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Program 101-1, Week 34

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Week 34, Day 1

Reintroduce multiple irregular words: world, all, their, has, more, people

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


Word families accuracy: -ash, -ight, -ump

Activity Type: Build Accuracy
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 6 minutes
Materials: Print word cards here
Goal: Given a written word with the same rime as a known word, the student can say the new word ( knowing back - > "back", read sack -> "sack", black -> "black", etc. )
Items: The words specified in the lesson titles, here

What to do

  1. Print or write word cards for words ending with three different rimes. Here we'll assume you are using back (for -ack words), say (for -ay words), and nine (for -ine words). You can get word suggestions and print index card-sized words for each rime here. Put each word at the head of a list, making sure all students can see them.
  2. Can you read these words with me? Support students as necessary to read the words. For example, they may need reminding of the sound ay makes, or that the silent e in nine makes the i say its name.
  3. Now we're going to play the matching game. My turn first. Here's a new word. Show pay, for example. Does this word have the same ending as the first word here? Hold pay below back. Or this word? Hold pay below say. Or maybe this word? Hold pay below nine. Hmmm. Hold pay below each of the other words again as you consider it. I think it has the same ending as this word, so I'm going to put it here. Place pay below say. Do you agree?
  4. Now that I've matched the word, I read from the top of that list: say, pay. They rhyme! Say, pay. That's because they have the same letters at the end. Do you see? Point to the endings as you read the -ay words again.
  5. Okay, now it's your turn to play the matching game. Ready? Select another word card and hold it below each of the word columns in turn, asking whether the ending matches. Wait for students to agree. If a student does not answer, ask him what he thinks. Then put the word in the correct list. Now ask students to read each word in that list.
  6. Continue with other word cards. Remember to have students read down the matching list each time.
  7. Introduce words with initial blends or digraphs such as black, play, and shine once students have gotten the hang of the activity.
  8. Watch for students who are struggling or not taking part. Call on a mix of several students, some who aren't correctly matching words and some who are. Make a note of students who continue to have trouble in an Activity Log.

Related activities


Reading connected text accuracy: Mack felt sad in his empty hut until he drank a big glass full of milk.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: Dad rested on a big, fat stump next to the pond.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 34, Day 2

Irregular word fluency: your .. people

Activity Type: Build Fluency
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular word index cards (print them here)
Goal: Given a printed irregular word, say its sound with automaticity ( irregword -> "irregword" )
Items: All irregular words learned so far

What to do

  1. Assemble a stack of word index cards. The cards should be a mix of all irregular words learned so far. (Optionally, once students are comfortable with irregular words, you can include some regular words in the pack too.)
  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 word on each 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 the word after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and 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


Word families accuracy: -ate, -aw, -unk

Activity Type: Build Accuracy
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 6 minutes
Materials: Print word cards here
Goal: Given a written word with the same rime as a known word, the student can say the new word ( knowing back - > "back", read sack -> "sack", black -> "black", etc. )
Items: The words specified in the lesson titles, here

What to do

  1. Print or write word cards for words ending with three different rimes. Here we'll assume you are using back (for -ack words), say (for -ay words), and nine (for -ine words). You can get word suggestions and print index card-sized words for each rime here. Put each word at the head of a list, making sure all students can see them.
  2. Can you read these words with me? Support students as necessary to read the words. For example, they may need reminding of the sound ay makes, or that the silent e in nine makes the i say its name.
  3. Now we're going to play the matching game. My turn first. Here's a new word. Show pay, for example. Does this word have the same ending as the first word here? Hold pay below back. Or this word? Hold pay below say. Or maybe this word? Hold pay below nine. Hmmm. Hold pay below each of the other words again as you consider it. I think it has the same ending as this word, so I'm going to put it here. Place pay below say. Do you agree?
  4. Now that I've matched the word, I read from the top of that list: say, pay. They rhyme! Say, pay. That's because they have the same letters at the end. Do you see? Point to the endings as you read the -ay words again.
  5. Okay, now it's your turn to play the matching game. Ready? Select another word card and hold it below each of the word columns in turn, asking whether the ending matches. Wait for students to agree. If a student does not answer, ask him what he thinks. Then put the word in the correct list. Now ask students to read each word in that list.
  6. Continue with other word cards. Remember to have students read down the matching list each time.
  7. Introduce words with initial blends or digraphs such as black, play, and shine once students have gotten the hang of the activity.
  8. Watch for students who are struggling or not taking part. Call on a mix of several students, some who aren't correctly matching words and some who are. Make a note of students who continue to have trouble in an Activity Log.

Related activities


Reading connected text accuracy: Jim's family rented a van for a trip to the rocket contest. They got stuck in traffic.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: Red's trick was to pull a rabbit from his hat. But what he got was a carrot.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 34, Day 3

Introduce multiple irregular words: go, no, my, water, word, call

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


Introduce -ed = /ed/ words: melted, rested, landed, grunted, trusted, rented, blended, blasted, printed

Activity Type: Introduce
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: -
Goal: Given a written word ending in -ed, the student can say the word ( melt, melted -> "melted" ).
Items: melted, rested, landed, grunted, trusted, rented, blended, blasted, printed

What to do

Note: If your students already recognize the words here without needing to sound them out, you can skip the sounding out parts of this activity.

