Phonological Awareness Training and Reading ﬂuency Training

Home , Sprinkles, Vark

BES PUBLICATIONS 3648 Eltham Way Owings Mills, Maryland 21117

Printed in the U.S.A.

To my family— John, Katie and Michael, who endured this process with love.

To my students— who have enriched my life.

To Karen Potter— who worked tirelessly and patiently to help produce this manual.

To Robert Diener— who carefully edited and revised the e-book version with diligence and humor.

Fran Levin Bowman, Ed.D.

Phase One

CONTENTS

Pages

I. Introduction to Phase One 3

II. Linkages and Rules Record Forms 5

III. Irregular Word List Record Forms 13

IV. Afﬁxes Record Forms 21

V. Decodable Stories Record Forms 23

VI. Lesson Plan Steps 27

VII. Description of Steps in the Lesson Plans 29

VIII. Lesson Plans 37

IX. Decodable Stories 425

X. Phase One Closing Thoughts 441

XI. Introduction to Phase Two 445

XII. New Skills Record Form 447

XIII. Irregular Word List Record Form 451 XIV. Afﬁxes Record Form 453

XV. Sample Daily Plan 455

XVI. Lesson Plans 459

XVII. Phase Two Closing Thoughts 573

XVIII. Appendix One: 575 "Triple-Read" Fluency Selections

XIX. Appendix Two: 577 Additional Syllables for Practice

XX. Bibliography 579 Introduction Phase One Orton-Gillingham is a highly systematic, multisensory, synthetic, phonetic approach, which simultaneously builds reading, writing, and spelling skills. In the Orton- Gillingham "Plus" Program, the essentials of Orton-Gillingham are combined with phonological awareness training and reading fluency training. Phase One is used to develop early reading, writing, and spelling skills, with little emphasis on comprehension or extended written language skills. During this phase, children are only reading recommended, controlled materials with a) phonetically-regular words containing those phonemes which have been introduced to them as multisensory "linkages", and b) phonetically-irregular words which have been introduced to them as whole multisensory units. It is essential for the teacher to concomitantly develop phonological awareness skills, on an oral level, while using this program. These activities need to address: sound and syllable segmentation; sound and syllable blending; sound and syllable deletion; comparisons of initial, medial and final sounds in words; and sequencing of sounds and syllables within words. It is equally important for the teacher to develop the student's ability to read with adequate fluency. Students need to learn to read text in an accurate and fluid manner, at an appropriate rate. Development of fluency depends upon repeated oral reading of controlled materials, timed exercises to raise a student's awareness of reading speed, prior knowledge of vocabulary within text, and appropriate phrasing and prosody while reading. After a student has completed the lessons contained within this manual, it is necessary for the student to then practice these skills in longer, more complex reading, spelling, and written language contexts. Students need to "lock in" these skills, by incorporating these new learnings into more difficult educational materials. Naturally, dyslexic students using this program will also need to be simultaneously developing their oral vocabularies via appropriate audiobooks and electronic, computerized readings (text which has been scanned into computerized formats and is then highlighted and read aloud to the student by an electronic voice). This development of oral vocabulary is essential for these students because a) it assists in the development of word-retrieval skills, b) it helps them to continue to develop their oral vocabulary skills at a level commensurate with their intellectual (as opposed to simply their decoding) ability, and c) it ultimately aids students in reading comprehension skills. Intensive instruction and guided observations are necessary in order to properly utilize the information in this book. This program is unique in that it combines traditional Orton-Gillingham training with oral phonological awareness and reading fluency exercises. This combined program enhances the highly systematic Orton-Gillingham approach, with procedures based on recent research from the National Institutes of Health and the National Reading Panel. Fran Levin Bowman, Ed.D.

Linkages and Rules Record Form/Phase One

Name:

Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) m 1 37 a 2 38 f 3 39 b 4 41 t 5 42 h 6 44 j 7 46 c 8 48 i 9 50 p 10 52 k 11 54 r 12 56 g 13 59 o 14 61 l 15 63 u 16 65 ch 17 67 n 18 69

5 Linkages and Rules Record Form/Phase One

Name:

Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) th (voiceless and 19 71 voiced) d 20 74 s 21 77 e 22 80 sh 23 83 w 24 86 wh 25 89 z 26 92 v 27 95 y 28 98 x 29 101 qu 30 104 ff, ss, ll, zz 31 107 2nd sound of s 32 111 ang, ing, ong, ung 33 114 ank, ink, onk, unk 34 117

6 Linkages and Rules Record Form/Phase One

Name:

Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) initial consonant 35 120 blends: bl, br, cl, cr, dr, ﬂ, fr, gl, gr, pl, pr, sc, sk, sl, sm, sn, sp, st, sw, tr, tw initial consonant 36 124 blends: spl, spr, squ, scr, str, shr, thr ﬁnal consonant 37 127 blends: nd, lt, st, nt, lp, mp, sp, pt, ft, lk, sk, nch old, ost, olt 38 131 ind, ild 39 134 2 syllable words 40 138 a_e 41 142 i_e 42 146 o_e 43 150 e_e 44 154 u_e 45 157

7 Linkages and Rules Record Form/Phase One

Name:

Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) adding "s" to silent 46 160 "e" words 2-syllable words 47 164 with silent "e" syllables ph 48 167 ﬁnal ck 49 171 kn 50 174 wr 51 178 ai 52 181 ay 53 185 ea 54 188 ee 55 192 igh and ight 56 195 oa 57 199 oe 58 202 ue 59 206 ar 60 209 or 61 213

8 Linkages and Rules Record Form/Phase One

Name:

Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) er - ir -ur 62 216 y (long i) (single 63 221 syllables) long a, e, i, o, u 64 225 (single syllables) ed added to roots 65 228 (/d/, /t/, and /ed/) vc/cv, v/cv, vc/v, 66 232 -cle — ways to divide syllables closed syllable 67 236 concept open syllable 68 240 concept r-controlled 69 244 syllable concept -consonant-le 70 249 syllable concept silent-e syllable 71 253 concept

9 Linkages and Rules Record Form/Phase One

Name:

Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) vowel team 72 258 syllable concept oo (two sounds - 73 263 book and boom) y (long e) 74 268 soft c rule 75 272 soft g rule 76 276 -all 77 281 al (pronounced 78 284 "all") ow (two sounds - 79 288 cow and snow) -ge, -dge 80 292 -ch, -tch 81 297 ou (loud) 82 302 ew 83 307 aw, au 84 312 oi, oy 85 318 "a" as a ﬁrst 86 323 syllable

10 Linkages and Rules Record Form/Phase One

Name:

Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) "a" as a ﬁnal 87 328 syllable ie (2 sounds - pie 88 333 and chief) ch (2nd sound - 89 337 school) ch (3rd sound - 90 342 machine) wor 91 347 ea (2nd sound - 92 352 head) ea (3rd sound - 93 357 break) ought, aught 94 362 ei (ceiling, vein) 95 367 eu 96 372 wa 97 377 war 98 382 eigh 99 386 oll 100 390

11 Linkages and Rules Record Form/Phase One

Name:

Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) alk 101 395 y (short i) 102 401 rh 103 405 -erry 104 410 gn and -ign (long i) 105 415 2nd sound of ear 106 420 (heard), 3rd sound of ear (bear)

12 Irregular Word List Record Form/Phase One Name:

Words Words Lesson Page Date Not Date Introduced Removed Intro- Yet Mas- duced Auto- tered matic (✓ box below) the* 6 43 and*, good* 7 46 is*, in* 8 48 my*, a* (the 9 50 word), on* said, get*, 10 52 will* had*, got* 11 53 his*, did* 12 56 so*, with* 13 58 does got 14 61 from, to, of 15 63 she*, Mr. 16 65 who, he* 17 67 was, o.k. in, on 18 69 fell*, go* 19 71 again, they had, did 20 73

* Words which are only temporarily "irregular"; when the phonemes in these words are taught as linkages, these words are removed from this list, because they can be treated as "regular" phonetic words.

13 Irregular Word List Record Form/Phase One Name:

Words Words Lesson Page Date Not Date Introduced Removed Intro- Yet Mas- duced Auto- tered matic (✓ box below) I*, could 21 77 or* get 22 79 came*, see* 23 82 about*, with 24 86 called*, be* new*, Mrs. 25 89 went*, 26 91 home* over*, too*, 27 94 t.v. are, has* 28 98 want*, day* 29 101 do, you 30 104 me* fell, will 31 107 for* is, his, 32 110 has what, have 33 113 through 34 116 * Words which are only temporarily "irregular"; when the phonemes in these words are taught as linkages, these words are removed from this list, because they can be treated as "regular" phonetic words.

14 Irregular Word List Record Form/Phase One Name:

Words Words Lesson Page Date Not Date Introduced Removed Intro- Yet Mas- duced Auto- tered matic (✓ box below) were 35 120 son 36 124 women and, 37 127 went often 38 130 into, doing 40 138 — came 41 142 — home 43 150 orange, 48 167 yellow, their* one 49 170 away* 50 174 give, your 51 178 her*, 52 181 almost* done, come day 53 185 once 54 188

15 Irregular Word List Record Form/Phase One Name:

Words Words Lesson Page Date Not Date Introduced Removed Intro- Yet Mas- duced Auto- tered matic (✓ box below) would, see 55 191 should, month because, 56 195 only, off there, 57 199 where saw, love 58 202 don’t, 59 206 nothing oh, very 60 209 won’t, sure or, for 61 213 any, many her 62 216 live my 63 220 a, be, he, 64 224 laugh, me, she, whole the, I, go, so whose 65 228 pretty over 66 232 * Words which are only temporarily "irregular"; when the phonemes in these words are taught as linkages, these words are removed from this list, because they can be treated as "regular" phonetic words.

16 Irregular Word List Record Form/Phase One Name:

Words Words Lesson Page Date Not Date Introduced Removed Intro- Yet Mas- duced Auto- tered matic (✓ box below) beautiful, 67 236 idea half 68 240 two, science 69 244 money, 70 248 honey build 71 253 ocean 72 258 rough, good, too 73 263 tough, enough horse 74 268 tomorrow 75 272 our* 76 276 put called 77 280 woman almost 78 284 before 79 288 both 80 292

17 Irregular Word List Record Form/Phase One Name:

Words Words Less Page Date Not Date Introduced Removed on Intro- Yet Mas- duced Auto- tered matic (✓ box below) some 81 297 father 82 302 something new 83 307 though, 84 312 someone four 85 318 friend away, about 86 323 gone 87 328 heard 88 333 guess 89 337 people 90 342 pull 91 346 touch 92 352 house 93 357 Monday, 94 362 Wednesday full their 95 367

18 Irregular Word List Record Form/Phase One Name:

Words Words Lesson Page Date Not Date Introduced Removed Intro- Yet Mas- duced Auto- tered matic (✓ box below) minute 96 372 welcome want 97 377 today 98 382 been 99 386 move 100 390 other, 101 395 mother, brother, another knowledge 102 400 island, 103 405 question course 101 410 above 105 415 police 106 420

Afﬁxes Record Form/Phase One

Name:

Preﬁx Sufﬁx Lesson Page Date Not Yet Date Intro- Auto- Mas- duced matic tered (✓ box below) circum-, -able, 80 294-295 con- -hood bi-, com- -al, -ly 81 299-300 pre-, over- -age 82 304-305 hyper-, -cle, -ant 83 309 inter- auto-, be- -cule, -ence 84 314-315 ex-, post- -dom, -like 85 320-321 il-, im- -ent, -ship 86 325 super-, -er, -ous 87 330-331 fore- trans-, -est 88 335 maxi- anti- -esque 89 339 sub- -ful 90 344 pan-, em- -ible 91 349 micro-, -ic, -sion, 92 354-355 ab- -tion

21 Afﬁxes Record Form/Phase One

Name:

Preﬁx Sufﬁx Lesson Page Date Not Yet Date Intro- Auto- Mas- duced matic tered (✓ box below) co-, de- -icity, -es, 93 359-360 -cian pro-, ad- -ing, -ist 94 364-365 re- -ish 95 369 in- -ism, 96 374 -some mal- -less, -tude 97 379-380 un- -ward 98 384 with- -ment 99 388 retro- -meter 100 392-393 ortho- -ness 101 397-398 dys-, dis- -or 102 403 para- -en 103 407 cyber- -ies, -ied 104 412-413 non- -cial, -ive 105 417-418 dia- -tial, -ious 106 423

22 Decodable Stories Record Form/Phase One Name:

Story # Story Title Lesson Page Date Introduced 1 A Jug of Pop 20 427 2 A Thin Dog 21 427 3 Dad and Mom Had a Kid 22 427 4 Hot Rod 32 427 5 Tag It 38 427 6 The Men in the Shop 38 427 7 Jip and Jim 38 428

8 I Wish in Bed 39 428 9 Yes, You Can 39 428 10 The Whiz Kid 39 428

11 A Cat in a Box! 39 429 12 Val the Vet 39 429 13 A Wet Dog and a Wet Lad 40 429 14 Ten Pets 40 429 15 The Gig 40 430 16 Ug, It’s a Bug! 40 430 17 Bob and His Gang 40 430

23 Decodable Stories Record Form/Phase One Name:

Story # Story Title Lesson Page Date Introduced 18 Sid the Kid 40 430

19 Nag! Nag! Nag! 40 430

20 Rib It! 40 431

21 Win it Big! 40 431

22 Trim the Bangs 41 431

23 Jan and Sam at the Prom 41 431

24 Fred the Frog 41 432

25 Grab the Grub 41 432

26 The Sad, Rich Kid 41 432

27 Drag the Bags 42 433

28 The Dog Sled 42 433

29 The Plan that Was a Flop 42 433

30 Get to the Top 42 434

31 The Bug Club 42 434

32 The Big Jog 42 434

33 The Red Blob 42 434

24 Decodable Stories Record Form/Phase One Name:

Story # Story Title Lesson Page Date Introduced 34 Flub Up 42 435 35 Brag, Brag, Brag 42 435 36 The Crab 42 435 37 Rings, Mats, and Rods 43 436 38 Grand-Dad and His Fat Ox 43 436 39 A Spot on Dad’s Hat 43 436 40 A Frog on a Log 43 437 41 The Bad Kit-ten 43 437 42 The Last Twig 43 437 43 Let’s Set Up Camp 44 438 44 I Fell on the Hill 44 438 45 Chop a Log 44 438 46 Mom’s Nap 44 439 47 The Black Duck Gets a Pal 45 439 48 What’s in the Picnic Basket? 45 439 49 The Splendid Inlet 45 440 50 Smell the Grass 45 440 51 Stack of Blocks 45 440

Description of Steps in the Lesson Plans

Yellow Step: Phonological Awareness

Phonological Awareness is an awareness of how the sounds of a language—any language—actually work. A child’s natural language development includes the deletion, categorization, blending, segmenting and sequencing of sounds and syllables. The exercises in the Yellow Step are to be conducted without letter forms. The Hexaphon Phun Model in the following diagram shows how these six sub-areas of Phonological Awareness are used to develop these crucial skills. Some days, the teacher will do "mixed phonological practice" using a sound tracking approach, which will incorporate all six of these skills into one activity. It is helpful for the students to use mirrors to see the movements of their mouths, while they are producing vowel and consonant sounds. It is also important to encourage the students to feel the movements of their lips, teeth, tongues, and jaws as they produce various sounds. They also need to use their ﬁngers to touch their throats, in order to feel the vibrations of their larynxes, in an effort to determine if sounds are voiced or unvoiced. It is helpful to use phonological games and materials which focus on the sound or rule being taught in the Orton-Gillingham lesson that day. For example, if the new skill being taught is /m/, a sound deletion activity requiring the student to delete /m/ from 10 words will get the student phonologically ready for the lesson. Multisensory materials like bottles with removable caps (for deleting sounds), slinkies or strips of elastic (for blending sounds), Legos or building blocks (for segmenting sounds), multiple color "sticky dots" or multi-colored paper clips (for sequencing sounds), and musical instruments (for counting sounds) aid students in understanding these abstract concepts.

29 Hexaphon Phun

30 Blue Step: Card Pack Review

All previously-learned sounds are written on cards, cursive on one side, print on the other, for daily review. Cards should be presented to the student daily, out-of-sequence, with some cards facing up in cursive and others facing up in print, so that the student becomes comfortable and automatic in recognizing both forms of the letter. The teacher shows the student a card and the student makes the corresponding sound. If the student makes a mistake, the teacher gently models the correct sound for the student, using the mirror, with an explanation of how the sound is articulated and/or makes a large form (in cursive) of the letter for the student to trace while saying the sound. Card Pack Review should be fast-paced, positive, and enjoyable! Note: If the student has not been exposed to cursive letter forms, the same procedures may be applied using lowercase printed letter forms.

Gray Step: Learn New Irregular Word(s)

The teacher writes an irregular word, at least 2-3 inches in height, in cursive form, while slowly saying the sounds in the word in a "stretched" fashion. (It is typical that the sounds in these words will not correspond exactly to each letter, as these words are "rule-breakers".) The student traces over the word, three times in a row, while saying it slowly, and then tries to write the word from memory, while saying the sounds slowly. Students go back to the re-tracing step until they are able to write the word correctly from memory. Cards are made with the cursive forms of the words on one side and printed forms of the words on the other side, to be used for practice throughout the program. Note: If the student has not been exposed to cursive letter forms, the same procedures may be applied using lowercase printed letter forms.

31 Green Step: Learn New Linkage

Students learn new linkages (sounds that are "linked" in a multisensory fashion) by simultaneously seeing the letter, saying the sound, and writing a large (1 to 2 feet high) cursive form of the letter representing the sound. The teacher models writing the large cursive letter form on a board, while simultaneously saying the sound. The student traces over the teacher’s model while saying the sound simultaneously. The student then copies the letter, while saying the sound simultaneously. Finally, the student writes the letter and simultaneously says the sound from memory. Some letters have multiple sounds which are learned at different points in the program. For example, when the letter "c" is ﬁrst introduced, early in the program, the "hard c" sound of /k/ is made while tracing over the letter. However, when the "soft c" sound of /s/ is introduced (much later in the program), the student makes the "hard" sound of /k/, followed by the "soft" sound of /s/, while writing the cursive letter form of "c". Students may need to go back to prior steps when mistakes are made during the "model, trace, copy, memory" procedure. After the introduction of the multisensory "linkage", the teacher immediately makes an unlined card for the card pack, with a cursive form of the letter on one side of the card and a manuscript representation of the letter on the other side. Note: If the student has not been exposed to cursive letter forms, the same procedures may be applied using lowercase printed letter forms.

32 White Step: Decode Words, Phrases and Sentences

After learning a new sound/symbol association, students need to practice the application of that sound into words, phrases, and sentences. It is helpful for the student to read these words, phrases, and sentences in manuscript. If the student makes an error on the newly-learned sound, contained within the word, the teacher needs to encourage the student to watch as the teacher writes the correct letter with the correct sound on the board, while saying the sound simultaneously. Then the student needs to trace over the correct letter, while simultaneously saying the correct sound. The student then needs to re-blend the sounds in the word. For example, if a student reads the word "stop" as "step", the teacher writes a large cursive form of the letter "o" while simultaneously saying /ŏ/, since that is the correct sound for the element in the word that the student misread as /ĕ/. The student traces over the "o" while simultaneously saying /ŏ/. The student then re-blends /s/, /t/, /ŏ/, and /p/ to read the word "stop". Slinkies and/or elastic bands are a helpful tool for sound blending while reading new words.

33 Purple Step: Write Words, Phrases, and Sentences from Dictation

Students need to use Simultaneous Oral Sounding (S.O.S.) while writing words and sentences. It is helpful to write words and sentences in cursive, while simultaneously saying the sounds (not the letter names) in the words. The sentences, which contain phonetically-regular and phonetically-irregular words, are simply dictated to the student. Dictate several words at a time, within a sentence, so that the student doesn’t need to "hold on" to more than 3 or 4 words in memory, while writing the sentence. If a student makes an error on a sound within a phonetically- regular word, the student corrects the sound, following the same procedures recommended in Step 5, after writing the whole sentence. Irregular words (sight words) contained within the sentence are treated in a very different manner. These words have been learned as whole units, as described in Step 2. Irregular words are "rule-breakers" and need to be corrected as whole word multisensory units. Corrections on these words require that the teacher writes a 2-3 inch version of the word, while saying the word in a slow, "stretched" fashion. After writing the entire sentence, the student traces over a model of the whole word, while saying the word slowly. Note: If the student has not been exposed to cursive letter forms, the same procedures may be applied using lowercase printed letter forms.

34 Tan Step: Write Afﬁxes

Students need to learn prefixes and suffixes (affixes) using a Simultaneous Oral Sounding (S.O.S.) approach. The teacher writes a large form (at least 2-3 inches in height) of the prefix or suffix, in cursive, while simultaneously saying the sounds in a "stretched" fashion. The student then traces over the affix, while simultaneously saying the sounds. The student then writes the affix from memory, while simultaneously saying the sounds. As in the case of irregular words, these affixes should be corrected by having the teacher write a 2-3 inch version of the affix, while saying the sounds in a "stretched" fashion. Then the student traces over the affix and says the sounds in the whole prefix or suffix, "stretched", so that it will not be "broken apart" into pieces. These morphological units hold meaning, so it is wise to teach the student the meaning of the affix and write the meaning on the practice card. For example, "un" means not and appears in the words uneven and untie. The affix "un" is written on a large unlined index card in cursive on one side, print on the other, with its meaning (not) in one corner of the card, and an example of a word using "un" written under the affix. Students practice reading and writing these affixes on a regular basis, both in isolation and contained within words. Note: If the student has not been exposed to cursive letter forms, the same procedures may be applied using lowercase printed letter forms.

35 Pink Step: Triple Read for Fluency

According to the National Reading Panel (2000), oral rereading of material just below a child’s instructional level increases reading fluency (speed and accuracy). Research suggests that reading a short passage three times in a row, on a regular basis, results in fluency improvement. Selections for "triple reads" should be approximately a half- year to a year below the student’s current instructional reading level. Materials chosen for fluency need to be "safe"—and must only contain regular and/or irregular words that the student has previously learned. Commercial materials that are appropriate for fluency practice are listed in the Bibliography of Appendix One. Selections need to be carefully previewed and selected by the teacher, so that the student will be reading material containing mostly familiar words.

36 Lesson One Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words monster, mash, morning, room, dime, and came, and ask the child to then say each of the words, one at a time, without the /m/. Say the word monster, and ask the child to say it again without the "mon". Say the word timer, and ask the student to say it again without the "mer".

(See Hexaphon Phun chart at the beginning of this manual.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) m

Lesson Two Phonological Awareness/Categorize: (oral) Categorize Sounds and Syllables: Ask the student if the following pairs of sounds are the same or different: /ă/-/ŏ/, /ă/-/ă/, /ă/-/ĕ/, /ă/-/ĭ/, and /ă/-/ŭ/. Ask the student if the following pairs are the same or different: map-mop, map-mep, map-map, map-mip, and map-mup. (See Hexaphon Phun chart at the beginning of this manual.)

37 Card Pack Review: (cursive one side, print other side)

m/m

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) a

Decode Words, Phrases, and Sentences:

Write Words, Phrases, and Sentences from Dictation: am

38 Lesson Three Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear, when you put together /f/-/ă/-/f/, /m/-/ă/-/f/, and /ă/-/f/. Tell me what you hear when you put together /maf/-/maf/, /af/-/maf/, and /fam/-/fam/.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) f

Decode Words, Phrases, and Sentences:

fam faf af

39 Write Words, Phrases, and Sentences from Dictation:

af#````````maf

Lesson Four

Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: baby, tab, bake, bin, and black. Ask the student how many syllables (or beats) he/she hears in the following words: bathtub, butterﬂy, barn, and baking.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f

40 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) b

Decode Words, Phrases, and Sentences:

mab baf fab

Write Words, Phrases, and Sentences from Dictation:

bam#``````bab'``````ab

Lesson Five Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: mat, tab, bat, and ﬂat. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: batter, mat, tablet, and format.

(See Hexaphon Phun chart at the beginning of this manual.)

41 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) t

Decode Words, Phrases, and Sentences:

tab tam taf fat mat at

Write Words, Phrases, and Sentences from Dictation: mat#``````fat#``````bat#``````tat#``````tab

42 Lesson Six Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get when you say bat backwards? (Ask the child to put the ﬁrst sound last and the last sound ﬁrst, with the medial sound staying the same.) What syllable (or word part) do you get if you make the sounds in am go in the opposite order? What word do you get if you make the two syllables (or word parts) change order in the words baseball and picnic?

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t

Learn New Irregular Word(s): (cursive one side, print other side) the the (The student may need support in producing the cursive "h", the printed "h", the cursive "e", and/or the printed "e".)

43 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) h

Decode Words, Phrases, and Sentences:

hat ham • the fat ham • the hat

Write Words, Phrases, and Sentences from Dictation:

haf#``````hab •`the#`ham# •`the#`fab'`hat

44 Lesson Seven Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Using a mirror, practice making the consonants from the cognate pair /b/-/p/. Help the student feel the difference by touching his/her ﬁnger to his/her throat, demonstrating that the /b/ has a voice and the /p/ is unvoiced, even though both sounds involve the popping of lips. Do the same with the consonants from the following cognate pairs: /v/-/f/, /d/-/t/ (in the ﬁrst pair, the teeth protrude over the lower lip as air is expressed, the /v/ voiced, the /f/ unvoiced; in the second pair, the tongue touches the top of the mouth as air is expressed, the /d/ voiced, the /t/ unvoiced). Then, ask the student to tell you if the following word pairs are the same or different: bat-pat, bat-bat, tab-tap, tap-tap, fat-fat, vat-vat, vat-fat, av-af, af-af, dab-tab, dab-dab, rod-rot, and rot-rot. Then, introduce the concept of "one sound per color" and demonstrate that tab can be represented by three different colored stickers or blocks (e.g., /t/-yellow, /ă/-green, /b/-red). Then, ask the child to turn tab into ab by removing the yellow sticker or block. Then, ask the child to turn ab into bă by reversing the green and red stickers or blocks. Then, ask the child to place the original, yellow block, representing /t/, at the end of the last letter sequence, turning bă into bat. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

45 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h

Learn New Irregular Word(s): (cursive one side, print other side) and and good good

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) j

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "J" and a lowercase "j".)

jab jaf jam • Jab the good ham. • Jab the ham and the mat.

46 Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "J".) jam#```````jat#```````jab'` •`the#`jam# •`Jab'`the#`mat#.

Lesson Eight

Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words cat, camera, cab, club, crab, tick, luck, baker, and licking, and ask the child to then say each of the words without the /k/. Say the word catnip, and ask the child to say it again without the "cat". Say the word racket, and ask the student to say it again without the "rack".

(See Hexaphon Phun chart at the beginning of this manual.)

47 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j

Learn New Irregular Word(s): (cursive one side, print other side) is is in in

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) c

Decode Words, Phrases, and Sentences:

cat Mac • The good cat is in the cab. • Mac the cat is good. (Make students aware of the difference between a capital "M" and a lowercase "m".)

48 Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "T " and a capital "C ".) cab'``````cam#```````cat •`The#`fat#`cat#ìs#ìn#`the#`jam#. •`Cam#`the#`cat#ìs#ìn#`the#`cab'.

Lesson Nine Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following sounds are the same or different: /ĭ/-/ĕ/, /ĭ/-/ĭ/, /ĭ/-/ŭ/, /ŭ-/ŭ/, /ĭ-/ŏ/, /ŏ/-/ŏ/, /ĭ-/ă/, and /ă/-/ă/. Ask the student if the following pairs are the same or different: mit-met, him-hem, hem-hem, tip-tup, tip-tip, hip-hop, hop-hop, hit-hat, and hat-hat.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c

49 Learn New Irregular Word(s): (cursive one side, print other side) my my on on

a a

(This word, in most dialects, says "uh", even though the sound of "a" has been learned as the sound /ă/ as in "at".)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) i

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "T" and a lowercase "t".)

ﬁb Tim Jim mit ib hib • My cat bit Jim. • Tim is in a jam. • The hat ﬁt. • Mac bit the Jif. • Jim is on the mat.

50 Write Words, Phrases, and Sentences from Dictation:

(Teach students how to form a capital "A`". Introduce capital "A" as a variation of lowercase "a". At some point, it may also be important to introduce the alternate form of "a", which is part of many fonts.) hit#`````him#`````Jif#`````fit#`````jib'`````tib •`My5`cat#`fit#òn#`the#`mat#.`` •À#`cat#`bit#`Tim#.` •`The#`hat#`fit#òn#`the#`cat#. •`The#`jam#ìs#òn#`him#.

Lesson Ten Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear when you put together /p/-/ĭ/-/t/, /h/-/ă/-/p/, and /p/-/ă/-/p/. Tell me what you hear when you put together /pit/-/pat/, /tip/-/top/, and /cat/-/nip/.

(See Hexaphon Phun chart at the beginning of this manual.)

51 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i

Learn New Irregular Word(s): (cursive one side, print other side) said said get get will will

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) p

52 Decode Words, Phrases, and Sentences: (Make students aware of the difference between

a capital "A" and a lowercase "a".)

pat pit tap cap hip pib pip hap • Tip, the cat, bit Pam. "Aaa!" said Pam. Tip, the cat, hit Pam. "Aaa!" said Pam. "Get!" said Pam. • Tim will pat the cat.

Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "P`".) Pam#`````cap#`````map#`````Pat#`````tip#`````` pap#``````bap#``````bip#```````pab •`Jim#`will#`tap#òn#`the#`mat#. •`Tim#`said#,`“Get#`my5`cat#,`Pat#,òn#`the#` mat#.” •`The#`cat#`will#`hit#`the#`map#. •`The#`jam#`will#`get#òn#`the#`map#.

53 Lesson Eleven Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: kit, cap, pickle, rake, and pack. Ask the student how many syllables (or beats) he/she hears in the following words: pocket, captain, huckleberry, and truck.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p

Learn New Irregular Word(s): (cursive one side, print other side) had had got got

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) k

54 Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "K" and a lowercase "k".)

kit Kim kam kaf • Kim got a Kit-Kat. • Kip and Kim hit the mat. • Mac will get the kit. • Kim had a map.

Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "K".)

Kip#`````Kit-Kat#`````kaf#`````kib'`````Kim#` `Kim#`had#à#`“kit#".``Kim#ànd#`the#`“kit#"` got#ìn#`the#`cab'.``The#`“kit#"`bit#`Kim#.`

Spelling Tip: Explain that there are many more words in the English language that are spelled with "c" rather than "k", when the sound /k/ is heard in a word. There are very few words which are spelled with "k"; therefore, when in doubt, the student should be taught to select a "c" rather than a "k". Dictate the following words: cab, cap. Explain that these words use "c" instead of "k" to demonstrate this point. Rules for "ck" as in "back", "ch" as in "choir", and "soft c" as in "city" are addressed in other lessons, later in this manual.

55 Lesson Twelve Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: rip, rabbit, rap, and robin. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: riptide, rapid, ram, and restaurant.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k

Learn New Irregular Word(s): (cursive one side, print other side) his his did did

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) r

Decode Words, Phrases, and Sentences:

ram rat rib rip rab • The ram did hit Tim on his rib. • The good cat had a fat rat. • Pam will rap and tap and hit.

Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "I".) rap#`````rim#`````raf#`````rit#`````rif •`The#`rim#`did#`get#`jam#òn#ìt#. •`The#`rat#`said#,`“Is#ìt#à#`cat#?" •`Jim#`will#`pat#`the#`rib'òn#`his#`ram#.

57 Lesson Thirteen Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get when you say bag backwards? (Ask the child to put the ﬁrst sound last and the last sound ﬁrst, with the medial sound staying the same.) What syllable (or word part) do you get if you make the sounds in ag go in an opposite order? What word do you get if you make the two syllables (or word parts) change order in the words magpie and bagpipe?

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r

Learn New Irregular Word(s): (cursive one side, print other side) so so with with

58 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) g

Decode Words, Phrases, and Sentences:

gap bag hag mag pig ﬁg gat ag rig • Pat did gab and gab with Pam. So, Pat did get a good gab with Pam. • The tag on the cap had a rip. • Kim had a pig in a big bag.

Write Words, Phrases, and Sentences from Dictation: gag5`````tag5``````rag5`````big5`````rig5`````` gab'``````gig5``````mig5`````pag5``````gaf#`````` gam •`The#`hag5`had#à#`big5`hat#. •`The#`gap#ìn#`the#`ham#ìs#`so'`big5. •`The#`cat#`did#`tag5`the#`rat#`with#à#`tap#.`

59 Lesson Fourteen Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Using a mirror, practice making the consonants from the cognate pair /g/-/k/. Help the student to feel the difference by touching his/her ﬁnger to his/her throat, demonstrating that the /g/ has a voice, and the /k/ is unvoiced, even though both sounds involve the same movements in the back of the mouth. Do the same with the consonants from the following cognate pair: /j/-/ch/ (in this pair, the teeth are closed together, the lips are protruding, and air is pushed out, with /j/ voiced and /ch/ unvoiced). Then, ask the student to tell you if the following word pairs are the same or different: gap-cap, cab-gab, got-got, sack-sag, pick-pick, jip-chip, jib-jib, char-jar, ridge-rich, badge-badge, and itch-idge. Then, introduce the concept of "one sound per color" and demonstrate that gut can be represented by three different colored stickers or blocks (e.g., /g/-yellow, /ŭ/-green, /t/-red). Then, ask the child to turn gut into ut by removing the yellow sticker or block. Then, ask the child to turn ut into tŭ by reversing the green and red stickers or blocks. Then, ask the child to place the original, yellow block, representing /g/, at the end of the sequence, which turns tŭ into tug. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

60 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g

Learn New Irregular Word(s): (cursive one side, print other side) d

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) o

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "B" and a lowercase "b".)

mob top Bob rob hot job jog cob pot got Mom fog (distortion) • Mac got a job with Tom. • The good cop did rip his cap. • The big pot does get hot.

61 Write Words, Phrases, and Sentences from Dictation:

(Teach students how to form a capital "B`".) bop#`````hop#`````Tom#````cop#`````cot#`````gob'`` hog5``(distortion)```jot#````rot#````pop#````tot#``` •m`Itot#`d`

Lesson Fifteen Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words lady, love, lucky, doll, mile, and meal, and ask the child to then say each of the words without the /l/. Say the word laptop, and ask the child to say it again without the "lap". Say the word stoplight, and ask the student to say it again without the "light".

(See Hexaphon Phun chart at the beginning of this manual.)

62 Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o

Learn New Irregular Word(s): (cursive one side, print other side) from from to to of of

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) l

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "C" and a lowercase "c".)

lit lap pal Cal lag lom lib lig lat • Kim got a lot of jam on his lap. • The gal in the lab got the job from him. • Jog to the cab in the lot, Cal.

63 Write Words, Phrases, and Sentences from Dictation: lot#``````gal#`````lip#`````lab'`````lob'`````` lop#`````log5``(distortion)```lif#`````lim •`Cal#`said#,`“Get#`to'`the#`lab'.” •`Pam#`got#`a#`lot#`of#`ham#`from#`him#. •`Jim#`bit#`his#`top#`lip#.

Lesson Sixteen Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following sounds are the same or different: /ŭ/-/ŏ/, /ŭ/-/ŭ/, /ŭ/-/ĕ/, /ŭ/-/ĭ/, and /ŭ/-/ă/. Ask the student if the following pairs are the same or different: cup-cop, cut-cut, nut-net, bug-big, and tub-tab.

(See Hexaphon Phun chart at the beginning of this manual.)

64 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l

Learn New Irregular Word(s): (cursive one side, print other side) she she Mr#. Mr.

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) u

Decode Words, Phrases, and Sentences:

mug lug bug tub hut cup pup rug gum gut up pug • The fat bug got up on the log hut. • She will hug the big pup. • Mr. Bob cut up the bug in the lab.

65 Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "M".) but#`````tug5`````hum#`````jut#`````hug5````` jug5`````cut#`````pub'`````rub'`````rut#````` rup#`````hup#`````tum •`She#`got#`gum#òn#`the#`rug5. •`Mr#.`Tom#,`rub'`the#`cut#`hip#òn#`` the#`pig5ànd#`pat#ìt#. •À#`cup#òf#`pop#ìs#òn#`the#`mat#.

Lesson Seventeen Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear when you put together /m/-/ŭ/-/ch/, /ch/-/ĭ/-/p/, and /ch/-/ă/-/t/. Tell me what you hear when you put together /chim/-/ney/, /chit/-/chat/, and /chat/-/room/.

(See Hexaphon Phun chart at the beginning of this manual.)

66 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u

Learn New Irregular Word(s): (cursive one side, print other side) who who he he

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ch

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "H" and a lowercase "h".)

chat chip chop chug much chag chab chim chog chib • Chip had a chum from the lab who did chat and chat. • He will chop up the big Kit-Kat.

67 Write Words, Phrases, and Sentences from Dictation:

chap#`````rich#`````chum#`````chat#`````chig5````` chot#`````chom#`````chaf#`````cham#`````chob •`Chip#`will#`lug5`the#`log5ànd#`he#`will#` chop#ìt#ùp#. •`The#`rich#`chap#`said#`to'`the#`pup#ànd#`the#` “kit#",`“Who'`will#`hop#ùp#òn#`my5`lap#?"

Lesson Eighteen Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: navy, nut, name, win, and plan. Ask the student how many syllables (or beats) he/she hears in the following words: nonsense, candle, nest, and nominate.

(See Hexaphon Phun chart at the beginning of this manual.)

68 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h

Learn New Irregular Word(s): (cursive one side, print other side) was was o'.k#. o.k. (It is now possible to remove the words "in" and "on" from the "Irregular Word" list, since "n" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) n

69 Decode Words, Phrases, and Sentences:

nab nip nag not nut man chin tan pan bun pun nun can in on (distortion) • It was not o.k. to run in the hot pit. • He did jab the tan bug in the tub. • Jan had to run to the lab.

Write Words, Phrases, and Sentences from Dictation:

(Teach students how to form a capital "U`".) nap#````nit#`````nog5`````fan#`````ban#`````bin#````` ran#`````pin#`````con#`````fun#`````run#````àn •Ìt#`was#à#`fun#`gag5. •`Mac#,`the#`cat#,`can#`not#`nap#òn#`his#` mat#,`but#`the#`cat#`can#`nap#òn#`my5` mat#. •`Chip#`did#`hum#àn#ò'.k#.`rap#,`but#`Mom#` said#,`“Ug5!"

70 Lesson Nineteen Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: math, thing, than, and with. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: brother, moth, without, and thickness.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n

Learn New Irregular Word(s): (cursive one side, print other side) fell fell go go

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

/th`/(voiceless and voiced) (Student says both sounds while writing the letters.)

71 Decode Words, Phrases, and Sentences:

thin bath math that than pith cath • Mr. Chan fell in the hot bath. • Kim did not go to math, but that gal, Pam, did go. • The good pig did hop and jig on the thin path.

Write Words, Phrases, and Sentences from Dictation:

path#```moth (distortion)```thug5``` hath#```than#```lith •`The#`mug5`fell#òn#`the#`mat#. •`The#`moth#`lit#òn#`that#`big5`tan#`log5ìn#` the#`bog5.``Pam#`got#`the#`moth#.``She#ànd#` the#`moth#`fell#ìn#`the#`bog5. •`The#`thin#`man#`can#`not#`go'òn#`that#` big5`jog5`from#`the#`top#òf#`his#`path#`to'`the#` big5`hut#.`

72 Lesson Twenty Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get when you say cot backwards (ask the child to put the ﬁrst sound last and the last sound ﬁrst, with the medial sound staying the same)? What word do you get if you say the sounds in do in an opposite order? What word do you get if you make the two syllables (or word parts) change order in the word dollhouse or headband?

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h

Learn New Irregular Word(s): (cursive one side, print other side) again again they they (It is now possible to remove the words "had" and "did" from the "Irregular Word" list, since "d" will be introduced as a linkage in this lesson.)

73 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) d

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "D" and a lowercase "d".)

dab dot dim kid dog (distortion) dip Don dug fad rad thud bid mod mud dot • Tod and Pat dug in the pit to get a chip from a cup. They got a big chip from the top of the cup. • Don fell in the dam. Thud! Don fell again. Thud, again.

Students may read Story #1, "A Jug of Pop" from "Decodable Stories".

74 Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "D`".) dam#`````dig5`````Doc#`````mad#``````bad#````` hid#``````cad#``````rid#``````Tod#``````cod#````` rod#`````nod#`````bud#`````cud •`The#`pig5ànd#`the#`dog5`fell#ìn#`the#`mud#` and#`they5`got#`mad#. •`Dot#`said#,`“Doc#,`he#`got#à#`bad#`cut#òn#` his#`lip#." •`The#`bad#`nag5`fell#ìn#`the#`rut#òn#`the#` path#àgain#.`

75 Lesson Twenty-One Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Using a mirror, practice making the consonants from the cognate pair /th/-/th/ (one sound voiced, one unvoiced). Help the student to feel the difference by touching his/her ﬁnger to his/her throat, demonstrating that the ﬁrst /th/ is unvoiced and the second /th/ is voiced, even though both sounds involve the placement of the tongue between the teeth. Do the same with the consonants from the following cognate pair: /s/-/z/ (in this pair, the teeth are touching as air is expressed, with the /s/ unvoiced and the /z/ voiced). Then, ask the student to tell you if the following word pairs are the same or different, remembering that /th/ has two different sounds: thing-thing, path-path, other-other, sap-zap, miss-Ms., zoo-sue, and sit-sit.

Then, introduce the concept of "one sound per color" and demonstrate that bus can be represented by three different colored stickers or blocks (e.g., /b/-yellow, /ŭ/-green, /s/-red). Then, ask the child to turn bus into us, by removing the yellow sticker or block. Then, ask the child to turn us into sŭ by reversing the green and red stickers or blocks. Then, ask the child to place the original, yellow block, representing /b/, at the end of the sequence, which turns sŭ into sub. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

76 Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d

Learn New Irregular Word(s): (cursive one side, print other side) I I could could

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) s

77 Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "S" and a lowercase "s".) sat sag sit sip sad Sid sun bus Sal thus • I sat up on the big bus and hit my gut on a thin rod. • Sad Sam and sad Sal could sit in the hot sun. • A rat bit Sid in the rib and he had to sit in the bath.

Students may read Story #2, "A Thin Dog", from "Decodable Stories".

Write Words, Phrases, and Sentences from Dictation:

sob'````sum#````sub'````Sam#````Sig5````sod#```` bus#````this#````san#````sib'````sud •`Mr#.`Sal#`d

78 Lesson Twenty-Two Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words Eddie, ebb, and edge, and ask the child to then say each of the words without the /ĕ/. Say the word ember and ask the child to say it again without the "ber". Say the word etching and ask the student to say it again without the "etch".

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s

Learn New Irregular Word(s): (cursive one side, print other side) or or

(It is now possible to remove the word "get" from the "Irregular Word" list, since "e" will be introduced as a linkage in this lesson.)

79 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) e

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital and a lowercase "E"/"e", a capital and a lowercase "N"/"n", and a capital and a lowercase "L"/"l".)

den Ted set pet leg (distortion) Ben men Len then Ned Seth jet them • Ben and Ned let the ram run on the path. • Ned can chat on the "net". • Ned can chop up the bed in-to bits. • Will my chum, Ed, get an i-Pad or a lap-top?

Students may read Story #3, "Dad and Mom Had a Kid" from "Decodable Stories".

80 Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "B ", a capital "E ", and a capital "L ". Note: Show students that the lowercase " " and the lowercase "l#`" e are formed in exactly the same way and only differ in height.) get#```ten#```let#```hen#```pen#``Èd#```Beth#``` Jed#```red#```led#```pep#```Jen#```peb •`Seth#`did#`not#`get#`to'`the#`jet#àt#`ten#. `` `Then#,`Mom#`had#à#`big5`fit#. •`Did#`Beth#òr#`Len#`get#`to'`the#`pic-nic#? •Ì`let#`my5`pet#`red#`hen#`run#ìn#`the#````` pen#.`

Triple Read for Fluency: (See list in Appendix One.)

