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IntroductIon
Blow the Lid Off of the Reading Test Guides should be used to fast-track your reader to benchmark or as a boost for on-level students to reach benchmark more quickly!
While phonics instruction is only one part of learning to read, it is the main part – and the single most common spot that struggling students may suffer. Research has shown that a good reader must have foundational skills, such as phonemic awareness and phonics before they can successfully move onto fluently read text, vocabulary development and independently comprehending what they read.
The guides in this series cover all of the phonics elements that are essential for prepping each of your students for totAL coMPrEHEnSIon MAStErY!
Special note: Each lesson in the guide has been designed to be delivered in sequence until complete. If you find your students are performing well during the program, that’s fantastic! If you find that they are struggling to keep up or have regressed, you should feel confident in repeating a lesson until the skills are firm. For maximum results, complete all of the lessons contained with the Guide.
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How to use the Guides to Mastery
Each lesson in the Guides to Mastery follows an explicit lesson se-quence. Here is a look at each section:
Phonemic Awareness Activity
Each lesson in Mastery Guides 1 and 2 begins with a phonemic awareness warm up requiring students to blend and segment words. This is done orally with the group. The National Reading Panel found that segmenting and blending phonemes into words contributes to learning to read and spell more than any of the other phonological awareness skills. That is why every lesson begins with students blending and segmenting words.
Segmenting is the first activity students need to do in this section. For this activity, the teacher says the word “wax” and has the students repeat the word. Then students count out each sound they hear in the word “wax”. Students say /w/ /a/ /x/.
Next, the teacher has a list of words the students need to blend. The teacher will say the sounds in the word “tip” - /t/ /i/ /p/. He/she does not say the word “tip”, just the sounds. The students then will blend the sounds together and say the word “tip”.
Sound Spelling
Research recommends teaching a phonics sound spelling explicitly in isolation. Following the Phonemic Awareness Activity, there will be sound spelling/s that will either be new for the day or a review from the previous lesson. Typically, once a sound spelling/s is introduced, it is reviewed for several days before a new sound is introduced.
When introducing the new sound spelling/s the teacher simply tells students the sound and how it is spelled and that will be their focus.
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Sound spelling cards can be located in Appendix A of the CVC Guide. The pictures on each card have the short vowel sound in the middle of the word.
Words to Blend
This section contains a list of 12 words the teacher will have the students blend using Sound by Sound Blending. All of the words in this section contain the new sound spelling, along with sound spelling/s previously introduced.
Procedure for Sound by Sound Blending using the word Sam:
1. Print the first letter of the word Sam on the board.
2. Point to the S and say, “Sound?” Let the students say the sound.
3. Print the letter a on the board, point right under it and say, “Sound?” Let the students say the sound.
4. Place your finger back to the beginning of the word and say, “Blend.”
5. After you say, “Blend”, swoop your finger under the Sa while students say “SSSaaa”.
6. Print the letter m on the board, point right under it and say, “Sound”? Let the students say the sound.
7. Place your finger back at the beginning of the word and say “Blend”. After you say, “Blend”, swoop your finger under the Sam while students say “SSSaaammm”.
Repeat this procedure with the rest of the words in this section. Once the routine is well established with students, the teacher should remove his/her voice and use signals, such as the swooping of the finger, for when to blend. This will increase the pace of the lesson.
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Automatic Word recognition
This section appears for the first time in Consonant Blend Mastery Guide. The goal of phonics instruction is to prepare students to fluently read words. Studies have shown that when students are able to read words without having to sound them out, their brain is free to begin to comprehend what they are reading.
Students need to practice reading words automatically in isolation, as well as in decodable text. Every Automatic Word recognition section contains 12 words that contain a previously taught sound spelling. Teachers have the option to write these words on the board, or use the pages in the Appendix B. This section is different from the Words to Blend section because students are required to read these words as a whole word, without sounding out. The teacher simply points to the word, pauses a second, says, “Word?” and swoops her hand under the word as students read it.
decodable
This is where the reading practice comes in. You can now see why it is important to follow the sequence of this lesson. We now come to the part of the lesson where the students will apply what they have learned.
The decodable passages provided contain words that have spelling patterns that have already been introduced to students. This is the opportunity for students to practice their automaticity.
An important thing to remember about decodable text is that it is for practicing phonics and fluency; this is not for working on comprehension skills.
Give the students the decodable passages and have them practice reading them several times. Students can keep them in a notebook to practice reading daily.
