Curriculum Guide
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  • 14.2 The Slow-Fast Game
  • 14.4 Word Reading
  • 14.5 Finger Tracking

Cycle 14

14.2 The Slow-Fast Game

Purpose and Procedure

This task introduces saying words with two final consonants that are both quick sounds (in the words act and fact). Here, you say the words first, then you say them slowly simultaneously with the student, and then the student attempts it solo.

Important Reminders

Count the sounds on your fingers as you say them.

14.4 Word Reading

Correcting the Student

Starting with this cycle, Word Reading tasks will only include purple correction text in the instructor pane when there are new types of corrections that you may need within the task. Continue to correct students’ other mistakes in the same way that the curriculum has called for thus far.

Most Common Mistakes::

❖ Student pauses between sounds.

❖ Student says a wrong sound.

Correction of Most Common Mistakes:

❖ Follow steps in the flowchart.

Other Types of Mistakes:

❖ Student’s finger stops beneath a small letter, or student reads a small letter.

❖ Student shortens a sound.

❖ Student’s finger isn’t in sync with their voice.

Correction of Other Types of Mistakes:

❖ Model the correct sound, say it simultaneously with the student, and then have them try again by themselves. (I do; we do; you do.)

14.5 Finger Tracking

Purpose and Procedure

This task introduces students to a finger-tracking exercise.

Students practice using their index finger to track beneath text across multiple words, moving left to right underneath the line while they name each piece of fruit. Using pieces of fruit instead of words in this exercise allows students to focus on moving their finger in sync with what they are “reading” without having to also concentrate on decoding.

If a student does not know the name of a piece of fruit, you can say the name. The goal is not fruit identification. The goal is for students to keep their finger tracking beneath the pieces of fruit that they are naming.

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