Multi-Sensory Phonics

Transcription

1 Multi-Sensory Phonics An Orton-Gillingham Program for Teaching Reading Consonants & Short Vowels pfntă srckĕ bgmlĭ dvjlŏ qwxyzŭ

2 To all the struggling readers, as well as the learning readers, we dedicate this book to you. Keep working at it. You will learn to read. MaxScholar Phonics Program 2012, MaxScholar, LLC All rights reserved. No part of this publication may be reproduced in whole or in part, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher. Printed in the United States of America. 2

3 Table of Contents Directions... 4 p, f, n, t, ă... 7 s, r, c, k, ĕ b, g, m, l, ĭ d, v, j, h, ŏ q, w, x, y, z, ŭ

4 Adaptive Orton-Gillingham Lesson Directions 1. Visual Drill a. Select the visual card for the letter being taught. This card is found in the Reading Deck or create your own card using a black Sharpie Marker and an index card. Cut out the picture from this workbook or photocopy the page and cut out the picture. Be sure to follow the sequence of letters as they are listed in this workbook. For example, start with the card that has the letter p on one side and the image panda on the opposite side. b. Show the student the letter p and say This is the letter p. Turn the card around and say like panda. Then say, It makes the sound /p/. (There is no card for the sound.) Do not add a vowel sound to a consonant sound. For example, do NOT say puh for the sound p. c. Again, show the student the same card, and ask the student to say the name of the letter. Turn the card around, and ask the student to say the name the name of the picture. Then ask the student to say the sound the letter makes. 2. Kinesthetic Drill a. Show the student how to write the letter. Read the directions to the student. b. Ask the student to trace the directions of the letter in the workbook. c. As an alternate direction, have a flat cookie sheet available (or a flat box like a plastic storage box used for food) with sand or uncooked rice in it, and ask the student to use the index finger to write the letter in the sand (or rice). d. Using the page in the workbook, have the student write the letter five times on each line, making sure that the student says the auditory directions properly as the letter is being written. For example, for the letter p, say, down, up, and around. Then write the letter on the line which is next to the image. 3. Phonological Processing Drill (to learn to associate the sound the letter makes with the first sound of a word.) a. The student looks at each image. The student should say out loud the name of each image. Then the student should place a check mark ( ) in the box which is directly under the image that starts with the sound being taught. 4

5 4. Auditory Sound Drill a. Dictate the sound of the first letter (for example p ) by saying to the student, Write the letter that makes the sound /p/ as in panda. b. The student writes the letter on the line next to the number 1. c. Repeat the process for each letter in a group. Then repeat the same process but change the order of the letters and their sounds. 5. Decoding Drill (Sound blending) a. Ask the student to say the sound the first letter makes, then say the sound the second letter makes, then blend the sounds together. For example, /a/ /p/ says /ap/. Remember, some of the words are real and some not. b. Do the same process for blending words that are made of three letters c. Then ask the student to read the words on the pages that have three, then nine, words on the page. Ask the student to follow the same process of blending the sounds that they just learned. d. Continue by asking the student to read all the words on each of the next four pages. e. Word per minute timing is designed to improve the reading fluency of the student. First, read to the student all the words on the word list. Start in the upper left hand corner, go across the row to the right, then start the next row and go to the right, until all the words are read. f. Then ask the student to read the same set of words in the word list. Tell the student that he or she will be timed for one minute. Use a stop watch, a timer, or the second hand on a wrist watch or clock to track 60 seconds. Tell the student when the minute is up. If the student should finish the word list before the minute is up, the student should start reading the list again. Have the student read the word list five different times. These tries do not have to be on the same day. g. Then, use the graph on the next page to record the results. Take any color marker, and color in the total words read per minute, making a vertical bar. See the example at the bottom of the graph used to record the results. 6. Spelling Drill a. Select ten (10) words from the word list. Dictate each word, one at a time and have the student say the sounds as he or she writes the word. b. An example that might be used is: Write the word pat. Ask the student to say /p/ /a/ /t/, as they write the word, /pat/. 7. This completes the directions for the first group of letters. If the student has not mastered any letter, please review the letters. 5

6 8. For the second, third, fourth, and fifth sets of letters, the student will be asked to start the lesson by reviewing all the letters and their sounds that have already been learned. 9. The next exercise involves learning Sight Words. Sight words are words that are not sounded out. They need to be memorized by the student. Take the cards from the Sight Word Deck corresponding to each word on the page of the sight words. You can also create your own cards by using a red Sharpie Marker and an index card. We want the sight words to be in red. Show each card to the student. The teacher tells the student what each word is. Then have the student say the word. Then shuffle the cards and have the student read each one again. Continue to do this until the student has learned all the sight words in the section. There is a complete list of sight words on page The next exercise involves the use of a Controlled Reader. A controlled reader is a passage that does not make sense, but allows the student to practice reading the letters and sounds the student has just learned in sentences. Then the student should read the sentences out loud. The controlled reader section is supposed to be read several times until the student can read the entire passage fluently 11. Continue the same steps through each of the five (or six) letters in the next four groups. 6

