Curriculum Guide
  • Orientation
  • Cycle 1
  • Cycle 2
  • Cycle 3
  • Cycle 4
  • Cycle 5
  • Cycle 6
  • Cycle 7
  • Cycle 8
  • Cycle 9
  • Cycle 10
  • Cycle 11
  • Cycle 12
  • Cycle 13
  • Cycle 14
  • Cycle 15
  • Cycle 16
  • Cycle 17
  • Cycle 18
  • Cycle 19
  • Cycle 20
  • Cycle 21
  • Cycle 22
  • Cycle 23
  • Cycle 24
  • Cycle 25
  • Cycle 26
  • Cycle 27
  • Cycle 28
  • Cycle 29
  • Cycle 30
  • Cycle 31
  • Cycle 32
  • Cycle 33
  • Cycle 34
  • Cycle 35
  • Cycle 36
  • Cycle 37
  • Cycle 38
  • Cycle 39
  • Cycle 40
  • Cycle 41
  • Cycle 42
  • Cycle 43
  • Cycle 44
  • Cycle 45
  • Cycle 46
  • Cycle 47
  • Cycle 48
  • Cycle 49
  • Cycle 50
  • Cycle 51
  • Cycle 52
  • Cycle 53
  • Cycle 54
  • Cycle 55
  • Cycle 56
  • Cycle 57
  • Cycle 58
  • Cycle 59
  • Cycle 60
  • Cycle 61
  • Cycle 62
  • Cycle 63
  • Cycle 64
  • Cycle 65
  • Cycle 66
  • Cycle 67
  • Cycle 68
  • Cycle 69
  • Cycle 70
  • Cycle 71
  • Cycle 72
  • Cycle 73
  • Cycle 74
  • Cycle 75
  • Cycle 76
  • Cycle 77
  • Cycle 78
  • Cycle 79
  • Cycle 80
  • Cycle 81
  • Cycle 82
  • Cycle 83
  • Cycle 84
  • Cycle 85
  • Cycle 86
  • Cycle 87
  • Cycle 88
  • Cycle 89
  • Cycle 90
  • Cycle 91
  • Cycle 92
  • Cycle 93
  • Cycle 94
  • Cycle 95
  • Cycle 96
  • Cycle 97
  • Cycle 98
  • Cycle 99
  • Cycle 100
  • Cycle 101
  • Cycle 102
  • Cycle 103
  • Cycle 104
  • Cycle 105
  • Cycle 106
  • Cycle 107
  • Cycle 108
  • Cycle 109
  • Cycle 110
  • Cycle 111
  • Cycle 112
  • Cycle 113
  • Cycle 114
  • Cycle 115
  • Cycle 116
  • Cycle 117
  • Cycle 118
  • Cycle 119
  • Cycle 120
  • Cycle 121
  • Cycle 122
  • Cycle 123
  • Cycle 124
  • Cycle 125
  • Cycle 126
  • Cycle 127
  • Cycle 128
  • Cycle 129
  • Cycle 130
  • Cycle 131
  • Cycle 132
  • Cycle 133
  • Cycle 134
  • Cycle 135
  • Cycle 136
  • Cycle 137
  • Cycle 138
  • Cycle 139
  • Cycle 140
  • Cycle 141
  • Cycle 142
  • Cycle 143
  • Cycle 144
  • Cycle 145
  • Cycle 146
  • Cycle 147
  • Cycle 148
  • Cycle 149
  • Cycle 150
  • Cycle 151
  • Cycle 152
  • Cycle 153
  • Cycle 154
  • Cycle 155
  • Cycle 156
  • Cycle 157
  • Cycle 158
  • Cycle 159
  • Cycle 160
  • Cycle 161
  • Cycle 162
  • Cycle 163
  • Cycle 164
  • Cycle 165
  • Cycle 166
  • Cycle 167
  • Cycle 168
  • Cycle 169
  • Cycle 170
  • Cycle 171
  • Cycle 172
  • Cycle 173
  • Cycle 174
  • Cycle 175
  • Cycle 176
  • Cycle 177
  • Cycle 178
  • Cycle 179
  • Cycle 180
  • Cycle 181
  • Cycle 182
  • Cycle 183
  • Cycle 184
  • Cycle 185
  • Cycle 186
  • Cycle 187
  • Cycle 188
  • Cycle 189
  • Cycle 190
  • Cycle 191
  • Cycle 192
  • Cycle 193
  • Cycle 194
  • Cycle 195
  • Cycle 196
  • Cycle 197
  • Cycle 198
  • Cycle 199
  • Cycle 200
Powered by GitBook
On this page
  • 15.1 Irregular Word
  • 15.3 The Slow-Fast Game
  • 15.4 Rhyming
  • 15.5 Word Reading
  • 15.6 Finger Tracking
  • 15.7 Story Reading