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Word Work
Incorporating Word Work into every lesson allows students the opportunity to practice not only reading words, but also spelling. These Mastery Guides include 4 activities that are rotated to add variety to the students’ work. Here is a look at the 4 activities:
Elkonin Boxes
The Elkonin Box activity helps students to connect the sounds in words to the written letters. Each Elkonin activity has about 10 words. The teacher gives the students the letter cards provided for that day. Let’s take a look at the procedure:
1. Students are provided the cards for the activity and an Elkonin mat, which can be found on the Appendix C.
2. The teacher says the word to the students and the students repeats it.
3. The students then place the letters for the sounds they hear in the boxes on the mat.
4. Once all the letters are placed on the mat, the student reads the word.
5. Repeat with the rest of the words.
Word Sort
Word sorting requires students to pay attention to the different elements of words and to categorize them based on their spellings. The way the words are to be sorted is listed at the top of the page containing the cards. For example, words may need
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to be sorted into two piles – one pile includes words containing short a, the other pile short i. The teacher checks for accuracy once the students have finished the sort. Sorting mats with and without sound spelling pictures can be found in Appendix D.
dictation
This is a great way for teachers to see how their students are progressing. It is important for students to know dictation is not a graded test, but just practice for them. Here is the procedure for dictation:
1. Teacher says the word.
2. Students repeat the word.
3. Students count the sounds in the word.
4. Students write the word.
When dictating the sentence, the teacher reads the whole sentence to the students. The teacher may need to read the sentence several times as the students write it out. A dictation journal can be found in Appendix E.
Word Building
The word building section allows students to see how changing letters of a word changes the whole word. Teachers are provided a sequence of words. Each word builds on the previous one, by either adding, taking away, or changing letters.
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Assessments
After every 5 lessons there is an assessment for the contents of those five lessons. The students read a row of real words and then a row of nonsense words. Students need to score 9/10 to pass.
Each assessment has a row of 5 real words that include the previously taught sound spellings. The second row contains 5 nonsense words that also include the previously taught sound spelling. The purpose for having them read nonsense words is because they may have memorized many words, so having them read nonsense words ensures they have learned the sound spellings taught in the previous lessons.
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Lesson 1
Sound Spelling: Introduce ar
Words to Blend:
car park arm
dart part bark
march spark bar
charm far barn
Automatic Word recognition:
fan twin math
flat rip back
grin rock not
mug wish grip
decodable: (see next page)
Word Work: Elkonin Box
tipAs you listen to student
responses, ask yourself if each response is correct. It is imperative that you provide
immediate corrective feedback so students aren’t practicing
incorrectly.
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decodable WorkLesson 1
How far is it to the park?
Our farm has pigs.
Barb wants to go to the park and look at the stars.
Don’t park your car next to the van.
The barn is filled with pigs.
Barb and Carl go down the path.
Let’s pack the car now and get to bed.
Ted is at the car.
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Word Work Lesson 1Elkonin Boxes
Words for the lesson:
car charm
park harp
arm mark
dart
Letter cards
c ar p k m
d t ch h
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Lesson 2
Sound Spelling: ar
Words to Blend:
Barb part hard
cart harp farm
start mark shark
star jar art
Automatic Word recognition:
map flap dash
grip hit peck
moth best mop
let vast path
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
tipOnce students have sorted the words in the word work section, have them practice their fluency
by going through the list and reading all the words.
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decodable WorkLesson 2
Did they start to go to the park?
The car is at a stop.
They will pack the car at ten.
Fill the glass jar.
There will be a scar from the cut.
Don has an art class in the park.
Carl took the bags to the yard.
Park the car in the barn.
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Word Work - Lesson 2
Sort the following words according to:r-controlled vowels and digraphs
Word Sort
cart rock star
moth mark deck
jar math harp
sash farm whim
harm inch lick
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Lesson 3
Sound Spelling: ar
Words to Blend:
part card chart
tart Bart marsh
arm tar yard
Clark harm dart
Automatic Word recognition:
cat fish ramp
peck pot land
pond mesh tin
top lock bump
decodable: (see next page)
Word Work: Dictation
tipRemind students that dictation is practice and not a test. They will
not be graded.
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decodable WorkLesson 3
Look at my arms and legs.
Do you have a card?
Meg has a cut on her arm.
Tim has a mark on his hand.
Beth sits in the yard.
Mark does art in the park.
Put the harp on the rug.
Fred sent a card to Mark.
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Word Work - Lesson 3dictation
Line 1: part star
Line 2: sharp harm
Sentence: Peg saw the star.