7 p, f, n, t, ă 7

8 Directions: Use the Reading Deck or create your own flash card with the letter p on the front and a picture of a panda on the back. Then follow the visual drill directions on page 4. This is the letter p. p /p/ 8

9 This the letter p. Say the name of this letter. To write the letter p, you go: down, up, and around. 1 p 3 2 As you write the letter, say down, up, and around. 9

10 Now, you try writing the letter p five times on each line. Say out loud down, up, and around as you write each p. p p p _anda 10

11 Put a check mark in the box under a picture that starts with /p/ as in panda. p 11

12 Directions: Use the Reading Deck or create your own flash card with the letter f on the front and a picture of a fox on the back. Then follow the visual drill directions on page 4. This is the letter f. f /f/ 12

13 This the letter f. Say the name of this letter. To write the letter f, you go: around, down, and across. 1 2 f 3 As you write the letter, say around, down, and across. 13

14 Now, you try writing the letter f five times on each line. Say out loud around, down, and across as you write each f. f f f _ox 14

15 Put a check mark in the box under a picture that starts with /f/ as in fox. f 15

16 Directions: Use the Reading Deck or create your own flash card with the letter n on the front and a picture of a nurse on the back. Then follow the visual drill directions on page 4. This is the letter n. n /n/ 16

17 This the letter n. Say the name of this letter. To write the letter n, you go: down, up, and hump. 1 n 3 2 As you write the letter, say down, up, and hump. 17

18 Now, you try writing the letter n five times on each line. Say out loud down, up, and hump as you write each n. n n n _urse 18

19 Put a check mark in the box under a picture that starts with /n/ as in nurse. n 19

20 Directions: Use the Reading Deck or create your own flash card with the letter t on the front and a picture of a taxi on the back. Then follow the visual drill directions on page 4. This is the letter t. t /t/ 20

21 This the letter t. Say the name of this letter. To write the letter t, you go: down and across. 1 t 2 As you write the letter, say down and across. 21

22 Now, you try writing the letter t five times on each line. Say out loud down and across as you write each t. t t t _axi 22

23 Put a check mark in the box under a picture that starts with /t/ as in taxi. t 23

24 Directions: Use the Reading Deck or create your own flash card with the letter a on the front and a picture of an apple on the back. Then follow the visual drill directions on page 4. This is the letter a. a /a/ 24

25 This the letter a. Say the name of this letter. To write the letter a, you go: around, up, and down. a As you write the letter, say around, up, and down. 25

26 Now, you try writing the letter a five times on each line. Say out loud around, up, and down as you write each a. a a a _pple 26

27 Put a check mark in the box under a picture that starts with /a/ as in apple. a 27

28 Place a circle around the same word. Remember, some words are real and some are not. The first line is a sample. SAMPLE: paf pat paf fan tan fan nap nap nat tap tap tan pan nap pan nat tan nat tan pan tan naf fan naf fat fat taf 28

29 Read, copy, and circle the word. SAMPLE: pan p a n fan nap tap pat fat tan 29

30 Spell Circle the letter to spell the word. Write SAMPLE: p d c a n t pan f n a o p t t p e a t p n p a o p t n f a e n t t n o a n p t f e a p n 30

31 Auditory Sound Drill See page 5. Example: Write the letter that makes the sound /p/ as in panda. Sounds: p, f, n, t, a

32 Say the sound of each letter and then blend the sounds together to form a word. Then write the word on the line. a + p = a + n = a + t = 32

33 Again, say the sound of each letter and then blend the sound together to form a word. Then write the word on the line. p + a + t = n + a + p = f + a + t = 33

34 Again, say the sound of each letter and blend the sound together to form a word. Then write the word on the line. p + a + n = n + a + t = f + a + n = 34

35 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. tan fat nat pat fan taff 35

36 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. an at ap pat paff ap nan nap pan 36

37 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. fap tan nat fan fat at taff at tan 37

38 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. nat fan tap tan pan fan fat nap pat 38

39 The teacher reads the words using the letters and sounds just leaned. Some words are real; some are not. an at ap pat paff nap fat tap pan fap tan nat fan fat at taff pat tan nat fan tan 39

40 Now read the same words again. This time you will be timed for one minute. If you finish the list, start over. Remember to start at the top on the left and go to the right. Try it 5 times. Count how many words you read each try. Record your scores on the next page. an at ap pat paff nap fat tap pan fap tan nat fan fat at taff pat tan nat fan tan 40