Students read a passage, consisting of at least six lines, from one of the appropriate (phonetically-controlled) materials listed in Appendix One, at the back of this manual. The selected passage should contain only words with previously-learned sounds and sight words. The passage should be rather easy for the student to decode. Students read the passage aloud, three times in a row, to increase reading ﬂuency (speed and accuracy).

81 Lesson Twenty-Three Phonological Awareness/Categorize:(oral)

Categorize Sounds and Syllables: Ask the student if the following sounds are the same or different: /sh/-/ch/, /sh/-/sh/, /sh/-/j/, /sh/-/s/, and /sh/-/z/. Ask the student if the following pairs are the same or different: ship-chip, mash-match, shin-shin, and hush-hutch.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e

Learn New Irregular Word(s): (cursive one side, print other side) came came see see

82 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) sh

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital and a lowercase "I"/"i".)

shut shag shed shop rash ﬁsh

cash gosh rush mash mush shin • Mr. Dash came to shop in the rug shop. He did not see the rip in the red rug. • I got a gash in the shin, but I did not sob. • Shut the pen, as the hog will get the cat’s dish of mush. That hog came in the pen on Sat. and got the mush. The cat was mad!

83 Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "G`".) shot#`````ship#`````shun#`````ash#`````gash#````` dish#`````sash#`````gush#`````posh#`````dash#````` mesh#`````hush#`

•`The#`moth` (distortion)`came#ìn-to'`the#`hut#` and#`sat#ìn#`the#`dish#.``Can#`Dad#`see#`the#` moth#?`Ìt#ìs#`hid-den#ìn#`his#`mush#! •I`can#`not#`see#à#`rash#òn#`the#`red#`fish#. •`Gosh#,`that#`ship#`got#à#`big5`gash#ìn#ìt#.``` Ìt#`sat#ìn#`the#`dim#`fog` (distortion)ànd#` could#`not#`go'.``

Spelling Tip: cat's — Explain to the student that 's means that the dish belongs to the cat. Dictate the following additional words with 's for the student to write: rat's, Chip's, Kip's, Pat's. (Not yet ready to do examples containing the "s" sounding like /z/.)

84 Triple Read for Fluency: (See list in Appendix One.)

Students read a passage, consisting of at least six lines, from one of the appropriate (phonetically-controlled) materials listed in Appendix One at the back of this manual. The passage selected should only contain words with previously-learned sounds and sight words. The passage should be rather easy for the student to decode. Students read the passage aloud, three times in a row, to increase reading ﬂuency (speed and accuracy).

Lesson Twenty-Four Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear, when you put together /w/-/ĭ/-/n/, /w/-/ă/-/g/, and /w/-/ĭ/-/sh/. Tell me what you hear when you put together /wig/-/wam/, /where/-/ever/, and /west/-/ward/.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh

85 Learn New Irregular Word(s): (cursive one side, print other side) about about called called Je be (It is now possible to remove the word "with" from the "Irregular Word" list, since "w" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) w

Decode Words, Phrases, and Sentences:

wag win wish web wom wud

• Ben could get his wish to wed Beth. Does Beth wish to be with Ben? • Bob will go with Tom to get a cab. • The pig got in the thin web and could not run in the mud. • Seth called about his wish to jog on the path with Kim.

86 Write Words, Phrases, and Sentences from Dictation: Let#`````Led#`````with#`````wit#`````Lef#````` wob'`````wug5`````Lesh#` •À#`pup#`will#`wag5ìf#ìt#`gets#à#`big5` hot#`dog5.``The#`pup#`will#`Je#`sad#ìf#ìt#` d

Spelling Tip: "Wed." is an abbreviation for "Wednesday". Explain to the student that "Wed." is a shortened form of the word "Wednesday". Show that periods are used to form abbreviations, as in "Mr.", which the student has now seen in print.

87 Triple Read for Fluency: (See list in Appendix One.)

Lesson Twenty-Five Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: when, which, whip, and wham. Ask the student how many syllables (or beats) he/she hears in the following words: whiplash, whenever, whistle, and whining.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w

88 Learn New Irregular Word(s): (cursive one side, print other side) new new Mrs#. Mrs.

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) wh

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "W" and a lowercase "w".)

when which •When did Mrs. Wham whip the dip for the chips? • Wham! The lab dog got in-to the new tin can! • Which cat can shed? Which dog can shed?

89 Write Words, Phrases, and Sentences from Dictation: whip#`````````````wham •`When#`did#`Ben#`get#`to'`the#`new'`shop#? •`Mrs#.`Mesh#`fell#ìn#`the#`mud#,`which#ìs#` when#`she#`hit#`the#`pig5`with#à#`thud#.`

Spelling Tip: Explain to the student that "wh" mostly appears at the beginning of words and usually is used for question words (what, why, when, who [rule-breaker], where, and which.)

Triple Read for Fluency: (See list in Appendix One.)

90 Lesson Twenty-Six Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: zip, zag, whiz, and Pez. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: zipper, zap, razor, and grazing.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh

Learn New Irregular Word(s): (cursive one side, print other side) Lent went home home

91 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) z

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital and a lowercase "O"/"o" and a capital and a lowercase "Z"/"z".)

zip zap Oz zog zem zud • The whiz kid had to rush home. • I can zig-zag up the path in my hot rod. • Zip, the red cat, went on top of the shop. Then, the cat went home to his pal, Bob.

Write Words, Phrases, and Sentences from Dictation:

(Teach students how to form a capital "O`" and a capital "Z`".) zig-zag5````whiz5````zed#````zop#````zush#````zath#`

92 •`The#`thin#`man#`ran#ùp#`to'`Mr#.`Zed#. •`Tim#`had#`to'`zip#ùp#`the#`tan#`bag5òf#` cash#. •`The#`tin#`man#`ran#`home#`to'Òz5. •`Zap#!``The#`mad#`hag5`got#`rid#òf#`the#`bad#` cat#!``The#`bad#`cat#`Lent#`home#.`

Triple Read for Fluency: (See list in Appendix One.)

93 Lesson Twenty-Seven Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What "nonword" do you get when you say vat backwards (ask the child to put the ﬁrst sound last and the last sound ﬁrst, with the medial sound staying the same)? What word do you get if you make the sounds in uv go in an opposite order? What word do you get if you make the two syllables (or word parts) change order in the word Velcro or volume?

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/ l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z

Learn New Irregular Word(s): (cursive one side, print other side) oOer over too too t#.v'. t.v.

94 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) v

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital and a lowercase "V"/"v".)

vat van "vid kid" vosh vam ven • Val could whip up a good pot of mush. She could run over to my home with the mush. Sid can whip up mush, too. Val had Sid over to his home to "sup" on mush. • A mad dog was in the van with Vin on the t.v. sit-com. The dog did nip at Vin until his leg had a big gash in it. • Vic had to fan the hot vat of cod-ﬁsh. It was too hot!

95 Write Words, Phrases, and Sentences from Dictation:

Val#`````Pet#`````Vic#````vin#`````vol#`````vud •`Vic#,`the#`Pet#,`called#`the#`mad#`dog5,`but#` the#`dog5`ran#ànd#`ran#ùp#`the#`path#ànd#` oOer#`to'`the#`red#`hut#. •`The#`“vid#`kid#"`did#`see#`too'`much#`t#.v'.— and#`that#ìs#`not#`good#! •`The#`Pet#`cut#`the#`lip#òf#`the#`cat#.`Ì`was#` sad#.``The#`cat#`was#`sad#,`too'.``The#`Pet#` had#à#`pad#`for#`the#`cut#,`but#ìt#`did#`not#` fit#òOer#`the#`big5`cut#. •`“Get#ìn#`the#`van#,"`said#`the#`Pet#`to'`the#` thin#`cat#.`

96 Triple Read for Fluency: (See list in Appendix One.)

Lesson Twenty-Eight Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Using a mirror, practice making all of the cognate pairs which have been learned to date (/f/-/v/, /p/-/b/, /t/-/d/, /k/-/g/, /ch/-j/, /th/-/th/, and /s/-/z/). Help the student feel the difference by touching his/her ﬁnger to his/her throat, demonstrating that one consonant has a voice and the other consonant is unvoiced, even though both sounds involve the same mouth movements. Be sure to use a mirror, when practicing cognate pairs, so that the student can see how his/her teeth, tongue, lips, and jaw are moving to make each of the sounds.

(See Hexaphon Phun chart at the beginning of this manual.)

97 Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v

Learn New Irregular Word(s): (cursive one side, print other side) are are has has

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) y` (Consonant sound, mostly at the beginning of a word.)

98 Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital and a lowercase "Y"/"y" and a capital and a lowercase "R"/"r".)

yes yam yap yak yim yosh yug • Yes, Rob, I can get that, but not yet! • Yum, Mom has cat-ﬁsh on the big dish. The cat-ﬁsh are not on my dish yet. • A kit-ten has to shed. Yes, it has to, but a yak does not.

Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "Y`".)

yup#``````yum#`````yip#``````yet#``````yath •`Yup#,`that#ìs#à#`good#`yam#`dish#.` •`“Yap#,`yap#,`yap#,"`said#`the#`not-too-big5` lab'`pup#.` •`“Are#`the#`fish#ìn#`the#`dish#`yet#?"`said#` Mrs#.`Yen#..

99 Triple Read for Fluency: (See list in Appendix One.)

Lesson Twenty-Nine Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words ax, mixing, vex, hexagon, and tax, and ask the child to then say each of the words without the /x/. Say the word ﬁxing, and ask the child to say it again without the "ﬁx". Say the word taxes, and ask the student to say it again without the "tax".

(See Hexaphon Phun chart at the beginning of this manual.)

100 Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y

Learn New Irregular Word(s): (cursive one side, print other side) want want day day

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) x# Makes a sound like /ks/. Rarely appears at the beginning of a word ("xylophone" is an exception).

101 Decode Words, Phrases, and Sentences:

ax six mix ox lox Tex Rex

• I want a lot of cut up lox on my dish. I want six bits. • The tan ox does not want to jog in the pen to-day. The ox gets up and jogs with the sun, but on this day he is too sad. • Tex did not want to hit his tin ax on the rot-ten log.

Write Words, Phrases, and Sentences from Dictation:

(Teach students how to form a capital "H`".) Max#``````box#``````Red#`Sox#`````` tax#```````fix#``````tux#``````Lex •`Which#`day5`did#`the#`Red#`Sox#`hit#à#` home#`run#? •`Rex#`shut#`the#`tin#`box#`with#à#`thud#!`` His#àx#`was#`not#ìn#ìt#. •Àt#`six#,`Mom#`will#`mix#`the#`hot#,`thin#` mush#.`Ì`want#à#`lot#òf#ìt#..

102 Spelling Tip: Sometimes "x" makes a voiced sound like /gz/, like in examine and exit. Most of these words are advanced, so this second sound of "x" does not appear until much later in the program.

Triple Read for Fluency: (See list in Appendix One.)

Lesson Thirty Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following sounds are the same or different: /kw/-/gw/, /kw/-/kl/, /kw/-/k/, /kw/-/kw/, and /kw/-/kr/. Ask the student if the following pairs are the same or different: quit-kit, queen-queen, quip-clip, and quest-west.

(See Hexaphon Phun chart at the beginning of this manual.)

103 Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/ k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x

Learn New Irregular Word(s): (cursive one side, print other side) do do you you

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) qu

104 Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital and a lowercase "Q"/"q".)

quit quip quiz quib quen • She has not yet had a quiz in math to-day. • Mrs. Quip was not in a rush to quit the sax. • A quag has a lot of mud in it. Do you want to sit in a quag?

Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "Q`".) Quin#````quag5````quiz5````quit#```quom#` •Ìf#`you#`do'à#`good#`job'òn#`the#`quiz5,` Mom#`will#`get#`you#à#`good#`pen#.` •Ì`want#`to'`quit#`the#`Red#`Sox#. •`Rex#`had#`to'`get#à#`ten#òn#`the#`quiz5.

Spelling Tip: Sometimes "x" makes a voiced sound like /gz/, like in examine and exit. Most of these words are advanced, so this second sound of "x" does not appear until much later in the program.

105 Triple Read for Fluency: (See list in Appendix One.)

Lesson Thirty-One Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear when you put together /k/-/ĭ/-/s/, /m/-/ĭ/-/l/, /f/-/ĭ/-/z/, and /h/-/ŭ/-/f/. Tell me what you hear when you put together /well/-/ness/, /fuzz/-/ball/, /hill/-/top/, and /door/-/bell/.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu

106 Learn New Irregular Word(s): (cursive one side, print other side) me me (It is now possible to remove the words "fell" and "will" from the "Irregular Word" list, since the "double l" rule will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory /large cursive-form) When you hear "f", "s", "l", or "z" at the end of a one-syllable word after a short "a", "e", "i", "o", or "u", you double it. Do multisensory linkages for "ff", "ss", "ll", and "zz". Say the sound /f/ while tracing over "ff"; say /s/ while tracing over "ss"; say /l/ while tracing over "ll"; say /z/ while tracing over "zz". (Sometimes this is referred to as the "ﬂoss" rule, because the word "ﬂoss" has three of the four most commonly doubled consonants in it.)

107 Decode Words, Phrases, and Sentences:

well bell less doll hill huff tell kill sell pill dull ﬁzz bass shall • Jan will yell at the dull pup if it gets in-to that mess. • My cup of pop fell on me and my doll. • Are Bill and Jill up on that big hill? • Lex got a chess set in a red box.

Write Words, Phrases, and Sentences from Dictation:

yell#``````fuzz5``````kiss#``````gull#``````chess#`````` cuff#``````fill#`````ìll#``````mass#``````hiss#` fuss#``````mess#``````jazz5` •`Bill#`did#`sell#`the#`chess#`set#`to'`me#`for#à#` lot#òf#`cash#. •`The#`sad#`gull#ìs#`so'ìll#! •`Will#`has#`less#`cash#`than#`Jess#. •`Who'`did#`huff#ànd#`puff#àt#`the#`hut#òf#` the#`pig5?`

108 Spelling Tip: When students learn to double "f", "s", "l", or "z" at the end of short vowel, one-syllable words, it is necessary to make them aware of some of the common exceptions (e.g., as, is, us, bus, if, gas, has, and his). Practice writing these exceptions. It is noteworthy that ﬁve of the above examples end with the letter "s", sometimes saying its voiced sound and sometimes saying its unvoiced sound. (Students have not yet learned the voiced sound of "s" [/z/], but it will be learned in the next lesson.) Also point out that "all" usually says "all" like in "ball", even though the vowel says its regular short sound in "shall". "Off" also has a distorted vowel sound in most dialects, as it makes a sound more like /au/ than /ŏ/. Dictate the sentence:

" The ball shall not fall off the wall." Then ask the student to say and write this sentence, which contains exceptions.

Triple Read for Fluency: (See list in Appendix One.)

109 Lesson Thirty-Two Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: zigzag, walls, hums, is, and cabs. Ask the student how many syllables (or beats) he/she hears in the following words: kids, eyelids, has, and hazard.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z

Learn New Irregular Word(s): (cursive one side, print other side) for for (It is now possible to remove the words "is", "his", and "has" from the "Irregular Word" list, since the "the second sound of s" [/z/] will be introduced as a linkage in this lesson.)

110 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) 2nd sound of "s" (/z/) Almost always occurs as a plural after a voiced consonant sound (as in trains). Student makes both sounds, /s/ and /z/ while writing the large cursive form of "s".

Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital "G" and a lowercase "g".) is has lens lids bells rams pins dogs cabs buds • She has six kids and ten dogs. Gosh! She has a lot of kids and pets. • Mom has a lot of bills for us. Get lots of cash for Mom!

Students may read Story #4, "Hot Rod" from "Decodable Stories".

Write Words, Phrases, and Sentences from Dictation: as#```````his#```````hums#``````rigs#``````kids#`````` bills#`````ribs#``````legs#```````jobs#``````wins

111 •`To-day5`the#`dogs#`got#`the#`ribs#`from#`` ``the#`pot#.`` •`Dad#`has#`six#`big5`jobs#`for#`six#`big5`kids#.``` •`Jeff#`rubs#`the#`mess#òff#òf#`the#`rug5``` `with#`his#`rag5.`Ìt#ìs#às#`good#às#`new'!

Spelling Tip: Have the student practice adding an apostrophe before an s ('s) to show ownership — both sounds of "s" can occur; it usually makes the /z/ sound after a voiced consonant. Examples: a man's pen; Dad's ring; Pat's top; Mom's cap; the pig's rib; the vet's van; the king's ring.

Triple Read for Fluency: (See list in Appendix One.)

112 Lesson Thirty-Three Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: bang, ring, song, and lung. Point out that it is not possible to separate the /n/ and the /g/. Also, point out that it is easier to say the /ng/ with the vowel before it, rather than in isolation. This helps the student understand why "ang", "ing", "ong", and "ung", are learned as chunks. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: singing, long, anything, and going.

(See Hexaphon Phun chart at the beginning of this manual.)

Learn New Irregular Word(s): (cursive one side, print other side) what what haTe have

113 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ang5````ìng5```òng5````ùng

Decode Words, Phrases, and Sentences:

bang king gang thing sing long rang hung sang rung gong wing Hong Kong • King Kong can see what the gang of men did to the hut. • It is fun to sip Tang from a cup. • I have a lot of things to hang on the pegs.

Write Words, Phrases, and Sentences from Dictation: ring5``````lung5``````fang5``````sung5`````` hang5`````song5```````wing5`````rung5`````` zing5``````ping-pong5`

114 •`Jim#`will#`haTe#`to'`sing5`the#`long5`song,` “What#à#`Wish#." •`The#`king5ùp#òn#`the#`hill#`will#`get#`six#` big5`rings#. •`She#`hung5`from#`the#`tin#`ring5ùn-til#` she#`fell#`with#à#`bang5.`

Triple Read for Fluency: (See list in Appendix One.)

115 Lesson Thirty-Four Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get if you make the two syllables (or word parts) change order in the word ringing or junkyard?

(See Hexaphon Phun chart at the beginning of this manual.)

Learn New Irregular Word(s): (cursive one side, print other side) through through

116 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ank#```ìnk#```ònk#``ùnk

Decode Words, Phrases, and Sentences:

bunk sank honk punk bank junk dunk tank sink think ink mink • The "whiz kid" is at the "think tank". • If you wink at Hank, he will think he is a good kid. If you wink at Hank again, he will wink at you. • I am through with that bank. It is not a good bank. Thank you and so long!

Write Words, Phrases, and Sentences from Dictation:

hunk#``````rank#``````Hank#`````wink#````` sunk#``````crash#``````pink#``````link#````` thank#````wonk#``````conk

117 •`The#`box#òf#`junk#ìs#`not#òn#`the#`big5` bunk#`Jed#. •Ì`go'`to'`the#`link#`for#`my5`bank#òn#` the#`net#,`to'`see#ìf#Ì`haTe#`cash#`for#`my5` bills#. •`The#`ship#`sank#ìn#`the#`Let#`mud#.`Ìt#` is#`such#à#`hunk#òf#`junk#! •`Hank#`did#`not#`do'`Lell#ìn#`that#`class#.```` `He#`still#`got#`through#ìt#.`

Triple Read for Fluency: (See list in Appendix One.)

118 Lesson Thirty-Five Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Ask the student to tell you if the following word pairs are the same or different: blue-boo, brag-bag, clan-can, drive-dive, ﬂow-foe, glass-glass, and skit-sit. Then, introduce the concept of "one sound per color" and demonstrate that stop can be represented by four different colored stickers or blocks (e.g., /s/- yellow, /t/-green, /ŏ/-red, and /p/-blue). Then, ask the child to turn stop into top, by removing the yellow sticker or block. Then, ask the child to turn top into pot by reversing the green and blue stickers or blocks. Then, ask the child to place the original, yellow block, representing /s/, at the end of the sequence, which turns pot into pots. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

119 Learn New Irregular Word(s): (cursive one side, print other side) Lere were

Flash all previously introduced irregular words for practice. If a student misses a word, use "whole-word", multisensory techniques for correction.

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) bl#,`br#,`cl#,`cr#,`dr#,`fl#,`fr#,`gl#,`gr#,` pl#,`pr#,`sc#,`sk#,`sl#,`sm#,`sn#,`sp#,` st#,`sw',`tr#,`tw

Decode Words, Phrases, and Sentences:

blot brag clip swing crash drop

ﬂag fresh glum grass plum prop

sled smell sniff spin stop swell

trash scat skip twin spun slot stink drum swim trunk

120 • The frog had a crush on the bug. • My big sled did crash in-to a log and went for a spin on the path. • The tan pup had to stop and sniff the glob of wet stuff on the grass. • They were stiff from the jet trip.

Write Words, Phrases, and Sentences from Dictation: blob'```````brim#``````clap#``````crush#``````` drip#```````flop#````````scab'``````glad#`````` plan#``````smog5``````snip#``````spill#`````` stiff#```````swish#``````trip#```````skill#`````` grab'``````twang5`````prim#``````slip#``````` flesh#``````swung5``````blank#```press#`````` frog5`(distortion)

121 •`Mrs#.`Press#`could#`smell#`the#`smog5ìn#`` `the#`van#. •`The#`cub'`could#`crush#`the#`bug5ùn-til#`` ìt#`was#à#`glob'òf#`gunk#. •`Drag5`the#`pink#`sled#òn-to'`the#`bus#`so'`` `they5`can#`sled#òn#`the#`trip#.`` •`They5`Lere#`glad#`that#`the#`trash#`was#`` `not#ìn#`the#`shed#.

Spelling Tip: The consonant blend "tr" sounds like /ch/-/r/ in some dialects. Students may spell words with "tr" as "ch-r" because that is what they are actually hearing. Help them to be aware of this issue, so that they can learn to self-correct when this occurs.

Triple Read for Fluency: (See list in Appendix One.)

122 Lesson Thirty-Six

Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words splash, split, and spleen, and ask the child to then say each of the words without the /spl/. Say the word splashing, and ask the child to say it again without the "ing".

(See Hexaphon Phun chart at the beginning of this manual.)

123 Learn New Irregular Word(s): (cursive one side, print other side) son son

Flash all previously introduced irregular words for practice. If a student misses a word, use "whole-word", multisensory techniques for correction.

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) spl#,`spr#,`squ#,`scr#,`str#,`shr#,`thr

Decode Words, Phrases, and Sentences:

splash spring squid scrub strip shred throb • A big strong ox can zig-zag up the path. It could be in a rush to get grub! • My leg will throb if a scrap of tin gets in-to the skin on my shin. • Scrub the strip of tin on the van, son. • The squid can swim and splash with his squid pals.

124 Write Words, Phrases, and Sentences from Dictation: split#``````sprig5``````squid#``````scrap#`````` strong5``````thrash#``````shrink •`The#`red#`hat#`was#ìn#`shreds#.``Then#ìt#` was#à#`rag5! •`The#`man#`had#`to'`split#`the#`log5. •Ìn#`the#`spring5,`the#`cats#`will#`nag5`for#` a#`sprig5òf#`cat-nip#.``My5`son#`will#`get#ìt#` for#`them#àt#`the#`pet#`shop#.``

Triple Read for Fluency: (See list in Appendix One.)

125 Lesson Thirty-Seven Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following sounds are the same or different: /n/-/nd/, /lt/-/ld/, /lp/-/l/, /mp/-/m/, and /lk/-/lk/. Ask the student if the following pairs are the same or different: help-held, bend-bent, clasp-class, wisk-wish, and hunch-hutch.

(See Hexaphon Phun chart at the beginning of this manual.)

126 Learn New Irregular Word(s): (cursive one side, print other side) women women

Flash all previously introduced irregular words for practice. If a student misses a word, use "whole-word", multisensory techniques for correction.

(It is now possible to remove the words "and" and "went" from the "Irregular Word" list, since "nd" and "nt" will be introduced as linkages in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) Final consonant blends: nd9,`lt9,`st9,`nt9,`lp9,`mp9,` sp9,`pt9,`ft9,`lk9,`sk9,`nch

127 Decode Words, Phrases, and Sentences: (Make students aware of the difference between a capital and a lowercase "F"/"f".)

fond kilt past spent help clasp stamp kept sift milk desk ﬂinch • Jan is fond of the desk and bench that she got from Mr. Lisk. • Mr. Finch sends sleds to kids. Mr. Finch spends lots of cash on the sleds. Six women help him get the sleds to the kids. • A dog is apt to stomp on a plant un-til it is split into bits. • The gob-lin could gasp and gulp and yell.

Write Words, Phrases, and Sentences from Dictation:

wind``(short "i" sound) ```;elt9`````list9`````` >ent9`````gulp9`````gasp9`````jump9`````` apt9`````gift9`````bulk9````àsk9`````lunch9` •À9`strongB`wind9`had9`>ent9`the9`tin9`rim9` of9`the9`van9. •Àsk9`him9`toF`get9`his9`list9òf9`fun9` “quips9"ànd9`gags9.

128 •`The9`bigB`fat9òx9`had9à9`;elt9òn9`his9` shin9`that9`kept9`him9`from9`run-ningB` in9`the9`mud9.

Triple Read for Fluency: (See list in Appendix One.)

Lesson Thirty-Eight Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear when you put together /m/-/old/, /h/-/ost/, and /j/-/olt/. Tell me what you hear when you put together "old"-"er", "post"-"mark", and "bolt"-"ed".

(See Hexaphon Phun chart at the beginning of this manual.)

129 Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h

Learn New Irregular Word(s): (cursive one side, print other side) often often

Flash all previously introduced irregular words for practice. If a student misses a word, use "whole-word", multisensory techniques for correction.

130 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) old9``````ost9``````olt9 (Explain that "o" does not make its short sound when it joins with "-ld" or "-st".)

Decode Words, Phrases, and Sentences:

bold cold hold mold host most old bolt colt ghost (unusual phoneme "gh") • Hank will hold the gold ring for Fran un-til she gets to him. • You sold cold milk to the kid. He said, "Thank.you." • Jim often got the most ﬁsh from the cold pond. • A bolt of gold vel-vet was in the shop. • A gust of wind hit Mrs. Gold with a jolt.

Students may read Story #5, " Tag It"; Story #6, "Jip and Jim"; and Story #7; " The Men in the Shop" from "Bowman's Stories".

131 Write Words, Phrases, and Sentences from Dictation: fold9``````gold9```````sold9``````told9`````` post9``````scold9``````jolt9`

•`Kim9`lost``(spelling rule below)`the9`gold9` post9ìn9`the9`bath-tubF. •`The9`ghost9òften9`hungBòn-toF`the9` top9òf9`the9`steps9àt9`the9òld9`ranch9,`soF` that9`he9`could9`crash9ànd9`bangBòn9` the9`steps9,`when9`he9`felt9`things9`;ere9` just9à9`bit9`tooF`dull9. •`Tom9ìs9`soF`bold9`that9`he9`pet9`the9`gold9` bob-cat9`with9`his9`hand9.`Ì`told9`him9` not9`toF`doFìt9,`but9`he9`did9.``He9`got9` such9à9`bad9`gash9òn9`his9`skin9. •`The9`colt9`was9`not9`tooFòld9.

132 Spelling Tip: Explain that "cost" and "lost" are spelled like "most", "host", and "post", even though the "o" in "cost" and "lost" have a distorted sound of "o", /au/, while the "o" in "most", "host", and "post" says its own name.

Triple Read for Fluency: (See list in Appendix One.)

Lesson Thirty-Nine Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: mind, wild, grind, ﬁnd, and child. Ask the student how many syllables (or beats) he/she hears in the following words: blindness, milder, bind, and mindful.

(See Hexaphon Phun chart at the beginning of this manual.)

133 Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ind9`````` ild (Explain that "i" does not make its short sound when it joins with "-nd" or "-ld".)

134 Learn New Irregular Word(s):

Flash all previously introduced irregular words for practice. If a student misses a word, use "whole-word", multisensory techniques for correction.

Decode Words, Phrases, and Sentences:

bind wild ﬁnd child grind hind wind (long "i" sound) • Do you mind if I bring my child to the "wing-ding"? • Sam can ﬁnd a good dog for the blind man. • It is mild in the sun to-day, so I kind of want to go for a jog.

Students may read Story #8, "I Wish in Bed"; Story #9, " Yes,

You Can"; Story #10, " The Whiz Kid"; Story #11, "A Cat in a

Box"; and Story #12, " Val the Vet" from "Bowman's Stories".

Write Words, Phrases, and Sentences from Dictation:

blind9`````kind9``````mind9`````` rind9``````mild9``````child

135 •`The9`child9`did9à9`wild9`flip9òn9`the9òld9` swingB. •`You9`will9`wind9ùp9`with9à9`prob-lem9,` if9`you9àre9`not9`think-ingBàbout9`what9` you9àre9`do-ingB. •`The9`man9`can9`grind9ùp9`the9`glass9` in-toF`bits9.

Spelling Tip: Explain that "wind" has two different pronunciations, even though its spelling does not change.

Triple Read for Fluency: (See list in Appendix One.)

136 Lesson Forty Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: magnet, contest, upset, and sunﬁsh. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: snapshot, snap, unzipping, and suntanned.

(See Hexaphon Phun chart at the beginning of this manual.)

137 Learn New Irregular Word(s): (cursive one side, print other side) into into doing doing

Re-introduce "in" with "to" as one word, "into", using a multisensory technique. Re-introduce "do" and "ing" as one word, "doing", using a multisensory technique.

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) Practice reading two-syllable words containing syllables which use previously-learned linkages. Introduce the concept of dividing a word between two consonants, (vc/cv). Write the words below on separate pieces of paper (one word per sheet) and show the student how to fold the paper between the two consonants, thereby splitting the word into two syllables.

Decode Words, Phrases, and Sentences: basket campus insult bedbug magnet himself bandit cobweb Midwest muffin pigpen handbag unzip tablet dentist talcum public chipmunk sunfish shellfish sandbox contest sandlot rustic snapshot until upset problem

138 • He was so upset about the red spot from the bad sunlamp. • The tan dentist went for a dip into the public pond. He is doing this so he can get ﬁt. • Did you get a snapshot of that big pumpkin? It is so big, it could win a contest!

Students may read Story #13, "A Wet Dog and a Wet Lad"; Story #14,

" Ten Pets"; Story #15, " The Gig"; Story #16, "Ug, It’s a Bug!"; Story

#17, " Bob and His Gang"; Story #18, "Sid the Kid"; Story #19, "Nag! Nag! Nag!"; Story #20, "Rib It!"; and Story #21, "Win it Big!" from "Bowman's Stories".

Write Words, Phrases, and Sentences from Dictation:

bathtubF````````inNent9```````sunset9`````` nutmegB```````picnic9`````````kidnap9`````` suntan9```````selfish9`````````tidbit9````````` banquet9``````sinkingB``````dustpan9`````` slingshot9`````cufflink9`````absent9` laptop9``````````subtract9``````publish

139 •Àt9`sunset9,Ì`sit9ìn9`myB`“sunfish9"ìn9` the9`pond9ànd9`see9`the9`chipmunks9`run9` and9`jump9òn9`the9`grass9.``Then9,`theyB` kind9òf9`swim9`“laps9"ìn9`the9`pond9.`` TheyB`haNe9`soF`much9`fun9`splashingB` and9`doingB`flips9. •`Ned9`got9à9`tidbit9òf9à9`muffin9`from9` the9`picnic9`basket9. •`The9`red9`shellfish9`swam9ìntoF`the9`pit9` in9`the9`sand9.

Triple Read for Fluency: (See list in Appendix One.)

140 Lesson Forty-One Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get when you say made backwards? (Ask the child to put the ﬁrst sound last and the last sound ﬁrst, with the medial sound staying the same.) What syllable (or word part) do you get if you make the sounds in aim go in an opposite order? What word do you get if you make the two syllables (or word parts) change order in the words mistake and safety?

(See Hexaphon Phun chart at the beginning of this manual.)

141 Learn New Irregular Word(s):

Flash all previously introduced irregular words for practice. If a student misses a word, use "whole-word", multisensory techniques for correction.

(It is now possible to remove the word "came" from the "Irregular Word" list, since "a_e" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) a9_e9 (Student says "a", while tracing over the "a_e". Explain that the silent "e" makes the "a" say its name, instead of its short sound, like in "at". Explain that the line between the "a" and the "e" represents any consonant. Demonstrate and practice this concept.)

Decode Words, Phrases, and Sentences:

ape cape Abe fade make take slate shale (distortion) cane safe shame (Spend ample time practicing these and many other "a_e" words using teacher-made games.)

142 • If a cap is a cape, and a scrap is a scrape, and a tap is a tape, then the "e" is doing a good job. • The red cape did fade in the sun. Then it was a pink cape. If it had not sat in the sun, it could still be a strong red. • The old man is not safe. The end of his cane is split. The bad cane can make him trip. It is a problem if an old man gets a bad scrape.

Students may read Story #22, " Trim the Bangs"; Story #23, "Jan and Sam at the Prom"; Story #24, "Fred the Frog"; Story #25, "Grab the

Grub"; and Story #26, " The Sad, Rich Kid" from "Bowman's Stories".

Write Words, Phrases, and Sentences from Dictation:

tape9````````shape9``````rake9```````lake9`````` spade9``````scrape9``````Kate9``````shaNe9``````

scale9```````slaNe9``````made9``````lame

143 •ÀPe9`got9à9`scrape9òn9`his9`skin9`when9` he9`hit9`his9`legBòn9`the9`rim9òf9`his9` “sunfish9". •`What9à9`shame9!``Kate9`could9`not9`take9` the9`dogB`toF`the9`lake9. •Ì`dugB`with9`myB`spade9ìn9`the9`shade9` of9`the9òld9èlm9.

Spelling Tip: Practice multiple examples of "a" changing from a short vowel sound to a long vowel sound: cap-cape; can-cane; pal-pale; fad-fade; shad-shade; mad- made; scrap-scrape; slat-slate; and tap-tape.

Triple Read for Fluency: (See list in Appendix One.)

144 Lesson Forty-Two

Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Ask the student to tell you if the following word pairs are the same or different: cap-cape, Sam-same, fad-fade, scrap-scrape, tap-tape, rid-ride, win-wine, and bit-bite. Then, introduce the concept of "one sound per color" and demonstrate that a silent letter, like silent "e", will not be represented by a different color, since it is not heard. Demonstrate that tame can be represented by three different colored stickers or blocks (e.g., /t/-yellow, /ā/-green, and /m/-red. Remember, there is no color sticker for the "e", since it is not heard). Then, ask the child to turn tame into aim, by removing the yellow sticker or block. Then, ask the child to turn aim into ma (the "a" says its name) by reversing the green and red stickers or blocks. Then, ask the child to place the original, yellow block, representing /t/, at the end of the sequence, which turns ma into mate. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

145 Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) i9_e9 (Student says the name of the letter "i" while tracing over the "i_e". Explain that the "silent e" makes the "i" say its name, instead of its short sound, like in "it". Explain that the line between the "i" and the "e" represents any consonant. Demonstrate and practice this concept.)

146 Decode Words, Phrases, and Sentences:

pine slide chime ripe (distortion) grime shine wipe (distortion) mine spike (distortion) bite (distortion) line hive • I will hide my ﬁne kite in the big basket. • That pin is mine and I do not want that bad kid to get grime on it. • I wipe the tin slide, so that it will shine and so that I can glide fast on it.

Students may read Story #27, "Drag the Bags"; Story #28, " The Dog

Sled"; Story #29, " The Plan that Was a Flop"; Story #30, "Get to the

Top"; Story #31, " The Bug Club"; Story #32, " The Big Jog"; Story #33,

" The Red Blob"; Story #34, "Flub Up"; Story #35, "Brag, Brag, Brag"; and Story #36, " The Crab" from "Bowman's Stories".

Write Words, Phrases, and Sentences from Dictation:

nine9``````spine9``````like9``(distortion)``````` sprite``(distortion)``````bride9``````triPe9``````` glide9``````hide9``````pride9``````wire``(distortion)`

147 •`The9`goblin9`hid9ìn9`the9`top9òf9`the9` pine9,`soF`the9`sprite9`could9`not9`find9` him9.`` •À9`triPe9òf9`nine9`bandits9`cut9`the9`tin9` wire9. •`She9`dRes9`not9`like9`toF`wipe9`the9`grit9` and9`grime9`from9`the9`bathtubF.

Spelling Tip: Practice multiple examples of "i" changing from a short vowel sound to a long vowel sound: pin-pine; kit-kite; bit-bite; hid-hide; rid-ride; slid-slide; shin-shine; win- wine; strip-stripe (distortion); and grip-gripe (distortion).

Triple Read for Fluency: (See list in Appendix One.)

148 Lesson Forty-Three Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words open, over, and oat, and ask the child to then say each of the words without the /ō/ ("o" says its name). Say the word okay, and ask the child to say it again without the "o". Say the word ocean, and ask the student to say it again without the "o".

(See Hexaphon Phun chart at the beginning of this manual.)

149 Learn New Irregular Word(s): (It is now possible to remove the word "home" from the "Irregular Word" list, since "o_e" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) oF_e9 (Student says the name of the letter "o" while tracing over the "o_e". Explain that the silent "e" makes the "o" say its name instead of its short sound, like in "ox". Explain that the line between the "o" and the "e" represents any consonant. Demonstrate and practice this concept.)

Decode Words, Phrases, and Sentences: joke bone poke tone stole (distortion) chose shone clove quote hole (distortion)

150 • It is not a joke to choke on a bone. • If you hope that the man will win, you must go and vote. • The lone fox will poke his nose in the hole, to see if a rabbit is sitting in it. The fox will sniff in the hole. If a rabbit is sitting in it, the fox will nab it!

Students may read Story #37, "Rings, Mats, and Rods"; Story #38, "Grand-Dad and His Fat Ox"; Story #39, "A Spot on Dad’s Hat"; Story

#40, "A Frog on a Log"; Story #41, " The Bad Kit-ten"; and Story #42,

" The Last Twig" from "Bowman's Stories".

Write Words, Phrases, and Sentences from Dictation:

`hope9```````roSe9````````yoke9```````home9``````` `rope9```````Rome9```````froze9```````rode9`````` close` (2 pronunciations)````vote9```````stone9` •`When9`Kate9`was9ìn9`Rome9,`she9`spent9` lots9òf9`cash9òn9à9`red9`roSe9.

151 •`Tom9`spoke9`toF`the9`fans9àt9`the9`Mets9`game9` and9`said9,`“I`hope9`that9`you9àre9`glad9`that9` you9`chose9`toF`>e9àt9`this9`fine9`game9."``The9` Mets9`did9`fine9.``Tom9ànd9`the9`fans9`rode9` home9`from9`the9`game9`with9à9`smile9. •`That9`plastic9`sled9`could9`slip9òn9`that9` slope9.``The9`white9`slush9`froze9òn9`that9` slope9.``Take9`care9!``That9`man9`just9`broke9` his9`nose9!

Spelling Tip: Practice multiple examples of "o" changing from a short vowel sound to a long vowel sound: not-note; rod-rode; mop-mope; slop-slope; rob-robe; hop-hope; cod-code; cloth-clothe (distortion); cop-cope; and rot-rote.

Triple Read for Fluency: (See list in Appendix One.)

152 Lesson Forty-Four Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following sounds are the same or different: (all of these vowels in the following sets say their names): /ă/-/ĕ/, /ĕ/-/ĭ/, /ĕ/-/ĕ/, /ĕ/-/ŭ/, and /ĕ/-/ŏ/. Ask the student if the following pairs are the same or different: Pete-pet, em-eme, ease-ease, eve-ev, and these-those.

(See Hexaphon Phun chart at the beginning of this manual.)

153 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) e9_e9 (Student says the name of the letter "e", while tracing over the "e_e". Explain that the silent "e" makes the "e" say its name, instead of its short sound, like in "Ed". Explain that the line between the ﬁrst "e" and the last "e" represents any consonant. Demonstrate and practice this concept.)

Decode Words, Phrases, and Sentences:

Pete these eve eke pede peze • Pete was here in a ﬂash. • Get that big crate of plums over here on the steps. • Eve swam with these frogs, in the pond, next to the shed. (Students have not learned "xt" as a ﬁnal blend, but they have learned these sounds in isolation.)

Students may read Story #43, "Let’s Set Up Camp"; Story #44, "I Fell on the Hill"; Story #45, "Chop a Log"; and Story #46, "Mom’s Nap" from "Bowman's Stories".

154 Write Words, Phrases, and Sentences from Dictation:

here``(distortion) ```SteNe9`````ÈNe9````````plete •`Pete9,`the9`pet9,`was9à9`red9`bugBòn9`t9.vF.,` whoF`could9`jump9ànd9`hop9`like9à9`frogB.`` •`Here9ìs9à9`bake9`shop9`that9`sells9`good9` buns9ànd9`cake9.``Yum9!

Triple Read for Fluency: (See list in Appendix One.)

155 Lesson Forty-Five Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear (making all of the vowels say their names) when you put together /f/-/ū/-/z/, /t/-/ū/-/n/, and /f/-/l/-/ū/-/t/. Tell me what you hear when you put together /ice/-/cube/, /re/-/use/, and /sand/-/dune/.

(See Hexaphon Phun chart at the beginning of this manual.)

156 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) u9_e9 Student says "you" and "oo", while tracing over the "u_e". Explain that the silent "e" makes the "u" say both "you" like in "cute", and "oo" like in "tune", instead of its short sound, like in "up". Explain that the line between the "u" and the "e" represents any consonant. Demonstrate and practice this concept. This is by far the hardest silent-e combination, because it makes two different sounds. The student will need extended practice on the "u_e".

Decode Words, Phrases, and Sentences:

cute prune cube brute mule (distortion) tune rule (distortion) dune duke • The rude Mrs. Plude could act like a brute to that cute cat, Flume. • Mr. Brune had to use a cube of ham to get his mule to rush for him. If Mr. Brune did not bribe the mule, forget it. That mule was not fast, unless it had a chunk of ham.

157 Write Words, Phrases, and Sentences from Dictation: tuPe9``````dupe9``````plume9``````rude9`````ùse9`````` flute9``````muse9``````June9``````lute9``````fume •`The9`flute9`got9à9`dent9ìn9ìts9`tuPe9`when9` it9`fell9`with9à9`crash9òn9`the9`stone9`path9.` •Ìt9ìs9à9`rule9`that9`the9`kids9`cannot9` jump9òn9`these9`>eds9.``June9`did9`not9àsk9` Mom9ìf9`she9`could9`jump9òn9`the9`>ed9.`` Mom9`came9ìn9ànd9`said9,`“Stop9!"

Spelling Tip: Practice multiple examples of "u" changing from a short vowel sound to a long vowel sound: cut-cute; tub-tube; plum-plume; and us-use (the "s" sound also changes in this word to the /z/ sound, in addition to the change in the "u" sound).

158 Triple Read for Fluency: (See list in Appendix One.)

Lesson Forty-Six Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: votes, plates, bakes, remakes, and glides. Ask the student how many syllables (or beats) he/she hears in the following words: gliding, mudslide, sidewalk, and jokester.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z,

159 v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) If "s" is added to a silent "e" word, so that "e" is no longer the last letter in the word, the "e" still makes the first vowel say its own name. (Example: "capes".) If "d" is added to a silent "e" word, the "e" is no longer the last letter in the word, but the "e" still makes the first vowel say its own name. Also, if the second consonant is unvoiced, the /d/ turns into a /t/ sound (its cognate). (Examples: "baked" - final /d/ changes to /t/ because /k/ is an unvoiced sound; "waved" - final /d/ stays as /d/ because the /v/ is a voiced consonant.)

160 Decode Words, Phrases, and Sentences:

tiles jokes votes plates Pete’s cubes

sides glides scrapes cubed waved flames (First sound of "s" [/s/], after an unvoiced consonant, second sound of "s" [/z/], after a voiced consonant.) • Pete’s kites are fine. • There are piles and piles of logs at the camp to use for fires. • Jane bakes cup-cakes when she has lunch over at the lake with Steve.

Write Words, Phrases, and Sentences from Dictation: tuPes9``````ENeWs9``````roSes9``````bakes9`````` dunes9``````lakes9``````kites9``````piles9`````` prunes9``````shrines9``````tames9`````` tamed9```````piled9```````pruned

161 •`Nine9`games9òf9`tennis9àre9`tooF`much9` for9àn9òld9`man9`like9`DaNe9. •`When9`Ted9ànd9`Jane9`;ent9òn9à9` picnic9,`theyB`let9`the9`kids9`slide9òn9`the9` white9`dunes9. •`James9`scrapes9`his9`legs9òn9`the9`ropes9àt9` camp9.