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Lesson 4
Sound Spelling: ar
Words to Blend:
Mark par char
spar yard lard
spark stark smart
car bark arm
Automatic Word recognition:
bun flip path
nest rag sash
chap frog rub
den when grip
decodable: (see next page)
Word Work: Word Building
tipProvide specific praise
for students. The purpose for praise is to strengthen
future performance. Make it meaningful when given.
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decodable WorkLesson 4
The park is far from the van.
Mom will park the car in back.
Your chart is in the box.
Mark and Barb walk in the park.
He has a mark on his arm.
The dog is in the park.
The vet will get the dog from the barn.
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Word Work - Lesson 4Word Building
Words for the lesson:
far spark
star
start
stark
Letter cards
ar f r s
t t k p
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Lesson 5
Sound Spelling: Introduce or
Words to Blend:
corn worn short
port torch form
sort for pork
nor fork lord
Automatic Word recognition:
tot tack lend
chap pep pump
sand bunch fun
lug peck fund
decodable: (see next page)
Word Work: Elkonin Boxes
tipDeliver your lesson at a briskpace. Students will be more
likely engaged with the lesson.
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decodable WorkLesson 5
The kids have a fort in the barn.
Where is the short man?
The boy was lost in the storm.
Go north to the park.
The ship is in the port.
He will sort the blocks.
I must get to the fort to tell Carl.
She had pork and corn.
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Word Work Lesson 5Elkonin Boxes
Words for the lesson:
corn pork
worn short
torch nor
port
Letter cards
c or n w t
ch sh k p
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Assessment for ar and orStudent Sheet
cart sort scar worn tar
parm florm darth gorth marm
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Lesson 6
Sound Spelling: or
Words to Blend:
fort port short
pork sport fort
north storm torn
thorn stork nor
Automatic Word recognition:
Fred sketch fret
dump hip ditch
chap wind pet
cap whack band
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
reminderOnce students have sorted the
words in the word work section,
have them practice their fluency by going through the list and reading all the words.
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decodable WorkLesson 6
The red tarp is torn.
The car is in the barn.
The ship is in the port.
Tom will sort the maps.
Meg must go to the barn.
Peg and Sam will go to the fort.
When were the twins born?
I can eat all the corn.
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Word Work - Lesson 6
Sort the following words according to: r-controlled vowels or, ar
Word Sort
car port tarp
fort cart stark
pork storm Clark
spar yard torn
horn sort bark
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Lesson 7
Sound Spelling: or
Words to Blend:
port born cord
short sort fort
Mort cork fork
form north storm
Automatic Word recognition:
cot pond lunch
slim fit clutch
mash lump bet
jig thump fund
decodable: (see next page)
Word Work: Dictation
tipProvide enough think time for
students. About 2-3 seconds isenough for most students to
respond.
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decodable WorkLesson 7
The ship will stop at the port.
The corn and fork are on the mat.
Jill is very short.
A thorn cut my leg at the pond.
The fort is just past the hill.
She will do a short test.
Carl does art by the port.
The torch is on the porch.
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Word Work - Lesson 7dictation
Line 1: form snort
Line 2: sport corn
Sentence: Tom and Bob have corn and a cup.
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Lesson 8
Sound Spelling: Review
Words to Blend:
worn port car
park harp storm
tart fort yard
charm Barb hard
Automatic Word recognition:
rug snip dish
brim bunch get
map slap sop
thrash sip rust
decodable: (see next page)
Word Work: Word Building
tipBe prepared. Be sure to
preview the lesson and make sure you
have all the necessary materials needed.
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decodable WorkLesson 8
The plan is to storm the port.
She was born to the mom.
She wants corn.
The thorns on the plant are sharp.
The fort is just past the hill.
She was a good sport when she lost.
The stork is good luck.
The ball is at the park.
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Word Work - Lesson 8Word Building
Words for the lesson:
arm dorm
harm form
charm storm
Letter cards
ar m h d
ch m or f
s t
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Lesson 9
Sound Spelling: Introduce er
Words to Blend:
her perk perch
herb jerk verb
Bert term nerd
fern clerk stern
Automatic Word recognition:
sub brat blush
club hem pluck
hog west pit
whack fan clap
decodable: (see next page)
Word Work: Elkonin Boxes
tipDon’t forget to remind your
student/s that you have positive expectations for them and you believe in their ability
to do well.
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decodable WorkLesson 9
The fern is by the hill.
What did you get in math last term?
The tracks of the herd went to the water.
