Sounds and Symbols with Accuracy And SpeedChoose Small Groups

Fluency Warm-ups Work Areas

Week 6 Card Monitor for Success

6WEEK

20 minutes Teacher-Led Small Groups

Reading In Motion • Week 6 55

Activity Materials Time

Small Group Book 4 copies 5 min.

Initial Sounds with Cards Blue Picture Cards: net, log, 2 min. cap, deer, nut, cake, cup, dog

Segmenting White Picture Cards: pig, wig, 2 min.Three-Sound Game pin, mix, hit, zip, fish, six

Sound to Symbol Echo Letter Cards: add n, l, k 2 min.

Read Nonsense Words Letter Cards: add n, l, k 5 min.

Sight Word Match Pairs of Sight Word Cards: 4 min. to, the, they, was, have

Work Area Assignments: Writing, Reading Sculptures, Word Study, and Easel Assign independent practice with previously covered letters or words first, then allow students to create with letters or words to build engagement and independence with skills.

Small Group Activities Teacher-Led Small Groups Choose Small Groups

Reading In Motion • Week 656

Initial Sounds with Cards

Do Hold up the net card.Say Repeat after me. Leader: /n/ net Students: /n/ netDo Repeat this process for all of the blue picture cards.Say Now, you will each get your own turn. When I want you to answer, I will look directly at you. Wait until I look at you to answer.Do Look at child #1. Say You will go first. Leader: /n/ net Child #1: /n/ net Do Move to the next card and the next child. Work through the cards two times. Make sure each child gets at least three opportunities to answer solo. Move at a steady pace.

Small Group Book

Say I’m going to give each of you a copy of our book for today.Do Give each child a copy.Say Place the book in front of you, so you are all looking at the cover. As I read, you can use your finger to follow the words. Then it will be your turn to read.Do Read the title aloud, using your finger to trace the words. Have students read the title, using their fingers to follow along.Say Now, open your book to the title page and hold it flat on the table.Do Model how to open the book and hold the pages flat. Check to see if the children are following your directions.Say We are going to keep going. I’ll read first, and then it will be your turn.Do Continue this process for the rest of the book, reading one page at a time and letting students echo you. Then, direct the students to close the book so they are looking at the cover again.Say Now, I’m going to give you a chance to take turns reading pages.Do Look at child #1.Say Can you read the title for us?Do Allow child #1 to read the title. Turn to the title page, and check to see if the students do the same. Rotate between the three students, allowing them to independently read the pages ualoud until the book is completed. Collect the books.

Reading In Motion • Week 6 57

Segmenting Three-Sound Game

Do Pick up the deck of white picture cards. Place the pig card on the top of the deck.Say I want to show you a picture. But first, I am going to say three sounds. Listen to the sounds, and tell me what word the sounds make. After you guess, I’ll show you the picture to see if you are correct.Do Holding the deck of cards, pick up the first card so the picture is facing you.Say Leader: /p/, /i/, /g/ Students: pigDo Listen to the students’ responses. Show the pig card to the students. Place the pig card in front of the student that responded first. Repeat the process of calling out sounds, listening for the students’ responses, showing the picture, and awarding the card to the student with the quickest response. Go through the entire deck of cards.

Sound to Symbol Echo

Do Pick up the letter cards. Place the n, l, and k cards on the top of the deck. Hold up the n card.Say Repeat after me. Leader: /n/ Students: /n/Do Move on to the next card, repeating the process of holding up a letter card and saying the sound it represents. Listen as students echo your sounds. Use the hand movements for the letter sounds /a/ and /i/. Work through the entire deck one time.Say Now, I’m going to hold up a card and give you each a chance to echo me on your own. I will look directly at you and show you your letter, when it is your turn.Do Look at child #1.Say You will go first.Do Rotate between the cards and the students. Call out the sound and allow the individual students to echo the sound.Say Now, I’m not going to tell you the sound. When I look at you and show you the letter, I want you to tell me the sound.Do Rotate between the cards and the students until each student has had at least five turns. Show each student a letter, and let the child tell you the sound it represents. If a student gives an incorrect sound, provide the correct sound and let the student try again.

Small Group Instruction (continued)

Small Group Instruction (continued)

Reading In Motion • Week 658

Sight Word Match

Do Pick up the deck of sight word cards. Place the words was and have at the front of the deck.Say I have two new sight words for you to learn today. I want you to memorize them, so you can read them, just like that. (Snap fingers.) The first word is was.Do Hold up the was card.Say Say it with me. (All: was) The word was helps us talk about the past. I was hungry. The house was old. It was 11:00 at night. Spell it with me.Do With the students, verbally spell the word was. After you spell the word, turn the card down to hide the word.Say Please spell it again.Do Listen to the students’ response, then turn the card up again. Point to the word.Say What is this word again? (Students respond: was) Let’s look at another word that we need to know, just like that. (Snap fingers.)Do Hold up the word have.Say This is the word have. Say it with me. (All: have) We often use the word have to talk about possessing something.