Triple Read for Fluency: (See list in Appendix One.)

162 Lesson Forty-Seven

Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: unsafe, inside, home, and sunshine. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: disliking, vampire, cake, and untamed.

(See Hexaphon Phun chart at the beginning of this manual.)

163 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

2-syllable words with silent "e" syllables: Silent "e" makes the vowel before the consonant say its own name at the end of a syllable, just as it does at the end of a word. First, identify the silent "e" syllable(s) in the words below, and then show how the rule still works, whether the silent "e" occurs in the ﬁrst and/or the second syllable.

Decode Words, Phrases, and Sentences:

dictate vampire tadpole sideline

unsafe lifetime inside homeless • His dog, Duke, made a big mistake in the basement. • It is useless to ask a vampire to go into the sunshine.

Write Words, Phrases, and Sentences from Dictation:

sunshine9`````useless9`````paNement9````` dislike9`````milkshake9`````mistake9````` basement9`````pancake9 (Review all previously introduced irregular words. Use multisensory technique if any are missed.)

164 •`The9`cute9`tadpole9`could9`see9`that9ìt9`was9` unsafe9`toF`jump9ìn9`the9`fast9`tide9. •Ì`dislike9`this9`lime9`milkshake9.`Ìt9` has9à9`bad9`taste9.` ("Taste" is the first time the student has seen a consonant blend /st/ in the silent "e" syllable.)

Triple Read for Fluency: (See list in Appendix One.)

165 Lesson Forty-Eight Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get if you make the two syllables (or word parts) change order in the words phantom or dolphin?

(See Hexaphon Phun chart at the beginning of this manual.)

166 Learn New Irregular Word(s): (cursive one side, print other side) orange orange yellow yellow their their

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ph

Decode Words, Phrases, and Sentences:

phone Phil graph phrase phan • I like to make graphs in math class. • Let’s phone Phil to see if he wants to slide on the slopes. He and I can slip and slide with the orange tubes! • Their yellow phone has a bad plug on it.

167 Write Words, Phrases, and Sentences from Dictation:

phase9``````dolphin9``````phones9``````phos9` •`Jane9`likes9`the9`phrase9:`“GoF`jump9ìn9à9` lake9." •`Phil9ànd9`Kate9`haNe9òrange9ànd9` yellowF`stripes9òn9`their9`blankets9. •`That9`dolphin9`can9`jump9ànd9`glide9` and9`swim9ìn9`the9`waNes9.`

Spelling Tip: Point out that "have" does not follow the silent "e" rule and so it remains an irregular word. Explain that no English words ever end in the letter "v", so that is why the "e" is added to "hav". Other examples are: "live", "love", "give", and "glove".

168 Triple Read for Fluency: (See list in Appendix One.)

Lesson Forty-Nine Phonological Awareness/Mixed Phonological Practice: (oral)

Mixed Phonological Practice/Sound Tracking Activity: Ask the student to tell you if the following word pairs are the same or different: rack-rake, back-bake, duck-duke, shack-shake, and lick-like. Then, introduce the concept of "one sound per color" and demonstrate that clock can be represented by four stickers or blocks. It is noteworthy that the ﬁrst and last sticker or block will be the same color, since they will both make the sound of /k/, even though one is spelled with a "c" and the other is spelled with a "ck" (i.e., /c/-yellow, /l/-green, /ŏ/-red, and /k/-"ck"-yellow). Then, ask the child to turn clock into lock, by removing the ﬁrst yellow sticker or block. Then, ask the child to turn lock into ock by removing the green sticker or block. Then, ask the child to replace the yellow and green stickers or blocks onto the beginning of the sequence, which will turn it back into "clock". By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes. (See Hexaphon Phun chart at the beginning of this manual.)

169

Learn New Irregular Word(s): (cursive one side, print other side) one9` one (The silent "e" does not work in this word, which will be confusing to students.)

170 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ﬁnal ck (Explain that "c" and "k" sometimes go together to make one sound. The "ck" comes either at the end of a word or at the end of a syllable, when a short vowel sound precedes the "ck".)

Decode Words, Phrases, and Sentences:

back clock buck duck lock whack Chuck luck chick pack blacksmith • Chuck got the pack of chips from the back of the truck. • The duck and the chick had a snack of fresh bugs. • Who got one of those black back-packs?

Students may read Story #47, " The Black Duck Gets a Pal"; Story #48, " What’s in the Picnic Basket"; Story #49, " The Splendid Inlet"; Story #50, "Smell the Grass"; and Story #51, "Stack of Blocks" from "Bowman's Stories".

Write Words, Phrases, and Sentences from Dictation:

block9````lick9````Jack9````track9````tick-tock9```` bucket9````shack9````pick9````struck9````brick

171 •`Jack9`ran9ànd9`ran9ùntil9`he9`got9`home9` toF`his9`block9.``Then9`he9`just9`had9`toF`sit9` on9`the9`brick9`steps9ànd9`rest9. •`What9`luck9!``Chuck9`sat9ìn9`the9`sand9` and9`dugBùp9à9`buck9! •`WhoFìs9`the9òne9`whoF`set9`back9`the9` clock9`todayB? •`The9`clock9ìs9`set9`toF`ringBàt9òne9.`` Tick-tock9!

Spelling Tip: Practice spelling words with "ck". Explain that a one-syllable word will end with "ck", only if the vowel before it has a short sound. If the vowel before the /k/ sound says its name, the word or syllable will not have a "ck" at the end, but will usually have a "ke". Practice examples: pick-pike; luck-Luke; back-bake; rack-rake; and duck-Duke. Relate this rule to the phonological awareness task on this page by asking the student to "sound map" these words with colored blocks. Point out to the student that there is no colored block assigned to the "c" in the "ck" or to the silent "e" in the "ke", because those letters are seen and not heard.

172 Triple Read for Fluency: (See list in Appendix One.)

Lesson Fifty Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words knot, knob, knit, and knapsack, and ask the child to then say each of the words without the /n/. Say the word knick-knack, and ask the child to say it again without the "knick". Say the word knocking, and ask the student to say it again without the "ing".

(See Hexaphon Phun chart at the beginning of this manual.)

173 m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e, ph/ph, final ck/ck

Learn New Irregular Word(s): (cursive one side, print other side) away away

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) kn

174 Decode Words, Phrases, and Sentences:

knife knot knit pen-knife knock • The slim pen-knife ﬁt in the pocket of the orange knapsack. • Knit a vest for me, and I will knit a hat for you. I can take that vest with me when I go away. • Hold the knife with care. • Kim can knit mittens and a cap for you. A gift from Kim is one that you can use when it is cold.

Write Words, Phrases, and Sentences from Dictation:

knack9``````kniNes9``````knobF`````` knapsack9``````knick-knack9` •`Jane9`has9à9`knack9`for9`knittingB`knots9` in9`white9`stringB.``She9`knits9`hundreds9` of9`knots9ìntoF`the9`shape9òf9à9`basket9.`` This9`springB,`Jane9`will9`sell9`these9` baskets9`when9`she9ìs9àwayBòn9`her9`trip9` toF`Rome9.`

175 •`That9`brass9`knobF`has9à9`bigB`nick9òn9` top9òf9ìt9.``Sam9`cut9ìntoF`the9`knobF` with9`his9`knife9.`

Spelling Tip: Explain that "kn" makes the sound of /n/, even though it is very infrequent. Practice some "sound mapping" of "knife" and "knot", to illustrate that the "k" is seen but not heard.

Triple Read for Fluency: (See list in Appendix One.)

176 Lesson Fifty-One Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following sounds are the same or different: /r/-/w/, /w/-/w/, and /r/-/r/. Ask the student if the following pairs are the same or different: white-rite, wing-ring, wrap-rap, and which-rich.

(See Hexaphon Phun chart at the beginning of this manual.)

177 Learn New Irregular Word(s): (cursive one side, print other side) giNe give your your

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) wr

Decode Words, Phrases, and Sentences:

wrist wren write wrong wristband

• Wrap up the orange gift box and give it to your Mom and Dad. • The sad, cold wren sat on the sill, wishing for a bit of crust. • If you write the wrong thing, just stick it on top of that stack and ﬁx it at dusk.

178 Write Words, Phrases, and Sentences from Dictation: wrap9````````````wringB````````````wreck9``````` writes9``````````wrongB` •`Can9`you9`wringB`that9`;et9`cloth9?``GiNe9` it9à9`good9`twist9`ùntil9ìt9ìs9`not9`;et9! •Ìf9`you9`crack9`your9`wrist9,`get9à9`stiff9` cast9òn9ìt9às9`fast9às9`you9`can9. •Ìt9ìs9`wrongB`toF`make9`fun9òf9`Mr9.` Wrangset9.``He9ìs9`such9à9`good9`man9.`

Spelling Tip: It is important to demonstrate the use of silent "w" in "wr" with a phonological awareness activity. Ask the student to do "sound mapping", using different colored blocks for each sound in the word "wrist". After the student has selected four different colored blocks (one for each of the four distinct sounds in that word), have him/her write the letters that would correspond to each color, on a piece of paper that has been placed under the blocks. Point out that there is no color for the "w" in that word, because it is a silent letter, which means that it is seen, but not heard. Point out that the "i" in "give" does not follow the silent "e" rule. It is just like "have". An English word may not end in "v", so the "e" is added, even though it doesn’t change the "i" sound.

179 Triple Read for Fluency: (See list in Appendix One.)

Lesson Fifty-Two Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear, when you put together "w" - "ai" - "s"- "t", "c" - "l" - "ai" - "m", and "ch" - "ai" - "n". Tell me what you hear when you put together "claim" - "check", "rain" - "coat", and "tail" - "spin".

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z,

180 v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr

Learn New Irregular Word(s): (cursive one side, print other side) her her almost almost

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ai

181 Decode Words, Phrases, and Sentences:

brain stain chair train fail trail hair waist rain braid claim maid quaint plain • Gail sat on the chair with wet paint still on it and got a big stain on her vest. • It is a pain to wait for a late train. • The quaint home was up on a hill, almost past the dock at Chain Lake.

Write Words, Phrases, and Sentences from Dictation: air9``````drain9``````jail9``````Gail9``````pain9`````` main9``````wait9``````paint9``````paid9`````` aim9``````tail9``````aid9``````chain9``````snail9`

182 •`Mrs9.Àsh9àlmost9`lost9`her9`gold9`chain9` in9`the9`sink9`drain9. •`The9`plain9`maid9`did9`not9`wait9`for9`her9` airplane9. •`Braid9`your9`hair9ìn9`the9`rain9,`soFìt9` will9`not9`get9`knots9ìn9ìt9.`

Spelling Tip: Show that "ai" always comes at the beginning or in the middle of a syllable or word. Rewrite some of the above words and underline the "ai", demonstrating that it never comes at the end of a word.

Triple Read for Fluency: (See list in Appendix One.)

183 Lesson Fifty-Three Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: stray, daytime, hay, and paycheck. Ask the student how many syllables (or beats) he/she hears in the following words: playmate, hayride, tray, and jaywalking.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i

184 Learn New Irregular Word(s): (cursive one side, print other side) done done come come

(silent "e" does not work in these words) (It is now possible to remove the word "day" from the "Irregular Word" list, since "ay" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ay

Decode Words, Phrases, and Sentences:

bay hay Kay lay pay ray way clay play playmate • Jay prays for Kay to come his way. • The cat was hidden in the hay on the hayride to the bay. • Clay was done play-ing with trucks, ships and planes.

185 Write Words, Phrases, and Sentences from Dictation: dayB```````JayB``````MayB``````mayB``````` stayB``````trayB`````grayB``````prayB`````` hayride9``````prayingB`````` •`When9`theyBàre9`done9`with9`their9` lunch9,`theyB`will9`layB`the9`cash9òn9`the9` black9`trayB`for9`her9.``She9`will9`then9` come9`with9`their9`check9.`` •Ì`hope9`you9`can9`stayB,`soF`you9`can9` playB`with9`me9ùntil9`the9`“Game9òf9` Life9"ìs9`done9.`

Spelling Tip: a) Show that "ay" is only used at the end of a syllable or at the end of a word. Use the above words to demonstrate this important spelling rule; b) Show that "come" and "done" are two more words that do not allow silent "e" to work properly, as the "o" does not say its name in either one of these examples.

186 Triple Read for Fluency: (See list in Appendix One.)

Lesson Fifty-Four Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: squeal, clean, plead, and east. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: rereading, upbeat, mealtime, and seafarer.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z,

187 v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y

Learn New Irregular Word(s): (cursive one side, print other side) once once

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ea

188 Decode Words, Phrases, and Sentences:

bead beam deal heat Jean lead meal neat read steam east each beak plead squeal • Once upon a time, in the Red Sea, a mean beast ate a

gray seal for lunch. The sea was wild that day, so you

could hear the waves crashing a mile away. • Jean did speak to us, but I could not hear her.

Write Words, Phrases, and Sentences from Dictation: >eat9```>east9```read9```heal9```least9``` mean9```meat9```sea9```seal9```speak9``èat9``` freak9```reach9```heap9```clean9```scream •`The9`least9`you9`can9`doFìs9`send9`me9` home9,`just9ònce9,`with9à9`good9`hot9`meal9! •`Doc9`said9,`“These9`mumps9`heal9ìn9òne9` dayB.``Just9èat9`your9`meals9ànd9`take9` your9`pills9ànd9`you9`will9`>e9òF.k9.`." •`BobF`can9`reach9`the9`top9òf9`the9`heap9` with9òne9`leap9.`

189 Spelling Tip: Show the relationship between the irregular words "once" and "one".

Triple Read for Fluency: (See list in Appendix One.)

Lesson Fifty-Five Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get when you say team backwards? (Ask the child to put the ﬁrst sound last and the last sound ﬁrst, with the medial sound staying the same.) What syllable (or word part) do you get if you make the sounds in see go in an opposite order? What word do you get if you make the two syllables (or word parts) change order in the words teenage or unseen? (See Hexaphon Phun chart at the beginning of this manual.)

190 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea

Learn New Irregular Word(s): (cursive one side, print other side) would would should should month month (It is now possible to remove the word "see" from the "Irregular Word" list, since "ee" will be introduced as a linkage in this lesson.)

191 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ee

Decode Words, Phrases, and Sentences:

meet see week feet feel sweep queen street seed weed bleed greet screech creed • The queen bee hid next to the screen on the deck, waiting to sting an un-sus-pect-ing victim. • Mr. Sneed would feed the deer seeds and nuts over the cold month of Jan.. • This week is "sweeps week" on t.v.. You should keep the t.v. on each evening, so that you do not miss the "sitcoms". They are a "scream"!

Write Words, Phrases, and Sentences from Dictation:

street9`````seem9`````tree9`````tZeet9````glee9`

deer` (distortion)`````keep9`````deep9`````seen9````` screen9`````>ee9`````three9`````sleek9``````feed9`````

192 •`The9`keen9`gal9`felt9`that9ìt9`would9`not9` >e9òF.k9.`toF`ride9`the9`bike9òn9`the9`dim9` street9. •Ìt9`should9`>e9à9`fun9`;eek9àt9`the9` >each9.`Ì`can9`not9`wait9`toF`see9`you9!`` •`Will9`you9`>e9`trav-el-ingB`back9`home9` at9`the9ènd9òf9`the9`month9?

Spelling Tip: Discuss that the decision to use "ee" or "ea" in the middle of a word, when "e" is saying its name, is a very difﬁcult spelling decision. There are no rules governing this choice, so the student must commit these speciﬁc words to memory through multisensory tracing practice or through the use of mnemonic devices (e.g., "eat some meat").

Triple Read for Fluency: (See list in Appendix One.)

193 Lesson Fifty-Six Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Introduce the concept of "one sound per color" and demonstrate that fight can be represented by three different colored stickers or blocks (e.g., f-yellow, igh-green, t-red). Then, ask the child to turn fight into ight, by removing the first yellow sticker or block. Then, ask the child to turn ight into tigh (sound distortion) by reversing the green and red stickers or blocks. Then, put on another block to turn tigh into tight—child adds on another red block (since the first and last sounds are the same), after existing red and green blocks. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

194 thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee

Learn New Irregular Word(s): (cursive one side, print other side) >ecause because only only off off

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) igh9``````````ight

Decode Words, Phrases, and Sentences:

high ﬁght sight light tight fright nigh highest

195 • The white lamp-post on your deck has so much grime on it that it does not give off light. I think I might trip on the steps if you do not clean it off. • High up in the air, the sleek air-plane was in ﬂight. It was the only plane I could see. • It is not good to jump on that soft chair, because it might mess up the seat.