Cycle 15

PreviousCycle 14NextCycle 16

Last updated 24 days ago

15.1 Irregular Word

Purpose and Procedure

This task introduces students to their first non-phonetic word, is.

When you read this word the slow way, be sure to touch and say the sounds phonetically, like /⁠ĭĭĭsss/. Do not read it how the word would actually be pronounced slowly (which would be /ĭĭĭzzz/). However, when you read is the fast way, only read it as it is actually pronounced: /ĭz/.

This approach introduces the concept of non-phonetic (irregular or “funny”) words without undermining the importance of the whole system of sound-symbol correspondence that you are teaching them. The last thing we want is for students to think that the existence of irregular words means that there is no reason to “sound out” words.

Correcting the Student

The following is the correction text to use if a student makes a mistake reading is the slow way:

❖ If the student says /ĭĭĭzzz/, point to the s, and say: Remember, this is a funny word. That’s how you say it fast, but when we say it slowly it’s /ĭĭĭsss/. What is it when we say it slowly?... If the student still doesn’t pronounce it phonetically, say: My turn to say it slowly: /ĭĭĭsss/. Your turn to say it slowly…

The following is the correction text to use if a student makes a mistake reading is the fast way:

❖ If the student says /ĭs/, say: Remember, this is a funny word. That’s how you say it slowly, but when we say it fast it’s /ĭz/. What is it when we say it fast?… If the student still says anything other than /ĭz/, say: My turn to say it fast: /ĭz/. Your turn to say it fast…

15.3 The Slow-Fast Game

Purpose and Procedure

This task returns to saying words with two final consonants that are both quick sounds (in the words act and fact), but this time you do not say the word first and you do not say the words slowly together with the student before the student attempts it solo. If the student struggles, then you can say it simultaneously with them as a way to support them.

Important Reminders

Continue to count the sounds on your fingers when you say each word the slow way. The number of sounds in each word is located in parentheses next to the phonetic spelling of that word.

15.4 Rhyming

Purpose and Procedure

This task returns to rhyming words that begin with a quick sound, but this time you won’t model each rhyme for the student first.

Important Reminders

Unlike the previous Rhyming task, which started with a continuous sound, you cannot hold this initial sound because it's a quick sound. Reading words that begin with a quick sound is a difficult skill for emerging readers to master. If a student struggles, and you need to model for them, it is very important to make sure you do not pause between the quick sound and the rest of the word.

15.5 Word Reading

Purpose and Procedure

From now on, the yellow and green audio buttons will appear to the right of each numbered word in the instructor pane.

15.6 Finger Tracking

Important Reminders

Remember that in this task, the goal is not fruit identification. The goal is for students to keep their finger tracking along beneath the pieces of fruit that they are naming.

15.7 Story Reading

Purpose and Procedure

This is the first task with small red dots beneath a line of story text.

These small red dots indicate moments when you should pause students’ reading in order to ask a question, give an instruction, or give information.

The white number within each red dot corresponds to a number in the your script on the right. When a student reaches a red dot as they read, you should read the prompt that begins with that number in the script.

If a student asks about the red dots, just say that the red dots show you when to ask them a question.

Correcting the Student

The following is the correction text to use if a student has trouble answering a question prompted by a red dot in Story Reading tasks:

❖ If the student is unsure, say: Start this sentence over to find out. Watch me trace my finger back to the beginning of this sentence. Go ahead…

Starting with this cycle, Story 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.)