wilsonpast

Week of November 17^th

(5^th period)

Monday

Substep 4.1

Vowel consonant e

Step 1. Quick Drill – all vowels (short and long), target consonants (b,c,d,g,j,qu,s,x,y), digraphs (th, wh, ck, ch, sh), welded - all, am, an, ang, ing, ong, ung, ank, ink, onk, unk, ild, old, olt, ind, ost

Step 2. Teach and Review Concepts – Review vowel consonant –e syllable type. Demonstrate how the e can actually “jump over” a digraph as well. Examples are bathe and clothe. Add s suffix to v-e words. Circle the suffix. Complete wkbk 2 together and read words aloud.

Step 3. Word Cards – Go over 4.1 word cards and have student make up more word cards and mark them appropriately.

Step 4. Wordlist Reading - student reader 4 top of page 9

Step 5. Sentence Reading - student reader 4 page 24 # 1-5, model phrasing for fluency

Step 9. Controlled Text Passage Reading – Student reader 4 page 34 The Quake State – retell using SWBS

Tuesday

Substep 4.1

Vowel consonant e

Step 1. Quick Drill - all vowels short and long, target consonants (b,c,d,g,j,qu,s, x,y) including s-snake-/s/ and s-bugs -/z/, digraphs, welded sound - all, am, an, ang, ing, ong, ung, ank, ink, onk, unk, ild, old, olt, ind, ost

Step 2. Teach and Review Concepts – go over the vowel consonant –e Differentiate between the closed syllable and the v-e syllable using wkbk page 4.

Step 3. Word Cards – Go over 4.1 word cards

Step 4. Wordlist Reading - student reader 4 bottom of page 9

Step 5. Sentence Reading - student reader 4 page 24 # 6-10, model phrasing for fluency

Step 9. Controlled Text Passage Reading – read Travels With Ted – chapter 3 orally

Wednesday

Substep 4.1

Vowel consonant e

1. Quick Drill - all vowels short and long, target consonants (b,c,d,g,j,qu,s, x,y) including s-snake-/s/ and s-bugs -/z/, digraphs, welded sound - all, am, an, ang, ing, ong, ung, ank, ink, onk, unk, ild, old, olt, ind, ost

Step 2. Teach and Review Concepts - Review vowel consonant –e syllable type. Wkbk page 5

Step 6. Quick Drill in Reverse- - using magnetic journals work on identification of letters when given sounds of vowels, target consonants, digraphs, and welded sounds

Step 7. Teach and Review Concepts for Spelling – Using magnetic boards, practice spelling v-e words, introduce irregular words - are, come, done, gone, none

Step 8. Written Dictation - sounds, real words, nonsense words, sight words, and sentences

Step 9. Controlled Text Passage Reading – begin reading Travels With Ted – chapter 3 orally

Thursday

Tuck Everlasting – Review previous chapters, introduce new vocabulary words borne, acrid, gingerly, and parched using vocabulary word map, read chapters 21 and 22 and discuss, Assign wkst 19-22 due next Thursday

Friday

Progress Monitoring – gather baseline data for fluency, test and chart 4.1

Week of November 10^th

(5^th period)

Monday

Substep 4.1

Vowel consonant e

Step 2. Teach and Review Concepts – New syllable type (vowel consonant –e) is introduced. Review the closed syllable rule using sound cards. Make the word hop. Tap out the word to show there are 3 sounds. Next, have the students listen as your tap out the word hope. Explain that hope only has 3 sounds, but the o says its name instead of the short vowel sound.
The way to do this is to add an e. Add an e to hop. Tap it out again and explain that the e is the busiest letter in the alphabet. “It constantly volunteers to help out and often ‘keeps its mouth closed’ while it works. E is overworked and underpaid, but it doesn’t seem to mind. The e is silent. It jumps over the p to give o the long sound. Practice with cap, cape/fat,fate/tap,tape/lat,late/ gob.gobe. Show the students how to make this syllable and record the VC-e definitions in their notebooks.