Herb was in the van.
Pam will perk up at the park.
My last term will be my best.
The verbs are on the chart.
The clerk is at her desk.
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Word Work Lesson 9Elkonin Boxes
Words for the lesson:
her dart
perk clerk
perch spark
lard
Letter cards
h er p k ch
l ar d t c
s
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Lesson 10
Sound Spelling: Review
Words to Blend:
verb stern herd
berg corn scar
char fern torn
jerk sport cart
Automatic Word recognition:
lad thump snip
clap job chip
bed mint pup
chest bag skin
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
reminderOnce students have sorted the words in the word work section, have them practice
their fluency by going through the list and reading all the
words.
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decodable WorkLesson 10
Herb and Bart do art at the park.
My mom will get me corn.
My mom was stern with me.
Jump is a verb.
She will be a clerk.
A herd of elk are by the car.
Please water the fern.
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Word Work - Lesson 10
Sort the following words according to: r-controlled vowels er, or, ar
Word Sort:
herd worn spark
port berg bark
char form fern
thorn term verb
clerk sport dart
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Assessments for or and er Student Sheet
nerve sport cork worn pert
bermp storp gorf sterst flerp
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Lesson 11
Sound Spelling: Review
Words to Blend:
herd herb her
smart perk form
perch jar verb
horn Bert sport
Automatic Word recognition:
mug bench crop
drum munch hem
witch clad lot
cab thrush clutch
decodable: (see next page)
Word Work: Dictation
tipCelebrate the
accomplishments so far!
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decodable WorkLesson 11
Herb will park the car.
Be stern when you tell them no. Perk up and go to the park.
Amber can put on her hat.
Bert can send a card.
The jar is full of herbs.
Beth can say the verb.
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Word Work - Lesson 11dictation
Line 1: herd smart
Line 2: barn verb
Sentence: The cat and dog are in the barn with the herd.
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Lesson 12
Sound Spelling: Review
Words to Blend:
herd term stern
arm perm torch
berg spark fern
Lord jerk charm
Automatic Word recognition:
fit drip patch
past pup luck
inch plum got
when men grub
decodable: (see next page)
Word Work: Word Building
tipRemember you are teaching forlesson mastery. Be listening forerrors and provide corrective
feedback immediately.
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decodable WorkLesson 12
The fern is in the park.
Perk up and go sit on the rock.
Jan can put on her hat.
The tracks of the herd went to the water.
Bert can send a card.
Be stern when you tell them no.
My mom will get a perm.
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Word Work - Lesson 12Word Building
Words for the lesson:
her hard
herd shark
Letter cards
h er d ar
sh k
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Lesson 13
Sound Spelling: Introduce ir
Words to Blend:
fir thirst twirl
dirt bird whirl
stir skirt swirl
first chirp girl
Automatic Word recognition:
ten thump crop
spot hip chunk
sock crab bus
hug fund thick
decodable: (see next page)
Word Work: Elkonin Boxes
tipHave student/s read and
reread the decodable text at least 5 times for additional
fluency practice.
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decodable WorkLesson 13
Stir the corn.
That girl does art in the park.
Why do you have to be the first on the mat?
The girl went to the park.
The bird has a nest.
The pigs are in the dirt.
Bart thirsts for a drink.
The birds chirp in the nest.
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Word Work Lesson 13Elkonin Boxes
Words for the lesson:
fir chirp
dirt bird
stir thirst
firm
Letter cards
f ir d t s
m ch p b th
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Lesson 14
Sound Spelling: ir
Words to Blend:
birth chirp third
fir dirt sir
first thirst flirt
stir firm twirl
Automatic Word recognition:
him throb snip
chap top mask
crab chug tan
bun inch grab
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
reminderOnce students have sorted the
words in the word work section,
have them practice their fluency
by going through the list andreading all the words.
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decodable WorkLesson 14
You must be firm when you are with the dog.
Will you pick up the girl at six?
The man said that the girl had to stop.
The girl will stir the corn.
The first bird will be in the nest.
Bert’s shirt is on the mat.
The skirt twirls when she spins.
The bird is on his shirt.
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Word Work - Lesson 14
Sort the following words according to: r-controlled vowels ir, er, or
Word Sort
birth herd horn
stern fir sport
corn fern Kirk
berg third torn
twirl born jerk
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Lesson 15
Sound Spelling: ir
Words to Blend:
whirl stir skirt
smirch swirl third
first birch chirp
birth girl dirt
Automatic Word recognition:
rug bench crop
past whack tap
thug lump hip
bed plan slush
decodable: (see next page)
Word Work: Dictation
tipRemind students that dictation
is not a test and will not be graded. It is a time for practice.