41 Words per Minute Try 1 Try 2 Try 3 Try 4 Try 5 After each word per minute timing try, use a highlighter to color in each bar indicating the number of words read in the minute. For example: Try 1 41

42 Spelling Drill The teacher selects 10 words from the word per minute word list. Use the first 10 words. Read the words, one at a time, and ask the student to say the sound each letter makes as he or she writes the word. For example, use the word pat. The teacher says Write the word pat. The student says /p/ /a/ /t/ pat and writes the word pat on line

43 It is time to learn about SIGHT WORDS. Sight words are common words that should not be sounded out. These words allow you to make sentences. They need to be memorized. You need to be able to read the words just by looking at them. Use cards from the Sight Word Deck or create your own Sight Word flash cards by using a red Sharpie Marker and index cards. Select or create the cards listed below. The teacher will say a word, and the student should repeat it. a in and for had 43

44 Let s try to read a story. The story does not make sense, but it gives you a chance to use some of the words you just learned. The teacher will read a sentence first, then you read it. Nat and Pat 44

45 A nap for Nat A nap for Pat 45

46 Nat had a pan. Pat had a pan. 46

47 Nat and Pat nap in a fat pan. 47

48 Directions: Now it is time to begin the next set of letters. Before you start, it is important to review what has already been learned. s, r, c, k, ĕ 48

49 Review. First, select the flashcards that you have used for the letters p, f, n, t, a. Show them one at a time to the student. Ask the student to say the name of the letter, the name of the picture, and the sound each letter makes. When the student knows all the letters and sounds, begin the next section on the following page. p /p/ f n t ă /f/ /n/ /t/ /ă/ 49

50 Directions: Use the Reading Deck or create your own flash card with the letter s on the front and a picture of a sun on the back. Then follow the visual drill directions on page 4. This is the letter s. s /s/ 50

51 This the letter s. Say the name of this letter. To write the letter s, you go: around, turn, and around. 2 s 1 3 As you write the letter, say around, turn, and around. 51

52 Now, you try writing the letter s five times on each line. Say out loud around, turn, and around as you write each s. s s s _un 52

53 Put a check mark in the box under a picture that starts with /s/ as in sun. s 53

54 Directions: Use the Reading Deck or create your own flash card with the letter r on the front and a picture of rain on the back. Then follow the visual drill directions on page 4. This is the letter r. r /r/ 54

55 This the letter r. Say the name of this letter. To write the letter r, you go: down, up, and half-around. 1 r 3 2 As you write the letter, say down, up, and halfaround. 55

56 Now, you try writing the letter r five times on each line. Say out loud down, up, and half-around as you write each r. r r r _ain 56

57 Put a check mark in the box under a picture that starts with /r/ as in rain. r 57

58 Directions: Use the Reading Deck or create your own flash card with the letter c on the front and a picture of a cat on the back. Then follow the visual drill directions on page 4. This is the letter c. c /c/ 58

59 This the letter c. Say the name of this letter. To write the letter c, you go: around and around. c 1 As you write the letter, say around and around. 59

60 Now, you try writing the letter c five times on each line. Say out loud around and around as you write each c. c c c _at 60

61 Put a check mark in the box under a picture that starts with /c/ as in cat. c 61

62 Directions: Use the Reading Deck or create your own flash card with the letter k on the front and a picture of a kite on the back. Then follow the visual drill directions on page 4. This is the letter k. k /k/ 62

63 This the letter k. Say the name of this letter. To write the letter k, you go: down, up to the right, and down. 1 k 2 3 As you write the letter, say down, up to the right, and down. 63

64 Now, you try writing the letter k five times on each line. Say out loud down up, to the right, and down as you write each k. k k k _ite 64

65 Put a check mark in the box under a picture that starts with /k/ as in kite. k 65

66 Directions: Use the Reading Deck or create your own flash card with the letter e on the front and a picture of an egg on the back. Then follow the visual drill directions on page 4. This is the letter e. e e /e/ 66

67 This the letter e. Say the name of this letter. To write the letter e, you go: across and around. e 2 1 As you write the letter, say across and around. 67

68 Now, you try writing the letter e five times on each line. Say out loud across and around as you write each e. e e e _gg 68

69 Put a check mark in the box under a picture that starts with /e/ as in egg. e 69

70 Place a circle around the same word. Remember, some words are real and some are not. The first line is a sample. SAMPLE: res rec res cer cer cek kes kes rec ser res ser rek ker rek ker ker cer sec rec sec rec cer rec ces ces cek 70

