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Program 101-1, Week 33

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Week 33, Day 1

Irregular word fluency: your .. where

Activity Type: Build Fluency
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular word index cards (print them here)
Goal: Given a printed irregular word, say its sound with automaticity ( irregword -> "irregword" )
Items: All irregular words learned so far

What to do

  1. Assemble a stack of word index cards. The cards should be a mix of all irregular words learned so far. (Optionally, once students are comfortable with irregular words, you can include some regular words in the pack too.)
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can saying the word on each card. Let's see how fast we can go. My turn first.
  3. Next, model taking the top card of the stack, showing it to the students, and saying the word after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note in an Activity Log.

Related activities


Word families accuracy: -ank, -ick, -ook

Activity Type: Build Accuracy
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 6 minutes
Materials: Print word cards here
Goal: Given a written word with the same rime as a known word, the student can say the new word ( knowing back - > "back", read sack -> "sack", black -> "black", etc. )
Items: The words specified in the lesson titles, here

What to do

  1. Print or write word cards for words ending with three different rimes. Here we'll assume you are using back (for -ack words), say (for -ay words), and nine (for -ine words). You can get word suggestions and print index card-sized words for each rime here. Put each word at the head of a list, making sure all students can see them.
  2. Can you read these words with me? Support students as necessary to read the words. For example, they may need reminding of the sound ay makes, or that the silent e in nine makes the i say its name.
  3. Now we're going to play the matching game. My turn first. Here's a new word. Show pay, for example. Does this word have the same ending as the first word here? Hold pay below back. Or this word? Hold pay below say. Or maybe this word? Hold pay below nine. Hmmm. Hold pay below each of the other words again as you consider it. I think it has the same ending as this word, so I'm going to put it here. Place pay below say. Do you agree?
  4. Now that I've matched the word, I read from the top of that list: say, pay. They rhyme! Say, pay. That's because they have the same letters at the end. Do you see? Point to the endings as you read the -ay words again.
  5. Okay, now it's your turn to play the matching game. Ready? Select another word card and hold it below each of the word columns in turn, asking whether the ending matches. Wait for students to agree. If a student does not answer, ask him what he thinks. Then put the word in the correct list. Now ask students to read each word in that list.
  6. Continue with other word cards. Remember to have students read down the matching list each time.
  7. Introduce words with initial blends or digraphs such as black, play, and shine once students have gotten the hang of the activity.
  8. Watch for students who are struggling or not taking part. Call on a mix of several students, some who aren't correctly matching words and some who are. Make a note of students who continue to have trouble in an Activity Log.

Related activities


Reading connected text accuracy: The kitten hunted Rick. At last it struck with a sudden nip to his pant leg.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: Mick put his hand in the soft mud of the pond. He felt for the ring he had lost.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 33, Day 2

Introduce multiple irregular words: show, small, large, even, here, why

Activity Type: Introduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
  2. Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
  3. Continue with the other irregular words you are introducing for this session.
  4. Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
  5. Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  6. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.

Related activities


Introduce contractions: it's, I'm, you'll, he's, didn't

Activity Type: Introduce
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: Contractions index cards (print them here)
Goal: Given a written word with a contraction, the student can say the word ( it's -> "it's" ).
Items: it's, I'm, you'll, he's, didn't

What to do

  1. Write the word it's on the board or use an index card (here). Here's a weird word. It's weird because it has this mark in it. Point to the apostrophe. It has a weird name: an apostrophe. When you read a word with an apostrophe in it, just ignore it: read it as if the apostrophe weren't there. So sound out this word with me: iiitsss. Again: iiitsss.
  2. Now we say the word fast, but ignore the apostrophe. My turn first: it's.
  3. Now your turn. Show students the word I'm. Cover everything but the I. How do you say this word? Students: I. Right! So now say the whole work. Remember: ignore the apostrophe. Ready? Students: I'm. Good!
  4. Want to know the secret of the apostrophe? The secret is that it stands for some letters that used to be there. So I'm used to be I am. Write I am and I'm on the board. Now instead of I am, we sometimes say I'm. The apostrophe goes where the letter a used to be.
  5. Repeat with you'll, he's, didn't. For at least one of these words, show students the full phrase, such as did not.
  6. Watch for students who are not joining in, and give them an individual turn. If they continue to struggle, make a note in an Activity Log.

Related activities


Reading connected text accuracy: The clock said it was ten. Todd had to get to bed. But the dog slept on his blankets.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: Nick went to the empty cabin on the hill. His hat got stuck in a cobweb.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 33, Day 3

Reintroduce multiple irregular words: show, small, large, even, here, why

Activity Type: Reintroduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Arrange all the new irregular words on the board.
  2. Let's review these words. Pay attention because they are trick words.
  3. Point to each word in turn, model its sound, and have students repeat.
  4. Next, point to words randomly and let students say the word without your help. Give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  5. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has mastered these words.
  6. If time allows, to help students 'deep process' a word, ask an individual student, Can you make a sentence with the word around in it? Select a different word from today's set for each student. An alternative formulation you can use for variety is, I'll say the first part of a sentence and you have to make up an ending for it: The dog ran around and around the oak tree because... Student: ...there was a squirrel in it.