Read Nonsense Words

Say Now, we are going to use some of the letters to make a nonsense word. I want you to look at the word with me. I’m going to ask you to tell me the first, middle, and final sounds, and then I want you to blend the sounds to say the nonsense word.Do Using the letters s, i, and b, place the cards on the table facing the students in proper left to right orientation.Say I’ll put my finger over each letter as you say the sound, and then sweep it across the word as you blend. Here’s your word.Do Put your finger above each letter, as the child gives you the sounds. Sweep your finger across the letters, as the child blends. Assist as necessary. Repeat this process, changing one letter card at a time until each student has had at least two turns. Words sib, lib, kib, kif, nif, gif, mif, mib

Reading In Motion • Week 6 59

Small Group Instruction (continued)

Do Pick up a book and hold it up for the students to see.Say For example, I have a book. Spell it with me.Do With the students, verbally spell the word have. After you spell the word, turn the card down to hide the word.Say Please spell it again.Do Listen to the students’ response, then turn the card up again. Point to the word.Say What is this word again? (Students respond: have) Now, let’s review the other sight words we have learned over the last few weeks.Do Hold up the word to.Say What is this word? (Students: to)Do Hold up the word the.Say What is this word? (Students: the)Do Hold up the word they.Say What is this word? (Students: they) Now we are going to use all of these words to play our matching game.Do Place all the cards face down on the table.Say Here’s how you play. First, pick up a card and read the word on the card.Do Pick up a card, show it to the students, and read the word.Say Then try to pick another card that has the same word on it. If it is the same word, you keep the match. If it is a different word, you turn both the words over again. Let’s give it a try.Do Look at child #1.Say You will go first.Do Assist students as needed. Rotate between students, allowing each student to pick two cards, until all word cards have been matched. Assist students, by providing any words that they can’t read. With a light-hearted spirit, count the number of matches each student has made.

Whole Group Instruction “Reading In Motion Time” 40 minutes

Reading In Motion • Week 660

Sounds and Symbols with Accuracy and SpeedAdd n, l, and k and Build Speed

Fluency Warm-ups Work Areas

Week 6 Card Monitor for Success

6WEEK

Activity Materials Time

Sound to Symbol Echo CD Track 13 3 min.with Music Letter Cards: add n, l, k

Sight Word Echo CD Track 13 3 min. Pairs of Sight Word Cards: add was, have

“Initial Sound Jump” CD Track 3 5 min.

“Segmenting Speed Challenge” CD Track 6 9 min.

“Word Blues” CD Track 8 10 min. Card Tray Letter Cards: add k, l, n

Mightiest 1 copy of Mightiest 10 min. (suggested book title)

Reading In Motion • Week 6 61

Whole Group Activities “Reading In Motion Time”

Sound to Symbol Echo with Music

Do Pick up the letter cards. Place the k, l, and n letter cards on top of the deck of review cards.Say We have some new letters to add today. Repeat after me.Do Hold up the letter k.Say /k/ (students: /k/)Do Hold up the letter l.Say /l/ (students: /l/)Do Hold up the letter n.Say /n/ (students: /n/) Now we will turn on our music, review our other cards, and add these new letters to our deck.Do Play track 13 on the CD. Continue the process of holding up a letter, saying the sound it represents, and allowing students to echo the letter sound. Go through the entire deck.Say Now, I’m going to hold up a card and give you each a chance to tell me the letter sound.Do Go through the deck two more times, calling on select students to answer. Target the students that need the most practice with sound to symbol correlation. If students give an incorrect sound, provide the correct sound and have them echo back the correct sound.

Add n, l, and k and Build Speed

Sight Word Echo

Do Pick up the deck of sight word cards. Place the words was and have at the front of the deck.Say In small groups, we added two new sight words this week. Let’s share them with the entire class. Remember, we can’t sound out these words. You need to be able to recognize them, just like that. (Snap fingers.) The first word is was.Do Hold up the was card.Say Say it with me. (All: was) The word was helps us talk about the past. Listen to me use it in a sentence. I was hungry. The house was old. It was 11:00 at night. Spell it with me.Do With the students, verbally spell the word was. After you spell the word, turn the card down to hide the word.