71 Read, copy, and circle the word. SAMPLE: p pet e t net ten pen rat can cat 71

72 Spell Circle the letter to spell the word. Write SAMPLE: p d c e n t pet f n a e p t t p e a n p n p a e n t n r a e n t c n o a t n t c e a p t 72

73 Auditory Sound Drill See page 5. Example: Write the letter that makes the sound /s/ as in sun. Sounds: s, r, c, k, e

74 Say the sound of each letter and then blend the sounds together to form a word. Then write the word on the line. e + s = e + n = a + n = 74

75 Again, say the sound of each letter and blend the sound together to form a word. Then write the word on the line. p + e + t = p + e + n = s + e + t = 75

76 Again, say the sound of each letter and blend the sound together to form a word. Then write the word on the line. c + a + n = n + e + t = t + e + n = 76

77 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. ten pat pen tap peff nek 77

78 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. an en as nap ran caff pek tat sat 78

79 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. set sap fat can rat ran fan sen fen 79

80 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. pet ten cat fan set rep ran net pen 80

81 The teacher reads the words using the letters and sounds just leaned. Some words are real; some are not. an at rep set pen nep set sat pet net tan cat fan fat rat ken cap ten pet ran pen 81

82 Now read the same words again. This time you will be timed for one minute. If you finish the list, start over. Remember to start at the top on the left and go to the right. Try it 5 times. Count how many words you read. Record your scores on the next page. an at rep set pen nep set sat pet net tan cat fan fat rat ken cap ten pet ran pen 82

83 Words per Minute Try 1 Try 2 Try 3 Try 4 Try 5 After each word per minute timing try, use a highlighter to color in each bar indicating the number of words read in the minute. For example: Try 1 83

84 Spelling Drill The teacher selects 10 words from the word per minute word list. Use the first 10 words. Read the words, one at a time, and ask the student to say the sound each letter makes as he or she writes the word. For example, use the word set. The teacher says Write the word set. The student says /s/ /e/ /t/ set and writes the word set on line

85 Here are more SIGHT WORDS. They need to be memorized. You need to be able to read these words just by looking at them. Use cards from the Sight Word Deck or create your own Sight Word flash cards by using a red Sharpie Marker and index cards. Select or create the cards listed below. The teacher will say the word and the student should repeat it. has is takes the on up fun 85

86 Let s try to read a story. The story does not make sense, but it gives you a chance to use some of the words you just learned. The teacher will read each sentence first, then you read it. Ken has a pet. 86

87 It is a cat. It is a fat cat. 87

88 Ken takes the fat cat on a jet. The jet is set. 88

89 The jet is up. The cat is on the jet. 89

90 Directions: Now it is time to begin the next set of letters. Before you start, it is important to review what has already been learned. b, g, m, l, ĭ 90

91 Review. Select the flashcards that you have used for the letters p, f, n, t, a, s, r, c, k, e. Show them one at a time to the student. Ask the student to say the name of the letter, the name of the picture, and the sound each letter makes. When the student knows all the letters and sounds, begin the next section on the following page. p /p/ f /f/ n t ă /n/ /t/ /ă/ 91

92 REVIEW OF LETTERS & SOUNDS s r c k ĕ /s/ /r/ /c/ /k/ /ĕ/ 92

93 Directions: Use the Reading Deck or create your own flash card with the letter b on the front and a picture of a bird on the back. Then follow the visual drill directions on page 4. This is the letter b. b /b/ This the letter b. Say the name of this letter. 93

94 To write the letter b, you go: down, up, and around. 1 b 3 2 As you write the letter, say down, up, and around. 94

95 Now, you try writing the letter b five times on each line. Say out loud down, up, and around as you write each b. b b b _ird 95

96 Put a check mark in the box under a picture that starts with /b/ as in bird. b 96

97 Directions: Use the Reading Deck or create your own flash card with the letter g on the front and a picture of gum on the back. Then follow the visual drill directions on page 4. This is the letter g. g /g/ 97

98 This the letter g. Say the name of this letter. To write the letter g, you go: around, down, and around. g As you write the letter, say around, down, and around. 98

99 Now, you try writing the letter g five times on each line. Say out loud around, down, and around as you write each g. g g g _um 99

100 Put a check mark in the box under a picture that starts with /g/ as in gum. g 100

101 Directions: Use the Reading Deck or create your own flash card with the letter m on the front and a picture of a moon on the back. Then follow the visual drill directions on page 4. This is the letter m. m /m/ 101

102 This the letter m. Say the name of this letter. To write the letter m, you go: down, up, hump, and hump. 1 m As you write the letter, say down, up, hump, and hump. 102

103 Now, you try writing the letter m five times on each line. Say out loud down, up, hump, and hump as you write each m. m m m _oon 103

