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Program 101-1, Week 29

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Week 29, Day 1

Introduce ur

Activity Type: Introduce
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Letter card (print it here)
Goal: Given a printed letter combination, the student can say its sound ( ai -> /ay/ )
Items: ur

What to do

  1. Write the letters ur on the board; make them at least a foot tall. Alternatively, use a letter card large enough for the whole group to see easily.
  2. Some letters stick together, so they make one sound even though they are two letters. Here are two letters that stick together. The sound for these letters is /er/. It's the sound at the end of the word fur: /er/. What's the sound?
  3. Did you notice that it's the same sound as these letters make? Write ir next to ur on the board. What's the sound?
  4. Look for students who are not saying the sound. Ask them: What's the sound? Look for students who are making the wrong sound and model the sound for them until they have it right. Well done everyone.
  5. Erase ur and ir. Now write a mix of 12 letters and letter combinations on the board, arranged randomly: 4 of the items should be ur and they should be interspersed with 8 other items dissimilar in appearance to ur such as th and qu.
  6. When I point to the letters we just learned, say their sound. When I point to anything else, you have to stay quiet. My turn first. Point to a series of items and either say the sound or make a performance of saying nothing, as appropriate.
  7. Your turn. Ready? Point to items randomly, holding on each one for a few seconds.
  8. If a student says the sound for one of the other items (not ur), point to ur and say: You only need to make a sound for these letters. When I point to anything else, stay quiet. Ready? Look for individuals who are saying nothing when you point to ur. Have those students try items individually until they have it (but don’t call only on struggling students). Keep going until everyone has the new sound.

Related activities


Letter combination fluency: th .. ir

Activity Type: Build Fluency
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group
Length: 10 minutes
Materials: Multiple copies of large letter combination cards (print them here)
Goal: Given a printed letter combination, the student can say its sound with automaticity ( ai -> /ay/ )
Items: All letter combinations learned so far

What to do

  1. Assemble a stack of letter combination cards large enough for the group to see. The cards should be a mix of all combinations learned so far. It's a good idea to include multiple copies of any cards that students struggle with.
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can saying the correct sound. These are all letters that stick together, so say just one sound when you draw a card. Let's see how fast we can go. My turn first.
  3. Next, model taking the top card of the stack, showing it to the students, and saying its sound after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? (Or, if students are still mastering the sounds, Do you think you can go through the stack without making a mistake?) Call on a single student in the group. Show the first card: What's the sound? If the student is incorrect, correct the student, have him or her repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next student, shuffle the stack, and repeat until all students in the group have worked through it.
  6. Okay, now let's go faster. Shuffle the stack of cards and then repeat with students in the same order, but encouraging them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note in an Activity Log.

Related activities


Introduce multiple irregular words: your, there, she, do, how, other

Activity Type: Introduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
  2. Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
  3. Continue with the other irregular words you are introducing for this session.
  4. Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
  5. Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  6. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.

Related activities


Week 29, Day 2

Reintroduce ur

Activity Type: Reintroduce
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Letter card (print it here)
Goal: Given a printed letter combination, the student can say its sound ( ai -> /ay/ )
Items: ur

What to do

  1. Write the letters ur on the board; make them at least a foot tall. Alternatively, use a letter card large enough for the whole group to see easily.
  2. Remember these two letters that stick together? Let's review the sound for these letters. Anyone: what's the sound? Good: /er/. Remember, it's the sound at the end of the word fur: /er/. What's the sound?
  3. Do you remember that it's the same sound as these letters make? Write ir next to ur on the board. What's the sound?
  4. Look for students who are not saying the sound. Ask them, What's the sound? Look for students who are making the wrong sound and model the sound for them until they have it right. Well done everyone.
  5. Erase ur and ir. Now write a mix of 12 letters and letter combinations on the board, arranged randomly: 4 of the items should be ur and they should be interspersed with 8 other items dissimilar in appearance to ur such as ay and ee.
  6. When I point to the letters we just learned, say their sound. When I point to anything else, you have to stay quiet. My turn first. Point to a series of items and either say the sound or make a performance of saying nothing, as appropriate.
  7. Your turn. Ready? Point to items randomly, holding on each one for a few seconds.
  8. If a student says the sound for one of the other items (not ur), point to ur and say, You only need to make a sound for these letters. When I point to anything else, stay quiet. Ready? Look for individuals who are saying nothing when you point to ur. Have those students try items individually until they have it (but don’t call only on struggling students). Keep going until everyone has the new sound.