Step 3. Word Cards – Cover up e on card and have students read, then uncover e and have students read using 4.1 word cards

Step 4. Wordlist Reading - student reader 4 top of page 8

Step 5. Sentence Reading - student reader 4 page 23 # 1-5, model phrasing for fluency

Step 9. Controlled Text Passage Reading – Student reader 4 page 32 Hank – read silently and then read as a group

Tuesday

No School – Veteran’s Day

Wednesday

Substep 4.1

Vowel consonant e

Step 1. Quick Drill – Hold up the vowel cards in order. Give students new keywords and point out that the long sound is simply the name of the letter. Explain that the u is the only vowel that has 2 longs sounds as in mule an rule. Notebook entry: Add vowel-consonant-e page with keywords. Add the Jobs of Silent e on the same page. Add keyword wise to the sound of s to represent the /z/ sound when s is between two vowels. This belongs on the consonant page

Step 2. Teach and Review Concepts – go over the vowel consonant –e pattern using workbook page 1. Mark and read.

Step 3. Word Cards – categorize 3.5 words into closed and v-e syllable groups

Step 4. Wordlist Reading - student reader 4 bottom of page 8

Step 5. Sentence Reading - student reader 4 page 23 # 6-10, model phrasing for fluency

Step 9. Controlled Text Passage Reading – read student reader The Wire Contract, assign workbook 8

Thursday

Tuck Everlasting – Review previous chapters, introduce new vocabulary words petulance, ghastly, and sprawled using vocabulary word map, read chapters 19 and 20 and discuss

Friday

Progress Monitoring – gather baseline data for fluency

Week of November 3rd

(5^th period)

Monday

Substep 3.5

Suffix ending –ing and -ed

Step 1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y), digraphs (th, wh, ck, ch, sh), welded sounds (ang, ing,ong, ung, ank, ink, onk, and unk), and blends

Step 2. Teach and Review Concepts – Explain that endings can be added to a baseword to make longer words. Demonstrate using the word bug and add –s. The –s is the suffix. A suffix is an ending that can be added to a baseword. There are 2 kinds: vowel suffixes begin with a vowel and consonant suffixes begin with consonants. Explain that the suffixes –ed and –ing are both vowel suffixes because they begin with a vowel as displayed on the suffix cards. Using index cards with baseword rent and inspect ask, “What is the baseword, then the entire word with the baseword and suffix together: rent – renting. Have students identify the basewords and suffixes.

Step 3. Word Cards – Student will make up a set of 3.5 word cards so they can mark them up, add –ed and –ing to notebook suffix ending page

Step 4. Wordlist Reading - student reader 3 top of page 70

Step 5. Sentence Reading - student reader 3 page 72 # 1-5, model phrasing for fluency

Step 9. Controlled Text Passage Reading – begin reading Travels With Ted – chapter 2 orally

Tuesday

Substep 3.5

Suffix ending –ing and -ed

Step 1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y), digraphs (th, wh, ck, ch, sh), welded sounds (ang, ing,ong, ung, ank, ink, onk, and unk), and blends

Step 2. Teach and Review Concepts – suffix –ed and –ing endings, reading baseword and then whole word using workbook page 35 left column

Step 3. Word Cards – review 3.5 word cards by playing “Around the World”

Step 4. Wordlist Reading - student reader 3 bottom of page 70

Step 5. Sentence Reading - student reader 3 page 72 # 6-10, model phrasing for fluency

Step 9. Controlled Text Passage Reading – read student reader An Investment Plan, retell using SWBS

Wednesday

Substep 3.5

Suffix ending –ing and -ed

1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y) including s-snake-/s/ and s-bugs -/z/, digraphs, welded sound - all, am, an, ang, ing, ong, ung, ank, ink, onk, unk, ild, old, olt, ind, ost

Step 2. Teach and Review Concepts - suffix –ed and –ing endings, reading baseword and then whole word using workbook page 35 right column

Step 6. Quick Drill in Reverse- - using magnetic journals work on identification of letters when given sounds of vowels, target consonants, digraphs, and welded sounds

Step 7. Teach and Review Concepts for Spelling – words with –ed and –ing suffixes

Step 8. Written Dictation - sounds, real words, nonsense words, sight words, and sentences

Step 9. Controlled Text Passage Reading – begin reading Travels With Ted – chapter 3 silently

Thursday

Tuck Everlasting – Review previous chapters, introduce new vocabulary words cahoots and peril using vocabulary word map, read chapters 16,17, and 18 and discuss, Assign worksheet 14-18 due Thursday 11-13

Friday

Progress Monitoring – gather baseline data for fluency, test 3.5 substep

Week of October 20^th

(5^th period)

Monday

Substep 3.4

Multisyllabic words with closed syllables

Go over words on page 63 in Student Read 3 by dividing them into syllables and reading the word parts. Read Travels with Ted chapter 1 aloud and retell. Assign worksheets 29 and 30.

