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17.1 New Sound

This is the second fast sound taught in this curriculum. Make sure you do not stop at the arrow under the sound, and take care to make as little of a vowel sound after it as possible. It should be /d/ not /dŭh/.

17.3 The Slow-Fast Game

This task returns to segmenting (and blending) a word with an initial stop phoneme (pay), but this time the instructor won’t say the word first, and the student and instructor won’t segmenting it simultaneously before the student attempts it solo.

17.4 Rhyming

Starting with this cycle, Rhyming tasks will no longer include purple correction text in the instructor pane for each word.  Continue to correct students’ mistakes in the same way that the curriculum has called for thus far.  The bullets below provide a reminder of how to do so.

General Notes on this Type of Task:

  • If the student pauses after the initial sound, say: “Don’t pause between the /___/ and the __.  Listen: /_____/.  Let’s say it together: /_____/.  Good.  Now by yourself…”  If the student still struggles, say the word simultaneously with them three times.  Then repeat the steps above.
  • If the student skips the initial sound, touch under it, and say: “Read this sound first, and then say __, like this: /_____/.  Let’s touch and read it together: /_____/.  Good.  Your turn…”
  • If the student only reads the initial sound, say: “Now say __.  Listen: /_____/.  Let’s read it together: /_____/.  Good.  Now by yourself…”
  • If the student says the word that comes after the initial sound slowly instead of fast, say: “My turn to say it fast: __.  Your turn to say it fast…”

17.5 Word Reading

17.6 Finger Tracking

In this task, you will introduce students to tracking their fingers across two lines of text.

17.7 Story Reading

This task introduces stories that carry over to a second line of text.

Make sure students count the words on the first line in the same direction they would read them: from left to right, and then have them follow the dashed line to the start of the second line to continue counting from left to right.

Remember that the small red dots after the words Matt, eat, and meat in the story text to the left indicate moments when you will pause a student’s reading in order to ask questions.

When a student reaches a red dot, ask the question that begins with the corresponding number in the script.

If a student asks about the red dots, say that the red dots show you when to ask them a question.