  1. Write the word melt on the board in letters at least a foot tall. Sound out this word with me: mmmeeelllt. Again: mmmeeelllt. Point below each letter as you sound it out. Make sure everyone is joining in. Now say it fast: melt; melt. Run your finger underneath the word as you blend. Good. Can anyone tell me what melt means? I'll name some things; you tell me if they could melt: a block of ice. Students: yes. A tree; ice cream; an elephant; butter in a hot pan.
  2. Okay, now I'm going to change something. Add the letters –ed to melt, making melted. Let's sound out this new word I made. Ready? Mmmeeelllteeed. Now say it fast: melted; melted. Does anyone know what melted means? Right! Yesterday I melted some butter in a pan. When you add /ed/ to the end of a word (underline the letters ed), it changes the word to mean something that happened in the past. Watch again: Cover up the ed. Today, I melt butter in a pan. Uncover ed. Yesterday, I melted butter in a pan. Cover up ed again. We call this the base word, like home base in baseball. Cover up melt. And we call this the ending. When you add an ending to a base word, the base word changes its meaning like it did here: melt, melted.
  3. Let's try another. Erase melted and write rest. Have students sound it out and use it in a sentence. Change it to rested, and have students sound that out and use it in a sentence.
  4. Repeat with land-landed, grunt-grunted, trust-trusted, rent-rented, blend-blended, blast-blasted, print-printed, or as many of these as necessary to convince you that all students get it. Watch for students who are not participating, and give them an individual turn.
  5. If your students know how to read the irregular word want, show them want-wanted also. Similarly, if your students know how to read the VCe word fade, show them fade-faded also.

Related activities


Reading connected text accuracy: For the song festival Hank put a trumpet, a banjo, and a set of drums in the den.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: Mack felt sad in his empty hut until he drank a big glass full of milk.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 34, Day 4

Reintroduce multiple irregular words: go, no, my, water, word, call

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


Introduce -ed = /d/, -ed = /t/ words: filled, hugged, smelled, kicked, asked, dropped, melted, landed, blasted

Activity Type: Introduce
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: -
Goal: Given a written word ending in -ed and pronounced /d/ or /t/, the student can say the word ( filled -> "filled", kicked -> "kicked" ).
Items: filled, hugged, smelled, kicked, asked, dropped, melted, landed, blasted

What to do

  1. Write the word fill on the board. What's this word? If students don't recognize the word, sound it out with them. Good. Can anyone tell me what fill means? I'll name some things, you tell me if you can fill them: a cup. Students: yes. A bicycle; a garbage can; a fishing pole.
  2. Okay, now I'm going to change something. I'm going to add an ending to this word. Add the letters -ed to fill making filled. What word do we have now?
  3. If a student answers fill-ed, say, That's what you would get if you sounded it out, but is fill-ed a word? Remember, this ending (underline ed) changes the word to mean something that happened in the past, like yesterday. Today, I will fill the garbage can. Yesterday I... Student: filled. Right! Not fill-ed, filled. Good.
  4. Write melted on the board next to filled, starting a different column. You are going to write other words below these words. What's this word? Right: melt. Here's the e, d ending. Underline it. So that's interesting, these words have the same e,d ending, but the endings sound different, listen: melted, filled. Emphasize the endings. Sometimes the same ending makes a different sound.
  5. It gets stranger. Do you want to see how? Write kick in a third column. As before, have students read it or sound it out, add ed and underline it, then have them read kicked. Correct students who say kick-ed. Kicked has a /t/ sound at the end, like hot. Can you hear it: kicked. So now we have three different sounds for the e, d ending: filled, melted, kicked. Say them with me. Fortunately, there are only three different ways to say e, d!
  6. There are lots of words like these. Let's see. Write landed below melted and have students read it. Point out that the ending makes the same sound as in melted. Repeat with other words until you have three columns: filled / hugged / smelled, melted / landed / blasted, and kicked / asked / dropped.
  7. If you have time, practice some more by pointing at one of the words on the board at random and asking students to read it. Continue until they are reading all the words fluently.

Related activities


Reading connected text accuracy: A jolly bunny hid a basket full of candy and plastic eggs at the top of Ellen's closet.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: Jim's family rented a van for a trip to the rocket contest. They got stuck in traffic.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 34, Day 5

Irregular word fluency: your .. call

Activity Type: Build Fluency
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular word index cards (print them here)
Goal: Given a printed irregular word, say its sound with automaticity ( irregword -> "irregword" )
Items: All irregular words learned so far

What to do

  1. Assemble a stack of word index cards. The cards should be a mix of all irregular words learned so far. (Optionally, once students are comfortable with irregular words, you can include some regular words in the pack too.)
  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 word on each 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 the word after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and 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


-ed word accuracy: kicked, jumped, rested, wished, trusted, worked, baked, used, closed, smiled

Activity Type: Build Accuracy
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: -ed word index cards (print them here)
Goal: Given a written word ending in -ed pronounced /d/ or /t/, the student can say the word correctly pronouncing the ending: /ed/, /d/, or /t/ ( melt -> "melted", filled -> "filled", kicked -> "kicked" ).
Items: filled, hugged, smelled, kicked, asked, dropped, melted, landed, blasted

What to do

  1. Assemble a stack of around 12 index cards with -ed words printed on them. (If your students don't know how to read VCe words such as fade and use, exclude faded, used, etc., from the stack.)
  2. Let's see if I can trick you. I'm going to show you a card with a word on it ending in e, d, and I want you to tell me the word. My turn first. Show the first card and read the word on it.
  3. Okay, your turn. Call on students individually and ask them to read a single card each. If a student struggles, cover up the ed ending and ask her to say the base word, then uncover the ending and ask her to say the whole word. If she mispronounces the ending (for instance, saying kick-ed instead of kicked with a /t/ sound at the end), ask her, Is kick-ed a word? What else could it be? Today I kick the ball; yesterday I... Praise her when she gets it, and let her try two more cards. If they continue to struggle, make a note in an Activity Log.
  4. Continue until students have mastered this set of cards.

Related activities


Reading connected text accuracy: It was not difficult to put on the helmet. As he fell, Frank was glad he had it on.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: For the song festival Hank put a trumpet, a banjo, and a set of drums in the den.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities

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