Write Words, Phrases, and Sentences from Dictation:

`````sigh9```````night9```````right9``````````````````` .````flight9``````might9````` •Ìt9ìs9`not9`right9`toF`let9à9`tot9`run9ìn9` the9`street9àt9`night9.`` •`KimWs9`the9ònlyB`gal9ìn9`that9`clubF,`soF` she9`might9`haNe9`toF`fight9`for9`the9`right9` toF`vote9.` •`Mom9`said9`with9à9`bigB`sigh9,`“I`might9` haNe9`toF`pun-ish9`you9,`>ecause9`you9`did9` not9`doF`what9Ì`told9`you9`toF`doF."

196 •`When9`you9`reach9`the9`top9òf9`the9`sand9` dune9,`jump9òff9.``Whee9!``You9`will9`sail9` right9òntoF`your9`blanket9!`

Spelling Tip: Discuss that "gh" is only there to make the letter "i" say its name. Dictate "light" and "lit", "ﬁght" and "ﬁt", for the student to write, to illustrate this insight into spelling these words. It is unusual for consonants to perform the function of changing a vowel sound.

Triple Read for Fluency: (See list in Appendix One.)

197 Lesson Fifty-Seven Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the word oak, and ask the child to then say the word without the "oa". Say the word oatmeal, and ask the child to say it again without the "oat". Say the word coatrack, and ask the student to say it again without the "rack".

(See Hexaphon Phun chart at the beginning of this manual.)

198 Learn New Irregular Word(s): (cursive one side, print other side) there there where where (Explain how these words do not follow the silent "e" rules.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) oa

Decode Words, Phrases, and Sentences:

boat road soap foam cloak ﬂoat oats soak moan toast • Where is that load of oats? My "nag" is sick from waiting so long. • Load the trunks on the boat over there, so that they do not get for-got-ten. • Jim likes to soak in the hot tub and make his soap ﬂoat like a sailboat.

199 Write Words, Phrases, and Sentences from Dictation:

load9`````coat9``````toad9``````throat9````òak9` goal` (distortion)````loaf9`````coast9``````roast •`The9`toad9`got9à9`load9òf9`scum9ìn9`his9` throat9`from9`the9`junk9`that9`fell9`from9` that9`steam-boat9ò\er9`there9. •`The9`bigBòak9`tree9`next9`toF`the9`coast9ìs9` a9`hundred9`years9òld9. •`Where9`did9`Joan9`hangBùp9`the9`pink9`coat9?

Spelling Tip: Note that "there", which is presented as a new irregular word in this lesson, has a different meaning and a different spelling than "their". Do not introduce "they're" at this time.

200 Triple Read for Fluency: (See list in Appendix One.)

Lesson Fifty-Eight Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following pairs are the same or different: goat-coat, foes-fuse, toes-toast, Joe-Joan, and woe-woe.

(See Hexaphon Phun chart at the beginning of this manual.)

201 ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a

Learn New Irregular Word(s): (cursive one side, print other side) saw saw lo\e love

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ^e

202 Decode Words, Phrases, and Sentences:

toe doe goes foe woe Poe • Joe is such a sweet man that he does not have one foe. I just love him. • The doe goes to ﬁnd a drink over near the trees, where the lake is clean and clear. • My toe is stuck in a deep hole. Help me! I think I see a snake in this hole. Do you think he saw my toe? Will he bite it?

Write Words, Phrases, and Sentences from Dictation:

hRe9``````JRe9``````MRe9``````rRe9` •`MRe9`dRes9`lo\e9`toFèat9`fish9`rRe9`for9`his9` lunch9. •`Mom9`can9ùse9à9`hRe9`toF`;eed9`the9`>ean9` plants9ìn9`the9`back9òf9`the9`lot9.`

203 •Èd9`Pê9`sawFà9`bigB`black9`thingB`with9` wings9,`got9`his9`pen9,ànd9`said9,`“I`want9` toF`think9òf9`lines9`toF`sayBàbout9`that9` black9`thingB`with9`wings9."

Spelling Tip: a) Point out that "love" is another word in which silent "e" doesn’t work, even though it has an "e" at the end, because no English word can end with a "v". b) Discuss that "shoe" is an exception in which the "oe" says a long "u" sound instead of a long "o" sound. Use a mnemonic device to help the student to remember this exception, like writing "shoe" with "o" and "e" visually connecting to look like a shoe.

Triple Read for Fluency: (See list in Appendix One.)

204 Lesson Fifty-Nine Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear when you put together "d" - "ue", "h" - "you", and "tr" - "ue". Tell me what you hear when you put together "res" - "cue", "un" - "true", and "val" - "ue".

(See Hexaphon Phun chart at the beginning of this manual.)

205 Learn New Irregular Word(s): (cursive one side, print other side) donWt don’t nothing nothing

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ue9` (Says both "you" and "oo".) Student makes both sounds in succession while tracing over the letters.

Decode Words, Phrases, and Sentences:

blue true hue due statue (distortion)

• The ﬁreman can rescue the cat that jumped up in the oak tree. • Be a true pal and you will have a good life. You don’t need to think about that because you are a true pal! • The take-home test is due on Sun-day. Nothing is due on Tues-day.

206 Write Words, Phrases, and Sentences from Dictation:

cue9``````due9``````glue9``````rescue9``````value9` •`When9`Hope9`fell9òn9`the9`manWs9`deck9,`she9` said9ìn9à9`mean9`tone9,`“I`will9`sue9`you9` for9`this9."``` ` “There9ìs9`nothingB`wrongB`here9,"`said9`the9` man9`back9`toF`her9.``“DonWt9`sue9`me9!"`` •`Which9`hue9ìs9`the9`blue9`that9`you9`chose9`

toF`use9`in9`your9`den9?``

Spelling Tip: Discuss that "don't" is a contraction comprised of "do" and "not", with the second "o" replaced by an apostrophe in the contraction. Have the student write both words and then write the contraction. If time permits, discuss other contractions at this time (e.g., "won't", "can't", "shouldn't", "couldn't", and "wouldn't").

207 Triple Read for Fluency: (See list in Appendix One.)

Lesson Sixty Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: arm, scarf, barn, and darling. (Point out that the vowel and the "r" sound are "stuck together" and make one sound.) Ask the student how many syllables (or beats) he/she hears in the following words: harvesting, apartment, and darkness.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z,

208 v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , ê/o e, ue/u e

Learn New Irregular Word(s): (cursive one side, print other side) oh oh _ery very

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ar

209 Decode Words, Phrases, and Sentences:

bar cart farm scar art car chart arm garden scarf Mars Mar-lene smart jar • Mar-lene went into the dark barn to hide from the rock star. • A white car was speed-ing on the high-way near the old farm. Whoa! That was quick! • I love to eat Mars bars for lunch, but my mom gets oh so mad when I do. • If you get tar on your feet, good luck! It is so very hard to scrape off tar!

Write Words, Phrases, and Sentences from Dictation: barn9``````card9``````hard9``````parch9``````tar9`````` bark9``````harNest9``````dark9``````far9``````star9`````` harsh9``````yard9``````target9``````darling •Òh9`myB!``The9`back9`yard9ìs9`such9à9` mess9`from9`last9`night9!`

210 •Ìf9`you9`wish9òn9à9`star9,`far9àwayBìn9` the9`dark9òf9`night9,`your9`wish9`just9` might9`come9`true9. •`MyB`darlingB`cat9`cut9`her9`_eryB`cute9`tail9` on9`the9`sharp9`post9ìn9`the9`back9`yard9.`

Triple Read for Fluency: (See list in Appendix One.)

211 Lesson Sixty-One Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: morning, storm, scorch, and hornet. (Point out that the vowel and the "r" sound are "stuck together" and make one sound.) Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words (porthole, restore, performance, and torn). (See Hexaphon Phun chart at the beginning of this manual.)

212 Learn New Irregular Word(s): (cursive one side, print other side) wonWt won’t sure sure (It is now possible to remove the words "or" and "for" from the "Irregular Word" list, since "or" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) or

Decode Words, Phrases, and Sentences:

or pork popcorn short more escort sport north store born porch stork morning inform fort scorch • I won’t let you kill that stork for sport. What a bad year for storks! There are only three hundred left up here in the North. • A short jog in the morning can sure give you a real spark! • Mr. Parks ate popcorn on the porch and got a real bad feeling in his gut.

213 Write Words, Phrases, and Sentences from Dictation:

corn9``````lord9``````hornet9``````storm9`````` score9``````for9``````torn9``````torch9`````more •`TheyB`made9à9`playB`fort9ìn9`their9` yard9. •`The9`torn9`ragB`had9`such9à9`bad9`smell9` that9Ì`stuck9ìt9ìn9`the9`trash9. •`“Oh9!"`said9`Tess9.``“The9`waNes9àre9`soF` high9`from9`the9`rainstorm9.`Ì`sure9`hope9` that9`the9`porch9`wonWt9`get9`;et9."

Spelling Tip: Explain that "ore" is pronounced the same as "or"; the "e" at the end of the word, like in "store" and "more", does not inﬂuence the sound of the vowel combination "or", and remains silent.

214 Triple Read for Fluency: (See list in Appendix One.)

Lesson Sixty-Two Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get if you make the two syllables (or word parts) change order in the words number or curbside?

(See Hexaphon Phun chart at the beginning of this manual.)

215 unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a9_e/a _ e, i9_e/i_e, oF_e/o _ e, e9_e/e_e, u9_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , ê/o e, ue/u e, ar/ar, or/o r

Learn New Irregular Word(s): (cursive one side, print other side) any any many many (It is now possible to remove the word "her" from the "Irregular Word" list, since "er" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) er9 `````ir9 `````ur9 (The "er" triplets: same sound, 3 spellings.)

216 Decode Words, Phrases, and Sentences:

her jerk under hunter master sir better dirt curl church burn term sister enter silver Herbert dinner bird squirt Saturn • Her sister got a shock from the split cord and fell back with a jerk! I hope that the cord does not send sparks into her hair. • Turn the bird on the ﬂame or it will burn. • There are a number of hunters in those trees today. • One of the herd slid under the gate. I have told you many times to be sure to close the gate when you go to church. • I do not have any curls on my scalp.

Write Words, Phrases, and Sentences from Dictation:

_erbF````````Bert9``````singer9``````whisper9`````` girl9````````third9``````turn9````````burst9`````` herd9``````winter9``````numPer9`````shirt9`````` first9```````monster9```````hurt9```````curb

217 •`You9`can9`whisper9,`“I`lo\e9`you9,"ìn9`myB` ear9ànyB`time9`you9`like9! •Ì`haNe9`manyB`tests9ò\er9`the9`winter9` term9. •`“Master9`HerPert9!``DoF`not9`squirt9`that9` hose9àt9`the9`dogBànyB`more9!”`said9`the9` butler9. •`Did9`the9`silNer9`bird9`hurt9ìts9`wingB? •`The9`man9`sZept9ùp9`the9`dirt9ìn9`the9` church9.`

Spelling Tip: Explain that if the student hears the /er/ sound in a word, that "er" is the most common spelling of this sound. The second most common spelling is "ir". "Ur" is the least common spelling of this sound. So, if the student needs to guess, it is best to use this order of frequency to help make a more educated guess. Also, if the /er/ is in the second syllable of a two-syllable word, it is usually spelled "er", but is sometimes spelled "or" when naming jobs (e.g., sailor, tailor, doctor, and actor). The word "color" is another common word that uses the "or" spelling. Sometimes, /er/ is spelled "ar", as in sugar, pillar, and beggar.

218 Triple Read for Fluency: (See list in Appendix One.)

Lesson Sixty-Three Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Ask the student to tell you if the following word pairs are the same or different: shy-shine, shine-sheen, strap-stripe, lying-laying, and spry-spray. Then, introduce the concept of "one sound per color" and demonstrate that spies can be represented by four different colored stickers or blocks (e.g., s-yellow, p-green, ie-red, s-blue [second sound of s]). Then, ask the child to turn spies into spy by removing the blue sticker or block. Then, ask the child to turn spy into ipes by reversing the yellow, green, and red stickers or blocks. Then, ask the child to turn ipes back into spy by putting the red, green, and yellow blocks back into the original order. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

219 Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r

Learn New Irregular Word(s): (cursive one side, print other side) li@e live (It is now possible to remove the word "my" from the "Irregular Word" list, since "y" will be introduced as a linkage in this lesson.)

220 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) yA (Says the long "i" sound in single syllable words.) Discuss that ﬁrst "y" was a consonant, then it joined with "a" in "ay" to become a vowel, and now it stands alone as a vowel, borrowing the sound from long "i" when it is at the end of short words or syllables.

Decode Words, Phrases, and Sentences:

by fry pry shy fryer cry my sky dry crying • Why do you live in the north where it is so cold? • Birds try to ﬂy into the sky right after they are born. • Pry! Pry! Pry! Her mom asks for so many facts!

Write Words, Phrases, and Sentences from Dictation:

styA`````whyA`````spryA`````spyA`````tryA````` slyA`````flyA``````thyA``````shyness

221 •`MyA`sister7`feels7`so8`shyAàt7`times7`that7` she7`gets7ùpset7ànd7`starts7`to8`cryA. •`MyA`damp7`shirt7`will7Èe7`dryA`byA` morningA. •`WhyA`li@e7`near7àn7ùnclear7`stream7?``` It7`could7`mean7`that7`the7`stream7ìs7`` not7`pure7.``WhyA`li@e7`near7à7`skyA` thick7`with7`smogA?`Ìt7`could7`mean7`

that7`the7`air7`is7`not7`pure7.`

Spelling Tip: a) Show how "lĭve" and "līve" are spelled the same, but pronounced differently. Do examples together for practice. b) Show that sometimes words ending with "y", sounding like "ī", are sometimes spelled "ye" like "bye", "dye", "lye", and "eye" (very unusual choice, but the words "bye" and "eye" are quite common.) Practice these exception words with the student. c) Show that "y" also acts like "i_e", as in "type", "style", etc. Practice these exception words with the student.

222 Triple Read for Fluency: (See list in Appendix One.)

Lesson Sixty-Four Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words o'clock, go, and so, and ask the child to then say each of the words without the long /o/. Say the word go-kart, and ask the child to say it again without the "go". Say the word feline and ask the student to say it again without the "fe".

(See Hexaphon Phun chart at the beginning of this manual.)

223 Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/ z,v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y

Learn New Irregular Word(s): (cursive one side, print other side) laugh laugh whole whole

(It is now possible to remove the words "a", "be", "he", "me", "she", "the", "I", "go", and "so" from the "Irregular Word" list, since "ā", "ē", "ī", "ō", and "ū" will be introduced as linkages in this lesson.)

224 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) "a", "e", "i", "o", "u" (All of these say their name when at the end of a word or at the end of a syllable. Explain that when a student now "draws" the form of "a", he or she says "a" [short sound] and "a" [long sound]. The same is true for "e", "i", "o", and "u".)

Decode Words, Phrases, and Sentences:

he me be I a (long "a") no we hi go the (long "e") o’clock ru • He has got to go at three o’clock, or he will be late for his game. His team-mates will not laugh if he holds up the whole game. • The air-plane can go up so high in the sky. • I’m not going to the pro shop today.

225 Write Words, Phrases, and Sentences from Dictation: (Teach students how to form a capital "F`".) she7``````so8``````the7``````ma7``````plu7``````` di7``````re7```````ho-ho8``````Flo8``````pro •She7`ga@e7`me7à7`gold7`ringA`for7`myA` birthdayA. •`“Hi7,`Mom7,"`said7`Joan7.``“Would7`you7` like7`to8`see7`me7`skate7òn7`this7`whole7` pond7?``Here7Ì`go8!`Ìt7`will7Èe7`hard7` to8`see7`me7`when7Ì`get7`to8`the7`far7`side7` of7`the7`pond7!``Bye7!" •`DonLt7`laugh7àt7`me7`like7`that7!`Ì`did7` not7`see7`the7`milk7`stains7òn7`myA`lips7!

Spelling Tip: Discuss exceptions: "do", "to", and "who". Practice spelling these as exception words in which the "o" says a "ū" sound instead. Explain that if "u" were used to make the long sound in this position instead of "o", these exceptions might not exist. Present contractions with "I", "he", "she", and "we" with "am", "is", "are", and "will" ("I'll", "I'm", "he'll", "he's", "she"ll", "she"s", "we'll", and "we're").

226 Triple Read for Fluency: (See list in Appendix One.)

Lesson Sixty-Five Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following sounds are the same or different: /d/-/t/, /id/-/id/, /id/-/it/, /t/-/t/, and /d/-/d/. Ask the student if the following pairs are the same or different: land-landed, hope-hoped, and name-named.

(See Hexaphon Phun chart at the beginning of this manual.)

227 unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u

Learn New Irregular Word(s): (cursive one side, print other side) whose whose

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

When "ed " is added to root words to indicate the past tense, it says 3 sounds: /d/, /t/, and /id/. The student makes all 3 sounds in succession while writing the "ed". When the card "ed" is ﬂashed on card pack review, the student recites all 3 sounds.

228 Decode Words, Phrases, and Sentences:

named waved smiled rocked asked hoped landed melted needed • We said good-bye and we waved one last time, as we rushed off to get on that plane. • Jane landed in a pile of trash. Yuck! She needed a bath! Whose turn is it to take her home?

Write Words, Phrases, and Sentences from Dictation:

acted7````timed7````sa@ed7````rushed7```` parked7````bumped7````lasted7````hunted7``` played •`Mom7`rocked7`the7`tyke7`to8`sleep7.``He7`was7` tired7`from7`playingA.``He7`needed7`a7`nap7. •`The7`bra@e7`man7`sa@ed7`JanLs7`Dad7.``` `He7`rescued7`her7`Dad7`from7`the7`sea7.

229 •`Whose7`home7`Nere7`Ne7àt7`yesterdayA?`` Oh7,ìt7`was7`Dom-in-icLs7.``He7`ga@e7ùs7` so8`much7`to8èat7.``

Spelling Tip: Practice auditory recognition of "ed" in words. Say words that just end with "d" (like "mad"), and then words in which "ed" is an ending (like "played"). Have students decide which words are spelled with just "d" and which words are spelled with "ed" when the "ed" serves as a past tense verb marker. Practice this same discrimination with "ed" when it sounds like /t/ (e.g., tricked, sniffed, and helped). When "ed" sounds like "ed" or "id", it is easier to discern, because the "ed" forms its own separate syllable.

Triple Read for Fluency: (See list in Appendix One.)

230 Lesson Sixty-Six Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear, when you put together /p/-/ĭ/-/k/, /n/-/ĭ/-/k/, /ŭ/-/p/, and /s/-/ĕ/-/t/. Tell me what you hear when you put together /rob/-/in/, /pan/-/ic/, and /ta/-/ble/.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d

231 Learn New Irregular Word(s): (cursive one side, print other side) pretty pretty (It is now possible to remove the word "over" from the "Irregular Word" list, since vc/cv, v/cv, vc/v, and consonant-le will be introduced as linkages in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) Four main ways to divide syllables: vc/cv, v/cv, vc/v, and consonant-le. (Continue to reteach this concept over and over on different days, as the concepts will not be mastered in just one day.) Give the students one word on a piece of paper and teach them to put their ﬁngers under all of the vowels in the word, and then see where they need to divide. If there are two consonants together, the students split the word by folding the paper between the consonants. If there is only one consonant in between the vowels, they ﬁrst try to divide by folding the paper before the consonant. If this does not form a "real" word, the students then refold the paper after the consonant (e.g., to-pic [folding before the consonant] turns into top-ic [folding after the consonant]). Explain that double vowels (or vowel teams) like "ea", "ay", etc. are counted together as one vowel. When there is a consonant-le at the end of a word, the paper is folded before the consonant, separating that group of letters into a separate syllable.

232 Decode Words, Phrases, and Sentences:

vc/cv v/cv vc/v -cle picnic gopher seven bundle upset began robin table napkin repeat panic pebble

• Tom was pretty upset when the spider jumped on his leg. • There were seven hotels on the block which could offer cable t.v.. (Note: students will need help decoding "spider", "hotels", and "cable" at this point.)

Write Words, Phrases, and Sentences from Dictation:

vc/cv v/cv vc/v -cle goblin lotus finish jungle basket spider punish simple cactus music cle@er bugle

233 •Ìf7`you7àre7`cle@er7,`you7`will7`finish7` your7`picnic7`lunch7ànd7`find7à7`bigA,` prettyA`shade7`tree7`to8`sit7ùnder7`with7` your7`pals7. •`The7`gopher7Èegan7`to8`digAà7`deep7`hole7` next7`to8`the7`cactus7`plant7.``That7` gopher7ìs7`such7à7`cute7`bundle7òf7`fur7!`

Triple Read for Fluency: (See list in Appendix One.)

234 Lesson Sixty-Seven Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: rup, hest, siz, hap, and ex. Ask the student how many syllables (or beats) he/she hears in the following words: chocolate, happening, and sizzle.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d

235 Learn New Irregular Word(s): (cursive one side, print other side) Eeautiful beautiful idea idea

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) Closed Syllable Concept When a syllable ends with one consonant or a consonant blend, and has just one vowel before it, the vowel sound will be short, and it will be "closed". Students may be on this page for a long time. Please refer to Appendix II for additional examples of “closed” syllables.

Decode Words, Phrases, and Sentences: suf hap choc siz col pel whis vol sim ex trav stim

236 1. Write the syllables in the box above on cards and add them into your existing card pack for the “Card Pack Review” step in your lesson plan. 2. Provide activities (preferably in enjoyable game formats) for students to practice working with these syllables (and additional syllables listed in Appendix II) which require them to: (a) create 2, 3, 4, and 5 syllable “pseudo-words” using this type of syllable, (b) match these and other similar syllables to each other, (c) ﬁnd and identify these types of syllables hidden inside of real words, (d) sort stacks of these kinds of syllables when they are in a mixed group with other syllable types*, (e) create “codes” (shapes, dance moves, colors, etc.) to label these syllables contained in provided text, and (f) write “pseudo-words” from dictation with these syllable types. *Note: When only one syllable type has been introduced, it will be difﬁcult to do sorting activities; however, when two or more syllable types have been introduced, sorting activities will be very meaningful.

• There were chipmunks running on top of the picnic quilt. • Whisper beautiful things to me! What a splendid idea that would be!

237 Write Words, Phrases, and Sentences from Dictation: zep7````pic7````rup7````pos7````tem7````fen7```` sul7````puzA````jum7````prob8````hest7````pon7``` min •Ìn7`the7`film7,`“Monster7",`Jean7` whispered7à7Èeautiful7ànd7`complex7` plan7`to8`Jake7. •`We7àre7`not7`goingA`to8`ha@e7à7`picnic7` in7`the7`winter7!``That7ìs7à7`bad7ìdea7!

Triple Read for Fluency: (See list in Appendix One.)

238 Lesson Sixty-Eight Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following syllables: ru, bri, te, la, and ﬂo. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: primate, rumor, and presentation.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim

239 Learn New Irregular Word(s): (cursive one side, print other side) half half Flash all previously introduced irregular words for practice. If a student misses a word, use "whole-word", multisensory techniques for correction.

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) Open Syllable Concept When a syllable ends with one vowel, the vowel is long (or says its own name). Students may be on this page for a long time. Please refer to Appendix II for additional examples of “open” syllables.

Decode Words, Phrases, and Sentences:

ba te ru pi do py (as in "python") tri mo sa ze hu ﬂo

240 1. Write the syllables in the box above on cards and add them into your existing card pack for the “Card Pack Review” step in your lesson plan. 2. Provide activities (preferably in enjoyable game formats) for students to practice working with these syllables (and additional syllables listed in Appendix II) which require them to: (a) create 2, 3, 4, and 5 syllable “pseudo-words” using this type of syllable, (b) match these and other similar syllables to each other, (c) ﬁnd and identify these types of syllables hidden inside of real words, (d) sort stacks of these kinds of syllables when they are in a mixed group with other syllable types*, (e) create “codes” (shapes, dance moves, colors, etc.) to label these syllables contained in provided text, and (f) write “pseudo-words” from dictation with these syllable types.

• The tiger was half my size. Her name was Flo. She was quite short. • The sly python often slid into the hotel. One moment he was on the grass, and the next he was at the hotel desk, next to a scared human.

241 Write Words, Phrases, and Sentences from Dictation: hyA````ti7````fu7````bru7````ne7````re7````pro8```` la7````sto8````shi7````glu7````za7````tri •`Half7òf7`the7`buds7ìn7`the7`vase7`Nere7` myAÈest7`hybrid7`roses7.``The7`rest7`Nere7` Holland7`tulips7. •`Cupid7,`the7`dogAìn7`the7`motel7,`would7` bark7`so8òften7,`Ne7`couldnLt7`get7à7`wink7` of7`sleep7.`

Triple Read for Fluency: (See list in Appendix One.)

242 Lesson Sixty-Nine Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What words do you get if you make the two syllables (or word parts) change order in the words thirsty or turbo?

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo

243 Learn New Irregular Word(s): (cursive one side, print other side) two two science science

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) R-controlled Syllable Concept When a syllable contains a vowel followed by an "r", the vowel lets the "r" control its sound. Students may be on this page for a long time. Please refer to Appendix II for additional examples of “r-controlled” syllables.

Decode Words, Phrases, and Sentences: gar berk por tur shar skir vark ur lorn ter vore (not truly a silent "e" syllable - "r" controls the vowel) burse (not truly a silent "e" syllable - "r" controls the vowel) morse (not truly a silent "e" syllable - "r" controls the vowel)

244 1. Write the syllables in the box above on cards and add them into your existing card pack for the “Card Pack Review” step in your lesson plan. 2. Provide activities (preferably in enjoyable game formats) for students to practice working with these syllables (and additional syllables listed in Appendix II) which require them to: (a) create 2, 3, 4, and 5 syllable “pseudo-words” using this type of syllable, (b) match these and other similar syllables to each other, (c) ﬁnd and identify these types of syllables hidden inside of real words, (d) sort stacks of these kinds of syllables when they are in a mixed group with other syllable types*, (e) create “codes” (shapes, dance moves, colors, etc.) to label these syllables contained in provided text, and (f) write “pseudo-words” from dictation with these syllable types.

• Two kids in this class still had to sharpen their science skills or they would not pass the test. • Why does this market have thirteen lanes? It needs to have at least ﬁfteen. It is so packed in here!

245 Write Words, Phrases, and Sentences from Dictation: nord7`````mar7`````bur7`````thir7`````fer7````` sor7`````vir7`````turb8`````cher •`Do8`not7`disturb8`your7`Mom7`when7`she7` is7`plantingA`larkspurs7ìn7`the7`garden7.`` She7`will7`come7ìnside7ìn7àbout7`thirteen7` seconds7. •`Can7`you7ìnterpret7`the7`code7?`Ìt7`just7` came7`from7`Switzerland7àt7`two8òUclock7. •`BeingAà7`good7àrcher7ìs7`not7à7`science7,` but7`rather7àn7àrt7.

Triple Read for Fluency: (See list in Appendix One.)

246 Lesson Seventy Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Using a mirror, practice making the syllables "ple" and "ble". Help the student to feel the difference by touching his/her ﬁnger to his/her throat, demonstrating that the "ble" has a voiced consonant at the beginning, and the "ple" has an unvoiced consonant at the beginning, even though both of these syllables contain a consonant that begins with the popping of lips. Do the same with the syllables from the following syllable pairs: "vle" - "ﬂe" , "dle - "tle". Then, introduce the concept of "one sound per color" and demonstrate that "zle" can be represented by two different colored stickers or blocks (e.g., z-yellow, l-green). Then, ask the child to create "cra" by using a blue sticker or block for /k/, a red sticker or block for /r/, and an orange sticker or block for long /ā/. Then, ask the child to put together "cra" and "dl" by laying out the blue, red, orange, yellow, and green blocks in sequence. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

247 ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse

Learn New Irregular Word(s): (cursive one side, print other side) money money honey honey

248 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) Final Consonant-le Syllable Concept When the last syllable in a word ends with a consonant, an "l", and an "e", the "e" is silent, but does not control the ﬁrst vowel in the word. The "consonant-le" forms its own ﬁnal syllable. Students may be on this page for a long time. Please refer to Appendix II for additional examples of “consonant-le” syllables.

Decode Words, Phrases, and Sentences:

-ble -dle -cle -zle 1. Write the syllables in the box above on cards and add them into your existing card pack for the “Card Pack Review” step in your lesson plan. 2. Provide activities (preferably in enjoyable game formats) for students to practice working with these syllables (and additional syllables listed in Appendix II) which require them to: (a) create 2, 3, 4, and 5 syllable “pseudo-words” using this type of syllable, (b) match these and other similar syllables to each other, (c) ﬁnd and identify these types of syllables hidden inside of real words, (d) sort stacks of these kinds of syllables when they are in a mixed group with other syllable types*, (e) create “codes” (shapes, dance moves, colors, etc.) to label these syllables contained in provided text, and (f) write “pseudo-words” from dictation with these syllable types.

249 • Lemon and honey can make a sore throat feel a "triﬂe" better. • The purple overnight case with the brass handle cost me a lot of money. • An apple a day keeps the doctor away.

Write Words, Phrases, and Sentences from Dictation:

-fle7```````-ple7```````-gle7```````-tle •`The7`marble7`slid7òff7`the7`shelf7ànd7`hit7` the7`little7`dogA`—`right7òn7`his7`back7!`` Mrs7.`Marple7`said7,`“Oh7,`honeyA,`would7` you7`like7`to8`go8`to8`the7`Vet7?"

250 •`Mom7`lit7`the7`candles7òn7`the7`birthdayA` cake7,òne7`byAòne7. •`MyA`moneyA`slid7òff7òf7`the7`table7.`` Quick7!``DonLt7`let7ìt7`drop7òr7ìt7`will7` wake7ùp7`Mrs7.`Wright7,`who8ìs7`sleepingA` in7`the7`trundle7Èed7.`

Triple Read for Fluency: (See list in Appendix One.)

251 Lesson Seventy-One Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words fine, make, and robe, and ask the child to then say each of the words, omitting the final sounds (fine without the /n/, make without the /k/, robe without the /b/). Say the word pancake, and ask the child to say

it again without the "cake". (See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o,

252 u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle

Learn New Irregular Word(s): (cursive one side, print other side) build build

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) Silent-e Syllable Concept When the pattern vowel-consonant-e shows up in a syllable, the "e" makes the ﬁrst vowel in that syllable say its name. Students may be on this page for a long time. It is a good idea to generate additional examples of "silent-e" syllables in the steps below.

253 Decode Words, Phrases, and Sentences:

ake ime plode plete pheme fute 1. Write the syllables in the box above on cards and add them into your existing card pack for the “Card Pack Review” step in your lesson plan. 2. Provide activities (preferably in enjoyable game formats) for students to practice working with these syllables (and additional syllables listed in Appendix II) which require them to: (a) create 2, 3, 4, and 5 syllable “pseudo-words” using this type of syllable, (b) match these and other similar syllables to each other, (c) ﬁnd and identify these types of syllables hidden inside of real words, (d) sort stacks of these kinds of syllables when they are in a mixed group with other syllable types*, (e) create “codes” (shapes, dance moves, colors, etc.) to label these syllables contained in provided text, and (f) write “pseudo-words” from dictation with these syllable types.

• The umpires yell at the dudes on the baseball team from the sideline. • The ﬁrecracker might explode if you are careless. • Can you build my home on an incline? I want to be able to see for miles.

254 Write Words, Phrases, and Sentences from Dictation: nade7``````clime7``````trude7``````Vene7`````` pote7```nome •`Let7`him7`complete7`the7`task7`so8`that7` he7`can7`go8`to8`sleep7. •Àrtists7`can7`remake7à7`paintingAìf7` theyA`donLt7`like7ìt7. •`When7`Dad7ìs7`tryingA`to8`build7` things7,`Ne7`tryA`not7`to8ìntrude7.`

Spelling Tip: Discuss an apostrophe at the end of a word showing "plural possession" from the sentence,

" The umpires yell in the players' ears." Show that the apostrophe after the "s" is a possessive that only comes after a plural word. Do other examples (e.g., girls', dogs', doctors') to illustrate this concept.

255 Triple Read for Fluency: (See list in Appendix One.)

256 Lesson Seventy-Two Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following pairs are the same or different: ﬁght-fate, mean-main, tame-team, moat-mute, and few-foe.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e,

257 ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute

Learn New Irregular Word(s): (cursive one side, print other side) ocean` ocean (Show the distortion of the vowel team syllable "cean", which says "shun".)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) Vowel Team Syllable Concept When a syllable has 2 vowels next to one another, the vowel combination makes the sound of the previously learned linkage for those vowels. Students may be on this page for a long time. Please refer to Appendix II for additional examples of “vowel team” syllables.

258 Decode Words, Phrases, and Sentences:

main cay peat ﬁght 1. Write the syllables in the box above on cards and add them into your existing card pack for the “Card Pack Review” step in your lesson plan. 2. Provide activities (preferably in enjoyable game formats) for students to practice working with these syllables (and additional syllables listed in Appendix II) which require them to: (a) create 2, 3, 4, and 5 syllable “pseudo-words” using this type of syllable, (b) match these and other similar syllables to each other, (c) ﬁnd and identify these types of syllables hidden inside of real words, (d) sort stacks of these kinds of syllables when they are in a mixed group with other syllable types*, (e) create “codes” (shapes, dance moves, colors, etc.) to label these syllables contained in provided text, and (f) write “pseudo-words” from dictation with these syllable types.

• Rescue that wild man from the ocean. • Jay has decay in his two canines. • She likes to complain.

259 Write Words, Phrases, and Sentences from Dictation: proach7`````cue7`````dain7`````deem •`Repeat7`that7`phrase7`so8Ì`can7`singA` with7`you7. •`The7`hidden7`truck7`contains7`two8` secrets7`from7`her7`past7. •Àn7òcean7`retreat7ìs7`so8`relaxingAànd7` meaningful7`to8`me7.``The7Èest7`part7ìs7` the7`sailboat7`ride7ìn7`the7è@eningA.`

Spelling Tip: Explain that for spelling purposes, it is often difﬁcult to decide between a "silent e" choice or a "double vowel" choice. It is often a "toss-up" as to which choice works. For example, if you are deciding on the choice for the syllable "dain" as in "disdain", then "ai" is used, but the syllable "dane" in "mundane" is spelled "dane". It is important for the student to know that this is a difﬁcult decision and not one that is terribly rule-bound. One learns that "ake" would probably not be spelled "aik", or that "ume" would probably not be spelled "uem", only by experience. It is mostly just "spelling guesswork" in deciding between a "vowel team" or a "silent e" syllable, as one is simply playing

260 a probability game in most cases. Mnemonic clues are useful in remembering common spelling words. For example: "repeat" is a common word which uses the "ea" vowel team; the student says, "Pete does not want to spell his name in 'repeat'," or "I want to 'eat' again. I 'repeat', I want to 'eat' again." These kinds of clues can be very helpful to the student.

Triple Read for Fluency: (See list in Appendix One.)

261 Lesson Seventy-Three

Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear when you put together "good" - "ness", "book" - "club", and "moon" - "light".

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o,

262 u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght

Learn New Irregular Word(s): (cursive one side, print other side) rough rough tough tough enough enough (It is now possible to remove the words "good" and "too" from the "Irregular Word" list, since "oo" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

oo`` Two sounds: "oo" like in "book" and "oo" like in "boom". Student says both sounds while writing the letters. If there is a silent "e" at the end of the word, the "oo" is pronounced "oo" like in "boom".

263 Decode Words, Phrases, and Sentences:

boom loop hood took goose book good stood cook snooze foot spoon moon igloo proof wood too spool (distortion)

• She looked for the rough, tough spook who was on the loose and then... Boo! • Let’s cook this goop! It looks disgusting, but it tastes good! I will eat enough to stuff my gut!

Write Words, Phrases, and Sentences from Dictation: room7`````zoo8`````proof7`````droop7`````look7````` soot7`````shook7`````loose7`````tool7`````goof7`````hoot7````` spook7`````hoof7`````crook7`````crooked7`````noose •`The7`moon7`shone7`on7`the7`igloo8`that7`cold7` winter7`night7.`

264 •`Fido8`zoomed7òut7òf7`the7`doorwayA!``The7` night7`skyA`was7`filled7`with7`lightningA.`Ìt7` was7à7`rough7,`tough7`night7`for7`the7`little7` dogA.``His7`coat7`was7`not7`thick7ènough7`to8` protect7`him7`from7`the7`rain7ànd7`the7` wind7.`Ìt7`took7à7`longA`time7`for7`his7`coat7` to8`dryA. ("oor" is actually "r-controlled", which distorts the sound of "oo".)

Spelling Tip: a) When a long "u" sound is heard in a syllable, as in glue, zoom, or ﬂute, it is hard for the student to determine whether to choose a "ue", "oo", or "u_e" spelling. The "ui" in "fruit" is another unusual example of a long "u" spelling. Examples using "ue" are: "blue", "true", and "due". Examples using "oo" are: "boo", "boom", "boot", "doom", "food", "goo", "goof", "loon", "loom", "moo", "moon", "noon", "pooch", "roost", "spook", "too", and "zoo". Examples using "u_e" are: "prune", "brute", and "rule". Show the student that if he/she hears this sound of long "u" in a one-syllable word, it is more likely to be spelled "oo" rather than "ue" or "u_e". (Do not discuss "ew", since it has not been introduced as a linkage yet.) Learning the probability of various spellings is so important since many students do not have reliable visual memory skills for accurate retrieval of speciﬁc spelling choices. b) The "u" in "put", "push", and "bush" sounds like the alternative sound of "oo", but contains the letter "u" as a substitute for "oo". There are very few of these words, but they are frequently used. Practice writing these examples.

265 Triple Read for Fluency: (See list in Appendix One.)

266 Lesson Seventy-Four Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/ she hears in the following words: leafy, baby, wavy, scruffy, and misty. Ask the student how many syllables (or beats) he/she hears in the following words: topsy-turvy, gravy, unholy, and shiny.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim,

267 ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o

Learn New Irregular Word(s): (cursive one side, print other side) horse horse

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

"y " (long e) The "y" borrows its sound from long "e" to make these linkages. The "y" usually borrows the long "i" sound at the end of a short word, but borrows the long "e" sound at the end of a longer, multisyllabic word. Now the student makes three sounds when writing the "y" linkage: /y/(consonant sound), /ī/, and /ē/.

268 Decode Words, Phrases, and Sentences:

funny puppy candy tiny sunny greasy ivy crusty holy puny baby topsy-turvy whinny Sammy leafy briny hurry cozy • Sammy is so handy! He can ﬁx the baby’s high chair, mend the puppy’s broken dish, and repair a smashed pane of glass. • My puny little horse is named "Tiny". He sure is little, but he has a big whinny!

Write Words, Phrases, and Sentences from Dictation:

zanyA`````trulyA`````handyA`````shinyA````` pennyA`````bossyA`````rubyA`````jumpyA````` wavyA`````mintyA`````scruffyA`````bonyA````` DannyA`````mistyA`````sillyA`````simply •`Can7Ì`ha@e7à7`tinyA`bit7òf7`your7`candyA?`` IYll7`gi@e7`you7à7`pennyA.`Òh7,`come7òn7,` gi@e7`me7à7`little7.`Ìt7`has7`such7à7`sZeet7,` mintyA`smell7.

269 •Òn7à7`sunnyA`dayA,`whene@er7Ì`can7,` I`ride7`myA`horse7`with7`myA`trulyA` terrific7`pal7,`DavyA.`

Spelling Tip: Demonstrate that "ey" as in "monkey" is another spelling of "y" which also makes the long sound of

"e". This spelling of "ey" occurs less frequently than "y".

Triple Read for Fluency: (See list in Appendix One.)

270 Lesson Seventy-Five Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: brace, accident, bicycle, and cinder. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: retrace, icy, and sincerely.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o,

271 u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y

Learn New Irregular Word(s): (cursive one side, print other side) tomorrow8` tomorrow

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

Soft "c" Rule When a "c" is followed by "e","i" or "y", it makes a /s/ sound. Now when students make the linkage for "c", they say /k/ and /s/, in succession, while tracing over the form.

272 Decode Words, Phrases, and Sentences:

cent Cindy Lucy place prance cider lacy cinder nice mince price once circle cedar • Tomorrow, Cindy will hold a fancy party for Lucy. There will be dancing, music, and lots of cold, icy drinks. • Once I drank too much cider and it made me so sick!

Write Words, Phrases, and Sentences from Dictation:

cycle7````àce7`````wince7`````sixpence7````` center7`````retrace7````ìcyA`````bicycle7````` brace7`````dance7`````concern7`````fancyA````` circus7`````sincerely •`The7`fancyA`drapes7`Nere7`decorated7` with7`lacyA`circles7ànd7`stripes7.``

273 •`The7`circus7`ringmaster7`was7`concerned7` that7`the7`acrobat7`could7`not7`complete7` her7`tricks7`due7`to8`the7`bicycle7`crash7`she7` had7`yesterdayA.``Tomorrow8,`she7`will7` most7`likelyA`feel7`Eetter7.`

Spelling Tip: Discuss the "ce" pattern in "wince", "mince", "dance", "prance", "once", "sixpence", etc. Show that when the "e" follows the "c" at the end of the word, the "c" can no longer be "hard". It is noteworthy that the silent "e" does not change the ﬁrst vowel from short to long in these words, because there is an "n" before the "c"; when "nce" is in the syllable, the vowel before the "n" will stay short.

Triple Read for Fluency: (See list in Appendix One.)

274 Lesson Seventy-Six Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get when you say cage backwards (ask the child to put the ﬁrst sound last and the last sound ﬁrst, with the medial sound staying the same)? What syllable (or word part) do you get if you make the sounds in age go in an opposite order? What word do you get if you make the two syllables (or word parts) change order in the word gemstone or ginger?

(See Hexaphon Phun chart at the beginning of this manual.)

275 i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, fight, oo/o o, y(long e)/y

Learn New Irregular Word(s): (cursive one side, print other side) our our

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) Soft "g" Rule When a "g" is followed by "e", "i", or "y", it makes a /j/ sound. Now when students make the linkage for "g", they say: /g/ and /j/, while they trace over the form.

276 Decode Words, Phrases, and Sentences: gee gem age gentle gene germ angel (distorted a) stingy geology strange

• Our geometry teacher is so huge, you would think that he is truly a giant! • That gentleman asked for ginger cake with his tea. • I had a dream that a strange, gentle angel was visiting my city.

Write Words, Phrases, and Sentences from Dictation:

huge7`````````rage7```````gentlyA``````giant7`````` ginger7``````cage7```````gender7``````genie7`````````````

fringe7```````hinge •`Use7`soap7`on7`your7`hand7`to8`kill7` germs7,`gentlemen7.

277 •`Gee7`whizA!``That7`tiger7ìn7`that7`cage7` is7ìn7à7`rage7.`Ìàm7`glad7`that7`he7ìs7` not7`loose7ìn7òur7`yard7!`

Spelling Tip: Exceptions: get, give, gear, geese, girl, gill, gift, stringy, giddy, tiger, etc. Explain that these words do not follow the "soft g" rule. Practice writing some of these common exceptions.

Triple Read for Fluency: (See list in Appendix One.)

278 Lesson Seventy-Seven

(See Hexaphon Phun chart at the beginning of this manual.)

279 tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, fight, oo/o o, y(long e)/y

Learn New Irregular Word(s): (cursive one side, print other side) put put

(It is now possible to remove the word "called" from the "Irregular Word" list, since the "ﬁnal all" will be introduced as a linkage in this lesson.)

280 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

ﬁnal all at the end of a syllable or word

Decode Words, Phrases, and Sentences:

all hall wall install tallest ball mall called baseball hallway • Put away the baseball, the basketball, and the football and clean your room. • The paperhanger installed purple wallpaper in the hallway.

Write Words, Phrases, and Sentences from Dictation:

call7````stall7````recall7````taller7````callingA```` stall7````fall7````tall7````football7````recall

281 •`When7`myA`husband7àsked7`me7`to8` recall7`who8`had7`called7òn7`the7`phone7,` myA`mind7`Nent7`blank7. •`FallingAòn7àn7ìcyA`street7`can7Èe7` quite7à7`scaryA`moment7. •`She7`put7àll7òf7`her7`tennis7`balls7ìnto8` her7`bagA.

Spelling Tip: a) "Aul" and "awl" are additional spelling choices that may be used in place of "all", but are rarely used; when in doubt, choose "all". b) Show how "shall", "Sally", and "tally" break the rule and say the short "a" sound.

Triple Read for Fluency: (See list in Appendix One.)

282 Lesson Seventy-Eight

Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words alright and almost, and ask the child to then say each of the words without the "al".

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim,

283 ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll

Learn New Irregular Word(s): (cursive one side, print other side) woman woman (It is now possible to remove the word "almost" from the "Irregular Word" list, since "al" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) al7 (When students are doing this linkage, ask them to pronounce "al" the same as "all", like in the word "salt". Later, they will learn that "al" can also be a sufﬁx, like in the word "seasonal".)

284 Decode Words, Phrases, and Sentences:

always salty false walrus almost

• If an older man is going bald, he just might choose to get a wig. • Alright, I always do forget to write my spelling examples on my paper! I’ll try harder to remember to do that tomorrow. • The woman who lives next to me makes such salty walnut cake.

Write Words, Phrases, and Sentences from Dictation:

alright7```````bald7``````àlter7`````` also8````````walnut •`Karen7`puts7``poppyA`seeds7ìn7`her7`cakes7` to8`make7`them7`taste7`good7.``She7àlso8` puts7ìn7`raisins7`when7`she7`has7`them7ìn7` her7`pantryA.

285 •`The7`teacher7`said7,`“No8.``That7ìs7`false7.``` `The7`walrus7ìs7`not7`the7ònlyAànimal7` with7`tusks7." •Ìt7ìs7àlright7ìf7`that7`woman7`needs7`to8` go8`home7.`

Spelling Tip: a) Students need to discriminate between words that use "all" and "al". Create activities for students to practice this skill. b) Reading and spelling exceptions are: "alcohol", "album", "alike", "alarm", "alert", and several others, in which the "a" before the "l" makes either the short sound of "a" or the "schwa" sound of "a", as opposed to the "al" saying "all", as presented in this lesson. c) There is another group of words that have the "a" before the "l" making a long sound, as in "alien" and "alias".

Triple Read for Fluency: (See list in Appendix One.)

286 Lesson Seventy-Nine Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following pairs are the same or different: drown-drone, tower-tour, so-sow, pow-pow, and crow-crowd.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar,

287 skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l

Learn New Irregular Word(s): (cursive one side, print other side) Eefore before

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ow (Two sounds: "ow" as in "cow" and "ow" as in "snow".) The student makes both sounds while tracing over the letters. Alice Koontz, renowned Orton educator, said to tell children to think of a "cow in the snow" to help remember these two sounds.

288 Decode Words, Phrases, and Sentences:

bow (moving one’s body in a downward position) clown show prowl crowded bow-wow vow crowd crow prowler tower wow bow (on top of a present) blow • Recite the numbers 1 to 10 before you go into a crowd, so that you will remain cool. • The clown bowed as the circus crowd cheered at the best show in town. • Do you know if that knot is tight enough?

Write Words, Phrases, and Sentences from Dictation:

down7```now8```howl7```howled7```snow8``` powder7```gown7```row8```plow8```po\er7``` clowningA```downsize7```low8```rowboat7``` flow8```crowbar7```snow8```showplace7``` tow •`Wow8!``MaryA`fell7`down7`the7`stairs7.``` `We7`should7`call7àn7àmbulance7Èefore7` it7`gets7`too8`late7`to8`get7`downtown7`to8`the7` hospital7.``

289 •`“Row8,`row8,`row8`your7`boat7,`gentlyA` down7`the7`stream7..."

Spelling Tip: a) Discuss "bow" and "bow", which are spelled the same, but pronounced differently in different situations. Also, show how "tow" and "toe" are spelled differently, but pronounced the same way. It is far more common to see one-syllable words with "ow" than "oe". b) There are some common one-syllable, long "o" words with just plain "o", like "no", "go", and "so". c) At the end of a syllable, in a multisyllabic word, it is most common to just use the letter "o" when a long "o" sound is heard, like in "program". The "ow" sound is usually used in multisyllabic compound words, when one of the syllables has an "ow" word contained within it, like in "bowtie" or "snowﬂake".

Triple Read for Fluency: (See list in Appendix One.)

290 Lesson Eighty Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear when you put together /l/-/ŏ/-/j/, /l/-/ĕ/-/j/, and /k/-/r/-/ĭ/-/n/-/j/. Tell me what you hear when you put together "en" - "rage", "judge" - "ment", and "e" - "merge".

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim,

291 ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w

Learn New Irregular Word(s): (cursive one side, print other side) both both

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

-ge, -dge` When you hear /j/ at the end of a one-syllable word, it may be spelled "-ge" or "-dge". If the vowel before the /j/ sound is long (as in "rage") or if it is followed by another consonant (as in "hinge"), then "-ge" is the correct choice. When the vowel sound before the /j/ is short, and does not have another consonant before it (as in "fudge"), a "d" precedes the "ge" and the word ends in "-dge". The "d" in "-dge" is silent, but it serves the purpose of keeping the vowel short. The "g" at the end of the word containing "-dge" is softened by the "e" that follows it.

292 Decode Words, Phrases, and Sentences:

rage cage dredge wedge lodge huge large plunge ridge cringe age merge ledge