Related activities


Letter combination accuracy: th .. ur

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials:

  • Multiple copies of letter combination cards (print them here)
  • One container such as a hat or bag for every eight students in the group
Goal: Given printed letter combinations, the student can discriminate between them and say the sound of each ( sh -> /sh/ )
Items: All letter combinations learned so far

What to do

  1. Put a mix of letter combination cards in a hat or bag that students will pass around the classroom, draw a card from it, and say the sound for that combo. The cards should be a mix of all combinations learned so far, weighted towards the most recently learned letter combinations. You will need at least one bag for every eight or so students in the group, else students will quickly become distracted.
  2. (You can also do this activity with half the cards showing the single most recently learned letter combination, say sh, and the other half showing combinations the students have not yet learned, such as ai. In that version of the activity, you ask students to say /sh/ or not /sh/ depending on what letter combination they draw.)
  3. Now let’s play a game. We’re going to take turns to pull a card from this bag and say the sound of the letters. These are all letters that stick together, so say just one sound when you draw a card. My turn first.
  4. Draw a card, pause, show the letter combination to the students, then say its sound.
  5. Then, I put the card back in the bag and pass it to my neighbor. Pass the bag to a student who is likely to get the answer correctly. Make sure they show the card to the other students. Remind them to put the card back and shake the bag, and then pass it to the next student.
  6. As soon as it's clear that the students get the idea, you can introduce the other bags to speed things up. Each time, draw the first card yourself. Circulate around the group making sure everyone is performing the activity correctly.
  7. If students don’t know a card, say it for them, then ask them to say it. Then, have them draw another card and try again. If they continue to have trouble, make a note in an Activity Log and move on. Try to make sure the last letter combination they draw before passing the bag on is one they name correctly and praise them strongly.
  8. Keep going until everyone has had at least one turn.

Related activities


Reintroduce multiple irregular words: your, there, she, do, how, other

Activity Type: Reintroduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Arrange all the new irregular words on the board.
  2. Let's review these words. Pay attention because they are trick words.
  3. Point to each word in turn, model its sound, and have students repeat.
  4. Next, point to words randomly and let students say the word without your help. Give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  5. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has mastered these words.
  6. If time allows, to help students 'deep process' a word, ask an individual student, Can you make a sentence with the word around in it? Select a different word from today's set for each student. An alternative formulation you can use for variety is, I'll say the first part of a sentence and you have to make up an ending for it: The dog ran around and around the oak tree because... Student: ...there was a squirrel in it.

Related activities


Week 29, Day 3

Introduce ph

Activity Type: Introduce
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials:

Goal: Given a printed letter combination, the student can say its sound ( ai -> /ay/ )
Items: ph

What to do

  1. Write the letters ph on the board; make them at least a foot tall. Alternatively, use a letter card large enough for the whole group to see easily.
  2. Some letters stick together, so they make one sound even though they are two letters. Here are two letters that stick together. The sound for these letters is /fff/. It's the same as the sound of the letter f--the sound at the start of the word phone: /fff/. What's the sound?
  3. Look for students who are not saying the sound. Ask them: What's the sound? Look for students who are making the wrong sound and model the sound for them until they have it right. Well done everyone.
  4. Erase ph. Now write a mix of 12 letters and letter combinations on the board, arranged randomly: 4 of the items should be ph and they should be interspersed with 8 other items dissimilar in appearance to ph, such as ur and ee.
  5. When I point to the letters we just learned, say their sound. When I point to anything else, you have to stay quiet. My turn first. Point to a series of items and either say the sound or make a performance of saying nothing, as appropriate.
  6. Your turn. Ready? Point to items randomly, holding on each one for a few seconds.
  7. If a student says the sound for one of the other items (not ph), point to ph and say: You only need to make a sound for these letters. When I point to anything else, stay quiet. Ready? Look for individuals who are saying nothing when you point to ph. Have those students try items individually until they have it (but don’t call only on struggling students). Keep going until everyone has the new sound.