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decodable WorkLesson 15
The girl will stir the corn.
Bert’s shirt is on the mat.
Bart does art in the park.
Why do you have to be the first on the mat?
The skirt twirls when she spins.
The girl went to the park.
The bird has a nest.
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Word Work - Lesson 15dictation
Line 1: stir chirp
Line 2: firm girl
Sentence: The girl will see the bird chirp.
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Assessment for er and irStudent Sheet
chirp verb perk stern whirl
fert dirm persh wirmp flerm
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Lesson 16
Sound Spelling: Review
Words to Blend:
birch shirt birth
Kirk park clerk
born third sort
march verb fir
Automatic Word recognition:
hop hand batch
snap tap flush
whim trim rut
set club lunch
decodable: (see next page)
Word Work: Word Building
tipWhen reading the decodable
text with students, ask them toput their finger on the first
word. This ensures they arepaying attention, and you asthe teacher can do a quick
check that everyone is wherethey need to be.
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decodable WorkLesson 16 - review
The first bird will be in the nest.
Bert’s shirt is on the mat.
You must be firm when you are with the dog.
The girl will stir the corn.
Will you pick up the girl at six?
The man said that the girl had to stop.
The skirt twirls when she spins.
The bird is on his shirt.
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Word Work - Lesson 16Word Building
Words for the lesson:
fir
first
fort
port
part
Letter cards
f ir s t
or p ar
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Lesson 17
Sound Spelling: Introduce ur
Words to Blend:
burn fur purr
blur blurt hurt
spurt hurl purse
lurch turn churn
Automatic Word recognition:
rat snap math
frog pep back
rock twig lug
pup sled cash
decodable: (see next page)
Word Work: Elkonin Boxes
tipHave student/s go back andpractice reading for fluency
the previously used passages in this guide.
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decodable Word WorkLesson 17
The fox has long fur.
That girl hurt her leg.
Go past the church to get to the van.
A fox has soft fur.
The car turned left.
Do not step off the curb when there are cars.
Mom lost her turn.
Bob will hurl the ball.
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Word Work Lesson 17Elkonin Boxes
Words for the lesson:
burn blur
fur churn
spurt hurl
hurt
Letter cards
b ur n f s
p t h l ch
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Lesson 18
Sound Spelling: ur
Words to Blend:
turn burb blurt
church burst curl
churn hurl burr
blurt lurk spur
Automatic Word recognition:
gas ramp lock
lump rip path
kick snip tan
dish job brim
decodable: (see next page)
Word Work: Word Sort (Sound mats available in Appendix C)
reminderOnce students have sorted the
words in the word work section, have them practice
their fluency by going through the list and reading all the
words.
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decodable WorkLesson 18
Kat lost her purse in the park.
The cat sat on the curb.
The path had a sharp curve.
Curl up on the rug in the fort.
Turn left after the curve on the path.
The twins have curls.
The cat will purr when I pet his fur.
Don’t hurt the birds in the nest.
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Word Work - day 18
Sort the following words according to:r-controlled vowels ur, ir, ar
Word Sort
turn birch char
thirst burb art
Barb birth burst
arm curl shirt
blurt whirl smart
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Lesson 19
Sound Spelling: ur
Words to Blend:
purr blur curl
slur hurt surf
spurt fur hurl
burst turn turf
Automatic Word recognition:
wed clip gush
trip pot pack
sash wind ten
fish log clan
decodable: (see next page)
Word Work: Dictation
tipPlace the automatic word
recognition charts in a folderstudents can use to practicereading the words fluently
when they have a few extraminutes.
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decodable WorkLesson 19
The fox has long fur.
Kat lost her purse in the park.
That girl hurt her leg.
The cat sat on the curb.
Go past the church to get to the van.
The path had a sharp curve.
A fox has soft fur.
66 | R-controlled v.1 67 | R-controlled v.1
Word Work - Lesson 19dictation
Line 1: whirl stir
Line 2: firm chirp
Sentence: The girl will go to church.
68 | R-controlled v.1 69 | R-controlled v.1
Lesson 20
Sound Spelling: Review
Words to Blend:
churn hurl turn
stark lurch perch
blurt born church
skirt lurk chirp
Automatic Word recognition:
jig lamp patch
fret tin wham
fetch hand dot
lunch sip test
decodable: (see next page)
Word Work: Word Building
tipLook back with your student/s at all they have accomplished
and learned while going through these lessons. Celebrate the success!
