Page 1
Act
ivit
ies
1 an
d 9
Flu
ency
• Le
arn
to w
rite
and
aut
om
atic
ally
rec
og
nize
ir
reg
ular
wo
rds
in s
tori
es•
Dem
ons
trat
e th
e ab
ility
to d
eco
de
text
and
rea
d
wo
rds
fast
Act
ivit
y 2
Lett
er-S
oun
d C
orr
esp
on
den
ces
P
revi
ew w
ord
s fr
om
a p
oem
• Le
arn
the
soun
d o
f the
lett
er f
• A
sso
ciat
e so
und
s w
ith
lett
ers
• Li
sten
for
and
iden
tify
the
/f/
so
und
in a
po
emA
ctiv
ity
3 P
ho
nem
ic A
war
enes
s•
Iden
tify
the
po
siti
on
of a
so
und
in a
wo
rd
Act
ivit
y 4
Lett
er-S
oun
d C
orr
esp
on
den
ces
• A
sso
ciat
e so
und
s w
ith
lett
ers
Act
ivit
y 5
Ph
on
emic
Aw
aren
ess
• S
egm
ent s
po
ken
wo
rds
into
so
und
s, a
nd t
hen
say
wo
rds
Act
ivit
y 6
Lett
er-S
oun
d C
orr
esp
on
den
ces
• Le
arn
the
corr
ect s
tro
kes
for
wri
ting
low
erca
se
and
cap
ital
lett
ers
• M
atch
the
so
und
s o
f let
ters
to p
rint
ed le
tter
sA
ctiv
ity
7 Le
tter
-Sou
nd
Co
rres
po
nd
ence
s•
Iden
tify
lett
er-s
oun
ds,
and
wri
te t
he le
tter
s fo
r th
e so
und
sA
ctiv
ity
8 W
ord
Rec
og
nit
ion
an
d S
pel
ling
• S
egm
ent w
ord
s in
to p
hone
mes
, and
the
n b
lend
th
e p
hone
mes
to s
ay w
ord
s
1.
Tri
cky
Wo
rd C
ard
s
2. S
tory
-Tim
e R
ead
er
2, A
Tab
le
3. L
ette
r-S
ound
Car
d 8
(Ff)
4.
Max
wel
l
5.
Act
ivit
y B
oo
k A
, pa
ge 1
9
P
ictu
res
for
Lan
gu
age
and
Li
tera
cy S
up
po
rt,
page
12
15Le
sson
(Revie
w r
ule
s q
uic
kly
.)
Sit
tal
l. L
iste
n b
ig.
An
swer
wh
en I
cue.
An
swer
to
get
her
.
Acti
vity
1Pa
rt A
: Tri
cky
Wor
dsRe
view
It’s
tim
e to
rev
iew
all
the
tric
ky w
ord
s w
e h
ave
lear
ned
so
far.
(Use the T
rick
y W
ord
Car
ds.
)
(Ho
ld u
p is
.) T
his
wo
rd is
is. R
ead
it. i
s
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g t
rick
y w
ord
s: a
, th
e, I,
on,
A, T
he, Is
, have
, are
.
(Shuffle
the d
eck, and
rep
eat th
e p
rocess w
ith a
ll
the tricky w
ord
s le
arn
ed
so
far.)
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice.)
Gre
at jo
b r
emem
ber
ing
th
e tr
icky
wo
rds!
W
e ar
e n
ow
rea
dy
to r
ead
ou
r st
ory
.
Part
B: S
tory
-Tim
e Re
ader
Flue
ncy
Deve
lopm
ent
(Pass o
ut S
tory
-Tim
e R
ead
er 2
, A T
able
.)
No
te: F
ollo
w th
is fo
rmat
:
1. B
row
se the s
tory
, and
m
ake
a p
red
iction.
2
. Read
the fi rst p
age.
3.
Stu
dents
read
the s
tory
in u
nis
on.
4.
Check
pre
dic
tion.
It’s
tim
e to
rea
d. P
ut
you
r fi
ng
er o
n t
he
titl
e o
f th
e st
ory
.
Th
e ti
tle
of t
his
sto
ry is
A T
able
. Wh
at is
th
e ti
tle
of t
his
sto
ry?
(Be s
ure
stu
dents
are
follo
win
g w
ith their fin
gers
.) A
Tab
le
(Ho
ld u
p a
co
py o
f th
e s
tory
, and
turn
the
pag
es.) L
et’s
loo
k at
all
the
pic
ture
s in
th
e st
ory
.