104 Put a check mark in the box under a picture that starts with /m/ as in moon. m 104

105 Directions: Use the Reading Deck or create your own flash card with the letter l on the front and a picture of a lemon on the back. Then follow the visual drill directions on page 4. This is the letter l. l /l/ 105

106 This the letter l. Say the name of this letter. To write the letter l, you go: down. 1 l As you write the letter, say down. 106

107 Now, you try writing the letter l five times on each line. Say out loud down as you write each l. l l l _emon 107

108 Put a check mark in the box under a picture that starts with /l/ as in lemon. l 108

109 Directions: Use the Reading Deck or create your own flash card with the letter i on the front and a picture of itchy on the back. Then follow the visual drill directions on page 4. This is the letter i. i /i/ 109

110 This the letter i. Say the name of this letter. To write the letter i, you go: down and dot. 2 1 i As you write the letter, say down and dot. 110

111 Now, you try writing the letter i five times on each line. Say out loud down and dot as you write each i. i i i _tchy 111

112 Put a check mark in the box under a picture that starts with /i/ as in itchy. i 112

113 Place a circle around the same word. Remember, some words are real and some are not. The first line is a sample. SAMPLE: big bag big gib gib gil mil mip mil lim lim lin gim gim mig lib lit lib bil bil bal bim mib bim gil gil gal 113

114 Read, copy, and circle the word. SAMPLE: pin p i n pig bed bin fin lip bib 114

115 Spell Circle the letter to spell the word. Write SAMPLE: p b c i n d bin b n a e g d t b i a b t p g a i g s p r i e n g f m o a p n l c i a p t 115

116 Auditory Sound Drill See page 5. Example: Write the letter that makes the sound /b/ as in bird. Sounds: b, g, m, l, i

117 Say the sound of each letter and then blend the sounds together to form a word. Then write the word on the line. i + t = i + m = e + b = 117

118 Again, say the sound of each letter and blend the sound together to form a word. Then write the word on the line. b + i + g = l + i + p = m + i + g = 118

119 Again, say the sound of each letter and blend the sound together to form a word. Then write the word on the line. t + i + n = b + a + g = m + a + g = 119

120 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. big lip mig bit lib fit 120

121 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. fit man bin bit tin big rim fib sit 121

122 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. pet bag big ten fin cat rim sip rip 122

123 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. keg pen bin pin pit lip ran lit lap 123

124 The teacher reads the words using the letters and sounds just leaned. Some words are real; some are not. fit bit big lit bin fit sit tin fib lip kit tip fin fat leg pat pin rim rip pet pit 124

125 Now read the same words again. This time you will be timed for one minute. If you finish the list, start over. Remember to start at the top on the left and go to the right. Try it 5 times. Count how many words you read. Record your scores on the next page. fit bit big lit bin fit sit tin fib lip kit tip fin fat leg pat pin rim rip pet pit 125

126 Words per Minute Try 1 Try 2 Try 3 Try 4 Try 5 After each word per minute timing try, use a highlighter to color in each bar indicating the number of words read in the minute. For example: Try 1 126

127 Spelling Drill The teacher selects 10 words from the word per minute word list. Use the first 10 words. Read the words, one at a time, and ask the student to say the sound each letter makes as he or she writes the word. For example, use the word big. The teacher says Write the word big. The student says /b/ /i/ /g/ big and writes the word big on line

128 Here are more SIGHT WORDS. They need to be memorized. You need to be able to read these words just by looking at them. Use cards from the Sight Word Deck or create your own Sight Word flash cards by using a red Sharpie Marker and index cards. Select or create the cards listed below. The teacher will say the word and the student should repeat it. had a and on the by got they 128

129 Let s try to read a story. The story does not make sense, but it gives you a chance to use some of the words you just learned. The teacher will read each sentence first, then you read it. Mel had a fat pig. Kim had a big bat. 129

130 Tim had a fat rat. Mel, Kim, and Tim sit in a cab. All of them are on the way to see the tar pit. 130

131 Mel hit his pig. Kim bit her lip. Tim sat on a pin. They all had a fit. They get a fan. 131

132 Mel, Kim, Tim, the fat pig, the big bat, and the pet rat sit in a red car. 132

133 Directions: Now it is time to begin the next set of letters. Before you start, it is important to review what has already been learned. d, v, j, h, ŏ 133

134 Review. First, select the flashcards that you have used for the letters p, f, n, t, a, s, r, c, k, e, b, g, m, l, i. Show them one at a time to the student. Ask the student to say the name of the letter, the name of the picture, and the sound each letter makes. When the student knows all the letters and sounds, begin the next section on the following page. p f n t ă /p/ /f/ /n/ /t/ /ă/ 134

