In this task, students will learn the sound /ŏr/ as in car (not /ōr/ as in for) .
Even though this sound is made of two characters that usually represent two continuous sounds, we want students to recognize it as a single unit, which is why the characters are underlined.
Emphasize this when you model the sound by holding the /ŏ/ sound for most of the time and then just ending on the /r/ sound, so you say /ŏŏŏr/.
Like the other letter combinations that you’ve taught (th, sh), your finger will stay over the dot beneath the sound the whole time that you say the sound, rather than moving from beneath the a to beneath the r.
In some of the words in this task (tricked, asked, tossed, and fished), the final ed makes the /t/ sound. When students read these words the slow way, they may pronounce the final ed as either /d/ or /t/; either way is acceptable. When they read these words the fast way, however, they should pronounce the final ed only as /t/.
The final part of this task introduces reading sub-vocally irregular words and words that have final consonant blends.
Ensure that students touch under the words when reading them silently and when saying them fast.
If a student struggles to read words correctly out loud fast, ask the student to read the word slowly out loud so that you can diagnose the problem.
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