Tuesday

Substep 3.4

Multisyllabic words with closed syllables

Step 1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y), digraphs (th, wh, ck, ch, sh), welded sounds (ang, ing,ong, ung, ank, ink, onk, and unk), and blends

Step 2. Teach and Review Concepts – Review 6 syllable division rules, practice by using words in student reader page 64 on top

Step 3. Word Cards – review 3.4 word cards by playing “Around the World”

Step 4. Wordlist Reading - student reader 3 all of page 64

Step 5. Sentence Reading - student reader 3 page 67 # 6-10, model phrasing for fluency

Step 9. Controlled Text Passage Reading – begin reading Travels With Ted – chapter 2 silently

Wednesday

Substep 3.4

Multisyllabic words with closed syllables

Step 2. Teach and Review Concepts - Review 6 syllable division rules, give multisyllabic examples of each

Step 6. Quick Drill in Reverse- - using magnetic journals work on identification of letters when given sounds of vowels, target consonants, digraphs, and welded sounds

Step 7. Teach and Review Concepts for Spelling – Using overhead transparency, practice spelling multisyllabic words by breaking down each word into parts

Step 8. Written Dictation - sounds, real words, nonsense words, sight words, and sentences

Step 9. Controlled Text Passage Reading – begin reading Travels With Ted – chapter 2 orally

Thursday

Tuck Everlasting – Review previous chapters, introduce new vocabulary words peculiar, lingered, gruffly, and ordeal using vocabulary word map, read chapters 14 and 15 and discuss

Friday

Progress Monitoring – gather baseline data for fluency

Week of October 20^th

(5^th period)

Monday

Substep 3.4

Multisyllabic words with closed syllables

Step 1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y), digraphs (th, wh, ck, ch, sh), welded sounds (ang, ing,ong, ung, ank, ink, onk, and unk), and blends

Step 2. Teach and Review Concepts – Review 6 syllable division rules, give multisyllabic examples of each

Step 3. Word Cards – review 3.4 word cards by playing “Around the World”

Step 4. Wordlist Reading - student reader 3 page 64, use overhead and practice words on the top

Step 5. Sentence Reading - student reader 3 page 67 # 1-5, model phrasing for fluency

Step 9. Controlled Text Passage Reading – Stories for older students page 38 Robin Franklin (continued), students read silently tracking with pencil, have student write 5 questions pertaining to the passage and question each other

Tuesday

Substep 3.4

Multisyllabic words with closed syllables

Step 2. Teach and Review Concepts - Review 6 syllable division rules, give multisyllabic examples of each

Step 6. Quick Drill in Reverse- - using magnetic journals work on identification of letters when given sounds of vowels, target consonants, digraphs, and welded sounds

Step 7. Teach and Review Concepts for Spelling – Using overhead transparency, practice spelling multisyllabic words by breaking down each word into parts

Step 8. Written Dictation - sounds, real words, nonsense words, sight words, and sentences

Step 9. Controlled Text Passage Reading – begin reading Travels With Ted – chapter 1

Wednesday

Substep 3.4

Multisyllabic words with closed syllables

Step 1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y), digraphs (th, wh, ck, ch, sh), welded sounds (ang, ing,ong, ung, ank, ink, onk, and unk), and blends

Step 2. Teach and Review Concepts – Review 6 syllable division rules, give multisyllabic examples of each

Step 3. Word Cards – review 3.4 word cards, give each student 10 words and have them “teach” the class their words

Step 4. Wordlist Reading - student reader 3 page 64, use overhead and practice words on the bottom

Step 5. Sentence Reading - student reader 3 page 67 # 6-10, model phrasing for fluency

Step 9. Controlled Text Passage Reading – finish reading Travels With Ted – chapter 1

Thursday

Tuck Everlasting – Discuss the previous chapters and complete the story map, Review vocabulary words, Have student independently read chapter 13, discuss how the author uses word choice and check for comprehension, Assign wkst 9-13 – comprehension check, vocabulary review , and writing activity (DUE October 30)

Friday

Progress Monitoring – gather baseline data for fluency

Week of October 13^th

(5^th period)

Monday

ACT 80 Day – No School

Tuesday

Substep 3.4

Multisyllabic words with closed syllables

DRAW FOR PRIZE FROM LAST WEEK!! Vote for this week’s prize. Talk about goal for the end.