(Allo
w tim
e fo
r stu
dents
to
bro
wse the s
tory
.)
Wh
at d
o y
ou
th
ink
is g
oin
g t
o h
app
en in
th
is
sto
ry?
(Have e
ach s
tud
ent m
ake 1
pre
dic
tio
n.)
123
Less
on 1
5
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SRA Early Interventions in Reading Level 1
Page 2
15Le
sson
Acti
vity
2Le
tter
-Sou
nd
Intr
oduc
tion
So
me
of t
he
wo
rds
in t
his
sto
ry a
re s
ho
wn
as
pic
ture
s. W
hen
yo
u s
ee a
pic
ture
, say
th
e w
ord
th
at t
he
pic
ture
sta
nd
s fo
r. T
he
rest
of t
he
wo
rds
in t
his
sto
ry a
re t
rick
y w
ord
s. T
hat
mea
ns
wh
en y
ou
see
th
em, y
ou
sa
y th
em fa
st. I
will
tap
on
ce fo
r ea
ch w
ord
o
r p
ictu
re. W
hen
I ta
p, r
ead
th
e w
ord
.
My
turn
to
rea
d fi
rst.
(Tap
the tab
le a
s y
ou
read
each w
ord
to
mo
del.) (T
ap
.) A
(ta
p) ta
ble
Lo
ok
at t
he
nex
t p
age.
No
w it
’s y
ou
r tu
rn
to r
ead
. Rem
emb
er t
o r
ead
th
e w
ord
wh
en
I tap
so
th
at y
ou
can
rea
d t
og
eth
er. (
Tap
.) A
(t
ap
) bal
l (ta
p) is
(ta
p) o
n (
tap
) th
e (t
ap
) ta
ble
.
(Pro
ceed
this
way thro
ug
ho
ut th
e e
ntire
bo
ok.)
(Scaffo
ld a
s n
ecessary
.)
(Resta
te the p
red
ictio
ns.) D
id o
ur
pre
dic
tio
ns
com
e tr
ue?
Wh
at h
app
ened
? (D
iscuss.)
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice w
ith 1
pag
e p
er
stu
dent.
)
Exc
elle
nt
job
rea
din
g A
Tab
le! N
ow
I ca
n
mar
k th
e M
aste
ry S
hee
t.
Du
rin
g t
his
act
ivit
y, w
e w
ill b
e re
adin
g
a p
oem
, an
d I
wan
t to
mak
e su
re y
ou
u
nd
erst
and
th
e w
ord
s fr
om
th
e p
oem
.
Th
e fi
rst
wo
rd is
fan
. Wh
o k
no
ws
wh
at
fan
mea
ns?
(Yo
u m
ay h
ave to
pro
mp
t
stu
dents
furt
her
by s
ayin
g:) W
hat
do
I m
ean
if
I sa
y W
e tu
rned
on
th
e fa
n?
(Accep
t
reaso
nab
le r
esp
onses.)
Th
at’s
rig
ht.
A fa
n b
low
s ai
r to
co
ol y
ou
o
ff. (
Dem
onstr
ate
by fannin
g y
ours
elf.
) Her
e is
a p
ictu
re o
f a fa
n. (
Sho
w F
f Lett
er-
So
und
Card
.)
The
next
wor
d is
fox.
Doe
s an
yone
kno
w
wha
t a fo
x is
? (Y
ou m
ay
have
to p
rom
pt
stu
dents
furt
her b
y sayi
ng:) W
hat d
o I m
ean
if I s
ay T
here
was
a fo
x ou
tsid
e th
e ch
icke
n
pen?
(Accep
t re
asonab
le resp
onses.)
Yes.
A fo
x is
a s
mal
l wild
an
imal
a li
ttle
lik
e a
wo
lf o
r a
do
g b
ut
smal
ler,
wit
h
sho
rter
leg
s. F
oxe
s h
ave
larg
e ea
rs
and
bu
shy
tails
. Her
e is
a p
ictu
re o
f a
fox.
(Ho
ld u
p P
ictu
res
for
Lan
gu
age
and
L
iter
acy
Su
pp
ort
, pag
e 1
2.)
The
last
wo
rd is
wh
ir. D
oes
any
one
kn
ow
wha
t w
hir
mea
ns?