Related activities


Contractions fluency: it's, we'll, won't, can't, we've, they've, she'll, I've

Activity Type: Build Fluency
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Contractions index cards (print them here)
Goal: Given a written word with a contraction, the student can say the word with automaticity ( it's -> "it's" ).
Items: Contractions such as it's, I'm, you'll, he's, didn't, we'll, won't, can't, we've, they've, we're

What to do

  1. Assemble a stack of around 12 index cards with contraction words printed on them. (Once students are comfortable with contractions, you can include in the pack some words the students already know.)
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can, saying the word on each card. Let's see how fast we can go. Remember, when you read a word with an apostrophe in it, like this one, just read it as if the apostrophe weren't there. My turn first.
  3. Next, model taking the top card off the stack, showing it to the students, and saying the word after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note in an Activity Log.

Related activities


Reading connected text accuracy: In the fog, Ned held up his gas lamp to scan for the glint of a penny in the sand.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: The kitten hunted Rick. At last it struck with a sudden nip to his pant leg.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 33, Day 4

Irregular word fluency: your .. why

Activity Type: Build Fluency
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular word index cards (print them here)
Goal: Given a printed irregular word, say its sound with automaticity ( irregword -> "irregword" )
Items: All irregular words learned so far

What to do

  1. Assemble a stack of word index cards. The cards should be a mix of all irregular words learned so far. (Optionally, once students are comfortable with irregular words, you can include some regular words in the pack too.)
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can saying the word on each card. Let's see how fast we can go. My turn first.
  3. Next, model taking the top card of the stack, showing it to the students, and saying the word after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note in an Activity Log.

Related activities


Compound word fluency: anywhere, flashlight, forever, outside, restroom, seesaw, snowman, strawberry, cardboard, firefighter, Thanksgiving

Activity Type: Build Fluency
Activity Form: Standard
Grade: 1, 2
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Compound word index cards (print them here)
Goal: Given a written compound word, the student can say the word with automaticity ( bedbug -> "bedbug" ).
Items: bedbug, sandbox, classroom, football, railroad, spaceship, toothbrush

What to do

  1. Assemble a stack of around 12 index cards with compound words printed on them. (Once students are comfortable with compound words, you can include in the pack some words the students already know.)
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can, saying the word on each card. Let's see how fast we can go. Remember, sometimes a word is made up of two shorter words, so you have to read those two words and put them together. My turn first.
  3. Next, model taking the top card off the stack, showing it to the students, and saying the word after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student struggles, have him identify each part of the word by covering up the other part, then have him put them together. Do the same for the next few cards, and then see if he can read both parts of the word without your covering up the other part. Praise him when he gets it.
  5. Select the next quicker student, and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who continue to struggle, give them help and make a note in an Activity Log.

Related activities


Reading connected text accuracy: Dad rested on a big, fat stump next to the pond.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: The clock said it was ten. Todd had to get to bed. But the dog slept on his blankets.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities


Week 33, Day 5

Introduce multiple irregular words: world, all, their, has, more, people

Activity Type: Introduce
Activity Form: Standard
Grade: K, 1, 2, 3
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: Irregular Words II index cards (print them here)
Goal: Given a printed irregular word, say its sound ( irregword -> "irregword" )
Items: The set of irregular words for this lesson

What to do

  1. Let's meet some more words that try to trick you: when you try to sound them out, it doesn't work.
  2. Write the first irregular word--take your as an example--on the board in letters at least a foot high or, for a small group, show students the index card printed word. This word is your. What's the word? That's right. Can you spell your? Help students spell the word. Right. What word did you spell? Correct: Your.
  3. Continue with the other irregular words you are introducing for this session.
  4. Now create a random arrangement of the new words on the board. Here are all the words we just learned. When I point to a word, say it. My turn first. Point to a series of words and read them.
  5. Your turn. Ready? Point to words randomly, holding on each one for a few seconds. Have students respond as a group, and then give students individual turns. If students attempt to sound out a word before saying it, say: Remember, these are trick words, so you can't sound them out. Can you say this word without sounding out? Try it.
  6. If students mispronounce a word, model the correct way to say it and have them try again. Keep going until everyone has it.