1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y) digraphs- ch, ck, wh, th, sh, welded sounds - olt, ost, ild, ind, old, unk, all, ang, ong, ing, ink, ank, ung, onk, an, am.

Step 2-Teach and Review Concepts – 3 and 4 syllables can be put together to form multisyllabic words. We will learn how to read and spell multisyllabic words with closed syllables.

Demonstrate with: SNAPDRAGON FANTASTIC ATHLETIC

Do page 27 in workbook.

Step 3- Word Cards – Unscramble the syllable cards

- play shake roll and read with 3.4 word cards

Step 4- Wordlist Reading - student reader 3 page 63, use overhead and practice words on the top

Student must tell why he split it like that! What rule?

Inhibit, insistent, disinfectant, dogmatic, dissolvent, callisthenic, cross- index, consensus, ballistics, existent, accomplish, inconsistent, immodest, intellect, combatant.

Step 5- Sentence Reading - student reader 3 page 65, model phrasing for fluency

Do sentence worksheet pg 30 from workbook.

Step 9- Controlled Text Passage Reading – Student Reader 3 page 68 – “ Trip to Manhattan", students read silently tracking with pencil, have student write a retell using "Somebody, Wanted, But, So" on the board.

Wednesday

Substep 3.4

Multisyllabic words with closed syllables

1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y) digraphs ch, ck, wh, th, sh,, welded sounds - olt, ost, ild, ind, old, unk, all, ang, ong, ing, ink, ank, ung, onk, an, am.

Step 2- Teach and Review Concepts – 3 and 4 syllables can be put together to form multisyllabic words.We will learn how to read and spell multisyllabic words with closed syllables.

Demonstrate with: CONGRESSMAN DOGMATIC

Step 6- Quick Drill in Reverse- - using magnetic journals work on identification of letters when given sounds of vowels, target consonants, digraphs, and welded sounds

Step 7- Teach and Review Concepts for Spelling - spelling of given multi-syllabic words from dictation book using magnetic board

Step 8- Written Dictation - sounds, real words, nonsense words, sight words, and sentences from 3.4 à make corrections and go over the words during the written dictation.

Step 9- Controlled Text Passage Reading - student reader 3 page 68- "The Tennis Contest", the students will read this silently to themselves tracking with pencil, have student write a retell using "Somebody, Wanted, But, So" on the board.

Thursday

Novel Day- Chapters 11 & 12 in "Tuck Everlasting"

Getting ready to read! - We will go over vocabulary words for reading. We will revisit the predictions we made last week about the events to come.

Would you stay at the Tuck’s house? Would you run? Do you want the man in the yellow suit to rescue Winnie?

Reading- we will read chapters 11 & 12.

Then we will go over the questions for chapter 11 & 12.

What is Angus Tuck going to say to Winnie? How will he tell her?

Friday

Progress Monitoring – gather baseline data for fluency

Chart 3.3 real words/nonsense

Week of October 6^th

(5^th period)

Monday

(substep 3.3-ct blend)

DRAW FOR PRIZE FROM LAST WEEK!! Vote for this week’s prize. Talk about goal for the end.

1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y) digraphs- ch, ck, wh, th, sh, welded sounds - olt, ost, ild, ind, old, unk, all, ang, ong, ing, ink, ank, ung, onk, an, am.

Step 2-Teach and Review Concepts - Review meaning of blend. Introduce -ct blend. Make "impact" with sound cards. Show students "inct" sounds like "inkt" but is spelled-i-n-c-t RULE: When there are four or more consonants together watch for three letter blends. They will stay together and go with the second syllable. Review syllable rules.

Demonstrate with:

ABSTRACT CONNECT NEGLECT INSTINCT

Step 3- Word Cards – Unscramble the syllable cards

- play shake roll and read with 3.3 word cards

Step 4- Wordlist Reading - student reader 3 page 56, use overhead and practice words on the top (split between 2 consonants)

Student must tell why he split it like that! What rule? con-duct, sub-ject, ob-ject, com- pact, con-nect, in-spect, ex-act, con-tract, col-lect, in-sect, con-tact, dis-tract, ex-pect, im-pact, and dis-trict.

