2nd Grade Daily Phonics Element Routine

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-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

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

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

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

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

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

-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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

--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

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

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

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

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

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

--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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

oa ie -e -o (open syllables)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

wor (word) -tion --y(baby)

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

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

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

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

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

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

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

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

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

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

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

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

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

2nd Grade Daily Phonics Element Routine

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2nd Grade Daily Phonics Element Routine

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