Related activities


Contractions fluency: I'll, she's, didn't, won't, you're, they'd, you'll, we're

Activity Type: Build Fluency
Activity Form: Standard
Grade: 1
Group Size: Small Group, Whole Class
Length: 5 minutes
Materials: Contractions index cards (print them here)
Goal: Given a written word with a contraction, the student can say the word with automaticity ( it's -> "it's" ).
Items: Contractions such as it's, I'm, you'll, he's, didn't, we'll, won't, can't, we've, they've, we're

What to do

  1. Assemble a stack of around 12 index cards with contraction words printed on them. (Once students are comfortable with contractions, you can include in the pack some words the students already know.)
  2. Now let's play a game. We're going to try to go through this stack of cards as fast as we can, saying the word on each card. Let's see how fast we can go. Remember, when you read a word with an apostrophe in it, like this one, just read it as if the apostrophe weren't there. My turn first.
  3. Next, model taking the top card off the stack, showing it to the students, and saying the word after a pause. Continue through the stack.
  4. Do you think you can go faster than I did? Call on a single student in the group, starting with a student you think may be slower. Show the first card: What's the word? If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
  5. Select the next quicker student and repeat until all students in the group have worked through the stack.
  6. Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
  7. If time and focus allow, shuffle and repeat at an even faster pace.
  8. For students who struggle, give them help and make a note in an Activity Log.

Related activities


Reading connected text accuracy: Red's trick was to pull a rabbit from his hat. But what he got was a carrot.

Activity Type: Build Accuracy
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 10 minutes
Materials: None
Goal: Given a written passage, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: Select a fiction or non-fiction passage here

What to do

  1. Write the story on the board or print it, and project it on an overhead projector.
  2. Let's read a story. Get ready. Wait until everyone is sitting ready.
  3. I'm not going to read this first. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds (fewer if all students are able to keep up). What's the word? If a student mispronounces a word or incorrect decodes it, give her a chance to self-correct. If she doesn't, model the correct word and ask her to repeat it.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of each sentence.
  6. For irregular words say: The next word is a trick word. Point beneath the word and pause for three seconds. What's the word? If you are confident students can read irregular words, fade this prompt--just point beneath the word as you do for other words.
  7. Okay, now let's read the story again from the beginning. Go back through the story with slightly shorter pauses. If the passage is long enough, let each student read a line or sentence of it on their own so you can see who is struggling and make a note in an Activity Log to give that student extra practice.
  8. Optionally, go through the story one more time, a little faster again and without asking: What's the word?
  9. Now I want you to read this story to yourself, without speaking. As you do, make a movie in your head of what is happening in the story. Wait a few seconds, then ask individuals what happens in their movie. Guide them back to the scene in the story if they digress.


Related activities


Reading connected text fluency: In the fog, Ned held up his gas lamp to scan for the glint of a penny in the sand.

Activity Type: Build Fluency
Activity Form: Standard
Grade: K - 5
Group Size: Small Group, Whole Class
Length: 8 minutes
Materials: None
Goal: Given a written sentence, read it aloud ( abc def ghi -> "abc" "def" "ghi" )
Items: The sentences specified in the titles of these activities, here

What to do

  1. Write the story on the board.
  2. Here's a story you've read before. Let's read it slowly and then see if we can read it more quickly. Get ready. Wait until everyone is sitting ready.
  3. You're going to read each word as I point to it. Remember to sound out the word silently if you don't recognize it straight away. Ready?
  4. Point just beneath the first word. Pause for three seconds. What's the word? Note that they may need help with the uppercase first letter.
  5. Continue with the other words in the sentence, pointing beneath the word, pausing for three seconds, then asking: What's the word? Try to ensure you are bringing all students with you. If needed, give individual students a chance to start again from the beginning of the sentence or to self-correct individual words.
  6. We are going to reread the selection. This time I want us to not only read the story with slightly shorter pauses, but to also add expression into our reading. Good readers make sure to change their pitch, rhythm, volume, and tone to add meaning to what they are reading. Model for the students what this should be by reading all or part of the selection with expression. Talk with them about what they notice. Now, I want you to read it with expression. Walk around the room, listening to the students read the selection out loud and monitoring for expression.
  7. Great. Now let's try really fast. This time, I'm not going to ask: "What's the word?" Just read each word as I point at it. Point beneath each word at a rate of around one word per second or a bit longer (so students get a feel of what reading at 40+ words per minute is like). Again, give individuals a turn on their own until you have everyone reading at speed. You can tell when a student is reading fluently: it sounds like normal speech.
  8. So now I want you to think of a question about this story. Everybody think of their own question. It could be a Who question, a Where question, a When question, a Why question, or a What question. You choose. Give students a moment to think. The first few times you do this activity, give examples of the different question types: Who hid in the tunnel? Where was it? When did that happen? Why would he do that? What might have happened next? Etc.
  9. Have you thought of a question? Good. Now turn to your neighbor. One of you ask the question and the other answers, then switch roles. Ready? Go ahead. The first few times you do this, model it by asking a student for his or her question and answering it, then asking one back. After students have discussed their answers, ask a few of them to share what they were asked and what answer they gave.

Related activities

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