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6.1 Sound Review

Remember that a student’s finger should stop for two seconds on the dot beneath each continuous sound, which the student should read slowly.  Their finger should not stop on the arrow symbol under each stop sound.  Instead, their finger should slide past the arrow symbol, and, at the moment it passes over that symbol, the student should say the sound quickly.

At the end of the task, don’t forget to have the student reread any sounds that required correction.

6.2 The Slow Game

This will be the first time in a Slow Game task that you do not say the word together with students before they try to say the word on their own.  If they struggle, say it with them as an intervention.

The words in this task consist of two continuous phonemes.

In the early stages of the curriculum, we will segment ar as two sounds: /ŏ/ followed by /r/, so the word are should be segmented as /ŏŏŏrrr/.  (As mentioned earlier, we do the same thing with or, treating it as two sounds in these early stages: /ō/ and /r/.)  Don’t let the phonetic spelling of the word are confuse you.  It is /ŏŏŏrrr/, which rhymes with car and far, not /ōōōrrr/.

On the other hand, we segment er, ir, and ur as a single sound: /ər/. So, you should segment the word were in this task into two sounds: /w/ and /ər/. We spelled this phonetically as /wwwərrr/. Even though there are three different characters representing those sounds in the phonetic spelling, you should still treat it as two sounds total.

6.3 The Fast Game

This will be the first time in a Fast Game task that you do not tell students what any of the words are before you say them slowly.

The words in this task consist of two continuous phonemes.

Segment the word use in this task as two sounds: /ūūūzzz/. This will introduce the /ū/ as a single diphthong and contribute to a foundation for the symbols that we will associate with that sound later in the curriculum.

6.4 Word Reading

This is the first Word Reading task in which students read three words.

Make sure that students touch under each word when they read it slowly and when they read it fast.

If the student says a wrong sound or pauses between the sounds, follow the flowchart to correct them.

Make sure to read the example sentences after each word.

At the end of the task, don’t forget to repeat any words that required correction.

6.5 Story Reading

6.6 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.