Read nonsense words too! Pg 26 from wookbook.

Step 5- Sentence Reading - student reader 3 page 58, model phrasing for fluency

Do sentence worksheet pg 19 from workbook.

Step 9- Controlled Text Passage Reading - Stories for Older Students page 36- "The Franklin Kids", students read silently tracking with pencil, have student write a retell using "Somebody, Wanted, But, So" on the board.

Tuesday

1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y) digraphs ch, ck, wh, th, sh,, welded sounds - olt, ost, ild, ind, old, unk, all, ang, ong, ing, ink, ank, ung, onk, an, am.

Step 2- Teach and Review Concepts - Teach and Review Concepts - Review meaning of blend. Introduce -ct blend. Make "inflict" with sound cards. Show students "inct" sounds like "inkt" but is spelled -i-n-c-t

RULE:When there are four or more consonants together watch for three letter blends. They will stay together and go with the second syllable. Review syllable rules.

Do page 24 in workbook together.

Step 6- Quick Drill in Reverse- - using magnetic journals work on identification of letters when given sounds of vowels, target consonants, digraphs, and welded sounds

Step 7- Teach and Review Concepts for Spelling - spelling of given multi-syllabic words from dictation book using magnetic board

Step 8- Written Dictation - sounds, real words, nonsense words, sight words, and sentences from 3.3 à make corrections and go over the words during the written dictation.

Step 9- Controlled Text Passage Reading - student reader 3 page 36- "The Franklin Kids", students read out loud tracking with pencil. This will be for fluency and phrasing.

Wednesday

1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y) digraphs- ch, ck, wh, th, sh, welded sounds - olt, ost, ild, ind, old, unk, all, ang, ong, ing, ink, ank, ung, onk, an, am.

Demonstrate with:

ABSTRACT

DOà worksheet pg 23 from workbook.

Step 3- Word Cards – alphabetize the word cards

Step 4- Wordlist Reading - student reader 3 page 56, use overhead and practice words on the top (split between 2 consonants)

Read nonsense word list too.

Step 5- Sentence Reading - student reader 3 page 58, model phrasing for fluency

Step 9- Controlled Text Passage Reading - Stories for Older Students page37- " Robin Franklin ", students read silently tracking with pencil, have student write a retell using "Somebody, Wanted, But, So" on the board.

Thursday

Novel Day- Chapters 9 & 10 in "Tuck Everlasting"

Getting ready to read! - We will go over vocabulary words for reading. We will revisit the predictions we made last week about the events to come.

Would you keep the secret? Would you drink from the spring?

Reading- we will read chapters 9 & 10.

Then we will go over the questions for chapter 9 & 10.

What will happen to Winnie? Will she get home? What is Angus Tuck going to say to Winnie?

Friday

Progress Monitoring – gather baseline data for fluency

Chart 3.3 real words/nonsense

Week of September 29^th

(5^th period)

Monday

(substep 3.3-ct blend)

DRAW FOR PRIZE FROM LAST WEEK!! FINISH: Tuck Everlasting CH5 and Written Exercise.

1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y) digraphs- ch, ck, wh, th, sh, welded sounds - olt, ost, ild, ind, old, unk, all, ang, ong, ing, ink, ank, ung, onk, an, am.

Step 2-Teach and Review Concepts - Review meaning of blend. Introduce -ct blend. Make "subject" with sound cards. Show students "inct" sounds like "inkt" but is spelled-i-n-c-t RULE: When there are four or more consonants together watch for three letter blends. They will stay together and go with the second syllable. Review syllable rules.

Demonstrate with:

CONSTRUCT and OBSTRUCT

Do page 20 work sheet on -ct blend (left side)

Unscramble syllable cards and make words.

Step 3- Word Cards – Alphabetize, segment syllables and read aloud!

Step 4- Wordlist Reading - student reader 3 page 56, use overhead and practice words on the top (split between 2 consonants)

Step 5- Sentence Reading - student reader 3 page 58, model phrasing for fluency

Step 9- Controlled Text Passage Reading - student reader 3 page 60- "Mr. Smith's Big Job", students read silently tracking with pencil, have student write a retell using "Somebody, Wanted, But, So" on the board.

Tuesday

Step 1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y) digraphs ch, ck, wh, th, sh,, welded sounds - olt, ost, ild, ind, old, unk, all, ang, ong, ing, ink, ank, ung, onk, an, am.

