Expand all

Collapse all

7.1 New Sound

In this task, students will learn the sound /ē/ as in fleece. While this is the same sound as the letter’s name, don’t call it “the letter e.” Instead, call it a “sound” and hold it for two seconds every time: /ēēē/.

7.2 Sound Review

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

7.3 The Slow Game

The words in this task consist of three continuous phonemes.

Continue not to 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.

7.4 The Fast Game

The words in this task consist of three continuous phonemes.

Continue not to tell students what any of the words are before you say them slowly. In future Fast Game tasks, we will periodically return to you telling them a word before you say it slowly, so read the script carefully to make sure you don’t miss those nuances.

7.5 Word Reading

This task introduces reading two identical continuous sounds right next to each other: /ēē/.  You should read each of them for two seconds without pausing between them, resulting in an extra long /ē/ sound. 

Later, the curriculum will teach students how to read various letter combinations and double consonants and how to do so without using the specialized orthography.  In these early stages though, teaching students not to pause between sounds enables them to read words like seem and summer in story passages far earlier than they would otherwise be able to.  This allows them to begin developing their other reading skills (vocabulary, print concepts, syntactical awareness, fluency, prosody, comprehension skills, etc.) while they are still learning their sound-symbol correspondences.

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

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

7.6 Story Reading

7.7 Writing

Students should not write a line (the macron) over the e.  They should write it as e not ē.  However, they should still pronounce it as a long /ē/ sound, like it sounds in the word seem.

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