(You m
ay
have
to p
rom
pt stu
dents
furt
her
by
sayi
ng:) W
hat
do
I m
ean
if I s
ay F
ans
wh
ir in
win
dow
s on
hot
su
mm
er d
ays?
(Accep
t re
asonab
le
resp
onses.)
Yes.
Wh
ir is
a q
uie
t so
un
d. A
n e
lect
ric
fan
mak
es a
wh
irri
ng
so
un
d. W
hir
rin
g
sou
nd
s lik
e th
is. (
Dem
onstr
ate
by r
olli
ng
yo
ur
tong
ue.)
Go
od
job
.
(Hold
up
the F
f le
tter-
sound
card
.)
Th
is le
tter
’s s
ou
nd
is /
fff/
. S
ay it
wit
h m
e.
(Teacher
and
stu
dents
:) /
fff/
Ag
ain
. Say
it w
ith
me.
(T
eacher
and
stu
dents
:) /
fff/
You
r tu
rn. W
hat
so
un
d?
/fff
/
Indi
vidu
al P
ract
ice
(Ask e
ach s
tud
ent in
div
idually
.)
Go
od
job
. I a
m g
oin
g t
o r
ead
a p
oem
ab
ou
t F
ran
ny
the
Fan
. Lis
ten
. I w
ill s
tret
ch t
he
beg
inn
ing
of t
he
wo
rd F
ran
ny.
/F
ff/r
ann
y.
Wh
at is
th
e b
egin
nin
g s
ou
nd
yo
u h
ear
in
the
wo
rd /
Fff
/ran
ny?
/ff
f/
124
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on 1
5
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SRA Early Interventions in Reading Level 1
Page 3
15Le
sson
Acti
vity
3Th
umbs
Up—
Thum
bs
Dow
n Ga
me
Begi
nnin
g or
End
No
w le
t’s p
lay
the
Th
um
bs
Up
—T
hu
mb
s D
ow
n g
ame.
I w
ill s
ay s
om
e w
ord
s th
at m
ay
hav
e th
e /f
ff/
sou
nd
. A
fter
I sa
y ea
ch w
ord
, I w
ill c
ue.
Wh
en
I cu
e, p
ut
you
r th
um
bs
up
if t
he
wo
rd h
as
the
/fff
/ so
un
d.
If t
he
wo
rd d
oes
no
t h
ave
the
/fff
/ so
un
d,
pu
t yo
ur
thu
mb
s d
ow
n.
Lis
ten
as
I do
th
e fi
rst
on
e. (E
mp
hasiz
e the
/fff/
so
und
in e
ach e
xam
ple
.) /
Fff
/un
ny.
(P
ause.) D
o y
ou
hea
r th
e /f
ff/
sou
nd
in /
fff/
un
ny?
(Giv
e a
thum
bs-u
p.)
You
r tu
rn. L
iste
n c
aref
ully
. /F
ff/a
st.
Do
yo
u h
ear
the
/fff
/ so
un
d in
/ff
f/as
t?
(Stu
dents
sho
uld
giv
e a
thum
bs-u
p.)
Nex
t w
ord
. Sa/
fff/
e. D
o y
ou
hea
r th
e /f
ff/
sou
nd
in s
a/ff
f/e?
(Stu
dents
sho
uld
put th
eir
thum
bs u
p.)
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
fancy,
sti
ff, fa
mily,
lif
e, le
af.
Can
yo
u m
ake
Fra
nn
y th
e F
an g
o fa
st?
(Have s
tud
ents
say q
uic
kly
:) /
fff/
/ff
f/ /
fff/
/f
ff/
/fff
/F
aste
r? /
fff/
/ff
f/ /
fff/
/ff
f/ /
fff/
Fas
test
? /f
ff/
/fff
/ /f
ff/
/fff
/ /f
ff/
Wh
at w
ord
s d
id y
ou
hea
r w
ith
th
e /f
ff/
sou
nd
? (D
iscuss.)
(Ho
ld u
p the F
f le
tter-
so
und
card
. P
oin
t to
f.) E
very
bo
dy,
w
hat
is t
his
lett
er’s
so
un
d?
/fff
/
(Po
int to
F.)
Wh
at is
th
is
lett
er’s
so
un
d?
/fff
/(P
ut th
e le
tter-
so
und
card
on
the tab
le fo
r stu
dents
to
see.)