Related activities


Letter combination fluency: th .. ur

Activity Type: Build Fluency
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group
Length: 10 minutes
Materials: Multiple copies of large letter combination cards (print them here)
Goal: Given a printed letter combination, the student can say its sound with automaticity ( ai -> /ay/ )
Items: All letter combinations learned so far

What to do

  1. Assemble a stack of letter combination cards large enough for the group to see. The cards should be a mix of all combinations learned so far. It's a good idea to include multiple copies of any cards that students struggle with.
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can saying the correct sound. These are all letters that stick together, so say just one sound when you draw a card. Let's see how fast we can go. My turn first.
  3. Next, model taking the top card of the stack, showing it to the students, and saying its sound after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? (Or, if students are still mastering the sounds, Do you think you can go through the stack without making a mistake?) Call on a single student in the group. Show the first card: What's the sound? If the student is incorrect, correct the student, have him or her repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next student, shuffle the stack, and repeat until all students in the group have worked through it.
  6. Okay, now let's go faster. Shuffle the stack of cards and then repeat with students in the same order, but encouraging them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note in an Activity Log.

Related activities


Week 29, Day 4

Reintroduce ph

Activity Type: Reintroduce
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials:

Goal: Given a printed letter combination, the student can say its sound ( ai -> /ay/ )
Items: ph

What to do

  1. Write the letters ph on the board; make them at least a foot tall. Alternatively, use a letter card large enough for the whole group to see easily.
  2. Remember these two letters that stick together? Let's review the sound for these letters. Anyone: what's the sound? Good: /fff/. Remember, it's the same as the sound of the letter f--the sound at the start of the word phone: /fff/. What's the sound?
  3. Look for students who are not saying the sound. Ask them: What's the sound? Look for students who are making the wrong sound and model the sound for them until they have it right. Well done everyone.
  4. Erase ph. Now write a mix of 12 letters and letter combinations on the board, arranged randomly: 4 of the items should be ph and they should be interspersed with 8 other items dissimilar in appearance to ph, such as oo and ai.
  5. When I point to the letters we just learned, say their sound. When I point to anything else, you have to stay quiet. My turn first. Point to a series of items and either say the sound or make a performance of saying nothing, as appropriate.
  6. Your turn. Ready? Point to items randomly, holding on each one for a few seconds.
  7. If a student says the sound for one of the other items (not ph), point to ph and say: You only need to make a sound for these letters. When I point to anything else, stay quiet. Ready? Look for individuals who are saying nothing when you point to ph. Have those students try items individually until they have it (but don’t call only on struggling students). Keep going until everyone has the new sound.

Related activities


Letter combination accuracy: th .. ph

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials:

  • Multiple copies of letter combination cards (print them here)
  • One container such as a hat or bag for every eight students in the group
Goal: Given printed letter combinations, the student can discriminate between them and say the sound of each ( sh -> /sh/ )
Items: All letter combinations learned so far

What to do

  1. Put a mix of letter combination cards in a hat or bag that students will pass around the classroom, draw a card from it, and say the sound for that combo. The cards should be a mix of all combinations learned so far, weighted towards the most recently learned letter combinations. You will need at least one bag for every eight or so students in the group, else students will quickly become distracted.
  2. (You can also do this activity with half the cards showing the single most recently learned letter combination, say sh, and the other half showing combinations the students have not yet learned, such as ai. In that version of the activity, you ask students to say /sh/ or not /sh/ depending on what letter combination they draw.)
  3. Now let’s play a game. We’re going to take turns to pull a card from this bag and say the sound of the letters. These are all letters that stick together, so say just one sound when you draw a card. My turn first.
  4. Draw a card, pause, show the letter combination to the students, then say its sound.
  5. Then, I put the card back in the bag and pass it to my neighbor. Pass the bag to a student who is likely to get the answer correctly. Make sure they show the card to the other students. Remind them to put the card back and shake the bag, and then pass it to the next student.
  6. As soon as it's clear that the students get the idea, you can introduce the other bags to speed things up. Each time, draw the first card yourself. Circulate around the group making sure everyone is performing the activity correctly.
  7. If students don’t know a card, say it for them, then ask them to say it. Then, have them draw another card and try again. If they continue to have trouble, make a note in an Activity Log and move on. Try to make sure the last letter combination they draw before passing the bag on is one they name correctly and praise them strongly.
  8. Keep going until everyone has had at least one turn.