Reading In Motion • Week 662

Whole Group Instruction (continued)

Say Please spell it again.Do Listen to the students’ response, then turn the card up again. Point to the word.Say What is this word again? (Students respond: was) Let’s look at another word that we need to know, just like that. (Snap fingers.)Do Hold up the word have.Say This is the word have. Say it with me. (All: have) We often used the word have to talk about possessing something.Do Pick up a book and hold it up for the students to see.Say For example, I have a book. Spell it with me.Do With the students, verbally spell the word have. After you spell the word, turn the card down to hide the word.Say Please spell it again.Do Listen to the students’ response, then turn the card up again. Point to the word.Say What is this word again? (Students respond: have) Now, let’s review the other sight words we have learned over the last few weeks.Do Hold up the word to.Say What is this word? (Students: to)Do Hold up the word the.Say What is this word? (Students: the)Do Hold up the word they.Say What is this word? (Students: they) Look at them closely as you echo them together as a group. In a minute, I’m going to give you each a chance to read a word on your own. For now, I’ll say the word, and you echo me. I am going to put the music back on, so we can echo in rhythm. I will show you one of the words and read it to you, and then you echo it back to me.Do Play track 13 on the CD. Go through the deck two times, showing and reading the words to the students, and allowing them to echo in rhythm.Say Now, let’s see if you can remember them. When it is your turn, I’ll call on you and show you a card. I want you to read the word on the card to me.Do Mix up the order of the cards so the students have to read the word and can’t just memorize the order. Move at a steady pace until each child has had a turn. Correct any incorrect answers by providing the correct word.

Reading In Motion • Week 6 63

Whole Group Instruction (continued)

“Initial Sound Jump”

Say Let’s practice calling out initial sounds. I’ll say a word and you tell me the sound it begins with. nap (students: /n/) nut (students: /n/) lip (students: /l/) lid (students: /l/) kit (students: /k/) kite (students: /k/) rip (students: /r/) rat (students: /r/) Now let’s try some with the music.Do Play track 3 on the CD. Sing the chorus with the students. Call out words in sets of eight, from the word list below. After each word, point to students when it is their time to respond and say the word’s initial sound. After the eighth word in the set, repeat the chorus. Proceed through the complete list. When the music is over, drill the students individually on sets of four words, without the music. Focus on the students that need more practice with phonemic awareness. Words nap lip kit rip nut lid kite rat net leg keep rid not lap kick ride

“Segmenting Speed Challenge”

Say Now we are going to practice segmenting, or breaking words into their smallest sound parts. Listen to how I take the words apart and tap them on my finger. Then, you will say the words and tap them on your fingers, just like I did. I’ll point to myself while I segment, then I’ll point to you when it’s your turn to echo the segments back. The music is fast! Keep up with me, because at the end, I’m going to ask you to segment a list of words. Today we are going to focus on words with /i/ as the middle sound.Do Play track 6 on the CD. Say the words according to the rhythmic pattern in the example below. (Listen to track 5 on the CD for a sample of the pattern.)

Whole Group Instruction (continued)

Reading In Motion • Week 664

Say 1st time | X X | X X | /p/ /i/ /n/ pin (Students echo.)

2nd time | X X X X | | X X X X | /p/ /i/ /n/ pin /p/ /i/ /n/ pin (Students echo.) (Students echo.)

3rd time | X X X | | X X X | | X X X | | X X X | /p/ /i/ /n/ /p/ /i/ /n/ /p/ /i/ /n/ /p/ /i/ /n/ (Students echo.) (Students echo.) (Students echo.) (Students echo.)

4th time | X | X | PIN PIN (Sing together, while shaking your index fingers overhead.)

Do Play track 6 on the CD and use the following words with the music. Words pin, dip dig, lit bin, lip fig, sit

Say Now we’ll do some a cappella. I’ll call out the word, and you segment it and tap it as fast as you can.Do Call on individual students and allow them to segment and tap a set of four words. Give about half of the class a turn. Focus on the students that you didn’t call on in the previous activity. Move at a steady pace.