135 REVIEW OF LETTERS & SOUNDS s r c k ĕ /s/ /r/ /c/ /k/ /ĕ/ 135

136 REVIEW OF LETTERS & SOUNDS b g m l ĭ /b/ /g/ /m/ /l/ /ĭ/ 136

137 Directions: Use the Reading Deck or create your own flash card with the letter d on the front and a picture of a door on the back. Then follow the visual drill directions on page 4. This is the letter d. d /d/ 137

138 This the letter d. Say the name of this letter. To write the letter d, you go: around, up, and down. d As you write the letter, say around, up, and down. 138

139 Now, you try writing the letter d five times on each line. Say out loud around, up, and down as you write each d. d d d _oor 139

140 Put a check mark in the box under a picture that starts with /d/ as in door. d 140

141 Directions: Use the Reading Deck or create your own flash card with the letter v on the front and a picture of a vacuum on the back. Then follow the visual drill directions on page 4. This is the letter v. v /v/ 141

142 This the letter v. Say the name of this letter. To write the letter v, you go: down and up. 1 v 2 As you write the letter, say down and up. 142

143 Now, you try writing the letter v five times on each line. Say out loud down and up as you write each v. v v v _acuum 143

144 Put a check mark in the box under a picture that starts with /v/ as in vacuum. v 144

145 Directions: Use the Reading Deck or create your own flash card with the letter j on the front and a picture of jam on the back. Then follow the visual drill directions on page 4. This is the letter j. j /j/ 145

146 This the letter j. Say the name of this letter. To write the letter j, you go: down, half-around, and dot. 1 j 3 2 As you write the letter, say down, half-around, and dot. 146

147 Now, you try writing the letter j five times on each line. Say out loud down, half-around, and dot as you write each j. j j j _am 147

148 Put a check mark in the box under a picture that starts with /j/ as in jam. j 148

149 Directions: Use the Reading Deck or create your own flash card with the letter h on the front and a picture of a heart on the back. Then follow the visual drill directions on page 4. This is the letter h. h /h/ 149

150 This the letter h. Say the name of this letter. To write the letter h, you go: down, up, and hump. 1 h 3 2 As you write the letter, say down, up, and hump. 150

151 Now, you try writing the letter h five times on each line. Say out loud down, up, and hump as you write each h. h h h _eart 151

152 Put a check mark in the box under a picture that starts with /h/ as in heart. h 152

153 Directions: Use the Reading Deck or create your own flash card with the letter o on the front and a picture of an ostrich on the back. Then follow the visual drill directions on page 4. This is the letter o. o /o/ 153

154 This the letter o. Say the name of this letter. To write the letter o, you go: all the way around. o 1 As you write the letter, say all the way around. 154

155 Now, you try writing the letter o five times on each line. Say out loud all the way around as you write each o. o o o _strich 155

156 Put a check mark in the box under a picture that starts with /o/ as in ostrich. o 156

157 Place a circle around the same word. Remember, some words are real and some are not. The first line is a sample. SAMPLE: dov bov dov vod vod vad hod jod hod hov tov hov voj voj vot jod jod jad vad vod vad hev hev nav fat fat taf 157

158 Read, copy, and circle the word. SAMPLE: dog dog mom dot jam jog mop pot 158

159 Spell Circle the letter to spell the word. Write SAMPLE: p d c o n g dog m n a o p t t d o a t p j p a o p g p f o e n t d n i a t g m f o a p m 159

160 Auditory Sound Drill See page 5. Example: Write the letter that makes the sound /d/ as in door. Sounds: d, v, j, h, o

161 Say the sound of each letter and then blend the sounds together to form a word. Then write the word on the line. o + n = o + p = i + d = 161

162 Again, say the sound of each letter and blend the sound together to form a word. Then write the word on the line. d + o + g = v + o + b = h + o + t = 162

163 Again, say the sound of each letter and blend the sound together to form a word. Then write the word on the line. j + o + t = l + o + g = d + o + g = 163

164 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. dog vob hot dot log jog 164

165 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. dog hot log fob dot jog hop fog hog 165

166 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. sat dig jog hat set rim met dog fad 166

167 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. mob jog cot bog mop pop fog lot top 167

168 The teacher reads the words using the letters and sounds just leaned. Some words are real; some are not. nob jot vom jog dog pop hog top rot cod rob nod hot pod lot cat hem rid pad ran get 168

169 Now read the same words again. This time you will be timed for one minute. If you finish the list, start over. Remember to start at the top on the left and go to the right. Try it 5 times. Count how many words you read. Record your scores on the next page. nob jot vom jog dog pop hog top rot cod rob nod hot pod lot cat hem rid pad van get 169