•We live in a hot and damp city. We both hate the huge snakes and the huge bugs that like to live in this kind of setting. They absolutely make us cringe! • It was not easy to tell the age of that strange-looking man on the bridge.

Write Words, Phrases, and Sentences from Dictation:

dodge7`````strange7````èdge7````òblige7````` barge7`````judge7```````range7`````sage7````` stage7````ènrage7``````page7`````wage •`Janet7`was7ìn7`such7à7`rage7`while7`she7` was7`dancingAìn7`the7`playA,`she7`fell7òff7` of7`the7`stage7`duringA`her7`bigA`num]er7!

293 •`Bridge7ànd7`poker7àre7`both7ìnterestingA` card7`games7. •`The7`farmer7ùsed7`his7`sledgehammer7` to8`smash7`the7`ledge7òn7`the7`wall7òf7`the7` old7`barn7.`

Spelling Tip: Explain that since an English word never ends in "j", the choice will always be a "-dge" or a "-ge" at the end of a word.

Learn Afﬁxes: (Make cards, writing the afﬁx in cursive on one side and print on the other.)

Preﬁxes: around7```````````````` around Meaning: around circum- circum- circum-fer-ence, circum-scribe, circum-lo-cu-tion, circumscribe circumference circum-nav-i-gate

with7```````````````` with Pronounced: "con" as in "contest", and "cun" as in "concern" con- con- Meaning: with; together; joint contest concern con-gre-gate, con-ﬁrm, con-sole or con-sole, con-cen-trate

294 Suffixes: able7`to8Èe7` able to be Pronounced: "ubble" Meaning: able to be; fit to be; in -able -able accordance with suitable fixable com-mend-able, suit-able, sea-son-able, fix-able state7òf7` state of Meaning: state of being a [whatever the EeingA```````````````` being root is]; a group sharing a condition or state -hood -hood child-hood, neigh-bor-hood, state- childhood statehood hood, live-li-hood

Triple Read for Fluency: (See list in Appendix One.)

295 Lesson Eighty-One Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: coach, stretch, church, scorch, and grouchy. Ask the student how many syllables (or beats) he/she hears in the following words: stretcher, poach, latchkey, and switchplate.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn,

296 wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge

Learn New Irregular Word(s): (cursive one side, print other side) some some

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

-ch, -tch When you hear /ch/ at the end of a one-syllable word, it may be spelled "-ch" or "-tch". If the vowel before the /ch/ sound is long (as in "reach") or if it is followed by another consonant (as in "wrench"), then "-ch" is the correct choice. When the vowel sound before the /ch/ is short, and does not have another consonant before it (as in "batch"), a "t" precedes the "ch" and the word ends in "-tch". The "t" in "-tch" is silent, but it serves the purpose of keeping the vowel short.

297 Decode Words, Phrases, and Sentences:

witch catch stretch wretch dispatch matched hitch church pinch wrench coach reteach speech reach • Catch the witch before she gets away. • Mr. Hurdle, the coach of the team, placed a top-notch catcher behind the plate. • Some of the stitching on her coat was loosening.

Write Words, Phrases, and Sentences from Dictation:

latch7`````ditch7`````thatch7`````rematch7````` batch7`````notch7`````stretcher7`````switch7````` pinch7`````poach7`````scorch7`````screech7````` lunch7`````ranch7`````stench7`````peach7````` roach7```` •`Stretch7`the7`nylon7Èefore7`you7`stitch7ìt7.` •`Some7`stretchingAèxercises7`help7`to8` lim]er7ùp7òneLs7`bones7.

298 •`Jê7`Nent7`to8`the7`park7`to8èat7`his7`lunch7` at7`noon7.``His7`matchbox7`car7`sailed7`right7` into8`the7`deep7`ditch7.``He7àte7`his7`lunch7` and7`then7`stepped7ìnto8`the7`hole7.``He7` looked7ànd7`looked7`for7`his7`little7`car7,`but7` he7`was7`not7àble7`to8`find7ìt7.``Too8`bad7!

Spelling Tip: Show exceptions to the "-tch" rule: "rich", "such", "much", "attach", "detach", "sandwich", and "which".

Learn Afﬁxes: (Make cards, writing the afﬁx in cursive on one side and print on the other.)

Preﬁxes: two8```````````````` two Meaning: two bi-cy-cle, bi-fo-cals, bi- bi- bi-week-ly, bi-ceps bicycle biweekly with7```````````````` with Pronounced: "com" as in "common", and "come" as in "commitment" com- com- Meaning: with; together [like its complete combination counterpart, "con"] com-plete, com-bine, com-plex or com-plex, com-part-ment, com-bin-a-tion

299 Suffixes: EelongingA`to8 belonging to Pronounced: "ul" Meaning: belonging to; action of, process of [whatever the root - -al al is] departmental environmental de-part-ment-al, ab-dom-in-al, an-nu-al, en-vi-ron-men-tal, de-ni-al havingA`the7` having the qualities of Meaning: having the qualities7òf7```````````````` qualities of [whatever the root is] -ly flu-ent-ly, kind-ly, -ly safe-ly, con-se-quent-ly kindly safely

Triple Read for Fluency: (See list in Appendix One.)

300 Lesson Eighty-Two Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: noun, roundhouse, mouth, and out. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: roundhouse, confounding, snout, and rebounding.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o,

301 u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch

Learn New Irregular Word(s): (cursive one side, print other side) father father (It is now possible to remove the word "our" from the "Irregular Word" list, since "ou" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ou7` (loud)

302 Decode Words, Phrases, and Sentences:

out couch count hound mouse roundhouse

proud found pound sour noun founding • Father screamed, "Ouch!" when he burned his mouth yesterday. • Our compound is south of the river.

Write Words, Phrases, and Sentences from Dictation:

our7`````sprout7`````flour7````òuch7````` snout7`````house7`````countess7`````loud7````` mouth7`````foul7`````round7`````countyA````` confound7`````south •`The7`small7`groundhogA`stuck7`his7` snout7òut7òf7`his7`hole7,ìnformingAùs7` that7`Ne7`would7`ha@e7`six7`more7`Neeks7` of7`winter7.`

303 •`Father7,`count7òut7`loud7`from7òne7`to8` ten7ìf7`you7àre7àngryA,`so8`that7`you7` wonLt7`yell7àt7`the7`dogA`when7`he7` mis]eha@es7.`

Spelling Tip: a) Show that "ou" sometimes says "oo" like in "you", "soup", "group", and "croup". Write the exceptions of "you", "soup", and "group" ("croup" is a rare choice). b) It is very difﬁcult to decide whether to use "ou" or "ow" in a word; however, if the syllable ends in "ch", "t", "th", or "nd", then "ou" is the more probable choice. c) Show that the silent "e" in "mouse", "house", and "louse" doesn’t change the sound of the "ou".

Learn Afﬁxes: (Make cards, writing the afﬁx in cursive on one side and print on the other.)

Preﬁxes:

Eefore7```````````````` before Meaning: before pre- pre- pre-pare, pre-dict, pre-fix, prepare prefix pre-cede aboè7```````````````` above Meaning: above over-whelm-ing, over-re-act, oèr- over- over-com-pen-sate, over-due, oèrdue overconfident over-con-fi-dent

304 Suffixes: result7òf7 result of Pronounced: "udge" or "idge" Meaning: result of [whatever the -age -age root is] coèrage wreckage shrink-age, cov-er-age, sign-age, post-age, yard-age, wreck-age

Triple Read for Fluency: (See list in Appendix One.)

305 Lesson Eighty-Three Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What syllable do you get when you say new backwards? What syllable (or word part) do you get if you make the sounds in few go in an opposite order? What word do you get if you make the two syllables (or word parts) change order in the word withdrew or curfew?

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e,

306 ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u

Learn New Irregular Word(s): (cursive one side, print other side) something something

(It is now possible to remove the word "new" from the "Irregular Word" list, since "ew" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ew8` (Says "oo" or "you", because it functions like a long "u" sound.) The student makes both sounds when writing the letters "ew".

307 Decode Words, Phrases, and Sentences:

crew ﬂew blew unscrew screwball screwdriver strewn new shrewd drew newly curfew • Mrs. Crew threw something out of the car window and it ﬂew onto the road. Mrs. Crew is quite a litterbug! • Steve screwed the nail into the newly-plastered wall with his pewter screwdriver.

Write Words, Phrases, and Sentences from Dictation:

brew8````threw8````few8````pew8```èZe7```` newspaper7````chew8````screw8````stew8````` withdrew8````newsstand7````knew8````dew •`Hot7`stew8òn7à7`cold7`night7ìs7` somethingA`that7`would7`keep7ànyA`shipLs7` crew8`content7. •À7`few8`teachers7ìn7`the7`buildingA`didnLt7` like7`the7`new8`books7.`

308 Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: oèr7```````````````` over Meaning: over, above

hyper- hyper- hyper-ac-tive, hyper-sen-si- tive, hyper-ven-ti-late, hyperacti@e hypersensitive hyper-bo-le

EetZeen7```````````````` between Meaning: between, among inter- inter- inter-cept, inter-rupt, inter-act, inter-vene, interact interstate inter-ra-cial, inter-state

Suffixes: specific7`section7òf7 specific section of Pronounced: "cull" or "cl" Meaning: specific section of [whatever the root is] -cle -cle art-i-cle, i-ci-cle, par-ti-cle, particle cubicle pin-na-cle, cu-bi-cle an7àgent7 an agent Pronounced: "int" Meaning: an agent; something -ant -ant that performs the action of important assistant [whatever the root is] im-port-ant, ac-cel-er-ant, an-ti-per-spir-ant, as-sist-ant

309 Triple Read for Fluency: (See list in Appendix One.)

310 Lesson Eighty-Four Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Using a mirror, practice making "aul" and "aw". Help the student to feel the difference made by the tongue movement in "aul". Then, ask the student to tell you if the following word pairs are the same or different: Paul-paw, law-law, and fault-fall. Then, introduce the concept of "one sound per color" and demonstrate that hawk can be represented by three different colored stickers or blocks (e.g., h-yellow, aw-green, k-red). Then, ask the child to turn hawk into hawks by adding a purple sticker or block for /s/. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

311 final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, fight, oo/o o, ` y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew

Learn New Irregular Word(s): (cursive one side, print other side) though though someone someone

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) aw8,`au7` (same sound, 2 spellings)

312 Decode Words, Phrases, and Sentences:

haul straw crawl lawless raw seesaw auto awful haunt paw lawn yawn Paul pawnshop • It is quite impolite to steal a parking spot from someone, even though it is not against the law. • The tawny rabbit left big paw prints on our lawn. • Paul loved to go into haunted houses, because he felt that scary houses were fun to explore.

Write Words, Phrases, and Sentences from Dictation:

jaw8`````dawn7`````hawk7`````pawprint7````` pause7`````vault7`````cause7`````thaw8````` drawn7`````law8`````lawnmo\er7````` launch7`````fraud7````Èecause •`That7àuthor7`writes7`simplyAàwful7` noèls7àbout7`hawks7ànd7èagles7.`` Someone7`should7`tell7`him7`to8`find7à7` new8`job8.`

313 •`The7`gums7ìnside7òf7`myA`jaw8`Nere7` raw8ànd7`sore7Èecause7Ì`bit7ìnto8à7` hot7`hamburger7ànd7`burned7`myself7.`` The7`dentist7`told7`me7`to8`put7`some7` gauze7òn7`myA`gums7`to8èase7`the7`pain7,` though7Ì`did7`not7`want7`to8`do8`that7.

Spelling Tip: a) Show that "ou" changes its sound in the irregular word "though" when it joins with "gh" in this word, to make the long sound of "o". Show that in the word "through", with only one letter change, the vowel sound is like the "oo" in "moon". These two irregular words are very common and need to be practiced. b) Show that when a silent "e" is at the end of a word containing "au", as in "cause", it does not change the ﬁrst vowel sound.

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes:

self7 self Pronounced: "auto" or "au-tuh" auto- Meaning: self auto- auto-mo-bile, auto-mat-ic, automobile automatic auto-graph, auto-im-mune

314 cause7```````````````` cause Meaning: cause; on; around; over; about; excessively; make; name; affect Ee- be- (Warn student that this one is a bit Eecome belittle inconsistent because it has so many meanings.) be-rate, be-lit-tle, be-trothed, be-nign, be-come, be-cause (Point out that it is sometimes pronounced almost as "bi", with a short "i" sound, when it is unaccented.)

Sufﬁxes: small7 small Pronounced: "c-you-l" Meaning: small -cule -cule min-us-cule, mol-e-cule, rid-i-cule ridicule molecule action7 action Pronounced: "ince" Meaning: action, process, -ence -ence quality, or state of [whatever reference dependence the root is] ref-er-ence, e-merg-ence, de-pend-ence, em-in-ence

315 Triple Read for Fluency: (See list in Appendix One.)

316 Lesson Eighty-Five Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words boy, oyster, and oil, and ask the child to then say each of the words without the "oy" or "oi". Say the word destroy, and ask the child to say it again without the "stroy". (See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar,

317 skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u

Learn New Irregular Word(s): (cursive one side, print other side) four four

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) oi7,`oyF` (Show that "oy" always comes at the end of a word or syllable and "oi" always comes in the beginning or middle of a word or syllable.)

318 Decode Words, Phrases, and Sentences:

oil coin moist sirloin boiling rejoice boy enjoy boil joint broil pointless rejoin voice joy boyhood • It is pointless to try to sell a used auto on the internet. The calls that you get are often from drivers who do not have enough money to pay the listed price. • Roy was a four-year-old boy with a loud, scratchy voice. • I do not enjoy boiling eggs, because of the awful smell it makes in the house. I feel the same way about frying oysters.

Write Words, Phrases, and Sentences from Dictation:

soil7`````foil7`````spoil7`````toyF`````decoyF````` destroyF``````TroyF`````join7`````point7````` tinfoil7`````soyF`````oyster7`````loiter7````` exploit7`````point7`````soyHean

319 •`That7`toyF`boat7ìs7`not7`safe7!`Ìt7`has7à7` sharp7`point7òn7`top7òf7`the7`sail7. •`That7`boyF`was7`sad7`Mecause7`the7`church7` picnic7`plans7`had7`Meen7`spoiled7`four7` times7`due7`to8`rainstorms7.

Spelling Tip: Practice words with "oice" and "oise" and show that "silent e" does not have the "power" to change "oi". Examples: "voice", "rejoice", "choice", "noise", and "poise". Show that "silent e" has this same problem with other vowel teams as well, like in "mouse", "pause", and "moose". In all of these words, the "e" does not impact the vowel sound. When the "e" occurs after an "s" it often (but not always) causes the "s" to make the /z/ sound. When the "e" occurs after a "c", it makes the "c" into a /s/ sound.

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: out7òf7````````````` out of Pronounced: "ex" or "egz" Meaning: out of; away from; ex- ex- lacking; former exhale ex-it, ex-hale, ex-clu-sive, exit ex-plode

320 after7```````````````` after Meaning: after; behind

post- post- post-pone, post-date, post-script, postpone postscript post-grad-u-ate, post-mod-ern-ism

Sufﬁxes: state7`of7```````````````` state of Pronounced: "dum" Meaning: state of [the root word] - -dom dom star-dom, mar-tyr-dom, free- stardom freedom dom, king-dom similar7`to8```````````````` similar to Meaning: similar to or resembling [the root word] -like -like child-like, dream-like, childlike dreamlike la-dy-like, saint-like

Triple Read for Fluency: (See list in Appendix One.)

321 Lesson Eighty-Six

Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following pairs are the same or different: across-cross, far-afar, abound-bound, about-about, and amuse-amuse.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o,

322 u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y

Learn New Irregular Word(s): (cursive one side, print other side) friend friend

(It is now possible to remove the words "away" and "about" from the "Irregular Word" list, since "a" as a ﬁrst syllable will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

"a" as a ﬁrst syllable or as a word (making the "schwa" sound) (If the "a" followed rules, it would say the long sound of "a", because it is an open syllable, like in a-corn; however, "a" breaks the rule quite often, when it appears as the ﬁrst syllable in a word.)

Student now says the short sound of "a", the long sound of "a", and the schwa sound of "a", while writing the linkage for the letter "a".

323 Decode Words, Phrases, and Sentences: about away alike academy across adore adrift afar agenda agree adopt above (rhymes with "love")

• Mandy raced across the path with her friend, to the Academy of Music. • Jan and Joan were not alike in many ways, but they both agreed to join the group ﬁghting against the use of atomic energy.

Write Words, Phrases, and Sentences from Dictation:

alongF````àmongF``(distortion)````àpartment7````` aloof7````àmuse7````àtomic •`MyF`friend7`has7à7`babyF`who8`needs7`her7` securityF`blanket7`to8`fall7àsleep7. •`MaryFàdores7`children7.``She7`wants7`to8` adopt7àt7`least7`three7`kids7.

324 Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: not7 not Meaning: not

il-leg-i-ble, il-log-i-cal, - il- il il-leg-it-i-mate, il-lu-min-ate illegible illogical not7 not Meaning: not; onto; on; towards im-por-tant, im-prop-er, im- im- im-pos-ter, in-con-sis-tent, improper important im-port or im-port

Suffixes: state7òf7`MeingF````````````````state of being Pronounced: "int"; Meaning: a state of being [whatever the root is] -ent -ent nu-tri-ent, am-bi-ent, re-sil-i-ent, nutrient transient tran-si-ent condition7òf7 condition of Meaning: condition or status of [whatever the root is] -ship -ship friend-ship, re-la-tion-ship, friendship relationship kin-ship, ap-pren-tice-ship

325 Triple Read for Fluency: (See list in Appendix One.)

326 Lesson Eighty-Seven Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear when you put together "pan" - "da", "yo" - "ga", and "cam" - "er" - "a".

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake,

327 ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y

Learn New Irregular Word(s): (cursive one side, print other side) gone gone

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) "a" as a ﬁnal syllable, making the "schwa" sound. (If the "a" followed the rules it would say its long sound, but when it is in the ﬁnal position, it usually says the "schwa" sound.)

328 Decode Words, Phrases, and Sentences:

camera hula Mona panda tuna fauna yoga • I spilled soda on the orange sofa. I hope it is gone before my Mom gets back. • Yoga is such an increasingly popular form of exercise. • On my West Coast trip, I used my new camera to get a shot of the girl with the hula hoop.

Write Words, Phrases, and Sentences from Dictation: soda7```sofa7```flora7```Sara7```cola7```sauna •`Mona7`lost7`her7`black7ànd7`silQer7` camera7`three7`days7àgo8.`Ìt7ìs7`gone7.`` She7`cannot7`find7ìt7. •`The7`black7ànd7`white7`panda7`did7`not7` eat7`bamboo8.``He7`wanted7`tuna7`from7` the7`can7.``

329 Spelling Tip: Explain that the schwa "a" is used in the ﬁnal syllable of a word in place of a short "u" sound; when the "u" is in the last syllable of a word, it is generally pronounced as a long sound, as in "tutu" and "Lulu".

Learn Afﬁxes: (Make cards, writing the afﬁx in cursive on one side and print on the other.)

Preﬁxes: oRer7 over Meaning: over, above super-man, super-i-or, super- super- super-im-pose, super-nat-ur-al, superman supersize super-size, super-cede

Mefore7 before Meaning: before fore-cast, fore-see, fore-warn, fore- fore- fore-sight forecast foresee

Sufﬁxes: action7`of7/` action of/ Meaning: to do the action of more7`than7````````````````more than [whatever the root is]; more -er than; to a greater degree -er pond-er, sil-li-er, kind-er, teacher softer sland-er, teach-er, soft-er

330 relatingF`to8 relating to Pronounced: "us" or "iss" Meaning: relating to; having the quality -ous -ous of [whatever the root is] luminous monstrous ad-ven-tur-ous, a-non-y-m[ous], hu-mor-ous, har-mo-ni-ous, lu-min-ous, mons-tr-ous

Triple Read for Fluency: (See list in Appendix One.)

331 Lesson Eighty-Eight

Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: lies, niece, siege, tie, and chief. Ask the student how many syllables (or beats) he/she hears in the following words: deceive, brief, believing, and unbelievable.

(See Hexaphon Phun chart at the beginning of this manual.)

332 wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y

Learn New Irregular Word(s): (cursive one side, print other side) heard heard

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ie7` (2 sounds, long "i" and long "e")

333 Decode Words, Phrases, and Sentences:

pie spied ties pies believe grief belief die died dies tries brieﬂy siege piece • I heard that Peter is telling lies. It is impossible to believe anything he utters. • Good grief! That tie looks like you dipped it in ketchup!

Write Words, Phrases, and Sentences from Dictation:

lie7`````lied7`````lies7`````retrieQe7`````brief7````` tie7`````tied7`````ties7`````chief7`````niece7` •`The7`midshipman7`ties7`the7`rope7`to8à7` piece7òf7`wood7òn7`the7`huge7`sailboat7. •Ì`haQe7`heard7`that7`his7`chief7ìnterest7` in7`life7ìs7`to8`Me7à7`good7`father7.

Spelling Tip: a) Discuss the irregular word "friend", which has already been introduced as an exception, with the "ie" saying the short "e" sound. b) The examples on this page follow the "i before e except after c" rule.

334 Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: through7 through Pronounced: "trance" or "tranz" Meaning: through, across, trans- trans- beyond, change transparent transfer trans-form, trans-por-ta-tion, trans-fer, trans-fer, trans-par-ent large7 large Pronounced: "maxee" or "maxi" with a short "i", as in "maximum" maxi- maxi- Meaning: large; most; very maxiskirt maximize maxi-skirt, maxi-mize, maxi-mal, maxi-mi-zer

Sufﬁxes: the7`most7 the most Pronounced: "ist" -est Meaning: the most -est strong-est, luck-i-est, strongest fastest proud-est, clean-est, fast-est

Triple Read for Fluency: (See list in Appendix One.)

335 Lesson Eighty-Nine Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: ache, school, chord, and chemical. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: chronicle, character, chaos, and chord.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o,

336 u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie

Learn New Irregular Word(s): (cursive one side, print other side) guess guess

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) "ch`" (Making /k/ sound, like in "school".) When the student makes the "ch" linkage, he/she should say /ch/ and /k/ in succession, while writing the "ch" linkage.

337 Decode Words, Phrases, and Sentences:

chord chemistry chorus school chronic ache

• Chaos rules in this house. I guess it will never change. • The chemist went to school for twenty years. • The character of Meg in "Little Women" makes me cry.

Write Words, Phrases, and Sentences from Dictation:

scholastic7`````chemist7`````chrome7````` chronicle7`````character •`That7`house7`has7à7`chrome7`sink7`that7` shines7`so8`brightlyF. •`Strike7`that7`chord7,`so8`the7`chorus7`can7` Megin7`singingF. •`Guess7`who8`didnSt7`rememHer7`that7` there7`was7à7`chemistryF`test7òn7` TuesdayF?

338 Spelling Tip: If "s" precedes "ch", it almost always has something to do with education ("school", "scholastic", and "scholar"), but in most other cases /sk/ will be spelled with "sk" or "sc".

Learn Afﬁxes: (Make cards, writing the afﬁx in cursive on one side and print on the other.)

Preﬁxes: against7 against Pronounced: "an-tye", "an-tee", or "an-ti", with a short "i" sound anti- anti- Meaning: against; opposite; old antisocial antiwar anti-so-cial, anti-war, anti-dote, anti-the-sis, anti-qua-ted

Sufﬁxes: resemblingF resembling Pronounced: "esk" Meaning: in the manner or style -esque -esque of; resembling [the root word] picturesque Picasso-esque (Explain that this sufﬁx is usually tacked onto the end of a proper noun or well-known common noun, with a hyphen, to compare something else to that noun; make sure to spell all of the words aside from "picturesque" with a hypen pic-tur-esque, ro-bot-esque, Bea-tles-esque, Pi-cas-so-esque

339 Triple Read for Fluency: (See list in Appendix One.)

340 Lesson Ninety

Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What syllable do you get when you say chic (French pronunciation) backwards (ask the child to put the ﬁrst sound last and the last sound ﬁrst, with the medial sound staying the same)? What syllable (or word part) do you get if you make the sounds in shoo go in an opposite order? What word do you get if you make the two syllables (or word parts) change order in the word brochure or machine?

(See Hexaphon Phun chart at the beginning of this manual.)

341 i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, fight, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie

Learn New Irregular Word(s): (cursive one side, print other side) people people

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

"ch`" (Making /sh/ sound, like in "machine".) When the student makes the "ch" linkage, he/she should say /ch/, /k/, and /sh/, while writing the "ch" linkage.

342 Decode Words, Phrases, and Sentences:

chute brochure chic (French "i" sound) parachute (schwa sound of "a" in medial syllable) • People think that it’s chic to visit the south of France. • Charlotte felt lovely in her chiffon dress. • The parachute ﬂoated down to the ground and landed in a huge ﬁeld.

Write Words, Phrases, and Sentences from Dictation:

chef7```````````chandelier7`````````ChevyF`````` chagrin7`````machine``(French "i" sound) •`The7`chef7`droRe7`his7`ChevyF`to8`the7`Meach7. •`Michelle7``gaQe7`out7`brochures7`tellingF` about7`the7`fantastic7`parachute7`rides7` that7`people7`take7`oRer7`Lake7`Huron7.

Spelling Tip: Explain that this "ch" sound is a French derivation and often occurs when followed by an "i" saying "ē" like in "chic" or "machine".

343 Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: under7```````````````` under Meaning: under; below; instead sub-merge, sub-mar-ine, - sub- sub sub-stan-dard, sub-nor-mal submerge submarine Suffixes: full7```````````````` full Pronounced: "full" Meaning: an amount or quantity -ful -ful that fills [whatever the root is]; mouthful cupful having, given, or marked by [whatever the root is] mouth-ful, cup-ful, fan-ci-ful, play-ful, joy-ful

Triple Read for Fluency: (See list in Appendix One.)

344 Lesson Ninety-One Phonological Awareness/Mixed Phonological Practice: (oral)

Mixed Phonological Practice/Sound Tracking Activity: Using a mirror, practice making "were" and "wore". Help the student to feel and see the difference in the formation of the lips. Then, ask the student to tell you if the following word pairs are the same or different: word-ward, war-ward, world-word, word-word, and warm-worm. Then, introduce the concept of "one sound per color" and demonstrate that word can be represented by three different colored stickers or blocks (e.g., w-green, or (er)-red, d- yellow). Then, ask the child to put on another block to turn word into words; the child puts on the purple block, representing /z/. The child then removes the purple block to turn this sequence back into word. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

345 pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, fight, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie

Learn New Irregular Word(s): (cursive one side, print other side) pull pull

346 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) wor7` ("or" says sound like "er" instead of "or" when it follows a "w".)

Decode Words, Phrases, and Sentences:

worry word worthy worthless world worst worse homework • Don’t worry. If it snows while you are at work, I’ll pull your spare car into the carport for you. • That is the worst Chinese food in the entire world!

347 Write Words, Phrases, and Sentences from Dictation:

work7`````worth7`````worsen7`````housework7````` worm7`````rework7`````worship7````` workplace7` •`Worms7àre7`the7`worst7`kind7òf7`pests7`to8` get7ìn7`your7`garden7.``When7`Ve7`find7` them7,`Ve7`pull7`them7òut7ànd7`step7òn7` their7`slimyF`bodies7.` •`Mrs7.`Worthington7`was7`worn7òut7`from7àll7` of7`her7`housework7. •`When7Ì`haQe7à7`lot7òf7`homework7,Ì` order7``pizza7`with7`“the7`works7"`from7`the7`` deliQeryF`pizza7`shop7.```TheyF`make7`the7` Mest7`pizza7ìn7`the7`world7.`` (Unusual Italian "i" and "z" sounds in “pizza")

Spelling Tip: Exceptions to the rule above: "worn" and "wore", in which "or" makes its usual sound.

348 Learn Afﬁxes: (Make cards, writing the afﬁx in cursive on one side and print on the other.)

Preﬁxes: all7 all Meaning: all pan-de-mo-ni-um, pan-dem-ic, pan- pan- Pan-A-mer-i-can, pan-to-mime pantomime Pan-American ("Pan-American" is spelled with a hyphen and is an adjective meaning "of, relating to, representing, or involving all the countries of North and South America.") make7 make Pronounced: "em" or "im" Meaning: make; put into; em- em- provide with; surround with embargo embody em-bar-go,em-bar-rass, em-blem, em-boss, em-in-ence, em-bar-go, em-bod-y

Sufﬁxes: able7`to8`Me7```````````````` able to be Pronounced: "ibble" or "ubble" Meaning: able to be; in -ible -ible accordance with conQertible sensible con-vert-ible, terr-ible, sens-ible, gull-ible

349 Triple Read for Fluency: (See list in Appendix One.)

350 Lesson Ninety-Two Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words edge and ebony, and ask the child to then say each of the words without the /e/. Say the word everlasting, and ask the child to say it again without the "ev".

(See Hexaphon Phun chart at the beginning of this manual.)

351 wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie

Learn New Irregular Word(s): (cursive one side, print other side) touch touch (The "ou" is irregular in this word. It doesn’t say "ou", like in "loud" or "you"; it says the short "u" sound, as in "cut". )

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) "ea`" (Second sound, as in "head".) Student says the long "e" and the short "e" sounds when he/she writes the letters in the linkage "ea".

352 Decode Words, Phrases, and Sentences:

head unhealthy read thread feather threaten Heather dead instead steady leather breakfast pleasant wealth • The unhealthy man was breathless after running. • Ducks’ feathers are used to make down coats, which are even better than leather in cold weather. They are also soft to the touch.

Write Words, Phrases, and Sentences from Dictation:

bread7`````reread7`````Veather7`````readyF````` healthyF`````lead7`````pheasant7`````VealthyF````` breastbone7``````breath7``````threat7````` breathless7`````breadbasket7`````health •`LetSs7èat7`those7`buns7ìnstead7òf7`bread7` for7`breakfast7`tomorrow8.``DonSt7`touch7` them7`yet7,`Mecause7`theyFàre7`for7` breakfast7!```

353 •`Heather7`threatened7`to8`leaQe7`unless7` she7`Mecame7`the7`head7`of7`school7.``

Spelling Tip: Explain that in most cases, the short "e" sound will be spelled only with "e", but some of these common words require "ea". Practice the common words together: "head", "bread", "weather", "sweater", "sweat", "heavy", "spread", "read", "dead", "death", "heaven", "health", "wealth", "thread", and "breakfast".

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: small7 small Pronounced: "mi-cro" or "mi-cruh" micro- micro - Meaning: small microscope microwave micro-scope, micro-wave, micro-cos-mic, micro-me-ter off7```````````````` off Pronounced: "ab" or "ub" Meaning: away from; off ab- ab- ab-sent, ab-stain, ab-solve, absent abstain ab-rupt, ab-so-lute

354 Sufﬁxes: qualityF`of7````````````````quality of Meaning: quality of or relation to [whatever the root is] -ic -ic fran-tic, med-ic, gen-er-ic, frantic medic i-con-ic, tox-ic, hy-per-bol-ic action7```````````````` action Pronounced: "shun", "shin",

"zhun", or "zhin" -sion -sion Meaning: action, instance of tension fusion [whatever the root is] ten-sion, ex-pan-sion, fu-sion, in-clu-sion, ad-mis-sion action7 action Pronounced: "shun" or "shin" Meaning: action or instance of -tion -tion [whatever the root is] inQention revolution in-ven-tion, com-ple-tion, a-bom-i-na-tion, rev-o-lu-tion, com-pe-ti-tion

Triple Read for Fluency: (See list in Appendix One.)

355 Lesson Ninety-Three Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following pairs are the same or different: break-break, great-greet, wear-were, and bear-bear.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por,

356 tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge,-dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor

Learn New Irregular Word(s): (cursive one side, print other side) house house

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) "ea`" (Third sound, as in "break".) Student says the long "e" sound, the short "e" sound, and the long "a" sound when writing the letters in the linkage "ea" at this point.

357 Decode Words, Phrases, and Sentences:

great greatness bear underwear beachwear outbreak unbearable • The Bread Box Inn served great steaks at dinner time. We ate the leftovers at our house the next day. • "That is the greatest looking beachwear," said Monica.

Write Words, Phrases, and Sentences from Dictation:

steak7`````Vear7`````VearingF`````` tear7`````sWear7`````greatest •Àn7òutbreak7òf7`the7`flu7`left7`manyF` people7`Veak7ànd7ùnable7`to8`take7`care7` of7`their7`loRed7ònes7.``So8`manyF`people7` Vere7ìn7`the7`house7`for7`days7`with7`their7` sick7`familyF`memHers7. •`Joan7`canSt7`Mear7èatingF`raw8`steak7.``` `She7`thinks7ìt7ìs7`disgustingF.

358 steak7`````Vear7`````VearingF`````` tear7`````sWear7`````greatest

Spelling Tip: When students work on the preﬁx "co" below, it is important to point out that sometimes "co" joins with a root word beginning with the letter "o". In those examples ("cooperate", "coordinate"), the preﬁx "co" retains its pronunciation as /kō/. Students will have trouble spelling these words, because they will think that the "oo" should say the sound it would normally make, as in "coop". Dictate the following sentence for the student to write: "If the girls in the class cooperate with one another, it will be easier to coordinate the holiday party."

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: with7```````````````` with Meaning: with; together co-star, co-he-sive, co-op-erate, - co- co co-ex-ist, co-de-pen-dent costar cooperate against7 against Pronounced: "de" or "di" with a short "i" sound de- de- Meaning: against; from; down; away; decrease deflate to do the opposite de-tach, de-crease, de-flate, de-tour

359 Suffixes: condition7òf7 condition of Pronounced: "i-ci-ty", with two short "i" sounds, usually with the accent on the -icity -icity first syllable; Meaning: quality or electricity toxicity condition of [whatever the root is] e-lec-tr[icity], eth-n[icity], tox-icity, com-pl[icity], e-last-icity multiple7 multiple Pronounced: "iz". Meaning: more than one, performs the -es -es act of [whatever the root is] glasses sneezes glass-es, hush-es, pass-es, sneez-es one7`who8`dXes7```````````````òne who does Pronounced: "shun" or "shin" Meaning: person who does -cian -cian [whatever the root is]) mathematician physician math-e-ma-ti-cian, phy-si-cian, beau-ti-cian, e-lec-tri-cian, di-et-i-cian, mu-si-cian

Triple Read for Fluency: (See list in Appendix One.)

360 Lesson Ninety-Four Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear, when you put together "th" - "aw" - "t", "b" - "aw" - ''t'', and ''t'' - "aw" - ''t''. Tell me what you hear when you put together ''thought'' - "ful".

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim,

361 ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht

Learn New Irregular Word(s): (cursive one side, print other side) Monday Monday Wednesday Wednesday

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ought7,`aught7` (1 pronunciation, 2 spellings.)

362 Decode Words, Phrases, and Sentences:

brought wrought daughter taught bought thoughtful haughty naughty • James was against the slaughter of any live animal. He thought that it was wrong to kill helpless animals. • The naughty child brought a live snake to school on Wednesday and placed it under the teacher’s desk. • I thought the whole event last Monday was a big waste of time. My daughter agreed.

Write Words, Phrases, and Sentences from Dictation:

fought7``````thought7``````naughtyF`````` sought7``````onslaught7`````ought7`````` fraught7`````slaughter

363 •`The7`French7àrmyF`fought7`braQelyF` against7`the7`Dutch7àrmyFòn7`that7` stormyF`MondayFìn7`MayF.``TheyF`lost7` the7`battle7,èQen7`though7`theyF`thought7` that7`theyF`could7`win7.``ManyF`men7` Vere7`slaughtered7.``ByF`WednesdayF,`the7` French7`surrendered7`to8`the7`Dutch7.`

Spelling Tip: a) Exception: "drought", "laughter". b) Discuss the differences between "thought", "through", and "though". Practice these words by dictating sentences using these common words. c) Remind students that "ou" followed by "gh" without a "t" after it, often says "uff" ("tough", "rough") or "off" ("cough").

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: for7 for Meaning: for; forward pro-claim, pro-hib-it, pro- pro- pro-po-nent, pro-to-type, proclaim prohibit pro-ac-tive, pro-to-col, pro-tag-on-ist

364 to8```````````````` to Pronounced: "ad", "ed", or "id" Meaning: to; toward ad- ad- ad-mire, ad-mon-ish, admire admire ad-mit, ad-here

Suffixes: act7òf7`doingF act of doing Meaning: act of doing [whatever the root is]; material made for -ing -ing [whatever the root is] Meing listing be-ing, list-ing, floor-ing, try-ing, stand-ing, roof-ing person7```````````````` person Meaning: person or member of [whatever the root is] -ist -ist real-ist, ac-tiv-ist, realist lobbyist lob-by-ist, an-i-mal-ist

Triple Read for Fluency: (See list in Appendix One.)

365 Lesson Ninety-Five Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: vein, neither, veil, either, and deceit. Ask the student how many syllables (or beats) he/she hears in the following words: deceiving, conceited, receive, and reign.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o,

366 u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht

Learn New Irregular Word(s): (cursive one side, print other side) ```full full

(It is now possible to remove the word "their" from the "Irregular Word" list, since "ei" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) ei7` (Two sounds: long "e" and long "a".) Students make both sounds when they say and trace the linkage, "ei". Notice that when this letter combination says the long "e" sound, it is often preceded by a soft "c" ("i" before "e", except after "c").

367 Decode Words, Phrases, and Sentences:

neither receive receipt (silent p) ceiling their deceive reindeer vein • The cup was full of either Kool-Aid or grape juice. I couldn’t tell just by looking which purple liquid was in the cup. • It is better to give than to receive. • I heard a reindeer ran through their woods.

Write Words, Phrases, and Sentences from Dictation:

either7`````deceitful7`````conceited7`````deceit7````` conceit7`````Yeil7`````rein7`````reign``(silent g) •`Neither7òne7òf7`the7`kids7`could7`get7`the7` balloon7`down7`from7`the7`ceilingF. •`KathyF`was7`so8`conceited7!``She7`was7` always7`tellingFèQeryone7``how8`smart7` she7`was7.

368 •`TheyF`did7`not7`receiQe7`their7`full7`share7` of7`moneyF`from7`their7`employers7.`

Spelling Tip: The "ei" spelling that says the long "a" sound is a very uncommon spelling choice. It is mostly important to know because of the common word "their", but it is not a frequently-appearing spelling of long "a".

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: again7 again Meaning: again; back - re- re-port, re-tract, re-live, re re-do or re-do, re-act report react

Sufﬁxes: havingF`the7` having the Meaning: having the character character7`of7 character of of [whatever the root is] -ish new-ish, fool-ish, green-ish, -ish mean-ish, kind-ish, sil-ly-ish foolish greenish (Point out that the -ish is often added on with a hyphen, and can be added to many different adjectives.)

369 Triple Read for Fluency: (See list in Appendix One.)

370 Lesson Ninety-Six Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the sounds he/she hears in the following words: feud, neutral. Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: neurological, eureka.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str7/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee,

371 igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei

Learn New Irregular Word(s): (cursive one side, print other side) minute minute

(When pronounced with the long "i" in the first syllable, this is not an irregular word, but the more commonly-used form of this word, with the short "i" in the first syllable, makes this a difficult-to- pronounce sight word.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

eu` (Explain that this letter combination functions like "ue" and makes the same sounds, "oo" and "you".)

372 Decode Words, Phrases, and Sentences: feud neuron deuce Europe (distortion on 2nd syllable) • Switzerland is a neutral place in western Europe, where many important meetings take place. • Every minute, neurons are working hard in our brains.

Write Words, Phrases, and Sentences from Dictation:

feudingF`````neutron7````èureka •`NeuteringF`cats7ànd7`dogs7ìs7`the7`Mest7` wayF`to8`keep7`the7`world7`free7òf7`strays7. •`The7`cat7ànd7`dogFìn7`that7`familyF` Vere7`feudingF`for7`two8`years7.``Not7òne7` minute7òf7`peace7ìn7`two8`years7!

Spelling Tip: The "eu" is an unusual choice for long "u" and should be experimented with only after more common long "u" spellings have been mastered, like "u_e", "ue", and "ew" (which makes a long "u" sound even though it doesn’t contain a "u").

373 Learn Afﬁxes: (Make cards, writing the afﬁx in cursive on one side and print on the other.)

Preﬁxes: not7```````````````` not Meaning: not in-ac-tive, in-no-cent, in- in- in-con-ceiv-a-ble, in-tran-si- inactiQe inconceivable gent, in-tol-er-a-ble

Sufﬁxes: Melief7 belief Pronounced: "izm" Meaning: belief; action; conduct -ism -ism sur-real-ism, real-ism, realism skepticism feud-al-ism, skep-ti-c[ism], ab-surd-ism, ex-is-ten-tial-ism havingF`the7` having the Meaning: having the qualityF`of7```````````````` quality of quality of [whatever the root is]; a group of -some -some [whatever the root is] quarrelsome twosome quar-rel-some, two-some, loath-some, four-some

374 Triple Read for Fluency: (See list in Appendix One.)

375 Lesson Ninety-Seven Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get if you make the two syllables (or word parts) change order in the word washcloth or watchful?

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar,

376 skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu

Learn New Irregular Word(s): (cursive one side, print other side) Velcome welcome

(It is now possible to remove the word "want" from the "Irregular Word" list, since "wa" will be introduced as a linkage in this lesson.)

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) "wa`" ("water", "wash") Explain that "a" makes a short "o" sound when it comes after a "w".

377 Decode Words, Phrases, and Sentences:

water wand waddle wahoo waterfall wad watt (unusual doubling of t) want (pronunciation varies according to dialect) • Welcome to Beaver Falls, the most refreshing waterfall in this land. What a sight to watch! Frosty white sheets of bubbling water fall noisily over the rocks. • The good witch had to wash her ﬁlthy wand, which had fallen into the mud.

Write Words, Phrases, and Sentences from Dictation: wash7`````watch7`````wander7`````washer7````` washcloth7`````watchingF`````waffle •`The7`Wanderlings7`gaQe7`you7`such7à7` loRelyF`room7ìn7`their7ìnn7.`À7` morningF`treat7òf7`waffles7ànd7`tea7` was7`the7`perfect7èndingF`to8à7`fine7` Veekend7.``TheyF`know8`how8`to8`make7` people7`feel7`Velcome7.

378 •`Watch7`out7!``That7`watchdogF`might7` bite7!

Spelling Tip: Sometimes when the "wa" is preceded by another consonant, like "s", the "a" still retains the short "o" sound (i.e., "swamp", "swatch").

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: bad7```````````````` bad Meaning: bad, badly mal-con-tent, mal-ad-just-ed, - mal- mal mal-for-ma-tion, mal-func-tion malcontent malfunction

Sufﬁxes: without7```````````````` without Pronounced: "liss" -less Meaning: without; missing -less time-less, col-or-less, change- timeless colorless less, shame-less, worth-less

379 state7`of7```````````````` state of Meaning: state, quality, or instance of being [whatever -tude -tude the root is] gratitude solitude at-ti-tude, ex-act-i-tude, al-ti-tude, ap-ti-tude, gra-ti-tude, sol-i-tude

Triple Read for Fluency: (See list in Appendix One.)

380 Lesson Ninety-Eight Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Using a mirror, practice making /ar/ and /or/. Help the student to feel the difference by touching his/her ﬁnger to his/her lips. Then, ask the student to tell you if the following word pairs are the same or different: bar-bore, star-store, scar-score, and tar-tore. Then, introduce the concept of "one sound per color" and demonstrate that warm can be represented by three different colored stickers or blocks (i.e., w-yellow, ar-green, m-red). Then, ask the child to add a purple block representing /d/, making the word warmed. Then, ask the child to turn warmed into swarmed by adding an orange block for /s/, to the beginning of the sequence. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

381 thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, fight, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu, wa/wa

Learn New Irregular Word(s): (cursive one side, print other side) today today

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) war7` Explain that "war" sounds like "wore".

382 Decode Words, Phrases, and Sentences:

war warn wartime ward warm warden warpath warfare • Today, Mr. Warner let the workers rest in the warm sun. • The male witch in many fables is called a warlock.

Write Words, Phrases, and Sentences from Dictation:

warmth7`````wart7`````wardro[e7`````` warp7`````(wh7)arf7`````warlock •`Let7`me7`warn7`you7:`the7ènemyFìs7` wagingFà7`full-scale7`war7. •Ì`do8`not7`haQe7àn7èxtensiQe7`wardro[e7` for7`warm7`Veather7`days7`like7`todayF.

Spelling Tip: Practice dictation with "war" and "wore", which sound the same but have different meanings and different spellings. Also, note that the sufﬁx "ward" is usually not pronounced like the word, "ward", because it is usually unaccented. A vowel in an unaccented syllable like "ward" becomes more like a "schwa" sound. ("Toward" is an exception because "ward" is accented. Most "ward" words, like "backward", have "ward" as an unaccented syllable.)

383 Learn Afﬁxes: (Make cards, writing the afﬁx in cursive on one side and print on the other.)

Preﬁxes: not7 not Meaning: not; against; opposite un-real, un-do, un-ceas-ing, un- un- un-e-qual unreal undo

Sufﬁxes: direction7```````````````` direction Pronounced: "werd". Meaning: in a direction or -ward -ward manner of [whatever the homeward backward root is] home-ward, back-ward, for-ward, on-ward

Triple Read for Fluency: (See list in Appendix One.)

384 Lesson Ninety-Nine Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words sleigh and eighty, and ask the child to then say each of the words without the "eigh". Say the word neighbor, and ask the child to say it again without the "neigh". (See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/ bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse,

385 morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu, wa/wa, war/war

Learn New Irregular Word(s): (cursive one side, print other side) Meen been

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) eigh

Decode Words, Phrases, and Sentences:

sleigh eight weight eighteen freight neighbor (the "or" spelling is sometimes used to refer to people, as in "sailor", "doctor", and "actor")

386 • Is Janet turning eighteen, nineteen, or twenty on her next birthday? • The freight on that train weighs three hundred and twenty pounds. That load has been traveling for eight miles.

Write Words, Phrases, and Sentences from Dictation:

Veigh7`````neigh7````èightyF`````sleighHell •Ìn7`snowyF`places7,`sleigh7`rides7àre7à7` fun7`playtime7àctivityF.``HaQe7`you7` eQer7`Meen7òn7òne7? •`What7à7`great7`neighbor7`you7àre7!`` WheneQer7Ìàm7`sick7,`you7àlways7` call7`to8`check7ùp7òn7`me7.

Spelling Tip: "Eigh" and "ei" are the least common ways to spell long "a". Explain that these are the last choices to try when "ā" is heard in a syllable, but they are important to know because of the following common words: "eight", "neighbor", and "weigh".

387 Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: against7 against Meaning: against

with-hold, with-out, - with- with with-draw, with-held withhold without

Sufﬁxes: condition7`of7````````````````condition of Pronounced: "mint" Meaning: condition or result of -ment -ment [whatever the root is] doc-u-ment, sent-i-ment, establishment government sed-i-ment, mon-u-ment, es-tab-lish-ment, im-ped-i-ment, gov-ern-ment

Triple Read for Fluency: (See list in Appendix One.)

388 Lesson One Hundred Phonological Awareness/Categorize: (oral)

Categorize Sounds and Syllables: Ask the student if the following pairs are the same or different: holy-holly, scroll-stroll, and roller-stroller.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/ ang, ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim,

389 ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu, wa/wa, war/war

Learn New Irregular Word(s): (cursive one side, print other side) moRe7` move

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) oll

Decode Words, Phrases, and Sentences:

toll troll roller boll weevil poll tollbooth rolling

390 • The troll did not want to move out from under the bridge. • I am polling my classmates about which brand of cinnamon rolls they like best. • The lightning bolt struck the rollerblades, which Sue had left in the yard.

Write Words, Phrases, and Sentences from Dictation:

poll7``````````roll7```````````pollster7`````` stroll7```````stroller7``````roller7`skate •`Roll7`the7`paint7òn7`the7`walls7ùntil7` there7àre7`no8`spots7`left7. •`The7`boll7`Veevil7ìs7àn7ìnsect7`that7èats7` plants7ànd7`liQes7`mostlyFìn7`the7` South7.

391 •`The7`little7`child7`rolled7`gentlyFòff7òf7`the7` Med7ìn7`her7`sleep7.``Her7`Dad7`came7ìnto8` her7`room7`but7`decided7`not7`to8`moRe7`her7,` so8`that7`she7`would7`not7`wake7ùp7.`

Spelling Tip: a) "oll" is an alternative spelling for "ole"; "oal" is also used as a spelling choice, as in "goal", but is very rare; "oul" is used in the words "boulder" and "shoulder", but it is also very rare. When in doubt, teach students to choose "ole", which is more common than "oll", "oal", or "oul". b) Point out that "doll", "holly", "jolly", and "hollow" are exceptions, in that the "o" says its short sound in those words.

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: backwards7```````````````` backwards Meaning: backwards retro-ac-tive, retro-grade, - retro- retro retro-spect, retro-gres-sion retroactiQe retrospect

392 Sufﬁxes: measurement7 measurement Pronounced: "me-ter", "mut-ter", or "mit-ter" -meter -meter Meaning: measurement of barometer thermometer [whatever the root is]; instrument which measures [whatever the root is] bar-o-meter, ther-mo-meter, speed-o-meter, cent-i-meter

Triple Read for Fluency: (See list in Appendix One.)

393 Lesson One Hundred One Phonological Awareness/Blend: (oral)

Blend Sounds and Syllables: Tell me what you hear, when you put together "ch" - "aw" - "k", ''t'' - "aw" - "k", and "h" - "aw" - "k". Tell me what you hear when you put together "chalk" - "board" and "bean" - "stalk".

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side) m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba,

394 te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu, wa/wa, war/war, eigh/eigh, oll/o l l

Learn New Irregular Word(s): (cursive one side, print other side) other other mother mother

brother brother another another

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) -alk

Decode Words, Phrases, and Sentences:

chalk stalk sidewalk talk chalky chalkboard

395 • Mother said, "When you are on the sidewalk, walk next to your brother." • The salesman talked to all of the teachers about the different kinds of chalk that he had available in his catalog. Mrs. Jones did not want any colors, other than white, for her black chalkboard. • Nothing is more annoying than when another person keeps talking, even after you tell them that you have to go.