RULE:When there are four or more consonants together watch for three letter blends. They will stay together and go with the second syllable. Review syllable rules.

Do page 19 in workbook together.

Step 6- Quick Drill in Reverse- - using magnetic journals work on identification of letters when given sounds of vowels, target consonants, digraphs, and welded sounds

Step 7- Teach and Review Concepts for Spelling - spelling of given multi-syllabic words from dictation book using magnetic board

Step 8- Written Dictation - sounds, real words, nonsense words, sight words, and sentences from 3.3

Step 9- Controlled Text Passage Reading - student reader 3 page 59- "Mr. Dunlop Helps", students read silently tracking with pencil, have student write a retell using "Somebody, Wanted, But, So" on a piece of paper to hand in.

Wednesday

Step 1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y) digraphs- ch, ck, wh, th, sh, welded sounds - olt, ost, ild, ind, old, unk, all, ang, ong, ing, ink, ank, ung, onk, an, am.

Demonstrate with:

ABSTRACT

Do page 20 work sheet on -ct blend (right side) independently.

Step 3- Word Cards – play shake roll and read with 3.3 word cards

Step 4- Wordlist Reading - student reader 3 page 56, use overhead and practice words on the top (split between 2 consonants)

Step 5- Sentence Reading - student reader 3 page 58, model phrasing for fluency

Step 9- Controlled Text Passage Reading - Stories for Older Students page 37- "Robin Franklin", students read silently tracking with pencil, have student write a retell using "Somebody, Wanted, But, So" on the board.

Thursday

Novel Day- Chapters 6 & 7 in "Tuck Everlasting"

Getting ready to read! - We will go over vocabulary words for reading. We will revisit the predictions we made last week about the events to come.

What happened in chapter 5? Who did Winnie meet?

Reading- we will read chapters 6 & 7.

Then we will go over the questions for chapter 6& 7.

What will Winnie do? Who are the Tucks? What do they need to tell Winnie?

OPEN HOUSE 6-8

Friday

Progress Monitoring – gather baseline data for fluency

Chart 3.3 real words/nonsense

Week of September 15^th

(5^th period)

Monday

Finish reading chapters 1 and 2 of Tuck Everlasting

Step 1. Quick Drill - all vowels, target consonants (b,c,d,g,j,qu,x,y), digraphs (th, wh, ck, ch, sh), welded sounds (ang, ing,ong, ung, ank, ink, onk, and unk), and blends

Step 2. Teach and Review Concepts – decoding two closed syllables with more than three sounds in a syllable(blends) into multisyllabic words, syllable division rules – show gumdrop using sound cards. Ask the students whether or not if should be split (review that it should be split if the vowels are separated), model “swooping” for syllable separation, identify the blend and review the meaning of a blend (when there are 2 or more consonants together making their own sound), add the following syllable division rules:

If there are 3 consonants between vowels (without a digraph), the blend stays together.
If a blend can be made in both directions, almost always, the blend goes with the second syllable (hun dred). A word is usually a compound word if the blend stays together in the first syllable (sand lot)
When there are four consonants together, the blend will be split between them (Keep welded sounds, digraphs, and blends together)(hand clasp, gang plank)

Step 3. Word Cards -using given word cards, the students will write the two syllables in two different colors, read all together

Step 4. Wordlist Reading - student reader 3 page 34, use overhead and practice words on the top (split between 2 consonants)

Step 5. Sentence Reading - student reader 3 page 45 # 1-5, model phrasing for fluency

Step 9. Controlled Text Passage Reading - student reader 3 page 50 - The Contest, students read silently tracking with pencil, have student write a retell using SWBS

Tuesday

Step 2. Teach and Review Concepts - decoding two closed syllables with more than three sounds in a syllable(blends) into multisyllabic words, review syllable rules, practice using worksheet 14 right side together

Step 6. Quick Drill in Reverse- - using magnetic journals work on identification of letters when given sounds of vowels, target consonants, digraphs, and welded sounds

Step 7. Teach and Review Concepts for Spelling - spelling of given multisyllabic words from dictation book using magnetic board

Step 8. Written Dictation - sounds, real words, nonsense words, sight words, and sentences from 3.2

Step 9. Controlled Text Passage Reading - student reader 3 page 51- Tom’s Trumpet, students read silently tracking with pencil, have student write a retell using SWBS

Wednesday