh) usually makes the ___ (“i”) sound. What letters? (Students respond.) What sound? (Students respond.) [Repeat for 2nd element if applic0able.]