170 Words per Minute Try 1 Try 2 Try 3 Try 4 Try 5 After each word per minute timing try, use a highlighter to color in each bar indicating the number of words read in the minute. For example: Try 1 170

171 Spelling Drill The teacher selects 10 words from the word per minute word list. Use the first 10 words. Read the words, one at a time, and ask the student to say the sound each letter makes as he or she writes the word. For example, use the word nob. The teacher says Write the word nob. The student says /n/ /o/ /b/ nob and writes the word nob on line

172 Here are more SIGHT WORDS. They need to be memorized. You need to be able to read these words just by looking at them. Use cards from the Sight Word Deck or create your own Sight Word flash cards by using a red Sharpie Marker and index cards. Select or create the cards listed below and on the next page. The teacher will say the word and the student should repeat it. the to who is him too white saw then black 172

173 More SIGHT WORDS. away a his with was had began his 173

174 Let s try to read a story. The story does not make sense, but it gives you a chance to use some of the words you just learned. The teacher will read each sentence first, then you read it. The dog ran to the man who is Tom. The cat ran to Tom, too. 174

175 The white dog saw the black cat. Then the dog bit the cat. 175

176 The cat ran away to his mom. The man hit the dog with a mop. 176

177 The dog was bad. The dog began to sob. 177

178 Directions: Now it is time to begin the next set of letters. Before you start, it is important to review what has already been learned. q, w, x, y, z, ŭ 178

179 Review. First, select the flashcards that you have used for the letters p, f, n, t, a, s, r, c, k, e, b, g, m, l, i, d, v, j, h, o. Show them one at a time to the student. Ask the student to say the name of the letter, the name of the picture, and the sound each letter makes. When the student knows all the letters and sounds, begin the next section on the following page. p /p/ f n t ă /f/ /n/ /t/ /ă/ 179

180 REVIEW OF LETTERS & SOUNDS s r c k ĕ /s/ /r/ /c/ /k/ /ĕ/ 180

181 REVIEW OF LETTERS & SOUNDS b g m l ĭ /b/ /g/ /m/ /l/ /ĭ/ 181

182 REVIEW OF LETTERS & SOUNDS d v j h ŏ /d/ /v/ /j/ /h/ /ŏ/ 182

183 Directions: Use the Reading Deck or create your own flash card with the letter q on the front and a picture of quarters on the back. Then follow the visual drill directions on page 4. This is the letter q. q /kw/ 183

184 This the letter q. Say the name of this letter. To write the letter q, you go: around, down, and hook. q As you write the letter, say around, down, and hook. 184

185 Now, you try writing the letter q five times on each line. Say out loud around, down, and hook as you write each q. q q q _uarters 185

186 Put a check mark in the box under a picture that starts with /q/ as in quarters. q 186

187 Directions: Use the Reading Deck or create your own flash card with the letter w on the front and a picture of a watermelon on the back. Then follow the visual drill directions on page 4. This is the letter w. w /w/ 187

188 This the letter w. Say the name of this letter. To write the letter w, you go: Down, up, down, and up. 1 w As you write the letter, say down, up, down, and up. 188

189 Now, you try writing the letter w five times on each line. Say out loud down, up, down, and up as you write each w. w w w _atermelon 189

190 Put a check mark in the box under a picture that starts with /w/ as in watermelon. w 190

191 Directions: Use the Reading Deck or create your own flash card with the letter x on the front and a picture of an x-ray on the back. Then follow the visual drill directions on page 4. This is the letter x. x /x/ 191

192 This the letter x. Say the name of this letter. To write the letter x, you go: Down to the right and down to the left. 1 x 2 As you write the letter, say down to the right and down to the left. 192

193 Now, you try writing the letter x five times on each line. Say out loud down to the right and down to the left as you write each x. x x x _-ray 193

194 Put a check mark in the box under a picture that starts with /x/ as in x-ray. x 194

195 Directions: Use the Reading Deck or create your own flash card with the letter y on the front and a picture of a yawn on the back. Then follow the visual drill directions on page 4. This is the letter y. y /y/ 195

196 This the letter y. Say the name of this letter. To write the letter y, you go: down to the right and down to the left. 1 y 2 As you write the letter, say down to the right and down to the left. 196

197 Now, you try writing the letter y five times on each line. Say out loud down to the right and down to the left as you write each y. y y y _awn 197

198 Put a check mark in the box under a picture that starts with /y/ as in yawn. y 198

199 Directions: Use the Reading Deck or create your own flash card with the letter z on the front and a picture of a zipper on the back. Then follow the visual drill directions on page 4. This is the letter z. z /z/ 199

