Cycle 1

This task introduces students to segmenting words that consist of two continuous phonemes.  Students should say each continuous sound for two seconds, and they should not pause between sounds.

Count each sound on your fingers as you say a word slowly.

In this early cycle, as the student learns the protocol for this type of task, the instructor will tell the student each word before saying it slowly.  The instructor will also segment each word simultaneously with the student before the student segments it alone.

Note that may and say should be segmented with two sounds each: /mmmāāā/ and /sssāāā/.  The diphthong /ā/ should be threated as one sound.

Correcting the student:

• If the student pauses between the sounds, say: "Don’t pause between the /ĭĭĭ/ and the /nnn/.  Listen: /ĭĭĭnnn/.  Take a deep breath, and we’ll say it together: /ĭĭĭnnn/.  Good.  Now by yourself…"
• If the student shortens a sound, say: "Say both sounds slowly.  Listen: /ĭĭĭnnn/.  Take a deep breath, and we’ll say it together: /ĭĭĭnnn/.  Good.  Now by yourself…"

Make sure to read the example sentences after each of the three words.

At the end of the task, repeat any words that required correction.

This task introduces students to answering literal questions about an illustration. Later, this type of task will require students to answer inferential questions about texts.

In this task, students will practice writing a and reading the corresponding sound, /ăăă/.

The development of students' handwriting skills is a nice side benefit of this type of task, but it is not the main purpose. These tasks allow students to interact kinesthetically with the structure of a symbol while saying its sound, thereby strengthening the connection in their minds between that symbol and that sound. That is why students should write this particular form of a (with the top hook) in this task. While people rarely write this form of a by hand, this is the way it almost always appears in print. We are not suggesting that students should write a like this from now on, just that this exercise is an opportunity to write it in a way that will teach them to attend to the structure of the symbol that they will see in print.

Instructors should attend to students’ current skills to determine how the students should write:

• ‍What they should write ON: Students may use our printable worksheets, drawing paper, an erasable template, wide-ruled paper, or tri-lined paper.
• ‍What they should write WITH: Students may use crayon rocks, a pencil with a finger-guiding grip, or a regular pencil. For some students, it may be helpful at first to place your hand over theirs to guide them in their writing.

Writing tasks should not take more than one minute. Students’ strengths should determine how many times they trace, connect dots, and write on their own within the minute allotted for this task. Some students may be able to write a many times in that minute. Others may only be able to trace it a couple of times, but they still should not exceed a minute for the entire task.

As in all types of tasks in this curriculum, students must do the task correctly before moving to the next task. But, in Writing tasks, mastery means saying the correct sound, not writing a perfect symbol. Don’t worry if the student isn’t yet able to write smooth lines. It is still worth it for them to do this task. Applaud their effort, and move on.

Correcting the student:

• If the student says a letter's name or a wrong sound (like /ŏ/), say: "This sound is /ăăă/.  Your turn…"
• If the student doesn’t hold the sound for two seconds, say: "Read this sound slowly like this: /ăăă/. Your turn…"

Instructors should not say letters' names (or even the word letter) during these tasks but should instead emphasize the sound being associated with that symbol.

This task is an opportunity to learn more about a student by asking them a personal question. This type of task is only present in the first five cycles. After that, instructors will continue to develop relationships with their students organically.