When you read this word the slow way, be sure to touch and say the sounds phonetically, like /sssăăăĭĭĭd/, not how the word is actually pronounced (which would be /sĕd/). Only read it as said when you read it “the fast way.”
This approach develops the concept of non-phonetic (or “funny”) words without undermining the importance of the whole system of sound-symbol correspondence that you are teaching them. The last thing we want is for students to think that the existence of “irregular” words means that there is no reason to “sound out” words.
This time, when reading individual continuous sounds the fast way, the instructor will not model them first before the student reads them solo.
In this task, the onsets are /d/, /t/, and /m/. All words will rhyme with art.
The new passage in this task is the first story with quotation marks. It also has four lines of text, and the text is smaller than it has been.