200 This the letter z. Say the name of this letter. To write the letter z, you go: across, down to the left, and across. z As you write the letter, say across, down to the left, and across. 200

201 Now, you try writing the letter z five times on each line. Say out loud across, down to the left, and across as you write each z. z z z _ipper 201

202 Put a check mark in the box under a picture that starts with /z/ as in zipper z 202

203 This is the letter u. u /u/ 203

204 This the letter u. Say the name of this letter. To write the letter u, you go: down, half-around, up, and down. 1 u As you write the letter, say down, half-around, up, and down. 204

205 Now, you try writing the letter u. u u u _p 205

206 Put a check mark in the box under a picture that starts with /u/ as in up u 206

207 Place a circle around the same word. Remember, some words are real and some are not. The first line is a sample. SAMPLE: duv bov duv vud vud vad hud jud hud huv tuv huv voj voj vot jud jud jad vad hev vod vad hev nav fat fat taf 207

208 Read, copy, and circle the word. SAMPLE: tub tub rug hug run sun fox nut 208

209 Spell Circle the letter to spell the word. Write SAMPLE: p t c u n b tub f n o e p x s d o u n p h p u o p g h r u e n t d n u a t g r f e u g m 209

210 Auditory Sound Drill See page 5. Example: Write the letter that makes the sound /q/ as in quarters. Sounds: q, w, x, y, z, u

211 Say the sound of each letter and then blend the sounds together to form a word. Then write the word on the line. u + p = u + t = u + m = 211

212 Again, say the sound of each letter and blend the sound together to form a word. Then write the word on the line. w + a + x = t + u + x = s + u + n = 212

213 Again, say the sound of each letter and blend the sound together to form a word. Then write the word on the line. p + u + n = y + u + m = f + i + x = 213

214 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. bud hut yup cub gum bus 214

215 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. pet fad kid dot sum web gal pig put 215

216 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. set tap lip hot mud zap win yes mom 216

217 Now read some words using the letter and sounds you have just learned. Some words are real and some are not. The teacher will read each word, then you will read the word. bug bun jut jug bun mug mud rub bug 217

218 The teacher reads the words using the letters and sounds just leaned. Some words are real; some are not. bud yum cab up dud rut fun rug gum nut mud cup jug gut bad hem rib sod fax pet log 218

219 Now read the same words again. This time you will be timed for one minute. If you finish the list, start over. Remember to start at the top on the left and go to the right. Try it 5 times. Count how many words you read. Record your scores on the next page. bud yum cab up dud rut fun rug gum nut mud cup jug gut bad hem rib sod fax pet log 219

220 Words per Minute Try 1 Try 2 Try 3 Try 4 Try 5 After each word per minute timing try, use a highlighter to color in each bar indicating the number of words read in the minute. For example: Try 1 220

221 Spelling Drill The teacher selects 10 words from the word per minute word list. Use the first 10 words. Read the words, one at a time, and ask the student to say the sound each letter makes as he or she writes the word. For example, use the word wax. The teacher says Write the word wax. The student says /w/ /a/ /x/ wax and writes the word wax on line

222 Here are more SIGHT WORDS. They need to be memorized. You need to be able to read these words just by looking at them. Use cards from the Sight Word Deck or create your own Sight Word flash cards by using a red Sharpie Marker and index cards. Select or create the cards listed below and on the next page. The teacher will say the word and the student should repeat it. a in the was not on of brown 222

223 More SIGHT WORDS. little old from had been red 223

224 Let s try to read a story. The story does not make sense, but it gives you a chance to use some of the words you just learned. The teacher will read each sentence first, then you read it. A bug hid in the rug. The bug was not big. The bug had been in the mud. 224

225 The rug was brown. The bug sat on top of a man in a pub. The man was a bum. 225

226 The little bug bit the old man. The man hit the bug from the rug. The bug was bad. 226

227 Here is a more complete list of SIGHT WORDS. Use cards from the Sight Word Deck or create your own Sight Word flash cards by using a red Sharpie Marker and index cards. Place a check in the box when mastered. 1-letter 2-letter 3-letter 4-letter 5-letter a an all also about I as and back above at any been after be are even among by big from before do boy give could go but have first he can into heart if egg kept large in get know learn is had like little it has love means me her made other my him many place no his more should of its most stood on man much their or may must there so men only these to new over thing up not said think us now show time we off sign water old some where our than which out that world put then would see they write she this sky time sun want tell well the were was what way when who will you with 227

228 When 2 consonants stand between 2 vowels, the word is usually divided between the consonants (vc / cv), or we call them rabbit words. rab / bit Draw a line between the syllables in each word: napkin happen attic pepper mitten button zigzag muffin kitten pencil hobbit sudden sadden magnet muffin tablet hotdog puppet 228