Related activities


Introduce multiple irregular words: many, so, her, would, into, look

Activity Type: Introduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
  2. Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
  3. Continue with the other irregular words you are introducing for this session.
  4. Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
  5. Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  6. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.

Related activities


Week 29, Day 5

Introduce oi

Activity Type: Introduce
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials:

Goal: Given a printed letter combination, the student can say its sound ( ai -> /ay/ )
Items: oi

What to do

  1. Write the letters oi on the board; make them at least a foot tall. Alternatively, use a letter card large enough for the whole group to see easily.
  2. Some letters stick together, so they make one sound even though they are two letters. Here are two letters that stick together. The sound for these letters is /oy/. It's the sound in the middle of the word boil: /oy/. What's the sound?
  3. Look for students who are not saying the sound. Ask them: What's the sound? Look for students who are making the wrong sound and model the sound for them until they have it right. Well done everyone.
  4. Erase oi. Now write a mix of 12 letters and letter combinations on the board, arranged randomly: 4 of the items should be oi and they should be interspersed with 8 other items dissimilar in appearance to oi, such as ay and kn.
  5. When I point to the letters we just learned, say their sound. When I point to anything else, you have to stay quiet. My turn first. Point to a series of items and either say the sound or make a performance of saying nothing, as appropriate.
  6. Your turn. Ready? Point to items randomly, holding on each one for a few seconds.
  7. If a student says the sound for one of the other items (not oi), point to oi and say: You only need to make a sound for these letters. When I point to anything else, stay quiet. Ready? Look for individuals who are saying nothing when you point to oi. Have those students try items individually until they have it (but don’t call only on struggling students). Keep going until everyone has the new sound.

Related activities


Letter combination fluency: th .. ph

Activity Type: Build Fluency
Activity Form: Standard
Grade: K, 1, 2
Group Size: Small Group
Length: 10 minutes
Materials: Multiple copies of large letter combination cards (print them here)
Goal: Given a printed letter combination, the student can say its sound with automaticity ( ai -> /ay/ )
Items: All letter combinations learned so far

What to do

  1. Assemble a stack of letter combination cards large enough for the group to see. The cards should be a mix of all combinations learned so far. It's a good idea to include multiple copies of any cards that students struggle with.
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can saying the correct sound. These are all letters that stick together, so say just one sound when you draw a card. Let's see how fast we can go. My turn first.
  3. Next, model taking the top card of the stack, showing it to the students, and saying its sound after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? (Or, if students are still mastering the sounds, Do you think you can go through the stack without making a mistake?) Call on a single student in the group. Show the first card: What's the sound? If the student is incorrect, correct the student, have him or her repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next student, shuffle the stack, and repeat until all students in the group have worked through it.
  6. Okay, now let's go faster. Shuffle the stack of cards and then repeat with students in the same order, but encouraging them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note in an Activity Log.

Related activities


Reintroduce multiple irregular words: many, so, her, would, into, look

Activity Type: Reintroduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Arrange all the new irregular words on the board.
  2. Let's review these words. Pay attention because they are trick words.
  3. Point to each word in turn, model its sound, and have students repeat.
  4. Next, point to words randomly and let students say the word without your help. Give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  5. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has mastered these words.
  6. If time allows, to help students 'deep process' a word, ask an individual student, Can you make a sentence with the word around in it? Select a different word from today's set for each student. An alternative formulation you can use for variety is, I'll say the first part of a sentence and you have to make up an ending for it: The dog ran around and around the oak tree because... Student: ...there was a squirrel in it.

Related activities

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