Write Words, Phrases, and Sentences from Dictation:

walk7`````talkingF`````Meanstalk7`````` balk7`````walkwayF`````walked •`Do8`you7`think7ìt7ìs7`hard7`for7`your7` mother7ànd7`brother7`to8`walk7ànd7` talk7àt7`the7`same7`time7?

396 •I`haQe7`Meen7`told7`“Jack7ànd7`the7` Beanstalk7"àt7`least7à7`thousand7`times7.`` There7ìs7`no8òther7`fable7`that7ÌènjoyF` as7`much7às7`that7òne7.`Ì`will7`neQer7` pick7ànother7`storyFàs7`myF`top7`choice7. •`Mrs7.`Salk7`had7`nothingF`left7`to8èat7ìn7` her7`house7.``Mrs7.`Walker7ànd7`some7` other7`friends7`bought7`her7`some7`food7. •`Dr7.`Jonas7`Salk7`was7`known7`for7`his7` inQention7òf7à7`Vell-known7`shot7.

Spelling Tip: Discuss how the "l" in "alk" is silent. Compare this "al" sound in "alk" to "au" and "aw", which have already been learned, by dictating "August", "straw", and "talk".

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: straight7 straight Pronounced: "ortho" or "ortha" Meaning: straight; correct ortho- ortho- ortho-dox, ortho-don-tist, orthodox orthodontist ortho-pe-dic, ortho-graph-ic

397 Sufﬁxes: state7`of7```````````````` state of Pronounced: "niss" Meaning: state, condition or -ness -ness quality of [whatever the root is] kindness sadness kind-ness, sad-ness, clean-li-ness, hap-pi-ness

Triple Read for Fluency: (See list in Appendix One.)

398 Lesson One Hundred Two Phonological Awareness/Count: (oral)

Count Sounds and Syllables: Ask the student how many sounds he/she hears in the following words: myth, gymnast, mystery, system, and symbol. Ask the student how many syllables (or beats) he/she hears in the following words: gym, gymnastic, symbolism, and mythology? (See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st,

399 final nt/nt, final lp/lp, final mp/mp, final sp/sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, fight, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge,-dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu, wa/wa, war/war, eigh/eigh, oll/o l l, alk/a l k

Learn New Irregular Word(s): (cursive one side, print other side) knowledge knowledge

400 Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form)

"y`" (Saying a short "i" sound; only occurring in the middle of syllables.) Student now says: /y/ (the consonant sound), followed by the long "i", long "e", and short "i" sounds (the vowel sounds), when writing this linkage.

Decode Words, Phrases, and Sentences:

myth lymph sympathy synthetic crypt syllable nymph symphony mythology gym • Syllable knowledge can help you to become a ﬁne reader. • It is a mystery to me how a gymnast can hang upside down from a parallel bar! (schwa syllable in "parallel")

401 Write Words, Phrases, and Sentences from Dictation:

system7`````syrup` ("yr" acts like "ir")`````gym7````` symbol7`````gymnastics7`````mystery •`What7ìs7`your7`system7`for7`cookingF` maple7`syrup7? •`Some7òf7`the7`Greek7`myths7`had7`wood7` nymph7`characters7. •`Zeke7`had7à7`large7`lump7ìn7`his7`lymph7` gland7.``This7`knowledge7`frightened7` him7,`for7`he7`feared7`that7`he7`might7`haQe7` cancer7.``He7`Vent7`to8`the7`doctor7,`who8` told7`him7`that7`he7`did7`not7`haQe7`cancer7` and7`that7`he7`would7`Me7`just7`fine7.

Spelling Tip: This "y" spelling of "i" often shows up after the letter "s". Note how many of the words above begin with the letter "s".

402 Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: difficult7```````````````` difficult Pronounced: "diss" Meaning: difficult dys- dys- dys-func-tion, dys-lex-i-a, dysfunction dyslexia dys-graph-ic, dys-path-ic not7 not Meaning: not; opposite of; separate; deprive of; away dis- dis- dis-miss, dis-perse, disrespect disrespect dis-re-spect, dis-ar-ray

Sufﬁxes: condition7`of7 condition of Pronounced: "er" Meaning: condition or activity -or -or of [whatever the root is] Yendor actor vend-or, hon-or, act-or

Triple Read for Fluency: (See list in Appendix One.)

403 Lesson One Hundred Three

Phonological Awareness/Segment: (oral)

Segment Sounds and Syllables: Ask the student to tell you all of the syllables (or word parts) that he/she hears in the following words: rhinoceros, rhubarb, rhododendron, and rhythm.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar,

404 berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge,-dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu, wa/wa, war/war, eigh/eigh, oll/o l l, alk/a l k , y(short i)/y

Learn New Irregular Word(s): (cursive one side, print other side) island island question question

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) rh

Decode Words, Phrases, and Sentences:

rhyme rhesus rhombus rheumatic rhododendron Rhode Island

405 • James sure could not think of words to rhyme with "rhubarb". • In geometry class, I missed the test question about the rhombus. • On my island, rhododendron ﬂowers grow everywhere.

Write Words, Phrases, and Sentences from Dictation:

rhubarb8`````rhino8`````` rhythm7`````rhinoceros7` •`Did7`you7èQer7`see7`the7`film7` “Rhinestone7`CowboyF"? •`He7`sure7`knows7`how8`to8`draw8à7` rhinoceros7`that7`looks7`realistic7. •`Do8`not7`question7`your7`mother7àbout7` goingFòn7`that7`trip7`to8`Rhode7Ìsland7.`` She7àlreadyF`said7,`“No8!"

406 Spelling Tip: 1-1-1 rule: If the student has a root word with 1 syllable, 1 short vowel, and 1 consonant at the end, the consonant must be doubled when adding a sufﬁx that begins with a vowel, like "est", "er", "ing", "est", "ish". Examples: hit-hitting, run-runner, red-reddish. Practice many examples together. Also practice non- examples such as: cost-costing, read-reader, ship-shipment.

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: Meside7```````````````` beside Meaning: beside, assisting para-dox, para-chute, para- para- para-med-ic, para-phrase, paramedic parachute para-nor-mal

Sufﬁxes: to8`cause7 to cause Pronounced: "in" Meaning: to cause or become -en7 -en [whatever the root is]; material sharpen golden like [whatever the root is] length-en, sharp-en, gold-en, silk-en

407 Triple Read for Fluency: (See list in Appendix One.)

408 Lesson One Hundred Four Phonological Awareness/Sequence: (oral)

Sequence Sounds and Syllables: What word do you get if you make the two syllables (or word parts) change order in the word berry or merry? (See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/ sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle,

409 -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu, wa/wa, war/war, eigh/eigh, oll/o l l, alk/a l k , y(short i)/y, rh/r h

Learn New Irregular Word(s): (cursive one side, print other side) course course

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) -erry (Says "airy", not "urry", as in "hurry".) Sometimes "er" says "air", even when it is not connected to "ry". These words include: "error", "terrible", "ferret", "ferris wheel", "very", "imperative", "sincerity", "heretic", "prosperity", "American", and "serendipity". Sometimes the "r" is doubled; sometimes it is not. Present these words to the student to make them aware of "er" saying "air", so they will be aware of this occasional presentation of "er".

410 Decode Words, Phrases, and Sentences:

berry cherry merriment mulberry Jerry merry blueberry raspberry (silent "p")

• Of course, it was tough to navigate our course along the Long Island Sound in the snowy, icy storm. Our ferry kept rocking from side to side, as it slowly moved in the direction of the peninsula. • Terry was not able to ﬁnd blueberry pie in the grocery store.

Write Words, Phrases, and Sentences from Dictation:

ferryF`````straw[erryF`````gooseHerries7````` TerryF`````blackHerryF`````cranHerries •`Do8`you7`think7`that7`JerryFànd7` Rhonda7`will7`cook7`the7`straw[erries7` with7`the7`rhubarb8?`Òf7`course7! •`WhatSs7àll7`the7`merriment7àbout7ìn7` this7`house7`todayF?`ÈQeryone7ìs7ìn7à7` YeryF`merryF`mood7.

411 Spelling Tip: The "y" rule: When a word ends in a "y", preceded by a consonant, the "y" changes to "i" before adding any sufﬁx, unless the sufﬁx begins with an "i". Examples: comply + ed = complied, comply + ance = compliance, comply + ing = complying. If the "y" is part of a vowel team, like in "oy" or "ay" or "ey", the ending is just added without changing the "y" to "i". Practice many examples and non-examples.

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: computer7-related7````````````````computer-related Meaning: computer- related; virtual cyHer- cyber- cyber-net-ic, cyber-space, cyHerspace cyber-artist cyber-art-ist, cyber-caf-é

Sufﬁxes: more7`than7`one7````````````````more than one Pronounced: "eez" Meaning: more than one of -ies -ies [whatever the root is]; the act parties activities of doing [whatever the root is] part-ies, act-iv-it-ies, pos-si-bil-it-ies, ab-surd-it-ies (Point out that "ies" is usually used when a word ending in "y" changes to a plural. The "y" gets dropped and "ies" is put in its place.)

412 did7`the7àct7òf7````````````````did the act of Pronounced: "eed" or "īde" Meaning: did the act of -ied -ied [whatever the root is]; a bullied classified description of something which has undergone the act of [whatever the root is] part-ied, beau-tif-ied, bull-ied, cand-ied (Point out that "ied", like "ies", is usually used when the root word ends in "y".)

Triple Read for Fluency: (See list in Appendix One.)

413 Lesson One Hundred Five Phonological Awareness/Mixed Phonological Practice: (oral) Mixed Phonological Practice/Sound Tracking Activity: Introduce the concept of "one sound per color" and demonstrate that sign can be represented by three different colored stickers or blocks (i.e., s-yellow, long i-green, n-red). Then, ask the child to turn sign into ine, by removing the yellow sticker or block. Then, ask the child to turn ine into nigh by reversing the green and red stickers or blocks. Then, ask the child to add a purple block to turn nigh into night—child puts on the purple block, after the red and green blocks. By doing this exercise, the child is deleting, blending, segmenting, and sequencing phonemes.

(See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

414 final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav, stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, flo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, fight, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge, -dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu, wa/wa, war/war, eigh/eigh, oll/o l l, alk/a l k , y(short i)/y, rh/r h, erry/e r r y

Learn New Irregular Word(s): (cursive one side, print other side) aboRe above

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) gn7````-ign7 (/n/) (says "īne")

415 Decode Words, Phrases, and Sentences:

sign malign gnat gnash consignment gnu • I despise those gnats that come out right before it is about to rain. • The shining stars above us ﬂickered like little gems in the sky, in the shape of a peace sign.

Write Words, Phrases, and Sentences from Dictation:

Menign7```````gnarled7```````gnaw8````` align7`````````gnome7`````````design •`The7`cleQer7`gnome7`balked7`when7`the7` queen7`refused7`to8`giQe7`him7ànyFòf7`her7` gold7. •`The7`huge7`sign7àboRe7`the7`school7`read7,` “CherryF`Tree7ÈlementaryF`School7."``The7` sign7`had7à7`picture7òf7à7`gnu7èatingF` cherries7`from7à7`floèringF`cherryF`tree7.

416 Spelling Tip: Drop the "e" rule. When adding suffixes that begin with vowels to silent "e" words or syllables, drop the "e" and add the ending. Examples: bake + ing = baking, fine + est = finest. Also practice non-examples like time + less = timeless, rude + ness = rudeness. Students need to understand this rule, so that when they get to a word like "riding", they understand that the first vowel retains its long sound, since it is from the root word "ride".

Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: not7 not Meaning: not non-stop, non-sense, non-stick, - - non non non-con-form-ist, non-dair-y nonstop nonsense

Suffixes: qualityFòf7` quality of Pronounced: "shul" MeingF being Meaning: quality of being [whatever the root is] - -cial cial so-cial, ar-ti-fi-cial, social commercial com-mer-cial, cru-cial

417 qualityF`of7````````````````quality of Pronounced: "iv", with a short "i" sound Meaning: person with the condition of -iQe -ive [whatever the root is] or quality of natiQe responsive [whatever the root is] na-t[ive], fest-ive, co-op-er-a-t[ive], sen-si-t[ive], per-miss-ive, res-pon-s[ive], ex-plo-s[ive] (Point out that there is usually an "s" or a "t" added onto the beginning of sufﬁx "ive", so it does not always stand alone as a syllable.)

Triple Read for Fluency: (See list in Appendix One.)

418 Lesson One Hundred Six Phonological Awareness/Delete: (oral)

Delete Sounds and Syllables: Say the words hear, early, and pear, and ask the child to then say each of the words without the "ear". Say the word earthquake, and ask the child to say it again without the "earth". (See Hexaphon Phun chart at the beginning of this manual.)

Card Pack Review: (cursive one side, print other side)

m/m, a/a , f/f, b/b, t/t, h/h, j/j, c/c, i/i, p/p, k/k, r/r, g/g , o/o, l/l, u/u, ch/c h , n/n, th/t h , d/d, s/s, e/e , sh/sh, w/w, wh/wh, z/z, v/v, y/y, x/x, qu/qu, ff/ff, ss/ss, ll/ll, zz/z z, 2nd sound of s/s, ang/a n g , ing/ing, ong/o n g , ung/u n g , ank/a n k , ink/ink, onk/o n k , unk/u n k , bl/bl, br/br, cl/c l, cr/c r, dr/dr, fl/fl, fr/fr, gl/g l, gr/g r, pl/pl, pr/pr, sc/sc, sk/sk, sl/sl, sm/sm, sn/sn, sp/sp, st/st, sw/sw, tr/t r, tw/t w, spl/spl, spr/spr, squ/squ, scr/scr, str/str, shr/shr, thr/t h r, final nd/n d , final lt/lt, final st/st, final nt/nt, final lp/lp, final mp/mp, final sp/sp, final pt/pt, final ft/ft, final lk/lk, final sk/sk, final nch/n c h , old/o l d , ost/o st, olt/o lt, ind/ind, ild/ild, a7_e/a _ e, i7_e/i_e, o8_e/o _ e, e7_e/e_e, u7_e/u _ e, ph/ph, final ck/ck , kn/kn, wr/wr, ai/a i , ay/a y, ea/ea, ee/ee, igh/igh, ight/ight, oa/o a , >e/o e, ue/u e, ar/ar, or/o r, er/e r, ir/ir, ur/u r, y(long i)/y, a/a , e/e , i/i, o/o, u/u, ed/e d , suf, hap, choc, siz, col, pel, whis, vol, sim, ex, trav,

419 stim, ba, te, ru, pi, do, py, tri, mo, sa, ze, hu, ﬂo, gar, berk, por, tur, shar, skir, vark, ur, lorn, ter, vore, burse, morse, -ble, -dle, -cle, -zle, ake, ime, plode, plete, pheme, fute, main, cay, peat, ﬁght, oo/o o, y(long e)/y, all/a ll, al/a l, ow/o w, - ge/-ge,-dge/-dge, -tch/-tch, ou/o u , ew/ew, aw/a w, au/a u, oi/o i , oy/o y, ie/ie, wor/wor, aught/a u g ht, ought/o u g ht , ei/ei, eu/eu, wa/wa, war/war, eigh/eigh, oll/o l l, alk/a l k , y(short i)/y, rh/r h, erry/e r r y, gn/g n, -ign/-ign

Learn New Irregular Word(s): (cursive one side, print other side) police police

Learn New Linkage: (model, trace, copy, reproduce from memory/large cursive-form) second and third sounds of "ear`" (First these letters say "ear", like in "hear"; these letters also say "er", like in "earth"; they also say "air", like in "pear".)

420 Decode Words, Phrases, and Sentences:

early bear wear earth earnest heard pearl learn • Cathy heard the siren on the police car as it worked its way down her street. She could not bear to hear that sound! • Is there anything on earth more beautiful than a pearl in an oyster?

Write Words, Phrases, and Sentences from Dictation: earn7```èarlier7```èarningF````pearlyF```` learner7````pear7````sWear7```èarthenware7`````

421 •`TodayF,`Mark7`picked7ùp7`his7`learner’s7` permit7`from7`the7`Department7òf7`Motor7` Vehicles7.`Àt7`first7,`he7`was7`thrilled7!`` HoèQer7,`when7`he7`was7`drivingF`home7,` he7`got7à7`speedingF`ticket7`from7`the7`state7` police7.``The7`next7`dayF,`he7`had7`to8` sWear7`to8`tell7`the7`truth7`to8`the7`judge7àt7` his7`hearingFìn7`court7.``He7`wasnSt7` havingF`fun7ànyF`more7! •`She7`had7`to8èarn7`her7`teacherSs7`trust7.

Spelling Tip: When the student hears a vowel saying its own name at the end of a syllable, it is almost always spelled as itself. Example: "va"-"vacation", "re"-"repeat", "ti"-"tiger", "lo"-"lotus", "tru"-"intrusion". Do lots of dictation practice to learn this very frequent spelling rule.

422 Learn Affixes: (Make cards, writing the affix in cursive on one side and print on the other.) Prefixes: through7``````````````````````````through Pronounced: "dye-uh" or "dye-ă", with the short "ă" sound like in dia- dia- "diagonal" diagonal Meaning: through; across; between dialect dia-logue, dia-lect, dia-tribe, dia-met-er, dia-gonal

Suffixes: full7òf7 full of Pronounced: "us" or "ee-us" Meaning: full of or characterized by -ious -ious [whatever the root is] victorious glorious vic-tor-ious, mer-i-tor-ious, in-jur-ious, glor-ious, con-scious qualityFòf7```````````````` quality of Pronounced: "shul" Meaning: having the quality of -tial -tial [whatever the root is]) confidential7` martial con-fi-den-tial, mar-tial, cre-den-tial, dif-fer-en-tial

423 Triple Read for Fluency: (See list in Appendix One.)

The End of Phase One Celebrate!

424 Introduction to Decodable Stories

The following fifty-one stories are to be used in many of the lessons, after the students have learned to decode words, phrases, and sentences. These stories are introduced to the students during the time that they are only reading words containing short vowel sounds; it is difficult to find well- controlled stories during the early lessons in this program, because the students have not yet been exposed to words with long or irregular vowel sounds.

Decodable Stories may be read directly from the accompanying Decoding Supplement, in which the print is signiﬁcantly larger. It is possible, however, if desired, for the teacher to create homemade books, with blank spaces above the lines of print, for students to permanently draw in their own pictures. If the pages in these homemade books are laminated, students may draw their own erasable pictures with markers or crayons.

Two-syllable words in these stories are usually hyphenated, as the students are not yet experienced in the decoding of multisyllabic words. Eventually, as the students progress through the Orton-Gillingham "Plus" program, they are exposed to multiple vowel sounds, multisyllabic words, and afﬁxes, making it easier for them to decode more "traditional" stories and books.

425

#1 A Jug of Pop #4 Hot Rod

Tim hit the big jug of pop on to the rug. Dan got a hot rod. The cap was not on the jug of pop. The hot rod is big. A bit of pop was in the jug. The hot rod is mod. A lot of pop was not! The hot rod has mags. Tim! Mop up that pop! Dan is a hot kid in his hot rod. Pop! Bam! #2 A Thin Dog Dan got the hot rod in a jam! The hot rod ran in-to a log. A thin dog is in a hut. The mags on Dan's hot rod sag! The thin dog is on a thin mat. The hot rod has a lot of gaps. The thin dog had a thin hot dog in a thin The hot rod is not hot! tin pan. The thin dog is with his pal, the thin cat. #5 "Tag It" The thin cat bit the thin hot dog. The thin dog got mad. "Tag it" is fun. The thin dog bit the thin cat! Bud and his dog Pug "tag it" a lot. It is not good to rob a thin dog of a thin Bud runs and Pug tags. hot dog. Pug runs and Bud tags. "Tag it" is a lot of fun. #3 Dad and Mom Had a Kid Bud and Pug got hot in the sun. Bud did not run. Dad and Mom had a kid. Pug did not run. I am that kid! Bud and Pug sat and sat. I got a dog. If it is hot, "tag it" is not fun. The dog had a pup. "Tag it" is not fun in the hot sun. The pup had a pig as a pal. The pig had a rat as a pal. #6 The Men in the Shop That rat was bad! The rat bit the pig. The men in the shop had cash. The pig bit the pup. The men had big bags of cash. The pup bit the dog. The men hid the bags of cash in a big The dog bit this kid!!!! box. I am mad at the dog. On Sat., the box was not in the shop. The dog is mad at the pup. Who had the box? The pup is mad at the pig. This is not good for the men! The pig is mad at the rat! Will the men get the cash? Mom and Dad got mad! If the men do not get the cash, the men Dad and Mom got rid of the dog, the pup, will shut the shop. the pig, and the rat. Dad and Mom had a kid! That's it!

427 #7 Jip and Tim #9 Yes, You Can

"Mom, can I get a dog?" said Jan. "Yes, I am Jip. you can," said Mom. "You can get a dog, I am fat. but that's it. I am not rich. Let's get the I am tan. pup at the pet shop." Mom had $10 cash I am big. in a red bag. "Is that $10 for the pup?" said Jan. "Yes, it is," said Mom.

Mom and Jan got to the pet shop. Jan met a pup. "Yap, yap!" said the pup.

"This is the pup, Mom. This is it. This pup Tim is a tan man. is tops!" said Jan. The man in the shop Tim is a ﬁt man. had a $50 tag on the pup. Tim is a sad man. "$50!" said Mom. "I am not that rich, Jan. I can not get that pup with this $10." Jan was sad. "If you get a job, you can get him," said Mom.

Jan got a job at a sub shop to get the $50. It was not a bad job. Jan did get $50 for the pup! "Mom, can I get the pup? I got $50 on the job," said Jan. #8 I Wish in Bed "Yes, you can," said Mom. When I get in bed, I wish. Jan and Mom got to the pet shop. The I wish for a pup to hug. pup was in his pen. Jan got the $50 for I wish I had a big ship. the man in the shop. "It is such fun to I wish for ten mugs of pop. get a pet, Mom" said Jan. "It is fun to I wish for a big top hat. run with him. It is fun to pet him. It is I wish for a pal. fun to sit with him." The cash from the I wish I was a kid in a jet. sub shop job got a lot for Jan. I wish I had a tan hot rod. When I get in bed, I wish, and wish, and wish, and then... #10 The Whiz Kid I nod a bit... and then... The "whiz kid" has legs that can run. the lids on this kid shut. Zip! Zap! The whiz kid zips up the path! That kid can dash! I wish I could be a whiz kid. Then if I got in a jam... Whiz ———————— ! That whiz kid has such fun. Zig! Zag! Whiz ———————— !

428 #11 A Cat in a Box! #13 A Wet Dog and a Wet Lad

Mom had a box for Max. Chip is a dog. The box was red. Chip wags and wags. The box was not big. Chip runs and runs. The box had a big cut on top. Chip has a kid, Tom. Mom hid the red box with the cut-up lid. Chip has to get a bath from Tom. "Mom, can I get that box that you hid in Chip gets in the tub. the den?" said Max. "Can I get it? Can I The tub is hot. get it? Mom, can I?" Chip gets in the hot tub of suds. "Do not nag, Max," said Mom. "You can Tom rubs his pet with suds. get the box on Sat., when you are six," Chip hops in the tub of suds! said Mom. Chip wags in the suds! On Sat., Max got up and ran in the den, Chip runs in the tub! to get the box. Chip is wet! Max set it on his lap. Tom gets wet if Chip hops, wags, and runs. "Are the cuts in the lid for the thing in Bad Chip! the box, Mom?" said Max. You got Tom wet! "Yes," said Mom. Just you get wet, Chip. "Tug at the top, Max," said Mom. Just you! Not Tom! "Mom, this box is hot." This bath is not fun for Tom. "Tug at that top, Max," said Mom. If you put a shag dog in a hot bath, you Then Max did tug and did get in-to that get wet! box. "Mom, it's a pet cat! A pet cat!" "This cat is a pet for you. It can not sit #14 Te n Pet s in a shut-up box. The lid has cuts in it for the cat, Max." Peg had ten pets. Max just had to hug his pal. Peg had a big red hen. Max had a hug for Mom, too. Peg had a hog and a pig-let in a pen. Peg had a ﬁsh in the bath-tub. #12 Val the Vet Peg had a rat in the den. Peg had a bed bug for a pet in bed. Val is a pet vet. Peg had a big, bad ram. Val gets pets that can't run. Peg had a tan cat. If a pet has a "bum" leg—that is a job Peg had a big dog and a pup. for Val. I bet Peg had a lot to do. A pet with a gash—that is a job for Val. Peg fed them. A pet with a rash—that is a job for Val. Peg got them baths. Val gets pets with bad hips. Peg put them to bed. If a dog nips a cat—that is a job for Val. Peg had ten pets. A pet that has cut his lip—that is a job The ten pets had fun at Peg's. for Val. A vet can do a lot for a sad pet.

429 #15 The Gig #18 Sid the Kid

Dan had a gig. Sid the kid had a ram. Don was at the gig. This ram was bad. Bob was at the gig. The ram hops on Sid's hat and jabs it. Al was at the gig. The ram rips the rim on Sid's hat. Dan got chips and dip for the gig. The hat was a rag. Dan got figs for the gig. Sid got rid of the hat. Dan got pop to sip for the gig. Sid had a top. Dan had cut-up fish and ham at the gig. The ram tips the top, and it rams into a Dan had big chops at the gig. log. Dan got gum for the kids. Sid had to get rid of the top. Chips! Dip! Figs! Sid the kid had a tin fan. Pop! Fish! Ham! Chops! Gum! The ram hops on the fan. Dan's pals got to fill up at the gig! Pop! Pop! Pop! The fan got a big bop! #16 Ug! It's a Bug Sid the kid got rid of the tin fan. Sid had to get rid of his hat. Dan had a big hot dog. Sid had to get rid of his top. It was good! Sid had to get rid of his tin fan. Then Dan said, "A bug is on the hot dog Sid was hot! bun! Ug! It’s a bug! I can not fin-ish This ram was a nag! this hot dog!" Sid the kid got rid of the ram. Too bad, Dan!

#17 Bob and His Gang #19 Nag! Nag! Nag!

Bob sings and hums. Mom is mad. Bob sings with a gang of chums. Mom nags. Bill sings in the gang. "Do this! Do that!" Bill bangs on tin cans when the gang "Mop this! Mop that!" sings. Lots of jobs to do when Mom is mad. Jim is in the gang. I do not do a lot of jobs when Mom is not Jim hits a gong when the gang sings. mad. Sam sings in the gang. I got on Mom's lap. Sam bops a pot with a rod when the gang "Do not nag, Mom. sings. I am not a bad kid!" Cal is in the gang. Mom is not mad. Cal taps on the rim of a jug when the I am rid of mops and rags! gang sings. Mom hugs this kid. The gang can do long songs. The lads in the gang got a job. The gang sings for cash.

430 #20 Rib It! #22 Trim the Bangs

Tad hops an d bops. Jon trots to the shop to get his bangs cut. Rib it! Rib it! Rib it! Jon's bangs are not that long. Tad dibs an d dabs. But Mom nags at him, "Jon, you go get a Rib it! Rib it! Rib it! trim!" Tad bams and jams. Pop nags at him, too, to get his bangs cut. Rib it! Rib it! Rib it! Jon is a bit fed up with them, but a kid Tad digs an d jigs. just has to do things for his Mom and Rib it! Rib it! Rib it! Dad. Tad tips and dips. It is not that big of a thing to get bangs Rib it! Rib it! Rib it! cut, but it is a drag. The man in the shop cuts and clips and snips Jon's bangs. #21 Win It Big! The man chit-chats, as Jon's bangs drop on the rug. Ring! Ring! Ring! Ring! In a snap, the man did the job. "Yes?" said Tim. Jon got cash for the man's dish. It was a The man said, "Is this Tim Chung?" big tip "Yes, it is," said Tim. Then Jon got up. "This is Rob Zap on t.v. 13, for ‘Win it Mom and Pop are glad that Jon got a trim. Big!’" But Jon was not glad. "Is this a gag?" said Tim. Jon said, "To get bangs cut is a big drag!" "This is not a gag. This is Rob Zap. I am on t.v.!" Tim hung up and put the t.v. on 13. #23 Jan and Sam at the Prom Rob Zap got a red tag from a big tub. The red tag said "Tim Chung" on it. Jan got up on Sun. for the prom. "Tim, get to t.v. 13 to get the things that The prom was a big thing for Jan. you win. You win a lot of things, Tim. Jan had a "pal" for the prom, Sam. You win a van. You win a ring. You win a Jan got a plush, red hat for the prom. t.v. set. You win a lot with this red tag!" Sam got a tux for the prom. said Rob Zap. Sam had a big prob-lem on Sun. Tim got to t.v. 13 at ten. His hot rod was act-ing up. Rob Zap got the van, the ring, and the t.v. His hot rod did not run. for Tim. Sam was up-set, for this hot rod had to Tim was rich! get them to the prom. "Gosh, this is a lot," said Tim. Sam just had to ﬁx this hot rod! Rob Zap said, "You can 'Win it Big' on t.v. With a bang and a slam and a crash and a 13!" bam, Sam got this hot rod to chug! At the prom, Sam and Jan had lots of fun. The prom was a hit! (The hot rod was too!)

431 #24 Fred the Frog #26 The Sad Rich Kid

Fred, the frog, can hop. Fred was a sad rich kid. Fred, the frog, sings, "Rib-It." Fred had a big top hat, a crisp tux, a Fred, the frog, nips fresh fish in the pond. swing, a frog, a dog, and lots of cash. Fred, the frog, nabs bugs. But Fred was sad. Fred, the frog, rubs his "tum" on a log. Fred's rich Mom and Dad did not let the Fred, the frog, has a cat-fish for a chum. kids in to do things with Fred. Fred, the frog, has flat lips that can grip Mom said, "Kids get up on things and rip things. them up. Kids crash in-to things, Fred." Fred, the frog, can dig in the mud. Fred did not get to do things with his pals Fred, the frog, sits on crabs. in his den. The kids got mad. Fred, the frog, gets wet and drips, drips, "You do not let us vis-it you. You just vis- drips. it us. What is this bit?" said the kids. Fred, the frog, is king of the bog. Fred was a sad kid. Fred was a mad kid, too. "Sob. Sob. The kids are mad that it is #25 Grab the Grub not o.k. to vis-it me," Fred said to Mom. "Do not sob, Fred. It is not that bad of a When kids sit to "sup", it is a bad thing thing," said Mom. to grab the grub. "Yes it is!" said Fred. If you grab for this, and I grab for that, "Is it that big of a thing to you, Fred?" things can slip and crash! said Mom. If you grab a jug, and it tips, it can "Yes!" Fred said, with a sob. smash things. "If the kids do not up-set things, then I If a kid grabs a dish of ham, and the lad can let them in, Fred," said Mom. "Just next to him grabs for it, too, that ham do not fret." can drop on the rug. Fred's pals did vis-it. If a kid grabs a dish, it can slip, and Fred's pals did not up-set things. crush the thing next to it. Fred was glad that Mom let them in. If a lad grabs for a can of pop, and the Fred was a glad rich kid. kid's grip is bad, that kid just has to blot up wet pop!

432 #27 Drag the Bags #29 The Plan That Was a Flop

I wish I did not have to drag the big bags I had a big plan! from the cab to the jet. I was mad at this kid, Ken. My hands get red from grip-ping them. This was the plan: My hips get stiff. I could get a big bag. The bags bang in-to my shins. I could get pop in the bag. I have to lug the bags to the jet. I could run to Ken's pad. Then I let the man with lots of brass on I could get in-to his pad. his hat set the bags on top of the I could drop the bag of pop on him, cab-in-et. and get him wet. I have got to sit! I had big, big plans to get this kid. Bring-ing the bags is not a good job for a I was mad at him! kid who is not strong, but when that jet But, the plan was a flop! zips up to the sun, I am glad to be on it. I got to Ken's pad, did a flip-flop on the rug, and got the rug wet--but not him! Ken was mad! #28 The Dog Sled His Mom was mad! His Dad was mad! The dog sled has six dogs. I got a mop to get up the pop from the The dog sled has 2 men in it. rug. Clip-clop. Clip-clop. This plan was a flop! The dogs run and hop on the path. The dogs jog and jog. The sled rings when it runs on the path. Ding-a-ling. Ding-a-ling. Clip-clop, clip-clop, ding-a-ling, ding-a-ling. The dogs run on and on and on and on.

433 #30 Get to the Top #32 The Big Jog

Kip and Tim are buds. I am not glad. "Kip, can you get up to the top of that I am glum. flag rod?" said Tim. I can't run in the Big Jog! "What?" said Kip. The Big Jog is when lots of big men run "Can you, Kip? Can you? It is a long rod, and run. but I bet you can!" said Kip. The #1 man wins a pot of cash. "That is a long, long rod." I am sad. "Do it, Kip. Get to the top of the flag I am not a man. rod." I am just six. "O.k., o.k," said Kip. I can't run in the Big Jog. Kip got 1 leg on the rod. But— Kip got his 2nd leg on the rod. When I get big, I can run in the Big Jog. Up, up, up, up, up. I bet I can win it! Then, Kip did it! I bet I can. "I got to the top. I am at the top of the flag rod. I am the king of the rod!" said Kip. #33 The Red Blob

The red blob is bad. #31 The Bug Club "Ug, ug," said the blob. "I am the big, bad, red blob. The bug club met at Jim's. I nag at kids, and I do not quit! The kids in the bug club do things with I get kids. bugs. Ug, ug. Ug, ug. Jon had a big bug. I get kids' legs. I get kids' ribs. Dan's bug was thin. Ug, ug. Ug, ug. Sal got his bugs at a pet shop. I mash them up. Josh had ten bugs in a red box. I mix them up in a pan. Bob got his bugs in a bag. In a jiff, kid hash for lunch. Chad dug up his bug from a pit. Ug, ug. Ug, ug. Pam got six bugs in the mud. Kid hash is ﬁt for a king! Pat's bug sat on a log. Chop, chop. Yum, yum. Kip's bug was in a jug. Kid hash for lunch! Ben's bugs hid in the red rug. I slop on a bit of mud, and top it with Jim's bug bit Jim's leg. Bad bug! guts! The kids had a big chit-chat on bugs. Yum, yum. Ug, ug. It is fun to sit and chat with chums in I am a big, bad blob! the bug club. Ug, ug. Ug, ug. Ug, ug."

434 #34 Flub-Up #35 Brag, Brag, Brag Mom said, "Bob, can you get a bag of ham Ron was a kid who just had to brag. bits at the shop for this lunch dish?" "I got this! I got that!" "Yes, Mom," said Bob. Ron did brag to the kids a lot. Dad said, "Can you get a bag of pegs at "I got six plums for lunch. I bet I can the shop, that I can bang in-to the get ten ﬁsh in the pond." shed?" Brag. Brag. Brag. "Yes, Dad," said Bob. On and on, Ron had to brag. Bob ran to the shop to get a bag of ham Mom sat on the rug with Ron. bits for Mom's lunch dish, and a bag of Mom had to chat with him on the rug. pegs for Dad's shed. "You brag too much," said Mom. Bob said to the man at the shop, "A bag "When you brag, it gets the kids mad at of ham bits, and a bag of pegs, Mr. Nug." you," said Mom. "O.k., Bob," said Mr. Nug. "Act as you are, Ron. This big shot act is Mr. Nug got a red bag for the ham bits. not good," said Mom. Then Mr. Nug got a red bag for the pegs. "O.k., Mom," said Ron. "Do not mix up the 2 red bags. 1 red bag "I am not a bad kid. Sob. Sob. I can has ham bits; 1 red bag has pegs," said quit that big shot act. Sob. Sob." Mr. Nug. "Do not sob. I luv you," said Mom. Then "O.k.", said Bob. Ron got a red hot-rod. Ron did not brag But Bob did mix up the 2 red bags! to the kids. Mom did mix pegs in the lunch dish. Ron let the kids sit in his hot rod, but Ron Dad hit a ham bit up on the shed. did not brag. The kids sat in the hot rod It was a big ﬂub-up! and had fun with Ron.

#36 The Crab The red crab has six legs. The red crab can crush bugs. The red crab is not a pet. The red crab nips a lot. The crab digs a pit to sit in. Then the crab lugs fish in-to the pit. On Sun., the crab got up-set. A fish net came to nab the crab. The crab did flips and flops. The crab hid in the pit. But the net did not quit. The man slung the net. The crab got in the net. Up, up, up. The man got the crab up to him. Splash! That crab was in a pot! The man got the pot hot. The man had hot crab mush for lunch. I am sad for that crab.

435 #37 Rings, Mats and Rods #39 A Spot on Dad's Hat

Pam is a "flex kid". Dad got a crisp, red hat. Pam skips to the rings, grabs them with 2 The hat sat in the den, on top of the t.v. legs, and swings on them. set. Then Pam hangs from the rings. Dad was at his job. Pam can do flip-flops on the rings. Jags, the dog, was in the den on the rug. Pam can do flip-flops on the mats, too. Jags got up and spun him-self in the den. Pam hops up to a long, tin rod. Jags spun in-to the bench in the den. Pam grabs the rod with her chin. Jags spun in-to the desk. Pam clings to the rod with her chin. Jags spun in-to the trash can. The kids clap for Pam on the rings, the Then, Jags spun in-to the t.v. set, and the mats, and the long, tin rod. hat on top of the t.v. spun into Jag's dish A "flex kid" has lots of fun, but she is at of dog mush! risk for cuts and bangs! A big spot got on Dad's crisp red hat. Jags, the dog, spit on the spot. Rub! Rub! Rub! #38 Grand-Dad and His Fat Ox The spit did not do the job, for the spot on the hat was just as big. Grand-dad had a fat ox on his land. Jags was not in the den when Dad got in Grand-dad was fond of the fat ox. from his job. Grand-dad spent a lot to get this big ox. Jags was in his bas-ket in the kit-chen. Then the fat ox did dent the shed. Dad went in-to the den. Grand-dad had to mend it. Then Dad set his bag of things from his Then the fat ox ran in-to a quag, and got job on the t.v. set. mud on him. Then Dad said, "That spot! That spot on The ox got mud on Grand-dad, too. the red hat! Jags? Did you do this, Then, the fat ox bit Grand-dad. Jags?" That did it! Jags hid in his bas-ket. When the ox bit him, Grand-dad was mad! "Jags! Did you get this spot on the red A pet can dent things. hat?" A pet can get wet in the mud. Jags ran to Dad from the bas-ket. But a pet can't nip men! "Bad, Jags, bad!" said Dad. "That hat has Grand-dad wants to sell this bad ox. a big spot on it! I wish you did not get in-to things in the den." Jags was not a glad pup. "Yap, yap, yap, yap," said Jags. "O.k., Jags. Do not do this or I can't let you in the den," said Dad. "Yap, yap, yap, yap," said Jags.

436 #40 A Frog on a Log #42 The Last Twig

A frog sat on a log. The elm has just 1 twig left on it. A fish swam up to him. The twig is long. The frog had not had his lunch yet. The Fox twins cut the twig from the elm. Fresh fish for lunch is yum-yum. 1 twin got a soft cloth to rub the twig. The frog got up with a big hop to grab 1 twin got wax to rub on it. that fish, but then—plop! With the cloth and the wax, the twins The frog hit his log with a crash! can fix up the twig for Dad as a gift. Then the fish swam to the in-let. The twins did get a soft The frog did not get fresh fish for lunch! fin-ish on the twig. The twins set the twig on a tuft of soft cloth, in a tin box with a lid on it. #41 The Bad Kit-ten Then the twins hid the box in the loft, un-til Wed. The bad kit-ten sits on the step. On Wed., in the a.m., the twins got the The cat nips and hits. box from the loft, and set it in Dad's clos- That kit-ten digs up trash and scum from et. the trash can. Then the Fox twins said to Dad, "Dad, a It is bad for this kit-ten to smash up tin box is in the clos-et for you!" things. Dad said, "A tin box? What for?" This kit-ten nags the dogs that run in his The kids said, "It's a pres-ent for you, path. Dad." This kit-ten just sits on the step, and I Dad had a big grin on his lips. can't do a thing to get him to stop his "Get the box, Dad! Get the lid off!" sins. The twig sat in the box on the tuft of I wish this kit-ten did not do such rot-ten soft cloth. things. "This twig is such a tip-top gift. It is But this kit-ten just sits on the step, the best gift," said Dad. un-til he sees the next bad thing and The twins said, "You are the best Dad!" then...

437 #43 Let's Set Up Camp #44 I Fell on the Hill

Dan and Bob had a pup tent. I had a plan to run and jump on the hill The lads got a bunch of junk for in the ham-let. camp-ing. What swell fun! The kids set up the pup tent, with pegs Then... I fell. and an ax. I just had to yell. Dan got cloth bags for resting in the tent. "Help! Help! I fell!" The kids crept in-to the cloth bags to I felt ill. rest. Then a man on top of the hill ran to me. Then, as Bob and Dan slept, drip-drop- I said, "Get 'Doc' if you can. I think I hit drip-drop. this left leg with a big bump." The tent got wet. The man ran to get 'Doc'. Drip-drop-drip-drop! 'Doc' ran to help me. The kids got wet. 'Doc' said, "This leg is not well. It has to Dan said, "I think it is best to run from get a cast on it. It is best to rest in bed this wet spot." un-til it gets well." The kids ran and ran as the drops sank The trip to the hill was not swell. in-to them. But 1 thing did swell—that bad left leg! At last, the drops did stop. "Gosh, this camp-ing trip was a ﬂop. #45 Chop a Log The tent and the cloth bags are wet. Let's run to Grand-mom's and ask for hot Chad has a job. choc. to drink," said Dan. Chad chops up a big log for that man in Grand-mom got hot choc. for the lads. the red van. "Thanks, Grand-mom," the kids said. Chip. Chip. Chip. The kids had hot choc. and then ran up to Tap. Tap. Tap. bed. The log is in bits. The kids slept in snug, plush beds. Chad chops the log in-to tid-bits. "Cloth bags in a tent are fun, but snug, Chad had a lot of log chips. plush beds are best," said Bob. Chad lugs the log chips to a tin bin. The camp-ing trip stunk, but things did The man in the van lifts up the log chips not end up bad at Grand-mom's. in the bin. The bin of log chips is on the man's van. Chug. Chug. The van runs on the path with the log chips on top of it. Chad did a tip-top job. Chad got the log chips to the man in the red van.

438 #46 Mom's Nap #48 What is in the Picnic Basket? Mom slept in the den. I did not wish to get Mom up, so I had to It is sunset. do "soft" things un-til Mom got up. Mom, Dad, and Jim are on a picnic at a I swept up the kit-chen. public spot. That was "soft". Mom had a big red picnic basket on the I crept in-to a hot bath tub and got wet. blanket. That was "soft". Jim and Dad ask, "What is in the red I had pants to mend, so I got up on the basket?" desk to get the box of junk for mend-ing. Mom kept it from them. Crash! Bang! Smash! Plop! Bam! Mom had fun with them, and did not let I up-set the box of junk for mend-ing! them check to see what was in the That was not "soft". basket. Mom got up from the den. Dad thinks it has tidbits of ham, things to "What was that?" Mom said. drink, and napkins in it. I felt bad. Jim thinks that milk and a bag of hot When I wish to do "soft" things, I am apt dogs are in the basket. to trip, or drop things, or slip on the rug. Not a hint from Mom! I am not a "soft" kid. This was a fun thing for Mom, and for When Mom has to rest, the best thing to Dad and Jim, too. do is just sit, un-til the nap is up. What was in that basket? Then Mom went for a swim. #47 The Black Duck Gets a Pal Jim did a prank. When Mom left to swim, Jim got into the A black duck swims in a tub in back of basket! Mack's shack. Fish and chips! A jug of pop! Mack brings the duck a crock of ham for Then, when Mom got back from the pond, a snack. Jim said, "I wish I had a dish of ﬁsh and The duck quacks. He gets his snack. chips with a bit of pop." The duck licks and sucks up the ham from "You can't trick this Mom," said Mom. the crock. "When I left, you lift-ed up that basket Then Jack got a chick for a buck at the lid. You bad kid!" shop. Ha! Ha! Ha! Jack set the chick in a pen next to the Dad, Mom, and Jim did get the ﬁsh and duck. chips and pop, and had a fun picnic lunch. The duck chops up his ham and hands a bit of it to the chick. "Cluck, cluck," said the chick. "Thanks a lot," it said. The duck was fond of his chick chum. "Quack, quack!" "Cluck, cluck!" The chick and duck are best of pals, in the back of Mack's shack.

439 #49 The Splendid Inlet #51 The Stack of Blocks

Swimming in the inlet in spring is such I had a bunch of blocks. fun. 1, 2, 3, 4, 5 blocks in a stack! It is just splendid. I kept stacking blocks until the stack was I jump in, and splish and splash as much so high. as I can. I jumped up to the top limit of the Then I scram onto the sand, and sit back stack, and then— crash! in the sun until I get a suntan. I must stop stacking when the stack is Then I run and slip on the sand, picking not too big. up scraps of junk. Stacking such a big bunch of blocks is If I pick up trash, I can stick it in the apt to end in a crash. trash can. But if I pick up good junk, I hold onto it. Lost maps, cactus, rock tidbits, plans for a hut! Such good junk! I think about my trips to the inlet a lot, for it is such a grand and splendid spot.

#50 Smell the Grass

At dusk, I run on a path next to a cliff. I can smell the fresh grass. I sniff the mums that pop up on the path. I can sniff the possums that run on this path, too. I press big rocks into the land and sit on them. I drift on the path and pick up lots of stuff. Then it is sunset and the grass is still. I stop and think what a thrill it is to romp on this rich land.

440 Closing Thoughts Phase One

Even though this is the end of Phase One, it is by no means the end of this teaching process. Dyslexic students at higher levels need extensive syllabication work, higher level spelling rule practice, and reading ﬂuency practice. Also, it is important, at higher levels, to include comprehension work into reading lessons, as opposed to just decoding work, since the student now has enough tools to decode most common words. Students need to be selecting longer, independent reading activities. Additionally, time needs to be spent in developing a wide range of written language skills.

Of course, throughout this phase of the program, as well as in Phase Two, dyslexic students need continuous exposure to advanced oral vocabulary, which may be gathered from audiobooks and electronic reading systems. Even if students are fairly competent in the skills presented in this manual, continued work and training in reading, spelling, and written language is a necessity for most dyslexic students.

Fran Levin Bowman, Ed.D.

441

Phase Two

Introduction Phase Two

Students will be introduced to Phase Two of the Orton-Gillingham "Plus" Program upon completion of Phase One. At this stage, the student is working at the syllable, word, phrase, sentence, paragraph, page, and chapter level. It is now assumed that isolated sounds learned in Phase One are well understood and have been retained; it may at times, however, be necessary to revisit a page from Phase One when a student is having particular difficulty with an isolated phoneme. Students are now reading chapter books and writing compositions. Therefore, it is advisable that students in Phase Two simultaneously receive direct and in-depth reading comprehension and written language programs in their educational settings. In Phase Two, the student is no longer simply learning to decode; the student is now learning to become a fluent and fluid reader who comprehends what he or she reads, and is able to read text and subsequently complete expository, written responses or compositions.

Most of the students who will be working in Phase Two will be reading on approximately a fifth-to-sixth grade level. Many of the students, though, will already be at a middle school or high school level in reading, but may still be lacking in specific skills. Upon completion of Phase One, many students will find themselves able to read passages from sophisticated literary and factual texts, but may simply need one or two words containing irregular elements read to them. Sometimes teachers will need to place a "dot" on top of those words before the student reads the text, helping the student to know that those individual words will be read by the teacher. (This "dot-reading" makes many more books accessible to students, which is especially important for participation in higher-level classrooms.)

Some of the students will be decoding accurately, but will need continued work in applied spelling, reading ﬂuency, and/or written language. Therefore, students at Phase Two may be performing quite differently from one another, depending on their levels of reading, spelling, and written language competency. As students move into more advanced English

445 classes at school, the classroom teacher will need to be made aware of the individual differences in each student's learning proﬁle.

Orton-Gillingham is a structured, multisensory, synthetic, phonologically-based approach to reading, writing, and spelling. Even at higher levels of instruction, dyslexic individuals still require a multisensory and structured approach. Many times, students who are working with more complex reading, writing, and spelling materials are expected to naturally move into more complicated analysis of information; however, this process is often not a natural one for dyslexic students, as they continue to need explicit teaching techniques, using interactive and systematic strategies. Dyslexic students often continue to require direct modeling and support, often throughout their years in school.

It is not uncommon for students with dyslexia to experience difficulties with word retrieval and long-term memory, especially when the information they are studying contains many unknown vocabulary words. Students need strategies for efficient word retrieval and memory skills, so that they develop effective study techniques. Sometimes it will be necessary for the teacher to work collaboratively with a speech/language pathologist to help the student develop more efficient word retrieval skills, especially if these retrieval issues are at the moderate-to-severe level.

Dyslexic learners require multisensory, interactive, and structured learning approaches throughout their school years, even when they are successfully integrated into regular school programs. It may be necessary to incorporate accommodations, like extended time, for lengthy reading and writing assignments. These students may need to use calculators, spellcheckers, tape recorders, and/or electronic readers (e.g., Kurzweil) as daily tools for survival at the integrative learning level. Most dyslexic individuals who receive sufﬁcient and appropriate intervention services are able to reach their fullest potential across educational settings and, ultimately, in the workplace.

Fran Levin Bowman, Ed.D.

446 New Skills Record Form/Phase Two

Name:

New Skills / Phase Two Lesson Page Date Not Date Intro- Yet Mas- duced Auto- tered matic (✓ box below) Words with r-controlled 107 460 vowels plus "e" Words with vowel teams 108 464 plus "r" Words with "ance", "ence", 109 469-470 "ince", "inge", "unge", and "ange" Words with "ex" saying /eks/ 110 474 —/egz/ Words with split vowel 111 478 teams Words with "ci" and "ti" 112 482 saying /sh/ Adding "s" and "es" to root 113 487 words Words with "su" 114 491 Words with "ile" in 2nd 115 496 syllable Words with "a" followed by 116 499-500 "cc"—"acc" Names of states with 117 504 irregular sounds

447 New Skills Record Form/Phase Two

Name:

New Skills / Phase Two Lesson Page Date Not Date Intro- Yet Mas- duced Auto- tered matic (✓ box below) Words with "stle" and "sten" 118 509 in the ﬁnal syllable

Commonly-used French 119 514 words

Words with 120 519-520 "ion" (pronounced "yun") and "ia" (pronounced "yuh" and "ee-uh")

Words with distorted long 121 524 "i" sound

Commonly-used Italian 122 529 words

Words with "tu" as a medial 123 534 syllable

Words with "du" as a medial 124 538 syllable

Words with ﬁnal "mb" 125 542 Words with "gu" 126 547 Words with unaccented "i" 127 552 as a medial syllable

Words with "sc" saying /s/ 128 556

448 New Skills Record Form/Phase Two

Name:

New Skills / Phase Two Lesson Page Date Not Date Intro- Yet Mas- duced Auto- tered matic (✓ box below) Words with "or" saying "er" 129 560 and "ar"

Words with "ine" in the ﬁnal 130 565-656 syllable

Words beginning with "ps", 131 569 "pt", and "pn"

449

Irregular Word List Record Form/Phase Two

Name:

Words Introduced Lesson Page Date Not Date Intro- Yet Mas- duced Auto- tered matic (✓ box below) answer 107 459 America 108 464 Ms., Dr. 109 469 height 110 473 young 111 477 e.g. 112 481 lose 113 486 blood 114 490 suede 115 495 country 116 499 fashion 117 503 length, strength 118 508 i.e. 119 513 etc. 120 519 chocolate 121 524 trouble, double 122 528 region, legion 123 534

451 Irregular Word List Record Form/Phase Two

Name:

Words Introduced Lesson Page Date Not Date Intro- Yet Mas- duced Auto- tered matic (✓ box below) dessert 124 538 comfortable 125 541 among 126 547 broad, abroad 127 552 thorough 128 555 behavior 129 559 view 130 564 rhythm 131 568

452 Afﬁxes Record Form/Phase Two

Name:

Preﬁx Sufﬁx Lesson Page Date Not Yet Date Intro- Auto- Mas- duced matic tered (✓ box below) ultra- 107 462 -ure 108 467 -ance 109 472 tri- 110 476 mis- 111 480 uni- 112 485 semi- 113 489 poly- 114 493 -ial 115 497 -ally 116 502 multi- 117 507 -ier 118 512 -cious, 119 517 -tious -cide 120 522 aero- 121 527 -ate, -ite 122 531-532 -ory 123 536

453 Afﬁxes Record Form/Phase Two

Name:

Preﬁx Sufﬁx Lesson Page Date Not Yet Date Intro- Auto- Mas- duced matic tered (✓ box below) -ice 124 540 -land 125 545 -ary 126 550 tele- 127 554 astro- 128 558 contra- 129 562 eco- 130 567 -cracy 131 571

454 Lesson Plan Steps (Phase Two: Orton-Gillingham "Plus") Phonological Awareness Training:

During Phase Two, students need extended oral practice in understanding accent patterns; identifying/classifying specific syllable patterns; deleting syllables; blending syllables; counting syllables; re-sequencing syllables within words; and phonologically recognizing the boundaries of prefixes, suffixes, and roots within words.

Student Reads Previously-Learned Syllable Cards:

Students orally read syllables that are presented in isolation.

Student Reads and Writes New Irregular Words in Sentence Formats:

Students need to practice reading and writing irregular words, which are embedded into sentences. It is helpful for the student to trace a cursive representation of the word, while simultaneously saying it aloud, and then writing it from memory, while simultaneously saying it aloud.

Introduction of New Skill:

Students learn to read new sound patterns which appear in higher level words. Teacher models; student traces, copies, and writes the sound/letter combination, from memory, when appropriate.

455 Student Reads the Following Sentences and Passages:

Students need to practice reading words, which are embedded into connected language, and contain the newly-introduced skill. Selections from literature and poetry, which utilize previously-learned and newly-learned skills, will be presented to the student for oral reading. These selections will cover many different grade levels, and have been chosen for decoding purposes; however, during Phase Two, it is also important to discuss the meaning of the selections.

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: Students need to practice writing words, which are embedded into connected language, and contain the newly-introduced skill. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.)

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step. Students need to practice self-generating paragraphs, which follow traditional rules for standard paragraphs, i.e., ﬁrst sentence should be indented, all sentences should be semantically-related, all sentences should contain subjects and predicates, all sentences should begin with a capital letter and end with some form of punctuation, etc.

Spelling Tip: The English language is ﬁlled with many inconsistencies which require the student to be facile at making accurate spelling choices. "Probability spelling" techniques help students to use logical selection skills to arrive at the most probable spelling choices.

456 Student Reads and Writes New Afﬁx(es):

As the student is exposed to higher level vocabulary, there are many more prefixes and suffixes which need to be learned for reading and spelling. Students may need to trace over the affix, while simultaneously saying it aloud, and then write it from memory, while saying it aloud. Be sure that students know the meanings of these affixes, in addition to their pronunciations and spellings.

Reading Fluency Training:

It is necessary to spend at least five minutes conducting oral reading fluency training activities, in order to increase reading rate, phrasing capability, and fluidity. Fluency training may include: (1) asking the student to orally read a page of print, three times in a row, to improve reading speed; (2) conducting timed oral reading of a page of text, and recording the student's time and accuracy on a graph; (3) asking the student to orally read a page of text while simultaneously highlighting the words; and/or (4) presenting the student with text in which the tutor has pre-highlighted difficult vocabulary words, irregular words, frequently-missed words, and/or complicated phrases, before the student orally reads the selected text, three times in a row. (Please refer to optional, supplemental reading materials listed in Appendix I.)

457

Lesson One Hundred Seven

Phonological Awareness Training:

Say the following words and ask the student to stand up (or raise a hand) on the accented syllable: personality, presentation, ﬁnally, recitation

Student Reads Previously-Learned Syllable Cards: ta, ﬁ, zig, lup, veam, loun, dite, moze, cor, ver, tie, zle

Student Reads and Writes New Irregular Words in Sentence Formats:

answer The gentleman gave a limited answer to the policeman when asked about the square, oxidized, copper box in the trunk of his car.

459 Introduction of New Skill:

Words with r-controlled vowels plus "e" Teacher writes "are", "ere", "ire", "ore", and "ure" in large, cursive letters on the board. Student traces, copies, and writes "are" from memory, while saying the associated sounds. Student repeats this process for "ere", "ire", "ore", and "ure". Student then reads the following words in isolation, which are written in print on the board or on cards: snare, square, prepare, mere, sire, more, adore, procurement, insecure (Note: When a syllable contains an r-controlled vowel plus "e", it is necessary to divide after the "e". Ask the student to divide the following words into syllables: barely, aforementioned, beforehand, awareness.)

Student Reads the Following Sentences and Passages:

It is such a chore to feed the animals homemade food on a daily basis. Every day, I prepare pure ground beef with brown rice, so it is fresh and tasty. I guess it is my own fault for getting three purebred Labrador Retrievers.

460 Selection from pages 96 and 97, Harry Potter and the Goblet of Fire, by J.K. Rowling, 2000, Scholastic, Inc.

The Blue Bottle: A Broom for All the Family—safe, reliable, and with Built-in Anti-Burglar Buzzer ... Mrs. Skower's All-Purpose Magical Mess Remover: No Pain, No Stain! ... Gladrags, Wizardwear—London, Paris, Hogsmeade … Harry tore his eyes away from the sign and looked over his shoulder to see who else was sharing the box with them. So far it was empty, except for a tiny creature sitting in the second from last seat at the end of the row behind them. The creature, whose legs were so short they stuck out in front of it on the chair, was wearing a tea towel draped like a toga, and it had its face hidden in its hands...

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: Please$`do&`not$`share$`your$òld-fashioned$`folklore$`with$`me$.`Ìt$` is$`rare$`that$Ì`choose$`to&`read$`stories$`which$àre$`based$òn$` subjects$`from$`long>àgo&.`Ì`prefer$`to&`read$`more$`contemporary>` stories$.` Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

461 Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: Student practices spelling multisyllabic words which contain r-controlled vowels plus "e" in one of the syllables: farewell, manicure, heretofore, ignore (Note: When "ure" is preceded by a "t", it is pronounced "cher", like in "nature". Dictate several "ture" words for the student to spell: nature, future, picture, lecture, fracture, adventure.)

Student Reads and Writes New Afﬁx(es): extra```````````````` extra Meaning: extra

ultrasound, ultramodern, - ultra- ultra ultraconservative, ultraviolet, ultraviolet ultrasound ultralight

The famous rock star had huge sunglasses that blocked out the rays of ultraviolet light.

462 Reading Fluency Training:

Lesson One Hundred Eight

Phonological Awareness Training:

Say the following words and ask the student to tap on the table for each syllable heard: diacritical, liaison, reinstitute, ruins (Note: Each of these words contains at least one syllable division in which two vowels are split.)

Student Reads Previously-Learned Syllable Cards:

ta, ﬁ, zig, lup, veam, loun, dite, moze, cor, ver, tie, zle, ware, vere, dure

463 Student Reads and Writes New Irregular Words in Sentence Formats:

America Many people who came to America in the early 1900's thought the streets were paved with gold.

Introduction of New Skill:

Words with vowel teams plus "r" When a vowel team joins an "r", its sound is often distorted. The student has already been introduced to "ear" in Phase One, with three sounds, represented by the examples "hear", "learn", and "bear". (The word "heart" is an exception in that it introduces a fourth sound of "ear".) The teacher writes some additional vowel team plus "r" combinations in large, cursive letters, on the board: "air", "aur", "eir", "oar", and "our". (Note: the combination "our" has three sounds, the ﬁrst is the combination that is heard in the word "sour"; the second is the combination that is heard in the word "nourish"; the third is the combination that is heard in the word "pouring".) Student traces, copies, and writes each one of these letter combinations from memory, while saying the associated sounds. Student then reads the following words in isolation: ﬂair, lair, Taurus, aura, heir, heiress, soar, board, sour, devour, hour, nourish, courage, journey, detour, poured, course

464 Student Reads the Following Sentences and Passages:

• She ﬁnds it unfair that, as an heir to her uncle's estate, she has to pay very high taxes. • Eating a "heart-healthy" breakfast is an important start to a person's day. If I simply devour a cup of coffee without eating some food, I get such a sour taste in my mouth. It is my body's way of telling me I have not done the right thing, from a nourishment perspective.

Selection from pages 34 and 35, Jane Eyre, by Charlotte Bronte, 1848, Smith & Cornhill Publishers "Is she going by herself?" asked the porter's wife. “Yes." "And how far is it?" "Fifty miles." "What a long way! I wonder Mrs. Reed is not afraid to trust her so far alone." The coach drew up; there it was at the gates with its four horses and its top laden with passengers. The guard and coachmen loudly urged haste; my trunk was hoisted up; I was taken from Bessie's neck, to which I clung with kisses. "Be sure and take good care of her," cried she to the guard, as he lifted me to the inside. "Ay, Ay!" was the answer; the door was slapped to, a voice exclaimed, "All right," and on we drove. Thus was I severed from Bessie and Gateshead; thus whirled away to unknown, and, as I then deemed, remote and mysterious regions. I remember but little of the journey; I only know that the day seemed to me of a preternatural length, and that we appeared to travel over hundreds of miles of road. We passed through several towns, and in one, a very large one, the coach stopped; the horses were taken out, and the passengers alighted to dine. I was carried into an inn, where the guard wanted me to have some dinner, but as I have no appetite, he left me in an immense room with a ﬁreplace at each end, a chandelier pendant from the ceiling, and a little red gallery high up against the wall ﬁlled with musical instruments…

465 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`The$`fairy>`godmother$`had$àn$àura$òf$`dignity>àbout$`her$,` as$`she$èntered$`the$`soaring>`hall$òf$`the$`cathedral$.` •`Jane$`droHe$`her$`Ford$`Taurus$`to&`the$`course$,`which$`was$` entitled$,`Profiles$ìn$`Courage$:`J>.F.K$.’s$Èarly>`Life$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: Vowel teams plus "r" occur infrequently. However, the student needs practice determining when it is appropriate to use the vowel team plus "r", versus the often more common, alternative spelling choices. Present the following words to the student for illustration of this point: Lauren/particle ("aur" is usually spelled "ar"); earth/person/ﬁrst/murky ("ear" is usually spelled "er", "ir", or "ur"); oar/or ("oar" is usually spelled "or"). Additionally, the word "dinosaur", which is rather commonly used, contains "aur" instead of "oar", "or", or "ore". Dictate sentences using these words, so that the student can practice choosing the correct letter/sound combinations.

466 Student Reads and Writes New Afﬁx(es): a$`process``````````````` a process Pronounced: "er" or occasionally "or" -ure$ -ure When an "s" comes before the picture measure "ure", it is pronounced with a /sh/ or /zh/ sound, as in "erasure" or "closure", rather than with a /s/ or /z/ sound. When a "t" comes before the "ure", it is pronounced /ch/ and not /t/, as in "picture".

Meaning: an act or process

leisure, measure, erasure, treasure, pleasure, closure, culture, picture, injure, premature, immature

It would take great courage to uncover the hidden treasure in the huge chest, for the chest had traces of blood on its wooden top. I suppose someone had been injured during a struggle.

467

Reading Fluency Training:

Lesson One Hundred Nine

Phonological Awareness Training:

Sometimes students need practice re-sequencing syllables within words to enhance their perception of syllable boundaries. At ﬁrst, this task is quite difﬁcult, even though most students ultimately enjoy this sequencing activity. Ask the student to say the word "humanity", and then repeat the word, deleting the syllable "hu" from the beginning, and then adding it to the end of the word, which results in "manity-hu". Ask the student to say the word "constitution" and then to repeat the word, deleting the "tion" from the end of the word, and moving it to the beginning of the word, which results in "tion-constitu". All of this re-sequencing work is done without letters, as the goal is to enhance the student's auditory perception of syllable boundaries.

468 Student Reads Previously-Learned Syllable Cards: ta, ﬁ, zig, lup, veam, loun, dite, moze, cor, ver, tie, zle, ware, vere, dure, journ, aur, tour

Student Reads and Writes New Irregular Words in Sentence Formats: Ms., Dr. • Some women prefer to use the salutation, Ms., whether they are married or single. • I visit Dr. Jones on a yearly basis. On my last visit, she said that I should limit my intake of cholesterol.

Introduction of New Skill:

Words with "ance", "ence", "ince", "inge", "unge", and "ange" When "nce" or "nge" appear in a one-syllable word after a vowel, the first vowel in that syllable usually makes its short sound. This may be challenging, as students have previously been taught that the silent "e" at the end of a one-syllable word will change the first vowel into a long sound, unless the first vowel is a vowel team, as in the word "peace". In the combination "ange", the rule does work, in that the "a" becomes a long vowel sound. However, in the combinations "inge", "unge", "ance", "ence", and "ince", the first vowel does not change into a long sound.

469 The teacher writes "ance", "ence", "ince", "inge" and "unge" in large, cursive letters on the board. The student traces and copies each of these letter combinations, while saying the associated sounds. The student then writes each one of these combinations from memory, while saying the associated sounds. The student then reads the following words in isolation, which are written in print on the board or on cards: France, hence, fence, wince, since, binge, cringe, lunge, range, change

Student Reads the Following Sentences and Passages:

• Anne of Green Gables used a sixpence to buy fringe for the draperies that her mother had bought in France. • The dog had a severe case of mange and was frightened by the strange vet, who injected him with a healing potion.

Selection from Article 27, The Universal Declaration of Human Rights/The United Nations,“Exploring Primary Sources in U.S. History” CD Rom, 1948, Prentice-Hall Publications The Universal Declaration of Human Rights (Article 27) (1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits. (2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author

470 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`She$`was$ìn$à$`trance$às$à$`result$òf$`the$`hypnotistKs$`spell$.`` When$`she$àwoke$,`she$`lunged$`forward$ìn$`her$`chair$,`which$` caused$`her$`to&`fall$`to&`the$`ground$.` •Ìt$ìs$`hard$`to&`mince$àn$ònion$`without$`crying>.

Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: The rather common word "sponge" is a spelling exception, in that it sounds like "unge", but is spelled "onge". Practice spelling the word "sponge", to make the student aware of this letter substitution.

471

Student Reads and Writes New Affix(es): a$`condition$```````````````à condition Pronounced : "intz" when it appears in an unaccented -ance -ance syllable at the end of a word reliance variance Meaning: indicates a condition compliance, riddance, reliance, defiance, annoyance, continuance • The client asked the court for a continuance, as new facts were revealed in the legal case. • Frances cringed because her little sister was such an annoyance.

Reading Fluency Training:

472 Lesson One Hundred Ten

Phonological Awareness Training:

Sometimes students need practice recognizing prefixes, suffixes, and roots within words. Say the following words and ask the student to identify the prefix, suffix, and root in the word. (It is important not to show the students the words, but to ask them to do this task auditorily): reviewing, undivided, unsupportive, submarines

Student Reads Previously-Learned Syllable Cards: ta, ﬁ, zig, lup, veam, loun, dite, moze, cor, ver, tie, zle, ware, vere, dure, journ, aur, tour, lore, rone, clude

Student Reads and Writes New Irregular Words in Sentence Formats: height My height has not changed since I was a teenager.

473

Introduction of New Skill:

Words with "ex" saying /eks/ - /egz/ When "ex" appears in a one-syllable word, it is pronounced /eks/ as in "vex" or "hex". There are not that many one-syllable words containing "ex"; there are far more words with "ex" at the beginning of a multisyllabic word. When the second syllable after "ex" begins with a vowel, the "ex" is usually pronounced /egz/, like in the words "exam" or "exist". Sometimes when "ex" is in the ﬁrst syllable of a word, there is a consonant at the beginning of the next syllable, and it is then pronounced /eks/, as in the words "excite" or "export". (The word "exercise" is one of the few exceptions in which "ex" is followed by a syllable that begins with a vowel and says /eks/ instead of /egz/.) The teacher writes "ex" in large cursive letters on the board. Student traces, copies, and writes "ex", while saying the sounds /egz/ and /eks/. Student then reads the following words in isolation, which are written in print on the board or on cards: exit, exist, examine, exact, example, exuberant, exude, examination, except, excite, export, explain, execute, exhale, expire, extra, extinct, exclaim

Student Reads the Following Sentences and Passages:

• When entering a movie theater, it is important to ﬁrst examine the exits, in case of an emergency. • Dinosaurs existed millions of years ago. I just passed a ﬁnal exam which focused on these strange, exotic, and extinct animals.

474 Selection from page 10, World History Series: Ancient America, by Cathryn J. Long, 2002, Lucent Books

Despite the destruction of their past, native people have managed to keep their history alive in many ways. It exists in place names, songs, family stories, myths, and rituals. It also endures in ancient American buildings, earthen monuments, and carvings and paintings on rocks or in caves. Ancient American history lives on in very old objects, preserved privately or in museums. Today, more native memories are being written down and incorporated into broader historical accounts.

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: • “You$àre$èxactly>`right$!"`said$`Ms$.`Smith$.``“Those$èxamples$` do&`not$`fully>`represent$`this$`concept$."`` • It$ìs$`difficult$`to&èxecute$à$`term$`paper$ìn$`less$`than$`three$` months$ànd$`still$`get$àn$èxcellent$`grade$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

475 Spelling Tip: Students are often better at spelling multisyllabic words with "ex" in the ﬁrst syllable, when it says /eks/, like in "explain". They tend to have a harder time spelling words when the "ex" syllable has the voiced /egz/ sound, like in "exact", tending instead to spell the "ex" as "egz" or "egs", which results in something like "egzact", because that is what they hear phonetically. Practice spelling the words from the Green Step, which have the voiced "ex" in the ﬁrst syllable.

Student Reads and Writes New Afﬁx(es): triple$ triple Meaning: triple - tri- triangle, tricycle, triathlete, tri tripod, and trident tripod triangle The young, exuberant, athletic child got exactly what he wanted for his birthday—a gleaming tricycle.

Reading Fluency Training:

476 Lesson One Hundred Eleven

Phonological Awareness Training:

Say the following words and ask the student to stand up (or raise a hand) on the accented syllable: pertaining, oceanic, ruination, biological, science

Student Reads and Writes New Irregular Words in Sentence Formats: young The young dancer wore a sparkling leotard.

477

Introduction of New Skill:

Words with split vowel teams While most vowel teams meld together to form one sound, there are some vowel teams that are split, creating two separate vowel sounds, one right after the other. Sometimes a root word like "real", containing a regular "ea" vowel team, changes into a split vowel team when sufﬁxes are added, becoming "reality" or "realism". Student reads the following words in isolation, which are written in print, on the board or on cards: create, ion, ruin, reality, radius, rodeo, leotard, meteor, neon

Student Reads the Following Sentences and Passages:

• Learning the formula for the radius of a circle is one of the first concepts introduced in high school geometry classes. • The orange fluid in the beaker was thick and difficult to pour.

Selection from page 5, Poetry for Young People: William Shakespeare, edited by David Scott Kastan & Marina Kastan, 2000, Sterling Publishing Co., Inc.

There is no simple explanation for his popularity. He is our greatest entertainer and our most profound thinker. Though he wrote more than four centuries ago, Shakespeare, more than any other writer, is able to make us laugh and feel deeply. His plays and poems engage our hearts and our minds, exploring our most complex emotions and our most fundamental ideals, our fondest hopes, and our most disturbing dreams.

478 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`The$`lionKs$`mane$`was$`wild$ànd$`splendid$.` •Ìt$ìs$`Netter$`to&`learn$àbout$`geography>`by>`traQeling>`to&` different$`places$`than$`by>`reading>àbout$`those$`places$ìn$à$` textbook$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: When a split vowel team occurs in a word, the two pronounced vowel sounds create two separate syllables. The syllable division is between the two vowels. Give students examples that they can practice dividing into syllables: realism, meteorite, lion, fluid Sometimes when students are exposed to the split vowel team concept, they begin to have difficulty spelling words in which the vowel team makes only one sound. Be sure to do ongoing dictation of sentences or phrases containing words with both split vowel teams and regular vowel teams, like "people with geographic interests" or "Orange juice is a healthy fluid."

479 Student Reads and Writes New Afﬁx(es): wrong> wrong Meaning: wrong - mis- mistake, misread, misspell, mis misinformation, mismatch mistake misspell We had a very big misunderstanding about how to handle the problem.

Reading Fluency Training:

480 Lesson One Hundred Twelve

Phonological Awareness Training:

Say the following words and ask the student to delete the ﬁnal syllable from each of the words: partial, mathematician, information, glacial

Student Reads and Writes New Irregular Words in Sentence Formats:

e.g. (abbreviation of the Latin phrase "exempli gratia", which means "for the sake of example") Many of the Florida beaches (e.g., Fort Lauderdale Beach, Vero Beach, and Clearwater Beach) are eroding.

481

Introduction of New Skill:

Words with "ci" and "ti" saying /sh/ The letter combinations "ci" and "ti" often appear as part of a suffix, and are pronounced /sh/. This is highly confusing for many students, because not only do they associate /sh/ with the letters "sh" (and sometimes "ch" in French derivation words), but also because the consonant ("t" or "c") is combining with a vowel ("i") to form a consonant digraph sound (/sh/). Students may tend to pronounce the "ci" as it sounds in "city", and/or the "ti" as it sounds in "tip". While many students have already learned the suffixes "cial", "cian", and "tion", others are still confused by the appearance of the "ci" and/or the "ti" in a final syllable. When the teacher models the "ci" and the "ti" on the board, the sound /sh/ is simultaneously produced, so that the student associates this /sh/ sound with these letter combinations. The student then traces, copies, and writes "ci" and "ti" from memory, while saying /sh/. Student then reads the following words in isolation, which are written in print on the board or on cards: facial, magician, glacier, ancient, partial, station, Martian

Student Reads the Following Sentences and Passages:

• The elimination of racial hatred is a goal that most civilized societies seek to achieve. • The magician set up a station at the party, where he would do a partial disappearing act using a white sheet, a dove, and a magic wand.

482 Selection from page 129, America: Pathways to the Present (Modern American History), by Andrew Cayton, Elisabeth Israels Perry, Linda Reed, & Allan Winkler, 2003, Prentice-Hall Publications Utopian Communities While most reformers worked to improve society at large, some formed utopian communities, small societies dedicated to perfection in social and political conditions. In the first half of the 1800s, more than 100 utopian communities arose in the United States. Among the most famous was New Harmony, Indiana, founded in 1825 by Scottish industrialist and social reformer Robert Owen. Owen envisioned a town in which well-educated and hard- working people would share property in common and live in harmony. Like most of the utopias, however, New Harmony fell victim to laziness, selfishness, and quarreling. Most utopian communities were religiously oriented. One example was the Shakers, an offshoot of the Quakers, who established their first community at New Lebanon, New York, in 1787. The Shakers strived to lead lives of productive labor, moral perfection, and equality among women and men.

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`Will$`global$`warming>`cause$`the$`glaciers$àt$`the$`North$ànd$` South$`Poles$`to&`melt$?` •`The$òbservation$òf$`the$`meteorite$`was$`spectacular$,èQen$` though$ìt$`was$`partially>òbstructed$`by>`the$`Martian$`haze$.

483 Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: The letter combinations of "ci" and "ti" will almost always be attached to another set of letters in order to form a syllable; the "ti" and "ci" phonemically represent the sound /sh/, which would not form its own syllable, because it does not contain a vowel sound, even though it does contain the letter "i". Give the student words containing syllables with "ti" and "ci", so that it is understood that this "i" does not actually function as a vowel in these examples. It is noteworthy that the "i" in "ci" and "ti" will never be followed by another "i" within a syllable, as the only word in the English language which has one "i" followed by another is "skiing" (which is actually a Norwegian word). In the words "anxious", "complexion", and "obnoxious", the "xi" also says /sh/.

484

Student Reads and Writes New Afﬁx(es): only>`one$ only one Pronounced: "you-nuh" - uni- Meaning: consisting of only uni one uniform universe unicycle, uniform, unilateral, universe She ruined her uniform by using scalding water in the washer.

Reading Fluency Training:

485 Lesson One Hundred Thirteen

Phonological Awareness Training:

Help the student to phonologically discriminate the difference between /gz/ and /ks/, by verbally presenting a series of words with an "x" in the ﬁrst syllable, and asking the student to identify if a /gz/ or /ks/ is present in the word. If you say the word "expectation" to the student, the student would reply "/ks/". If you say the word "examine", the student would reply, "/gz/". Examples: exit, excite, example, excellent, exonerate

Student Reads and Writes New Irregular Words in Sentence Formats: lose Even though it is depressing to lose a game, it is important to try to remain cheerful after the event. There is nothing more frustrating than being with a defeated team of players who act like "sore losers".

486 Introduction of New Skill:

Adding "s" and "es" to root words Most students are unaware that there are two forms of the plural "s": "s" and "es". When the plural forms its own syllable and says "is", as opposed to just /s/ or /z/, it is then spelled "es". This usually occurs when the ﬁnal sound in the root word is "s", "z", "sh", "ch", "x", or "ce". In most other cases, the plural is simply spelled with an "s". Provide examples of both kinds of plurals for reading and spelling: branches, houses, matches, wishes, axes, dances, lions, hunts, lights, mines

Student Reads the Following Sentences and Passages:

• Churches in medieval France were known for their lovely stained glass windows. • An artist's brushes must be kept clean, so that paintings do not get ruined by old paint residue.

Selection from page 70, The Secret Garden, by Frances Hodgson Burnett, 1912 (1987), dilithium Press, Limited One of the nice little gusts of wind rushed down the walk, and it was a stronger one than the rest. It was strong enough to wave the branches of the trees, and it was more than strong enough to sway the trailing sprays of untrimmed ivy hanging from the wall. Mary had stepped close to the robin and suddenly the gust of wind swung aside some loose ivy trails, and more suddenly still, she jumped toward it and caught it in her hand. This she did because she had seen something under it—a round knob which had been covered by the leaves hanging over it. It was the knob of a door. 487 Write Words, Phrases, and Sentences from Dictation: Student Writes the Following Sentences: •`Dad$`wastes$`so&`much$`time$`preparing>`lunches$ìn$`the$` morning>,`Necause$`he$`keeps$`stopping>`to&ànsVer$`questions$` from$`his$`fiQe$`kids$,`while$`they>àre$`getting>`ready>`for$`school$.` •`The$`geography>`teacher$`neQer$`finishes$`the$èighth$`grade$` textbook$,`so&`the$`students$ònly>ènd$ùp$`learning>àbout$`six$` of$`the$`seQen$`continents$òn$Èarth$.``The$`last$`chapter$ìn$`the$` textbook$,`which$ìs$àll$àbout$`the$`seQenth$`continent$,ìs$` information$`that$`neQer$`reaches$àny>òf$`the$`studentsK$` brains$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step. Spelling Tip: Students will sometimes spell "es" as "iz" or "is", because that is how it sounds phonetically when they hear it at the end of a word. It may be helpful to dictate words to the students and ask them to write the root word in black ink and the "es" in red ink, to help them to conceptualize that "es" is a morphemic marker and therefore, should not be spelled phonetically. Examples: eyelashes, watches, marshes, glimpses, lunches, traces, boxes

488

Student Reads and Writes New Afﬁx(es): partially partially Pronounced: "sem-ee" or "sem-i" (long "i" sound) semi- semi- Meaning: partially or half semisVeet semicircle semicolon, semicircle, semiﬁnalist, semitropical The foyer in the ancient mansion was shaped like a semicircle.

Reading Fluency Training:

489 Lesson One Hundred Fourteen

Phonological Awareness Training:

Say the following sets of syllables slowly, in order, and then ask the student to combine the syllables to form a word unit. Blending syllables into words is an important part of the decoding process. However, many students sound out words by saying each syllable separately, and then are not always able to smoothly blend the syllables together. Orally present the following sets of syllables, slowly, to the student: pre-cise-ly; com-part-ment-a-lize; ﬂu-id-it-y; bi-o-chem-i-cal; cer-ti-ﬁ-ca-tion

Student Reads and Writes New Irregular Words in Sentence Formats: blood Checking blood sugar on a regular basis is an important part of a diabetic's daily regimen.

490 Introduction of New Skill:

Words with "su" When an "s" comes before a "u", it is sometimes pronounced in the ordinary way, as in the word "sun". In the word "sugar", however, the "su" makes the same sounds as it would in a word like "shook". In the word "usual", the "su" consists of a /zh/ sound followed by a long "u" sound. In the word "sure", the "s" makes a /sh/ sound and the "u" joins with the "re" to say "shor". In the word "pleasure", the "s" makes a /zh/ sound, and then joins with the "ure" sufﬁx and says /zher/. There are so many different pronunciations of "su", it is difﬁcult to introduce this letter combination as a multisensory linkage; however, it is important for the student to practice all of these pronunciations, since many of these words are frequently used in text, like "sure", "sugar", "treasure", and "insurance". Provide the student with the following list of "su" words for reading and spelling: sun, submarine, suds, suffer, summer, supper, sugar, sure, usual, casual, treasure, closure, insure, insurance

Student Reads the Following Sentences and Passages:

• Usually, an epileptic event is preceded by an aura, a special feeling that lets people know that they are about to lose awareness of their surroundings.

• Dr. Smith is quite sure that Ms. Gore shrunk by at least one inch since her last measurement, one year ago.

491 Selection from page 10, Off to a Good Start: A Manual for Raising Your New Puppy, by Mary Thompson, 1999, Adams Media - F & W Publications Company

Take time to choose the right name for your dog. Do not name him something that rhymes with common commands (e.g., "Sit", "Stay", "Heel", or "Down.") The name you will give your puppy will actually be a separate command—a command for attention. When you call your puppy's name and he looks at you, praise him. Be sure that when you name your puppy, you will still like the name, and feel it suits him even when he's being obnoxious, when he is older or when you are talking to someone else about him. Names like Sweetums, Pooh Bear, and Baby can be embarrassing to owners when dogs are no longer puppies. However, using a nickname when you are talking to someone about Spike will keep Spike alert and ready for action when he hears his real name.

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •À$`casual$`review&òf$`the$`facts$`leads$`the$`reader$`to&ònly>òne$` conclusion$:`nuclear$`Weapons$`continue$`to&`Ne$à$`threat$ìn$`the$` world$`today>.` •`The$`sugary>ìcing>òn$`the$`birthday>`cake$`was$`decorated$`with$` multicolored$`sprinkles$.

492 Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: When "sure" is the unaccented, ﬁnal syllable in a word (like in "pleasure"), it is usually spelled "sure", but in the word "seizure", the spelling is "zure". High school or college level students may be exposed to this word in a biology or a history class, so it is worth introducing this exception to them.

Student Reads and Writes New Afﬁx(es): multiple$```````````````` multiple Pronounced: "polly" Meaning: multiple poly- poly- polygon, polysyllable, polygon polynomial polynomial, polyunsaturated, polygraph The wallpaper pattern contained intersecting polygons.

493 Reading Fluency Training:

Lesson One Hundred Fifteen

Phonological Awareness Training:

Say the following words and ask the students to tap out the syllable boundaries in each one: conspiracy, constitutional, reinstatement, constellation, precipitation, receptivity

Student Reads Previously-Learned Syllable Cards:

ta, ﬁ, zig, lup, veam, loun, dite, moze, cor, ver, tie, zle, ware, vere, dure, journ, aur, tour, lore, rone, clude, ex (voiced and unvoiced "x"), tri, cite, fore, pinge, na, max, cial, cian, gen, dle, awn, oid, bain, plete

494 Student Reads and Writes New Irregular Words in Sentence Formats: suede The stylish young lady was concerned that the bloody cut on her ﬁnger would ruin her soft, suede gloves.

Introduction of New Skill:

Words with "ile" in 2nd syllable Words with "ile" in the 2nd syllable present some difficulty for the reader, as this suffix syllable is sometimes pronounced with a long "i" sound, as in "percentile", and is sometimes pronounced with the "i" as a "schwa" sound, as in the word "fragile". Sometimes the "ile" says "eel", as in "automobile". Ask student to trace over "ile", while saying "ile" (with a long "i" sound), "ul", and "eel". Then ask the student to copy and reproduce "ile" from memory, while saying the three associated sound combinations. Examples for reading: tactile (two ways), reptile, percentile, fertile, mobile (three ways), facile, agile, profile, fragile, sterile, hostile, futile, projectile, castile, automobile

Student Reads the Following Sentences and Passages:

• The fertile land in Lancaster County produces much of the produce sold in the eastern United States. • A mobile phone is rather fragile. • In order to prepare for the reptile's surgery, the veterinarian at the animal hospital used castile soap to make the operating table a more sterile surface.

495 Selection from page 45, Montessori From the Start, by Paula Polk Lillard and Lynn Lillard Jessen, 2003, Random House, Inc. Mobiles are primarily useful to the infant only in the ﬁrst few months. In the initial weeks, mobiles help develop her visual capacities for focus and tracking. After this period, she is ready for the next level of challenge. Now the mobile is hung at a height within the range of the infant's random arm movements. She is thus able to bat it with her hands, gradually realizing that her movements affect the mobile…

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`The$`hostile$`witness$`stood$ùnder$`the$`neon$`sign$,`next$`to&` a$`casual$`bystander$. •`The$`young>`man$`tested$ìn$`the$`99th$`percentile$,àcross$àll$` measures$òf$ìntelligence$.

Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

496 Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: In addition to "ile" (presented in the White Step, above), there are many spellings for the sound combination "ul" when heard in the final syllable of a word. This "ul" syllable is also spelled "le" (in a consonant-le syllable), "al", "el", or "il". The "le" in a consonant-le syllable, like in "able", and the "al" in a suffix, like in "total", are the most common spelling choices of "ul" from a probability perspective. "El", "il" and "ile" (from the Green Step, above) are less frequent spelling choices, even though they do appear in some commonly-used words, like "travel", "pencil" and "mobile". Practice examples of all five of these spelling choices as they appear in the final syllable of a word, so that the student will be familiar with all of these options. Examples: angle, jungle, table, bundle, idle, receptacle, dental, rental, fatal, total, vital, recital, travel, cancel, tinsel, pencil, fossil, fertile, fragile

Student Reads and Writes New Afﬁx(es): relating>`to&````````````` relating to Meaning: state of being colonial, serial, memorial, -ial$ -ial trivial, medial, binomial colonial trivial It is really interesting to learn about colonial times in the United States.

497 Reading Fluency Training:

Lesson One Hundred Sixteen

Phonological Awareness Training:

Orally present the student with the following words and then ask the student to delete the last syllable of the word, and then say it in the ﬁrst syllable position: conﬁscate, perfection, rectify, trampoline, previewing

498 Student Reads Previously-Learned Syllable Cards:

Student Reads and Writes New Irregular Words in Sentence Formats: country I sampled many creative dishes in the casual, country inns of northern Spain.

Introduction of New Skill:

Words with "a" followed by "cc" - "acc" When "a" is followed by a "cc" (which is usually caused by the prefix "ac-" attaching to a root beginning with a "c"), the first "c" sometimes makes a hard sound like /k/ and the second "c" makes a soft sound like /s/ (e.g., accept). This occurs when the next letter after the second "c" is an "e" or an "i". (This will bring back memories of the soft "c" rule to the student.) If the letter following the second "c" is an "a", "o", or a "u", the student only says /k/ for the first "c", and the second "c" is silent (e.g., accomplish).

499 500

Practice words for reading and spelling which require the student to choose which pronunciation is correct, based on which vowel follows the second "c". Examples of "acc" saying /k/ followed by /s/: accept, accent, accelerate, accident, access Examples of words with "acc", in which the ﬁrst "c" says /k/ and the second "c" is silent: accomplish, according, account, accumulate, accurate, accuse (Note: in the words "success", "succeed", and "eccentric"—which have different vowels before the "double c"—the two "c's" make the /k/ sound followed by the /s/ sound, since they are followed by the letter "e".)

Student Reads the Following Sentences and Passages:

• People accused of causing car accidents are not usually asked to take polygraph tests to assess who is at fault. • She did not accept the package from the man in the army uniform, who came up to her at the airport.

Selection from page 82, Real Time, by Regis McKenna, 1997, Harvard Business School Press The real time message: The new digital media fundamentally change the old broadcast model for communication between institutions and society to one of access. In business, succeeding with these media calls for both imagination and vision—the former to discover and explore uncharted space, the latter to lead in new, real time ways of engaging consumers. Engagement is dialogue: The new digital media will deliver information wrapped in forms of interactive entertainment. Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`The$àccomplished$`photographer$`liked$`to&`keep$`her$`camera$` on$à$`tripod$`to&`preQent$àn$àccidental$`jolt$,`which$`could$` ruin$`the$`final$ìmage$. •`Dr$.`Grange$`moHed$`his$òffice$`from$`New&`York$`City>`to&` Birmingham$,ànd$`was$`having>`difficulty>ùnderstanding>` the$àccents$òf$`his$`new&`patients$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: Since the suffix "ally" is a combined suffix (composed of "al" and "ly"), the "l" must be doubled, so that both suffixes are able to "do their jobs". Practice writing the words from the Affixes Step (below), first with just the "al" suffix, and then with the full "ally" suffix. Examples: occasional/occasionally, actual/actually, intentional/intentionally, accidental/ accidentally, formal/formally, final/finally

501 Student Reads and Writes New Affix(es): forms$àn$` forms an Pronounced: "ully", with the adjectiQe$òr$` adjective or accent on the "ly" adQerb&``````````````` adverb Meaning: forms an adjective or an adverb -ally ally- occasionally, actually, finally actually intentionally, accidentally, formally, finally, personally I have finally succeeded, despite all of the obstacles along the way.

Reading Fluency Training:

502 Lesson One Hundred Seventeen

Phonological Awareness Training:

Say the word "information", then ask the student to say the word back to you with the ﬁrst syllable accented, then with the second syllable accented, then with the third syllable accented, and ﬁnally with the fourth syllable accented. Students need practice hearing how the vowel in an unaccented syllable often changes into a "schwa" sound. (Note: The "ma" syllable is pronounced as "muh", when it is in an unaccented position.)

Student Reads and Writes New Irregular Words in Sentence Formats: fashion New trends in the fashion industry have to be semi-acceptable to the average person, before they can be sold in large quantities to the public.

503 Introduction of New Skill:

Names of states with irregular sounds Some of the states in the U.S. have unusual pronunciations in relation to their spellings. A literate U.S. citizen is expected to be able to read the names of the states quickly and easily. Practice the following state names, pointing out the unusual phonemic element(s) in each one. Examples: New Hampshire ("ire" saying /er/); Georgia ("ia" saying the short "u" sound instead of its usual pronunciations, as in "begonia" or "aria"); Maryland (the "ar" pronounced as "air", and the "y" pronounced as a short "i" sound); Arkansas (the ﬁnal syllable "sas" pronounced as "saw"); Connecticut (the "ct" consonant blend pronounced as /t/ instead of /kt/); Hawaii (the triple vowel "aii" pronounced like a long "i" followed by a long "e"); Illinois (the "nois" syllable pronounced "noy", with no pronunciation of the letter "s"); Louisiana (the "ouis" pronounced as "ew" plus "eez"); Missouri (the "ss" pronounced as /z/ and not /s/, and the "our" pronounced like the "our" in "tour"); Oregon (the ﬁrst "or" is pronounced as an "ar" combination); Utah (the "ah" pronounced as an "aw" sound). (Note: The pronunciation of these state names may vary due to differences in regional dialects.)

504 Student Reads the Following Sentences and Passages:

• On my last cross-country trip, I visited many of the Midwestern and Western states, including Illinois, Missouri, Arkansas, Utah, and Oregon. • My favorite travel spots in the United States are Louisiana, Hawaii, Connecticut, Maryland, Georgia, and New Hampshire.

Selection from page 75, Time: A to Z Health Guide, edited by James Kelly, 2003, Time, Inc. Lyme Disease This potentially debilitating disease must be stopped in its (tick) tracks. By the Numbers: In an average year, some 16,000 Americans are infected by the tick-borne infection called Lyme disease. Nomenclature: The disease is named for the Connecticut town where it was ﬁrst identiﬁed in 1977. All Americans are well advised to watch out for this potentially debilitating infection, but the ailment is geographically concentrated: in 1999, 92% of the cases reported occurred in only 9 states: Rhode Island, Connecticut, New York, Delaware, Pennsylvania, New Jersey, Maryland, Massachusetts, and Wisconsin. Northern California is another hot spot. Two critters are the culprits in the case: the bacterium Borrelia burgdorferi is the agent of the disease; the host that transmits it to humans is the black-legged tick (or deer tick), which is much smaller than common dog and cattle ticks.

505 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`The$`noHel$`takes$`place$`near$`the$`Chesapeake$`Bay>,`which$` borders$`Maryland$,`Delaware$,ànd$`Virginia$.` •`The$`bombing>òf$`Pearl$`Harbor$,òn$`the$`shores$òf$`tropical$` Hawaii$,`was$à$`complete$`surprise$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: Many of the other U.S. states have "schwa" vowels in the unaccented syllables, which are represented by "a", "e", "i", and/or "o"; practice spelling the remaining states: Alabama, Alaska, Arizona, California, Colorado, Delaware, Florida, Idaho, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Michigan, Minnesota, Mississippi, Montana, Nebraska, New Mexico, North Carolina, North Dakota, Oklahoma, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Washington

506 Student Reads and Writes New Afﬁx(es): many> many Pronounced: mul-tee, mul-tah, mul-tie [long "i" sound] multi- multi- Meaning: many multitask multiply multidimensional, multiple, multitalented, multimillionaire, multiplication, multicolored, multisyllabic, multisensory • Six is a multiple of thirty-six. • Multimillionaires often vacation in Hawaii.

Reading Fluency Training:

507 Lesson One Hundred Eighteen

Phonological Awareness Training:

Students need practice orally blending isolated syllables into words. Many times, a student will sound out a multisyllabic word, carefully pronouncing each syllable, and then be unable to put the syllables together into a complete word. Present the following syllables, orally, one-per-second, and then ask the student to combine them into word: in-ter-rup-tion, rep-re-sen(zen)-ta-tion, con-form-i-ty, tri-bu-nal

Student Reads and Writes New Irregular Words in Sentence Formats: length, strength The track and ﬁeld star from Holland has such strength in his ankles, he is able to successfully "long-jump" incredible lengths.

508

Introduction of New Skill:

Words with "stle" or "sten" in the final syllable While there are many ways to spell "sul" in a final syllable, one of the least commonly used is the "stle" combination. Write "stle" on the board in large, cursive letters, while saying "sul", making the student aware that both the "t" and the "e" are silent. Ask the student to trace over "stle" while saying "sul", and then ask the student to copy and then write "stle" from memory, while making the sounds "sul". Examples of words for reading and spelling: whistle, castle, wrestle, hustle, nestle, jostle When a student hears "sun" at the end of a word, it is sometimes spelled "sten", which is another example of a silent "t" appearing after an "s" in a final syllable. Ask the student to trace over "sten" while saying "sun", and then ask the student to copy and write "sten" from memory, while saying "sun". It is noteworthy that the "e" makes a "schwa" sound, instead of a short "e" sound, as the "sten" syllable is unaccented, which turns the "e" into a "schwa". Examples of words for reading and spelling: fasten, hasten, listen, moisten, glisten

Student Reads the Following Sentences and Passages:

• When I was in Georgia, I visited the governor's home, which looked like an ancient castle. • I attended a wrestling match in New Hampshire, and became aware of the unusual accent patterns of the students from that state.

509 Selection from page 273, The Annotated Alice, by Lewis Carroll (notes by Martin Gardner), 1960, W.W. Norton & Company

A boat, beneath a sunny sky lingering onward dreamily in an evening of July— Children three that nestle near, eager age and willing ear, pleased a simple tale to hear— Long has paled that sunny sky: Echoes fade and memories die: Autumn frosts have slain July. Still she haunts me, phantom-wise, Alice moving under skies never seen by waking eyes. Children yet, the tale to hear, eager eye and willing ear, lovingly shall nestle near. In a Wonderland they lie, dreaming as the days go by, dreaming as the summers die: Ever drifting down the stream— lingering in the golden gleam— life, what is it but a dream?

510 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •Ì`dislike$`when$`people$`put$`their$`fingers$ìn$`their$`mouths$` and$`whistle$.`Ìt$`produces$`such$à$`loud$,ùnpleasant$`sound$.`` I`try>`not$`to&`listen$,`but$`this$`kind$òf$`whistle$ìs$òften$` really>`loud$.`` •`Sometimes$òur$`boss$`tells$ùs$`to&`“hustle$",`which$ùsually>` means$`that$`We$àre$`talking>`too&`much$,`wasting>`time$,òr$` looking>àpathetic$àbout$òur$`work$. Student Writes Sentence from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: When the student has to add a sufﬁx beginning with a vowel, like "ed", "er", or "ing", to a word containing "stle" in the ﬁnal syllable, the "e" is dropped before the ending, just as it would be dropped from any "consonant-le" word. The sentence from the White Step (above) containing the word "wrestling" provides a good example for the student. From a probability perspective, "stle" does not occur that often; "whistle", "castle", and "wrestle" are the only ones in the list above that will appear frequently. Practice spelling those words in connected written language activities.

511 Student Reads and Writes New Afﬁx(es): more$`of$ more of Pronounced: "ee-er" Meaning: even more of; adding -ier -ier an "er" to a word that ends with "y" after changing the "y" to "i" sunnier sillier funnier, happier, merrier, scarier, hungrier The ride will be much scarier— and much more dangerous—if you do not fasten your seatbelt. So buckle up!

Reading Fluency Training:

512 Lesson One Hundred Nineteen Phonological Awareness Training:

Ask the students to delete the ﬁnal syllable in each of the following words, which are presented orally to them: ignite, surprise, condescending, concentrate, fellowship

Student Reads and Writes New Irregular Words in Sentence Formats: i.e. (abbreviation for the Latin phrase id est, meaning, "that is" or "namely")

He was interested in developing a new sales approach, i.e., calling potential clients during early morning hours, before they leave for work.

513 Introduction of New Skill:

Commonly-used French words The English language has borrowed many words from the French language, creating a whole host of phonological and spelling difficulties. The "ch" is pronounced /sh/; the "que" or "qu" is pronounced /k/; the "ette" is pronounced /et/ or /it/; the "gu" is pronounced /gw/; the "i" is pronounced like a long "e"; the "a" is usally pronounced like a short "o"; the "et" is pronounced like a long "a"; the final "e" is pronounced "ay", and often has an accent mark on top of it; the "h" at the beginning of most words is silent; the "our" and "eur" are pronounced "or" and "er"; the "au" and the "eau" are pronounced like a long "o" sound; the "gn" is pronounced "nyuh"; the "oir" is pronounced as "wah"+"r"; the final "ge" is pronounced /zh/; and the "age" is pronounced "ah"+"zh". It may be helpful to trace, copy, and write these combinations from memory to help the student to remember words with French sounds in them. Examples to practice for reading and spelling: café, soufflé, chauvinist, chateau, machine, opaque, antique, physique, conquer, etiquette, picturesque, distinguished, chalet, bouquet, boutique, corsage, mirage, rouge, croquet, vignette, chef, chauffeur Common French phrases include: "a la carte", "c'est la vie", "hors d'oeuvres", "maitre d' '', and "du jour"