68 | R-controlled v.1 69 | R-controlled v.1
decodable WorkLesson 20
Turn left after the curve on the path.
The cat will purr when I pet his fur.
The twins have curls.
Don’t hurt the birds in the nest.
Tom will hurl the ball to Jen.
My mom and dad went to church.
70 | R-controlled v.1 71 | R-controlled v.1
Word Work - Lesson 20Word Building
Words for the lesson:
or
for
born
turn
burst
Letter cards
or f b n
t ur s
70 | R-controlled v.1 71 | R-controlled v.1
Assessment for ir and urStudent Sheet
purse third birth hurt lurch pirth furg sirt turch dirm
74 | R-controlled v.1 75 | R-controlled v.1
Less
on 1
fan
twin
mat
h
flat
ripba
ck
grin
rock
not
mug
wis
hgr
ip
74 | R-controlled v.1 75 | R-controlled v.1
Less
on 2
map
flap
dash
grip
hit
peck
mot
hbe
stm
op
let
vast
path
76 | R-controlled v.1 77 | R-controlled v.1
Less
on 3
cat
fish
ram
p
peck
pot
land
pond
mes
htin
top
lock
bum
p
76 | R-controlled v.1 77 | R-controlled v.1
Less
on 4
bun
flip
path
nest
rag
sash
chap
frog
rub
den
whe
ngr
ip
78 | R-controlled v.1 79 | R-controlled v.1
Less
on 5
tot
tack
lend
chap
pep
pum
p
sand
bunc
hfu
n
lug
peck
fund
78 | R-controlled v.1 79 | R-controlled v.1
Less
on 6
Fred
sket
chfre
t
dum
phi
pdi
tch
chap
win
dpe
t
cap
wha
ckba
nd
80 | R-controlled v.1 81 | R-controlled v.1
Less
on 7
cot
pond
lunc
h
slim
fitcl
utch
mas
hlu
mp
bet
jigth
ump
fund
80 | R-controlled v.1 81 | R-controlled v.1
Less
on 8
rug
snip
dish
brim
bunc
hge
t
map
slap
sop
thra
shsi
pru
st
82 | R-controlled v.1 83 | R-controlled v.1
Less
on 9
sub
brat
blus
h
club
hem
pluc
k
hog
wes
tpi
t
wha
ckfa
ncl
ap
82 | R-controlled v.1 83 | R-controlled v.1
Less
on 1
0
lad
thum
psn
ip
clap
job
chip
bed
min
tpu
p
ches
tba
gsk
in
84 | R-controlled v.1 85 | R-controlled v.1
Less
on 1
1
mug
benc
hcr
op
drum
mun
chhe
m
witc
hcl
adlo
t
cab
thru
shcl
utch
84 | R-controlled v.1 85 | R-controlled v.1
Less
on 1
2
fitdr
ippa
tch
past
pup
luck
inch
plum
got
whe
nm
engr
ub
86 | R-controlled v.1 87 | R-controlled v.1
Less
on 1
3
ten
thum
pcr
op
spot
hip
chun
k
sock
crab
bus
hug
fund
thic
k
86 | R-controlled v.1 87 | R-controlled v.1
Less
on 1
4
him
thro
bsn
ip
chap
top
mas
k
crab
chug
tan
bun
inch
grab
88 | R-controlled v.1 89 | R-controlled v.1
Less
on 1
5
rug
benc
hcr
op
past
wha
ckta
p
thug
lum
phi
p
bed
plan
slus
h
88 | R-controlled v.1 89 | R-controlled v.1
Less
on 1
6 hop
hand
batc
h
snap
tap
flush
whi
mtri
mru
t
set
club
lunc
h
90 | R-controlled v.1 91 | R-controlled v.1
Less
on 1
7
rat
snap
mat
h
frog
pep
back
rock
twig
lug
pup
sled
cash
90 | R-controlled v.1 91 | R-controlled v.1
Less
on 1
8 gas
ram
plo
ck
lum
prip
path
kick
snip
tan
dish
job
brim
92 | R-controlled v.1 93 | R-controlled v.1
Less
on 1
9
wed
clip
gush
trip
pot
pack
sash
win
dte
n
fish
log
clan
92 | R-controlled v.1 93 | R-controlled v.1
Less
on 2
0
jigla
mp
patc
h
fret
tinw
ham
fetc
hha
nddo
t
lunc
hsi
pte
st