Curriculum Guide
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On this page
  • 3.1 New Sound
  • 3.2 Sound Review
  • 3.3 The Slow Game
  • 3.4 The Fast Game
  • 3.5 Word Reading
  • 3.6 Story Reading
  • 3.7 Writing
  • 3.8 Getting to Know the Student

Cycle 3

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Last updated 1 month ago

3.1 New Sound

Purpose and Procedure

This task introduces the sound /m/ as in smile.

At this point, you still touch under the sound instead of the student, but students begin to touch under sounds in the Word Reading task in the next cycle.

Important Reminders

Remember to say the sound only when your finger is on the dot directly underneath it.

Correcting the Student

The following is the correction text to use if a student makes a mistake in a New Sound task [example sound: /m/]:

❖ If the student says the letter’s name (/ĕm/), say: This sound is /mmm/. Let’s read it together. Get ready: /mmm/. Good. Your turn…

❖ If the student doesn’t hold the sound for two seconds, say: Read this sound slowly like this: /mmm/. Let’s read it together. Get ready: /mmm/. Good. Your turn…

❖ If the student says the sound at the wrong time, say: Only read this sound when my finger is on this dot, like this: /mmm/. Let’s read it together. Get ready: /mmm/. Good. Your turn…

3.2 Sound Review

Purpose and Procedure

This is the first task in which students review reading more than one sound.

Important Reminders

Prompt the student to say the sound by moving your finger beneath the sound.

At the end of the task, have the student reread any sounds that required correction.

Correcting the Student

The following is the correction text to use if a student makes a mistake in a New Sound task [example sound: /m/]:

❖ If the student says a letter’s name or a wrong sound, say: This sound is /mmm/. Let’s read it together. Get ready: /mmm/. Good. Your turn…

❖ If the student doesn’t hold the sound for two seconds, say: Read this sound slowly like this: /mmm/. Let’s read it together. Get ready: /mmm/. Good. Your turn…

❖ If the student says the sound at the wrong time, say: Only read this sound when my finger is on this dot, like this: /mmm/. Let’s read it together. Get ready: /mmm/. Good. Your turn…

3.3 The Slow Game

Purpose and Procedure

This task introduces students to saying words that consist of three continuous sounds the slow way.

This is also the first time that students will repeat six words in one task, saying them the slow way.

The /r/ sound in room and Ron, can be tricky to produce. Make sure not to add a vowel sound after it like /rǝ/. (The ǝ symbol represents the schwa sound, like the last sound in the word banana. Sometimes people make the mistake of adding a sound like that when saying a sound in isolation or after the final sound in a word.) Also, try not to make a sound in front of it like /ər/. It should sound like if you said the word roar without the oar.

Important Reminders

Make sure not to pause between any sounds, especially after the initial sounds in well, room, and soon.

Make sure to read the example sentences after each word.

At the end of the task, don’t forget to repeat any words that required correction.

Correcting the Student

In addition to the regular correction text for the Slow Game, the following is the correction text to use for the word their in this task:

❖ If the student struggles to produce the /th/ sound in their, say: Put the tip of your tongue between your teeth, like this… Good. When I make this sound, it tickles my tongue. Watch: /ththth/. Now, let’s try it together: /ththth/.

3.4 The Fast Game

Purpose and Procedure

This task introduces students to saying words that consist of three continuous sounds the fast way. These words are fan, man, some, yes, and race. (The word of is the only exception in this task.)

This is also the first time students will say the sounds of six words the fast way in one task.

Note that the script calls for you to say the first word, fan, the “fast way” before you say it the “slow way”. But you should not do that for any of the remaining words in the task. For those, you should begin by saying the word the “slow way.”

Important Reminders

Make sure not to pause between any sounds, especially after the initial sounds in fan, some, and race.

Make sure to read the example sentences after each word.

At the end of the task, don’t forget to repeat any words that required correction.

3.5 Word Reading

Purpose and Procedure

This task introduces reading multiple sounds, one right after another, in the way that creates words.

The first two sounds, ma, do not form a real word. Make sure that you pronounce the vowel sound like /ă/ as in Matt, not /ŏ/ as in mom.

The next sounds make the word am, which is the first word students read in the curriculum. Make sure to read the example sentence after it.

You and the students should read the sounds slowly, holding each sound for two seconds, without pausing between them.

In this cycle, you will touch under the sounds and model them first.

Important Reminders

Remember to say each sound only when your finger is on the dot directly underneath it, and don’t pause between the sounds.

At the end of the task, have the student reread any words that required correction.

Correcting the Student

❖ If the student shortens a sound, say: Say each sound slowly. Listen: /ăăămmm/. Let’s read it together: /ăăămmm/. Good. Now by yourself…

❖ If the student says the sounds at the wrong time, say: Only read this sound when my finger is on this dot, like this: /ăăă/. Let’s read it together: /ăăă/. Good. Your turn…

3.6 Story Reading

3.7 Writing

Purpose and Procedure

In this task, students will practice writing m and reading the corresponding sound, /mmm/.

Important Reminders

Writing tasks should not take more than one minute. Students’ strengths should determine how many times they trace, connect dots, and write on their own within the minute allotted for this task. Some students may be able to write m many times in that minute. Others may only be able to trace it a couple of times, but they still should not exceed a minute for the entire task.

As in all types of tasks in this curriculum, students must do the task correctly before moving to the next task. But, in Writing tasks, mastery means saying the correct sound, not writing a perfect symbol. Don’t worry if the student isn’t yet able to write smooth lines. It is still worth it for them to do this task. Applaud their effort, and move on.

Instructors should not say letters' names (or even the word letter) during these tasks but should instead emphasize the sound being associated with that symbol.

3.8 Getting to Know the Student

Print the How to Correct Wrong Sounds and Pauses and keep it by your side to read from word-for-word when correcting students’ mistakes in Word Reading tasks. This is especially critical during the first few weeks of teaching, when those steps are unfamiliar to you. Watch the video on the linked page to see what it should look like to follow the steps in the flowchart.

If students say a wrong sound or pause between sounds, follow the steps prescribed in the . The following is the correction text to use if students shorten a sound or says a sound at the wrong time [example word: am].

flowchart
flowchart