514 Student Reads the Following Sentences and Passages:

• As I was walking in the picturesque desert, with annoying red ants biting at my ankles, I saw beautiful waterfalls and bouquets of multicolored hyacinths; but, alas, it was only a mirage! • Louis (pronounced "Lou-ee") XIV conquered many lands in his time. Many of the antiques from his chalet are available in New York boutiques on Madison Avenue.

Selection from page 381, House & Garden's New Cookbook, by the Editors of House & Garden, 1967, the Condé Nast Publications, Inc.

Lemon Soufﬂé 4 tablespoons sweet butter 5 rounded tablespoons granulated sugar 3 rounded tablespoons ﬂour 1 cup milk Pinch of salt Grated rind and juice of 2 lemons 4 eggs, separated 2 egg whites Confectioners' sugar

Butter the inside of a 11/2 quart soufﬂé dish with 1 tablespoon sweet butter and dust inside with 1 rounded tablespoon sugar, knocking out excess. Tie a buttered wax-paper collar around outside of dish to extend about 2" above rim. Preheat oven to 350°. Melt remaining 3 tablespoons butter in a pan and stir in ﬂour; take off the heat. Mix in milk and salt. Return to heat and stir until sauce thickens. Mix in grated lemon rind, juice and remaining sugar. Mix in egg yolks, one at a time. (continued)

515 (continued) Beat in well. Beat the 6 egg whites until stiff, but not dry. Pour sauce mixture into egg whites and carefully fold in with a rubber scraper. Pour mixture into prepared soufﬂé dish and dust top with granulated sugar. Stand soufﬂé dish in a pan of hot water and bake at 350° for 40-45 minutes. Remove. Remove paper collar, dust top with confectioner’s sugar and serve immediately. Serves 4.

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •``Ms$.`RenoirKs$`café$`had$à$`yogurt$`machine$`which$`produced$` a$`delicious$`product$.` • `He$`bought$`her$à$`corsage$`for$`the$`prom$`from$`the$` distinguished$`gentleman$ìn$`the$`floZer$`shop$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

516 Spelling Tip: Since students will have difﬁculty spelling most French words, it is only worth practicing some of the commonly- used words. Present sentences, from dictation, with some of these words embedded into the text: machine, conquer, distinguish, bouquet

Student Reads and Writes New Affix(es): forms$àn$` forms an Pronounced: "shiss" adjectiQe$ adjective Meaning: added to roots to form an adjective when the -cious -cious root ends with a "c" delicious judicious delicious, suspicious, malicious, judicious I was suspicious of the young boy in the velour sweatshirt. forms$àn$` forms an Pronounced: "shiss" adjectiQe$ adjective Meaning: added to roots to form an adjective when the -tious -tious root ends with a "t" nutritious cautious ambitious, nutritious, cautious, scrumptious I think that onion quiche is nutritious, delicious, and scrumptious!

517 Reading Fluency Training:

Lesson One Hundred Twenty

Phonological Awareness Training:

Many students have difﬁculty phonologically discriminating cognate pairs (/b/-/p/, /g/-/k/, /d/-/t/, /v/-/f/, /j/-/ch/, /z/-/s/, and /th/[voiced]-/th/[unvoiced]). Conceal your mouth movements by covering your lips with a piece of paper, so that the student is not able to see you articulating the sounds in the following pairs of words. Ask the student to immediately say, "same" or "different", after hearing each pair of words: bar-par, stable-staple, cab-cap, catch-catch, bigger- bicker, tag-tack, tale-dale, heighten-heighten, mate-made, feign-vein, river-river, duff-dove, chip- chip, badge-batch, sketchy-sketchy, sue-zoo, dizzy- dizzy, base-bays, thing-thing

518 Student Reads Previously-Learned Syllable Cards: ta, ﬁ, zig, lup, veam, loun, dite, moze, cor, ver, tie, zle, ware, vere, dure, journ, aur, tour, lore, rone, clude, ex (voiced and unvoiced "x"), tri, cite, fore, pinge, na, max, cial, cian, gen, dle, awn, oid, bain, plete, ig, zo, nu, zyme, dys, hy, dow, lue, ter, cept, ab, bu, phys, tique, cious

Student Reads and Writes New Irregular Words in Sentence Formats: etc. On a camping trip, bring accessories with you, including a canteen, binoculars, maps, etc.

Introduction of New Skill:

Words with "ion" (pronounced "yun" and "un") and "ia" (pronounced "yuh" and "ee-uh") When the sufﬁx "ion" appears at the end of a word, it is often pronounced "yun", as in "onion". When "ia" appears at the end of a word, it is usually pronounced "yuh", as in, "California", or "ee- uh", as in "Maria", or "cafeteria". Ask the student to trace, copy, and write "ion" from memory while saying "yun". Ask the student to trace, copy, and write "ia" from memory while saying "yuh" and "ee-uh". (continued)

519 (continued)

Sometimes, "ia" says "uh". When "tia" appears in the last syllable of a word, it is pronounced "shuh"; when "sia" appears in the last syllable of a word, it is pronounced "zhuh". In those situations, the "t" is joining with the "i" to say /sh/ and the "s" is joining with the "i" to say /zh/ (examples: dementia, inertia, aphasia, Asia, Malaysia, and Russia [double "s"]). Sometimes, "ia" joins with an "r", creating the sufﬁx "iar", which says /yer/, as in familiar.

Ask the student to read the following words: onion, reunion, union, stallion, battalion, medallion, pavilion, billion, million, trillion,Virginia, California, gardenia, begonia, petunia, zinnia, dahlia, cafeteria, criteria, media, bacteria, suburbia, anesthesia (Note: Point out to the student that many of the "ia" words are names of ﬂowers.)

Student Reads the Following Sentences and Passages:

• There are a million onions stored at the California factory where frozen onion rings are made. The criteria for quality onion rings are that they must be made from very fresh onions, and have a light, easy-to-digest batter. • The ancient Greek battalion accelerated forward into Athens, on golden stallions.

520 Selection from page 102 and 103, Anne Frank: The Diary of a Young Girl, by Anne Frank, 1967, Doubleday Publishers

Tuesday, 10 August, 1943

Dear Kitty,

New idea. I talk more to myself than to the others at mealtimes, which is to be recommended for two reasons. Firstly, because everyone is happy if I don't chatter the whole time, and secondly, I needn't get annoyed about other people's opinions. I don't think my opinions are stupid and the others do; so it is better to keep them to myself. I do just the same if I have to eat something that I simply can't stand. I put my plate in front of me, pretend that it is something delicious, look at it as little as possible, and before I know where I am, it is gone. When I get up in the morning, also a very unpleasant process, I jump out of bed, thinking to myself: "You'll be back in a second," go to the window, take out the blackout, sniff at the crack of the window until I feel a bit of fresh air, and I'm awake. The bed is turned down as quickly as possible and then the temptation is removed. Do you know what Mummy calls this sort of thing? "The Art of Living"—that's an odd expression. For the last week, we've all been in a bit of a muddle about time, because our dear and beloved Westertoren clock bell has apparently been taken away for war purposes, so that neither by day nor night do we ever know the exact time. I still have some hope that they will think up a substitute (tin, copper or some such thing) to remind the neighborhood of the clock.

521 Write Words, Phrases, and Sentences from Dictation: Student Writes the Following Sentences: •`This$`last$`State$òf$`the$Ùnion$Àddress$`resulted$ìn$`strong>` reactions$`from$`citizens$`living>ìn$`Virginia$.` •`There$`was$`no&`forethought$ìn$`planning>`the$`PresidentKs$`trip$` to&Àsia$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step. Spelling Tip: Students should practice the following common words: million, billion, trillion (which also have a "double l" problem), union, Asia, Russia

Student Reads and Writes New Afﬁx(es): removal removal Meaning: destruction pesticide, fungicide, -cide -cide insecticide, herbicide pesticide insecticide Using a pesticide on your lawn can have devastating effects on your health.

522

Reading Fluency Training:

Lesson One Hundred Twenty-One

Phonological Awareness Training:

Ask the student to say the following words, first with the suffix, and then without the suffix: understanding, concealment, predetermined, butterflies (In some cases the suffix forms a separate syllable, while in others, it is represented only by one phoneme.)

523 Student Reads Previously-Learned Syllable Cards: ta, ﬁ, zig, lup, veam, loun, dite, moze, cor, ver, tie, zle, ware, vere, dure, journ, aur, tour, lore, rone, clude, ex (voiced and unvoiced "x"), tri, cite, fore, pinge, na, max, cial, cian, gen, dle, awn, oid, bain, plete, ig, zo, nu, zyme, dys, hy, dow, lue, ter, cept, ab, bu, phys, tique, cious, neu, cide, mys

Student Reads and Writes New Irregular Words in Sentence Formats: chocolate Chocolate gelato tastes quite similar to chocolate ice cream, but is lighter in texture.

Introduction of New Skill:

Words with a distorted long "i" sound Sometimes the long "i" sound is distorted when it is followed by /k/, /f/, /p/, /s/, or /t/, because the mouth is actually a smaller size than when it is producing a traditional long "i" sound. The tongue position is also somewhat modiﬁed when these consonants follow the long "i" sound. It is helpful for students to use a mirror to see how their mouths actually look while they are producing these two sounds of long "i". Present the following words to the student: bike, strife, gripe, nice, ﬁght, microphone, lifelong, ripen, hypertension, type, isolate, nightingale

524 Student Reads the Following Sentences and Passages:

• My ﬂight number was mistyped on the computer printout. • Fruit ﬂies like the smell of ripening fruit.

Selection from page 324, Literature and Language: American Literature ("The Tempest Outside— 1800-1900"), by Barry Bernstein, 1994, McDougal Littell, Inc.

THE CIVIL WAR AND ITS AFTERMATH Firmly dedicated to preserving the union as well as to freeing the slaves, Abraham Lincoln narrowly won the 1860 presidential election. By 1861, the Southern states had seceded from the Union, and the Civil War had begun. The North boasted more people and resources, but the South's superior military leadership kept the struggle alive for four deadly years. Almost 200,000 African-American troops fought for the Union after Lincoln issued the Emancipation Proclamation on January 1, 1863. The most devastating war in American history cost approximately 620,000 lives before the Union ﬁnally won in 1865. The South, economically and morally devastated after the war, limped through the rest of the century. During the brief period of Reconstruction, several African-American congressmen were elected from Southern states, however, by 1900 these states had enacted discriminatory regulations preventing African-Americans from exercising their right to vote.

525 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`His$`wife$`was$`not$ìnterested$ìn$`pursuing>à$`job&`which$` required$`her$`to&`work$àt$`night$.` •`The$`plight$òf$`disadvantaged$`children$ìn$`some$`countries$` is$`quite$`shocking>,`when$òne$èxamines$`the$`lack$òf$` available$èducation$ànd$`the$`lack$òf$`proper$`nutrition$.

Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: The spelling choices for long "i" do not change just because a distorted "i" is heard. The "i" may make a slightly different sound, but the letter choices are the same. The most common spellings of long "i" are: "i-consonant-e" (rice), "i" in isolation at the end of a syllable (mi-cro-phone), "igh", especially before a "t" (light), or "y" as a substitute for "i" in some cases (hyphen).

526 Student Reads and Writes New Afﬁx(es): air$ air Pronounced: "air-o", "uh-ro", "air-uh". Meaning: related to aero- aero- air, gas, or the atmosphere. aerosol aerospace aerospace, aeronautic, aerodynamic, aerochamber, aerosol, aerobics The aeronautic engineer was frightened by the failure of the last satellite mission.

Reading Fluency Training:

527 Lesson One Hundred Twenty-Two

Phonological Awareness Training:

Choosing the correct spelling for a "schwa" sound in a multisyllabic word is quite a challenge for most students. Say the following words and ask the student to identify the syllable containing the "schwa" sound: informative, indecisive, inﬂammatory, deposit, probable, institution, carnival, opposition, insolent

Student Reads Previously-Learned Syllable Cards: ta, ﬁ, zig, lup, veam, loun, dite, moze, cor, ver, tie, zle, ware, vere, dure, journ, aur, tour, lore, rone, clude, ex (voiced and unvoiced "x"), tri, cite, fore, pinge, na, max, cial, cian, gen, dle, awn, oid, bain, plete, ig, zo, nu, zyme, dys, hy, dow, lue, ter, cept, ab, bu, phys, tique, cious, neu, cide, mys, phane, ven, dright

Student Reads and Writes New Irregular Words in Sentence Formats: trouble, double Twins are "double trouble" for most parents.

528 Introduction of New Skill:

Commonly used Italian words The English language has borrowed many words from the Italian language, creating a whole host of phonological and spelling difﬁculties. The "zz" is pronounced /ts/ (e.g., pizza, piazza, mozzarella); the "i" is pronounced "ee" (e.g., antipasto); the "e" at the end of a word is pronounced "ee" (e.g., fettuccine); the "c" or "cc" is pronounced /ch/ (e.g., cello, concerto, cappuccino); the "gh" is pronounced /g/ (e.g., spaghetti, Lamborghini); the "gu" is pronounced "gw" (e.g., linguine); the split vowel "ia" is pronounced "ee-uh" (e.g., Maria, pianissimo, aria); the split vowel "io" is pronounced "ee-oh" (e.g., Mario); and most of the time, the letter "g" is pronounced as a soft "g" (e.g., gelato). It may be helpful to trace, copy, and write these combinations from memory, to assist the student in remembering these differences when they are faced with Italian derivation words. There are some Italian phrases that are commonly used and may be worth introducing, such as "a cappella" and "al dente".

Student Reads the Following Sentences and Passages:

• The orchestra played Verdi's "Four Seasons", a concerto emphasizing the sounds of the cello and the viola.

• My favorite Italian foods are pizza, spaghetti, and fettuccine.

529 Selection from page 62, My Old Man and the Sea: A Father and Son Sail Around Cape Horn, by David Hays & Daniel Hays, 1995, Algonquin Books of Chapel Hill DAY 45 Anchored outside the Miami Harbor entrance, we awake to city noises and the wake of large passenger ships. I make a terriﬁc spaghetti breakfast (Tiger loved it) and we spend much of the day recovering. We've come this far south because the Gulf Stream will carry us north as we cross it. We are waiting till 2100 to head out—toward the Bahamas hoping to arrive in daylight. We listen to the weather forecast—to get caught in the Stream when the wind comes from the north is messy—very steep seas.

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •Òn$òur$`recent$`trip$`to&Ìtaly>,`We$àte$àl$`fresco&òn$`the$`steps$` of$`the$`piazza$.` •`Maria$`was$à$`gifted$`singer$`who&`performed$àrias$ìn$àn$`` a$`cappella$`group$àt$`her$ùniQersity>. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step. 530 Spelling Tip: Even though students will have difficulty spelling most Italian words, it is only worth practicing the commonly-used words (e.g., pizza, spaghetti, etc). (In the Affixes Step [below], the unaccented "ate" and "ite" [pronounced "it"] are also represented in some words by the spellings "it" and "et". Have the student practice some examples: habit, limit, quiet, and planet.)

Student Reads and Writes New Affix(es): condition$ condition Pronounced: "ate" or "it" When "ate" is accented, as in -ate -ate "isolate", it is pronounced "ate", with a long "a" sound. isolate climate When "ate" is unaccented, as in "pirate", it is pronounced "it". Meaning: condition or to act upon delegate, isolate, violate, liberate, climate, desperate, fortunate, Senate, pirate • The sailor was fortunate that the Navy was able to liberate him from the pirates who had captured his ship. • If we ignore scientific warnings about climate change, we may find ourselves in a desperate situation.

531 mineral$,` mineral, Pronounced: "it" or "ite" adjectiQe$ adjective In some words, the "i" makes a long sound, while in others, the -ite -ite "i" makes a short sound. favorite granite Meaning: mineral, forming an adjective granite, composite, favorite, definite, graphite, meteorite, ﬁnite My favorite authentic Italian dish is homemade pizza made with fresh mozzarella and vine- ripened tomatoes.

Reading Fluency Training:

532 Lesson One Hundred Twenty-Three

Phonological Awareness Training:

Many times, nouns and adjectives receive their primary accent on the initial syllable in a word, while verbs often receive their primary accent on later syllables within the word. Read the following pairs of words both ways, and then ask the student to repeat each pair of words and provide their meanings: CONtent - conTENT, PROduce - proDUCE, SUBject - subJECT, PROceed - proCEED, RECord - reCORD, SURvey - surVEY, PROGress - proGRESS, CONtract - conTRACT, PERfect - perFECT, PROJect - proJECT

533 Student Reads and Writes New Irregular Words in Sentence Formats: region, legion In the Northeastern region of the U.S., manufacturing is no longer a primary industry. Legions of union workers are unemployed.

Introduction of New Skill:

Words with "tu" as a medial syllable When the letter "t" joins with the letter "u" saying its long sound, the "tu" sounds like "choo". This is confusing to students, because they hear a /ch/ sound, but there is no orthographic representation of that sound. There are many words in the English language which contain this "tu" syllable, so it is important that students understand this pronunciation, both for reading and spelling purposes. Sometimes, the "tu" is "softened" and sounds a little bit more like "joo", like in the word "congratulate". Ask the student to trace, copy, and write "tu" from memory, while saying "choo". Practice the following words for reading and spelling: actual, eventually, constituency, infatuation, congratulate, perpetual

Student Reads the Following Sentences and Passages:

• Actually, I prefer to go to the other gym, because it is so much cleaner than this one. • The contractual agreement clearly stated that she would work a minimum of forty hours per week.

534 Selection from page 79, The Adventures of Huckleberry Finn, by Mark Twain, 1981, Bantam Books (1884, Chatto & Windus) I throwed the paddle down. I heard the whoop again; it was behind me yet, but in a different place; it kept coming, and kept changing its place, and I kept answering, till by and by it was in front of me again, and I knowed the current had swung the canoe's head down-stream, and I was all right if that was Jim and not some other raftsman hollering. I couldn't tell nothing about voices in a fog, for nothing don't look natural nor sound natural in a fog.

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`The$`nine-month-old$`child$`will$èQentually>`Ne$`walking>,` which$ìs$`when$`the$`real$`trouble$`Negins$.`` •Ìn$`“West$`Side$`Story>",`Maria$`was$ìnfatuated$`with$`Tony>. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

535 Spelling Tip: In some words, the "tu" joins with an "e" and says "choo". Students previously learned about the "ture" sufﬁx saying "cher". This is another example of the "t" making a "ch" sound when it is followed by "ue". Examples: virtue, statue

Student Reads and Writes New Afﬁx(es): characterized$` characterized Pronounced: "or-y" or "er-y" by>``````````````` by Meaning: characterized by sensory, advisory, directory, -ory -ory factory, observatory, anticipatory factory conservatory Many people enjoy going to an observatory to get a better look at the constellations and the planets.

Reading Fluency Training:

536 Lesson One Hundred Twenty-Four

Phonological Awareness Training:

Sometimes it is helpful to have students segment, delete, and replace only one sound in a word. In most everyday spelling activities, students are required to segment, delete, and replace sounds on a regular basis. Present the following words to students and ask them to substitute the second vowel sound with a long "a" sound (example: abbreviate·abbrāviate): arrival, indecent, postponement, undeserving, calculator

537 Student Reads and Writes New Irregular Words in Sentence Formats: dessert A ﬁne chef will focus on a ﬁne dessert.

Introduction of New Skill:

Words with "du" as a medial syllable When the letter "d" joins with the letter "u" saying its long sound, the "du" sounds like "joo". This is confusing to students, because they hear a /j/, but there is no orthographic representation of that sound. There are many words in the English language which contain this "du" syllable, so it is important that students understand this pronunciation, both for reading and spelling purposes. In the word "congratulate", the "tu" syllable sounds like a "du", which creates some spelling problems for the student; most of the time, however, "joo" is spelled "du" when it is a medial syllable. Ask the student to trace, copy, and write "du" from memory, while saying the sounds "joo". Practice the following words for reading and spelling: educate, graduate, individual, deciduous, arduous, pendulum

538 Student Reads the Following Sentences and Passages:

• Deciduous trees primarily bloom in the spring. • In Edgar Allan Poe's poems, swinging pendulums often indicate the passing of time.

Selection from page 18, The Call of the Wild, by Jack London, 2003, Barnes & Noble, Inc. (1903) Another lesson. So that was the way they did it, eh? Buck confidently selected a spot, and with much fuss and wasted effort proceeded to dig a hole for himself. In a trice the heat from his body filled the confined space and he was asleep. The day had been long and arduous, and he slept soundly and comfortably, though he growled and barked and wrestled with bad dreams.

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`Graduation$`from$`high$`school$ìs$`rarely>`the$ènd$òf$àn$` individualKs$èducation$.` •À$`teacher$`must$ìndividualize$ìnstruction$,`so&`that$èQery>` student$ìs$àble$`to&`succeed$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

539 Spelling Tip: Sometimes, "joo" is actually spelled "ju", as in the words "judicial", "July", "jubilant", "jukebox", "June", and "juvenile". It is important for the student to recognize that "ju" often occurs in the ﬁrst syllable of a word; the "du" saying "joo", as described in the Green Step (above), generally appears within a medial syllable of a word.

Student Reads and Writes New Afﬁx(es): state$`of$```````````````` state of Pronounced: "iss" Meaning: state or quality of - -ice ice justice, practice, malice practice justice accomplice, cowardice, prejudice, novice The citizens in a democratic society are always in search of justice for each individual.

Reading Fluency Training:

540 Lesson One Hundred Twenty-Five

Phonological Awareness Training:

Ask the students to tap out the syllables in the following words, which are presented orally, in isolation: precipitously, conﬁguration, congratulations, anonymity, constituency, bibliography

Student Reads and Writes New Irregular Words in Sentence Formats: comfortable He is not comfortable when he has to speak before a crowd at formal events.

541 Introduction of New Skill:

Words with ﬁnal "mb" There is a selection of words in the English language which end with "mb" (pronounced /m/). This is both a reading and a spelling issue, because the student often wants to pronounce the "b" when reading, and/or wants to spell the word without a "b", when spelling. Ask the student to trace over "mb" in large cursive letters, while saying /m/; then copy "mb" next to the original, while saying /m/; and ﬁnally write "mb" from memory, while saying /m/. Practice the following words for reading and spelling, in isolation: climb, lamb, comb, limb, dumb, crumb, jamb, womb, tomb, numb, bomb, plumber, honeycomb (Note: The vowel sound before the "mb" is variable; sometimes it is short, as in "lamb", sometimes it is long, as in "climb", and sometimes it is distorted, as in "tomb". Occasionally, the /b/ is heard when it follows /m/, as in "lumber", "timber", "humble", "gamble", "rumble", "tumble", "nimble", "ember", "amber", and "somber".)

Student Reads the Following Sentences and Passages:

• When climbing Mt. Everest, my limbs were so sore, I could hardly feel them at all. • The unborn lamb lay in its mother's womb, awaiting the day when it would emerge into the noisy world.

542 Selection from page 29, Song of Myself, by Walt Whitman, 1855, Dover Publications, Inc. By the city's quadrangular houses—in log-huts, camping with lumbermen, Along the ruts of the turnpike, along the dry gulch and rivulet bed, Weeding my onion-patch or hoeing rows of carrots and parsnips, crossing savannas, trailing in forests, Prospecting, gold digging, girdling the trees of a new purchase, Scorch'd ankle-deep by the hot sand, hauling my boat down the shallow river; Where the panther walks to and fro on a limb overhead, where the buck turns furiously at the hunter, Where the rattlesnake suns his flabby length on a rock, where the otter is feeding on fish, Where the alligator in his tough pimples sleeps by the bayou, Where the black bear is searching for roots or honey, where the beaver pats the mud with his paddle-shaped tail; Over the growing sugar, over the yellow flower'd cotton plant, over the rice in its low moist field; Over the sharp-peak'd farm house, with its scallop'd scum and slender shoots from the gutters; Over the western persimmon, over the long leav'd corn over the delicate blue-flower flax, Over the white and brown buckwheat, a hummer and buzzer there with the rest, Over the dusky green of the rye as it ripples and shades in the breeze; Scaling mountains, pulling myself cautiously up, holding on by low scragged limbs, Walking the path worn in the grass and beat through the leaves of the brush; Where the quail is whistling betwixt the woods and the wheat- lot, Where the bat flies in the Seventh-month eve, where the great gold-bug drops through the dark... 543 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`The$`NeeKs$`honeycomb&`grid$`was$`quite$`fragile$.` •Àpple$`crumb&`cake$ìs$à$`delightful$`dessert$`to&`serQe$ìnstead$` of$`pumpkin$`pie$òn$`Thanksgiving>.

Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: In the words "climb" and "comb", the vowel is long for no real reason. Practice spelling these words, so that the student doesn't choose a long vowel spelling of "i" or "o". Also, when /m/ is followed by /n/, the "n" is silent, just like the "b" in "mb". These words include "autumn", "solemn", "column", "condemn", and "hymn", and should be introduced as part of this lesson.

544 Student Reads and Writes New Afﬁx(es): land land Pronounced: "lind" or "land" Meaning: related to land -land -land inland, mainland, island island England (long "i", silent "s"), Finland, Switzerland, England, farmland, wonderland, grassland, marshland • On my last trip to Switzerland, I climbed the Alps with my friend, which was quite a risky undertaking. • The rolling Connecticut farmland stretched for miles and miles.

Reading Fluency Training:

545 Lesson One Hundred Twenty-Six

Phonological Awareness Training:

In most two-syllable words, the accent is usually on the first syllable (ANT ler). However, if a two-syllable word has a prefix in the first syllable, the accent is usually on the second syllable, which is the root (unDO). When a word can function as both a noun and a verb, the accent changes depending on the pronunciation of the word (PRESent - preSENT). Orally present the following two-syllable words to the students and ask them to explain why the accent is on the first or the second syllable: topic, detach, confuse, ladder, protect, conflict (both ways), perfect (both ways)

546 Student Reads and Writes New Irregular Words in Sentence Formats: among He performed beautifully because he was among friends.

Introduction of New Skill:

Words with "gu" When the letters "gu" appear together, they do not always follow the traditional pronunciation rules, which are present in words like "gum", "gull", "guru", "gubernatorial", and "guzzle". Often, when "gu" is followed by the letters "i" or "a", it simply says /g/, as if the "u" were not there at all (e.g., guide, disguise). When the "gu" is at the end of a word and joined with an "e", it also says /g/ (e.g., league, Prague). Sometimes, when the "gu" is followed by an "i" or an "a", the "gu" says /gw/, which results in "gwish", "gwidge", "gwin", "guav", or "gwon" (e.g., anguish, language, penguin, guava, Guantanamo). Write "gu" on the board in cursive letters, and ask the student to simultaneously trace over these letters while saying the sounds /g/ and /gw/. Then ask the student to copy the letters "gu" and then write them from memory, while saying the sounds /g/ and /gw/. Practice the following words for reading and spelling, in isolation: guide, disguise, guile, guard, guardian, league, rogue, plague, vague, dialogue, tongue, distinguish, extinguish, languish, language, guava, iguana, penguin, guilt, guild, guinea pig, New Guinea, Guinness (as in, Guinness Book of World Records)

547 Student Reads the Following Sentences and Passages:

• My guide on the island of Hawaii made me feel guilty when I was late for the ofﬁcial tour. • What language do the people of New Guinea speak?

Selection from page 115, The Wonderful Wizard of Oz: 100th Anniversary Edition, by L. Frank Baum, 1987, Harper Collins Publishers (1899, W. W. Penslow Publishers) The woman now gave Dorothy a bed to sleep in, and Toto lay down beside her, while the Lion guarded the door of her room so she might not be disturbed. The Scarecrow and the Tin Woodman stood up in a corner and kept quiet all night, although of course they could not sleep. The next morning, as soon as the sun was up, they started on their way, and soon saw a beautiful green glow in the sky just before them. "That must be the Emerald City," said Dorothy. As they walked on, the green glow became brighter and brighter, and it seemed that at last they were nearing the end of their travels. Yet it was afternoon before they came to the great wall that surrounded the City. It was high, and thick, and of a bright green color.

548 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`The$`distinguished$`woman$`was$ìn$`disguise$`so&`that$`she$` would$`not$`Ne$`noticed$.` •`The$`guidebook$`for$`Santa$`Monica$`Beach$ìndicated$`that$` there$`Were$ìguanas$`with$`darting>`tongues$`lurking>`Neneath$` the$`rocks$,ànd$`seagulls$`with$`mournful$`cries$`hoHering>` aboHe$`the$`waQes$.

Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: In the word "guy", the "y" acts like an "i", making the "g" simply say /g/. Also, the word "gauge" is an infrequent sight word, which happens to be spelled the same as the second syllable in the word "language"; students are often unable to read this word, because they are used to seeing the word "language" at school, and only see the word "gauge" occasionally in text. Ask the students to spell "gauge" and "language", using letter tiles, to heighten their awareness of these two pronunciations.

549 Student Reads and Writes New Afﬁx(es): related$`to&` related to Pronounced: "air-y" or "uh-ree" -ary -ary Meaning: related to primary boundary missionary, cautionary, secretary, secondary, primary, complimentary, glossary, library, ordinary, necessary, temporary, salary, anniversary, documentary, exemplary, sugary A primary lesson to learn: experience is the best teacher. Let it be your guide.

Reading Fluency Training:

550 Lesson One Hundred Twenty-Seven

Phonological Awareness Training:

In a three-syllable word, the accent is usually on the first syllable, and the middle syllable usually has a "schwa" sound (AN - a - gram). If a three-syllable word has a prefix, a root, and a suffix, the accent is usually on the second syllable (com - PLY - ing). Present the following three-syllable words to the students and ask them to identify if it has a prefix and a suffix or not, so that they can judge where the accent should be placed: con - TEST - ant; AN - i - mal; TUR - pen - tine; FLOW - er - bed; un - FEEL - ing

551 Student Reads and Writes New Irregular Words in Sentence Formats: broad, abroad Mrs. Clark conﬁdently walked the broad wooden plank on her cruise to Greece. She felt safe traveling abroad by ship.

Introduction of New Skill:

Words with unaccented "i" as a medial syllable If an "i" is in the middle of a multisyllabic word as an unaccented syllable, appearing alone or after another consonant, it is usually pronounced with a short "i" sound. This is unexpected, phonologically-speaking, because when an "i" appears alone or after another consonant in an initial syllable, it usually has a long sound, because it functions as an open syllable (e.g., icy, irate, idle, isotope, ﬁnal, pious, and tiger). Practice the following examples of the unaccented "i" in a medial syllable: estimate, detriment, uniform, substitute, president, animal, magnitude, sentiment, helicopter

Student Reads the Following Sentences and Passages:

• The child spilled tea on the waitress and stained her uniform. • Flying a helicopter takes a great deal of courage.

552 Selection from pages 16 and 17, The Time Machine, by H. G. Wells, 1995, Dover Publications, Inc. (1895, William Heinemann Publishers) The landscape was misty and vague. I was still on the hillside upon which this house now stands, and the shoulder rose above me grey and dim. I saw trees growing and changing like puffs of vapour, now brown, now green: they grew, spread, shivered, and passed away. I saw huge buildings rise up faint and fair, and pass like dreams. The whole surface of the earth seemed changed—melting and ﬂowing under my eyes. The little hands upon the dials that registered my speed raced round faster and faster. Presently I noted that the sun-belt swayed up and down, from solstice to solstice, in a minute or less, and that, consequently, my pace was over a year a minute; and minute by minute the white snow ﬂashed across the world, and vanished, and was followed by the bright, brief green of spring.

Write Words, Phrases, and Sentences from Dictation: Student Writes the Following Sentences: •`The$`final$`]eto&`comes$`from$`the$`President$.` •`Substitute$`teachers$`Necome$`irate$`when$`their$`students$` mis^ehaQe$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing. Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

553 Spelling Tip: When a student is pronouncing words with unaccented "i" in the medial syllable, the "i" does not always say a pure short "i" sound; it actually sometimes sounds more like "uh", since it is a "schwa" sound. For example, the "i" in "animal" sounds more like an "uh" than like a true short "i" sound. Have the student practice writing the words listed at the end of the Green Step (above), making a point of this subtle, but important, difference.

Student Reads and Writes New Afﬁx(es): distance$ distance Pronounced: "telluh" Meaning: refers to distance - tele- tele telephone, telescope, telephone television telecommunication, television, telegraph, teleport I like to watch television right before I go to bed.

Reading Fluency Training:

554 Lesson One Hundred Twenty-Eight Phonological Awareness Training:

In four-syllable words, the accent is usually on the second syllable. Orally say the following four-syllable words, and ask the student to repeat the words, emphasizing the second syllable: re - PLEN - ish - ment; le - GAL - i - ties, con - TRAC - tu - al; op - TOM - e - try; in - FOR - ma - tive

Student Reads and Writes New Irregular Words in Sentence Formats: thorough Students in my history class receive higher scores on essay questions when their answers are thorough and factually accurate.

555 Introduction of New Skill:

Words with "sc" saying /s/ There are many words with "sc" saying /s/. In most words, the "sc" says /sk/, like in the word "scare". However, in some words, the "c" is silent, and the "sc" is simply pronounced /s/. Ask the student to trace over "sc", while saying /sk/ and /s/. Then ask the student to copy and write "sc" from memory, while saying /sk/ and /s/. Provide the following words for reading and spelling: science, scene, scent, discipline, descent, ascension, condescending, scepter, crescent, scissors

Student Reads the Following Sentences and Passages:

• My science teacher does not know how to discipline this unruly class of students. • My favorite scene in "Hamlet" is when Hamlet asks the question, "To be or not to be?"

Selection from page 202, Treasure Island, by Robert Louis Stevenson, 1881, Viking: A Division of Penguin Putnam It was broad day when I awoke, and found myself tossing at the south-west end of Treasure Island. The sun was up, but was still hid from me behind the great bulk of the Spy-glass, which on this side descended almost to the sea in formidable cliffs. Haulbowline Head and Mizzen-mast Hill were at my elbow; the hill bare and dark, the head bound with cliffs forty or ﬁfty feet high, and fringed with great masses of fallen rock. I was scarce a quarter of a mile to seaward, and it was my ﬁrst thought to paddle in and land.

556 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`The$àirplaneKs$`descent$`was$`bumpy>ànd$`turbulent$.` •`Many>`people$`consume$`citrus$`fruits$`containing>`Vitamin$`C$` on$à$`regular$`basis$,`to&`preQent$`the$ònset$òf$`the$`common$` cold$.`Ìt$ìs$`difficult$`to&`find$`research-based$,`scientific$`facts$` regarding>`the$àctual$``nutritional$`Nenefits$òf$`this$`practice$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: The "sc" saying /s/ is quite a spelling problem. In the past, students have had to make a decision as to whether or not to use an "s" or a soft "c" , when spelling words with the /s/ sound ("sent", "cent"). Additionally, the "sc" has, in the past, been pronounced /sk/. Asking the student to put the "s" and the "c" together (with the "s" saying /s/ and the "c" being silent) further confuses this issue. Practice only the common words for spelling: science, scene, descent, scissors

557 Student Reads and Writes New Afﬁx(es): outer$`space$``````````````` outer space Pronounced: "as-tro" or "as- astro- truh" astro- In "astronomy" and astronaut astrophysics "astrology", the "astro" joins with the next consonant, forming the accented syllables "tron" and "trol".

Meaning: related to outer space astronaut, astrophysics, Astrodome, astronomical I never took a course in astrophysics.

Reading Fluency Training:

558 Lesson One Hundred Twenty-Nine

Phonological Awareness Training:

Present the following words to students and ask them to identify the syllable containing the "schwa" sound, continuing to raise their phonological awareness of its presence in words: instigator, conﬁdence, permanent, pompadour, optometric, compliment, restorative, platonic

Student Reads and Writes New Irregular Words in Sentence Formats: behavior John's behavior at school was completely unacceptable.

559 Introduction of New Skill:

Words with "or" saying "er" and "ar" Sometimes "or" is pronounced as "or" like in "torn"; sometimes "or" is pronounced "er" as in "sailor"; the third pronunciation of "or" is "ar" as in "sorry". This third sound of "or" is sometimes spelled "orr", like in "sorry". Student traces, copies, and writes "or" from memory, while simultaneously saying all three pronunciations.

Practice the following words: oracle, orator, moral, coral, tomorrow, horrid, porridge, coronary, Dorothy, horrible, origin, correspond, orange

Student Reads the Following Sentences and Passages:

• We are expecting a horrible storm tomorrow in Portland, Oregon. • Dorothy and her granddaughter had very different ideas about proper moral values.

560 Selection from page 48, Do Fish Drink Water?, by Bill McLain, 1999, William Morrow & Company, Inc.

DID YOU KNOW? Some elementary school math classes use M&M's to help students learn mathematical calculations. In one class, students were asked to calculate the percentage of different-colored M&M's in a bag. The students ﬁrst discovered that brown, red, and yellow M&M's were most prevalent in the small bags they studied. These three colors accounted for 81 percent of the total, while the other three colors (blue, orange, and green) accounted for only 19 percent. The students then compared percentages between small bags and large one-pound bags. To their surprise, there was a signiﬁcant difference. For example, 25 percent of the M&M's were yellow in the small bags, while only 10 percent were yellow in the large bags. The study was not repeated, as the students ate all the M&M’s.

Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •`When$`snorkeling>òn$`the$èastern$`coast$òf$`Mexico&,òne$` often$`sees$`loHely>`coral$`reefs$ìn$`the$`gulf$. •`Boris$`was$`sorry>`that$`he$èQer$`left$`Russia$,às$`he$`had$` difficulty>àdapting>`to&`Western$`culture$.

561 Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: The third pronunciation of "or", as in "sorry", is often spelled with a double "r". Practice spelling the following common words: tomorrow, sorrow, sorry, horrible, horrid

Student Reads and Writes New Afﬁx(es): against$ against Pronounced: "con-truh" contra- contra- Meaning: against or opposing contradict, contraindicate, contradiction contraindicate contraband Dorothy would often contradict her teacher during class.

562 Reading Fluency Training:

Lesson One Hundred Thirty

Phonological Awareness Training:

Changing syllable sequence helps students understand that syllables are often interchangeable in words. Ask the student to orally delete the ﬁrst syllable and then restate the remaining part of the word, with the ﬁrst syllable at the end of the word, i.e., making "personality" into "sonality-per". Examples for practice: disposal (posal-dis), geological (ological-ge), enlisting (listing-en), melancholy (ancholy-mel)

563 Student Reads Previously-Learned Syllable Cards: ta, ﬁ, zig, lup, veam, loun, dite, moze, cor, ver, tie, zle, ware, vere, dure, journ, aur, tour, lore, rone, clude, ex (voiced and unvoiced "x"), tri, cite, fore, pinge, na, max, cial, cian, gen, dle, awn, oid, bain, plete, ig, zo, nu, zyme, dys, hy, dow, lue, ter, cept, ab, bu, phys, tique, cious, neu, cide, mys, phane, ven, dright, auth, voy, roust, ern, cuse, hu, ish, ﬂus, cede, bligh, tion, grad, guish, non, rame, pres, blay, plu, urch, cer, stroan, mune, cade, trite

Student Reads and Writes New Irregular Words in Sentence Formats: view It was difﬁcult to understand his very rigid point of view.

Introduction of New Skill:

Words with "ine" in the ﬁnal syllable When "ine" appears at the end of a multisyllabic word, it is often pronounced "in" (like in "determine"), rather than "ine" (like in "turpentine"). Sometimes, "ine" says "een" in a French derivative word (e.g., "cuisine"), but this is less common. (continued)

564 (continued)

Ask student to trace over "ine" while saying "ine", "in", and "een". Then ask the student to copy and write "ine" from memory, while saying "ine", "in", and "een". Words to practice for reading and spelling: determine, genuine, imagine, examine, engine, hotline, alpine, canine, turpentine, valentine, divine, magazine, marine, submarine, ravine

Student Reads the Following Sentences and Passages:

• It is hard to imagine the sprinting speed of that Olympic runner. • The magazine article on turbine engines was really boring.

Selection from page 121, Where the Bluebird Sings to the Lemonade Springs, by Wallace Stegner, 1992, Penguin Books, New York, U.S.A. For Thoreau, wildness was a passion. "In wildness is the preservation of the world," he wrote, and meant it. Repudiating his countrymen's concerns—progress, betterment, accumulation—and their predatory habits in the wild, he made his most characteristic gesture by building a shack on Walden Pond and living in it in spartan circumstances for two years. One cannot imagine him as a hunter; he thought every creature was better alive than dead. He loved and studied, not always accurately but devotedly, the creatures of the woods and rivers and ponds around Concord, Massachusetts. From a rustic American base, he strove to look to the edges of the known world, and beyond.

565 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •À$`gemologist$`must$`carefully>`determine$`the$`genuine$` quality>òf$èach$`diamond$.` •`Jasmine$èxamined$`the$`prices$àt$`the$`gasoline$`pumps$ìn$` her$`neighborhood$,ìn$òrder$`to&`find$`the$`cheapest$`price$. Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: Spelling words with "ine" in the ﬁnal syllable, like in the word "canine", is not difﬁcult; however, it is much harder for the student to select "ine" as a spelling choice, when spelling words like "engine" or "magazine". Practice the following common words: determine, engine, imagine, genuine, examine, gasoline, magazine, marine

566 Student Reads and Writes New Affix(es): environment```````````````ènvironment Pronounced: "ee-co", "eck-uh", or "uh-cah" eco- eco- Meaning: having to do with the ecosystem economic environment ecosystem, ecoconsumer, ecosphere, economic, ecological, ecology, ecologist • Rachel Carson was one of the first writers to discuss the fragility of our ecosystems. • Henry took a course called, The Ecology of Afghanistan, and learned that the mountainous regions of that country are populated with gray wolves, snow leopards, and Asiatic black bears.

Reading Fluency Training:

567 Lesson One Hundred Thirty-One

Phonological Awareness Training:

Ask the student to count the syllables in the following orally- presented words: psychological, pseudoscientiﬁc, pterodactyl, psychiatric

Student Reads and Writes New Irregular Words in Sentence Formats: rhythm The rhythm of the waves was serene and helped me to remember peaceful moments in my lifetime.

568 Introduction of New Skill:

Words beginning with "ps", "pt", and "pn" There are many words in the English language that contain the silent "p" when it joins with an "s", a "t", or an "n". The most commonly used silent "p"combination is "ps". Ask the student to read the following words: psychology, psychic, psychedelic, pseudoscience, pseudonym, psalm, ptomaine, pterodactyl, pneumonia

Student Reads the Following Sentences and Passages:

The psychology clinic was painted in psychedelic colors. Marie went there to see a psychologist named Dr. Ptomaine, but he developed pneumonia and was unable to meet with her.

Selection from page 130, R. Buckminster Fuller On Education, by R. Buckminster Fuller, 1979, University of Massachusetts Press There will come the time when the proper education of children by a gloriﬁed system of spontaneous choosing of education, will be made possible. Children as well as grown ups… will be able to tune in their television and radio to the moving picture lecture of let us say President Lowell of Harvard, or the professor of mathematics of Oxford, the doctor of Indian antiquities at Delhi, etc. Education by choice, with its marvelous motivating psychology of desire for truth, will make life ever cleaner and happier, more rhythmical and artistic.

569 Write Words, Phrases, and Sentences from Dictation:

Student Writes the Following Sentences: •À$`psalm$ìs$à$`sacred$`p_em$òr$`song>`that$`generally>` conQeys$à$`wide$`range$òf$`human$èmotions$. •`The$`psychic$`woman$`NelieQed$`that$`her$`dreams$`Were$` predictions$òf$`the$`future$.

Student Writes Sentences from Dictation, Using Two or More Sentences from This Lesson's Reading Selection. Encourage the student to use Simultaneous Oral Sounding while writing.

Student Writes an Original Paragraph (Minimum of Four Sentences in Length), Using at Least Three Words from the New Skill Introduced in the Green Step.

Spelling Tip: Since the "p" is silent when "ps", "pt", and/or "pn" are at the beginning of words, the student will often not remember to use the letter "p" when spelling these words, and will often start with the second consonant. Dictate the following examples: psychology, psalm, pseudonym, pterodactyl, pneumonia

570 Student Reads and Writes New Afﬁx(es) poZer$ power Pronounced: "cruh-see" -cracy -cracy Meaning: government or power democracy, bureaucracy, aristocracy democracy aristocracy, theocracy, technocracy The aristocracy of Elizabethan England encouraged and supported the work of many ﬁne playwrights, including William Shakespeare, Christopher Marlowe, and Ben Jonson.

Reading Fluency Training:

571

Closing Thoughts Phase Two

THE ROAD NOT TAKEN

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;

Then took the other, as just as far, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that, the passing there Had worn them really about the same,

And both that morning equally lay In leaves no step had trodden black. Oh, I kept the ﬁrst for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.

I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I - I took the one less traveled by, And that has made all the difference.

Robert Frost, 1915

Sometimes the road "less traveled" is imposed and not chosen. The path of the student who learns differently may be an arduous one; but, in the end, it leads to steadfast courage and unbridled success in life.

Fran Levin Bowman, Ed.D., 2006

573

APPENDIX I

The readers below may be used for the “Triple Read” ﬂuency step in each of the lessons in the manual. These books listed below may also be used for additional reading practice. In the spirit of the Orton- Gillingham approach, be sure to only select pages containing words with previously-learned phonemes and sight words. References for each of these books are listed in the Bibliography.

WILSON READING SYSTEM READERS: BOOKS 1-12, BY BARBARA WILSON

MTA READERS: BOOKS 1-5, BY NORMA JACKSON, SUZANNE BRUBAKER, AND JOY CROUCH

EXPLODE THE CODE WORKBOOKS: BOOKS 1-8, BY NANCY M. HALL

PRIMARY PHONICS WORKBOOKS: (5 SETS) BY BARBARA MAKAR

PROJECT READ READERS: STORIES IN “READING STRAND” BY VICTORIA GREENE

LANGUAGE!: CURRICULUM FOR AT-RISK AND ESL STUDENTS AT GRADES 4-12: BOOKS A-F, BY JANE FELL GREENE

A MULTISENSORY APPROACH TO LANGUAGE ARTS FOR SPECIFIC LANGUAGE DISABILITY CHILDREN: A GUIDE FOR PRIMARY TEACHERS, STORIES IN THE TEXTBOOK, BY BETH SLINGERLAND

REMEDIAL TRAINING FOR CHILDREN WITH SPECIFIC DISABILITY IN READING, SPELLING, AND PENMANSHIP: STORIES IN THE TEXTBOOK, BY ANNA GILLINGHAM AND BESSIE STILLMAN

575

APPENDIX II: ADDITIONAL SYLLABLES FOR PRACTICE

Open: ca, da, fa, ga, ha, ja, ka, la, ma, na, pa, ra, ta, za, bla, cra, cla, dra, fla, fra, gra, gla, pla, pra, sha, sta, scra, spra, sla, spla, tra, be, de, fe, re, ve, bre, ble, fre, tre, sple, swe, bi, di, fi, li, mi, ni, pi, qui, ri, si, ti, vi, wi, bri, bli, cri, dri, fli, fri, gri, gli, pri, pli, phi, sti, sli, spi, spri, scri, thy, bo, co, fo, go, lo, no, po, ro, so, zo, blo, cro, clo, dro, fro, gro, glo, plo, pro, sho, sto, spro, slo, spo, splo, tro, bu, cu, du, fu, gu, ju, lu, mu, nu, pu, su, tu, zu, blu, cru, clu, dru, flu, fru, gru, glu, plu, pru, shu, stu, tru, dy, fy, hy, ny (128 Open Syllables)

Closed: ab, hab, bab, eb, neb, deb, ib, nib, lib, sib, ob, hob, ub, pub, sub, ob, prob, shob, ac, lac, ec, dec, rec, ic, lic, ad, rad, ed, med, id, ﬁd, glid, ud, sud, af, baf, ef, def, ref, nif, spif, uf, ag, mag, prag, ig, sig, og, ug, lug, fal, mal, el, tel, el, skel, sil, ol, pol, ul, sul, am, tam, em, dem, lem, mem, blem, im, chim, om, rom, im, mim, nim, scrim, um, num, ﬂum, sym, han, lan, chan, en, len, plen, sen, ven, sten, hin, quin, un, thun, ap, dap, ep, sep, skep, ip, op, prop, es, des, pes, dis, tris, os, pos, et, vet, nit, ot, bot, ut, jut, av, lav, fav, ev, nev, sev, lev, plex, riv, shiv, triv, fect, ject, lect, rupt, ish, lish (132 Closed Syllables)

Vowel Team: dain, tain, splain, aud, plau, aus, aw, nay, bray, shay, eag, dea, dee, zee, prea, eam, nei, neigh, neu, neut, nigh, shew, roid, rook, roo, loo, bou, strow, oy, ploy, bue, strue (32 Vowel Team Syllables)

Consonant-le: ble, cle, dle, ﬂe, gle, kle, ple, tle, zle (9 Consonant-le Syllables)

R-Controlled: ar, dar, lar, mar, nar, var, char, snar, er, ber, per, ster, ther, pher, gir, thir, shir, or, bor, cor, dor, gor, vor, plor, spor, cur, hur, mur, pur, sur, stur, scur, parm, larm, ferm, perm, dorm, merse (38 R-controlled Syllables)

Silent-E: bate, strate, nate, pede, plete, mide, bide, bine, vite, trite, tose, voke, lude, sume, fuse, pute, zyme (17 Silent-E Syllables)

577

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