Words pin, dip, dig, lit bin, lip, fig, sit

Whole Group Instruction (continued)

Reading In Motion • Week 6 65

“Word Blues”

Say I have a new song to teach you today. This song will help us practice reading our nonsense words. Listen to me sing the first part of the song. I’ve got the blues. Hear what I say. I’m going to read my nonsense words today. Sing that much with me.Do Sing the first three lines again with the students. Repeat the chorus as necessary until they are singing it accurately.Say We will come back to these three lines throughout the song. Whenever I say back to the chorus you will sing: I’ve got the blues. Hear what I say. I’m going to read my nonsense words today.Do Pick up the card tray and letter cards. Place the nonsense word sib in the tray.Say After we sing the first part of the song, we are going to read some nonsense words. I’ll point to each letter while you say each sound. Then, I’ll sweep my finger across the word while you blend the sounds to say the word. After we read four nonsense words, we’ll go back and sing the chorus again. Let’s try it.Do Play track 8 on the CD, and sing the song. Use the letter cards to form words from the word list printed below. After each set of four words, sing the chorus When the music runs out, turn off the CD.Say Now let’s practice a cappella, or without music. I’m going to go a little bit faster. Do Drill the students, using words from the word list again, at a slightly faster pace. Allow the students to answer in unison.Say Now, I want to give you each a turn to read a word by yourself. I’ll call on you.Do Go around the room, giving each student a word from the word list. Continue to assist them by pointing to each letter and then sweeping your finger across the word to signal them to blend. Provide any missing sounds. Respond to any incorrect answers by modeling the correct answer and allowing the student to try again. Repeat the chorus after every fourth student.

Words sib tib hib mib nib lib pib kib kif pif lif nif mif hif tif sif

Whole Group Instruction (continued)

Book: Mightiest

Say We have a new book to read today.Do Hold up the book.Say Before we start, I want to talk about a word you will hear in the book. The word is discovered. Say it with me. (All: discovered) In this story, the word discover means to find something. If you discovered a plate of cookies on the table, it would mean that you found a plate of cookies. Now, let’s read the book and see what the animals discover.Do Engage students in the literature. Pause slightly after the word discovered to draw the students’ attention to the word.

Reading In Motion • Week 666

Teacher❍When the teacher holds up

the letter cards for a, b, c, d, f, g, h, i, k, l, m, n, p, r, s, and

t one after another, the student is able to generate the appropriate sound for at least 90% of the cards

What to look for:

Whole Group Instruction❍“Sound to Symbol Echo” Give students individual

opportunities to generate the appropriate sounds. Correct any missed sounds by providing the correct sound and allowing the student to try again. Focus on the letters that give the student difficulties.

Tutor or Aide❍Give students additional practice with Sound to

Symbol Echo. Focus on the letters that give the student difficulties.

Things to try if they can’t:

First Grade Fluency Warm-Up Directions

Week 6-9

Segmenting EchoSay I’m going to say a whole word and then break it into three parts. Then I want you to echo me. For example, if the word is rip, I will say, “Rip, /r/ /i/ /p/.” Then you will repeat.

Do While you segment the word rip, model segmenting on your fingers. Then go through the list of words having the students echoing you.

Say Now, I want to give you the word and have you break it apart. If I say “rip”, you will say “/r/ /i/ /p/” back to me.

Do Continue to model segmenting words using your fingers. Go through the word list and have students segment the words.

Word Read - Nonsense WordsDo Have the four nonsense words for the day written on the board.

Say Now we are going to look at four nonsense words. Since they are make-believe, they don’t mean anything. But we can use them to practice our sounds and to blend sounds to say a word. Canyoufigureoutthesenonsensewordswithme?

Do Point to the first nonsense word. Point to each letter of the first word, saying the correct sound for the letters. (e.g. /s/ /i/ /b/)

Say Now,whenIslidemyfingeracrossthetop,Iwantyoutoblendthesoundstogether. (e.g. sib) Let’s continue with the next word.

Do Continue to read the words by first saying the sounds and then blending the sounds to say the word. Make sure the individual sounds are accurate before attempting to blend them. After the whole class has practiced the list one or two times in unison, call on individual students. Allow students to call out the sounds and blend them to say the word on their own. Assist as needed. Correct any mistakes by modeling the correct sound and allowing the student to try again.

First Grade Fluency Warm-Up Directions

Week 6

Say - Repeat after me.

Do - Go through the list saying the initial sound and then the whole words.

Monday MondaySegmenting Echo Segmenting Echorig hid rip dim nip nap bib lap

Word Read Word Readsib rip gim gib lin nik kap naj

Tuesday TuesdaySegmenting Echo Segmenting Echobit dip hit rim fit bin him dip

Word Read Word Readbic dif rif gic kip nil lab kad

Wednesday WednesdaySegmenting Echo Segmenting Echohim dig tic sit sip rig hid dig

Word Read Word Readgic mib dif ric ril gid nat kaj

Thursday ThursdaySegmenting Echo Segmenting Echopit hit hic rid kip nag kid sit

Word Read Word Readgip dip fic ric rik nab gin lac

Friday FridaySegmenting Echo Segmenting Echolid rip kid rig lid did bin hip

Word Read Word Readhif dig fib dit gal nap kig nip