Her
e is
a p
ictu
re o
f Fra
nn
y th
e F
an. S
he
is h
ere
to
rem
ind
yo
u o
f th
is le
tter
’s s
ou
nd
.
Gre
at jo
b s
ayin
g /
fff/
. Wh
at s
ho
uld
I d
o
no
w?
(Enco
ura
ge s
tud
ents
to
tell
yo
u to
check
off the a
ctivity o
n the M
aste
ry S
heet.
)
Yes.
Th
e b
egin
nin
g s
ou
nd
in F
ran
ny
is /
fff/
. G
oo
d li
sten
ing
. Lis
ten
ag
ain
as
I str
etch
th
e b
egin
nin
g o
f th
e w
ord
fan
. /F
ff/a
n. W
hat
is
the
beg
inn
ing
so
un
d y
ou
hea
r in
th
e w
ord
/f
ff/a
n?
/fff
/
Th
at is
rig
ht,
so
we
kno
w (p
oin
t to
f) t
his
is
the
firs
t le
tter
we
hea
r in
Fra
nn
y an
d f
an.
Her
e is
a p
oem
ab
ou
t F
ran
ny
the
Fan
. Th
is
po
em h
as m
any
wo
rds
wit
h t
he
/fff
/ so
un
d.
Lis
ten
big
so
yo
u c
an h
ear
them
. I’ll
ask
yo
u
abo
ut
them
aft
er I
read
th
e p
oem
.(R
ead
the p
oem
, em
phasiz
ing
the /
fff/
/fff/
/fff
/ so
und
s. H
old
each in
div
idual s
ound
2 s
eco
nd
s.)
/fff
/ /f
ff/
/fff
/ /f
ff/
/fff
/—W
hat
’s t
hat
fun
ny
sou
nd
?It
’s F
ran
ny
the
Fan
go
ing
ro
un
d a
nd
ro
un
d.
An
d t
his
is t
he
sou
nd
th
at o
ld fa
n m
akes
: /f
ff/
/fff
/ /f
ff/
/fff
/ /f
ff/.
Wh
en it
get
s to
o h
ot,
yo
u s
ee,
Fra
nn
y co
ols
th
e fa
mily
: /ff
f/ /
fff/
/ff
f/
/fff
/ /f
ff/.
Sh
e fa
ns
Fat
her
’s fa
ce,
An
d F
oxy
’s fu
r,A
nd
Fel
icit
y’s
feet
.H
ear
the
fan
wh
ir: /
fff/
/ff
f/ /
fff/
/ff
f/ /
fff/
.
125
Less
on 1
5
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SRA Early Interventions in Reading Level 1
Page 4
15Le
sson
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice.)
Gre
at jo
b r
emem
ber
ing
all
the
sou
nd
s w
e h
ave
lear
ned
. Yo
u h
ave
fin
ish
ed a
no
ther
ac
tivi
ty p
erfe
ctly
. I w
ill p
ut
a ch
eck
mar
k o
n
the
less
on
Mas
tery
Sh
eet.
ERRO
R CO
RREC
TION
:O
h, y
ou
let
me
tric
k yo
u!M
y Tu
rn (S
ay
sound
for
2 s
econd
s.)
/To
get
her/
Your
Tur
n(B
ack
up
2 it
em
s.)
Acti
vity
4Le
tter
-Sou
nd R
evie
wIt
is t
ime
to r
evie
w a
ll th
e so
un
ds
we
hav
e le
arn
ed s
o fa
r. W
hen
I to
uch
un
der
a le
tter
, sa
y it
s so
un
d. K
eep
say
ing
th
e le
tter
’s
sou
nd
for
as lo
ng
as
I to
uch
un
der
th
e le
tter
.(T
ouch u
nd
er
n o
n the n
ext p
ag
e.) W
hat
so
un
d?
/nn
n/
(Aft
er
the first ro
w, say:) T
he
rest
of t
he
lett
ers
do
no
t h
ave
do
ts. S
ay t
hei
r so
un
ds
the
way
yo
u a
lway
s h
ave.
(Vary
the tim
e y
ou to
uch u
nd
er
each le
tter
2–4
seco
nd
s to
cre
ate
a g
am
elik
e q
ualit
y. B
e q
uic
k
with the s
top
so
und
s. Tell
stu
dents
that even
when there
are
no
arr
ow
s o
r d
ots
, th
ey w
ill s
ay
the s
ound
s li
ke they h
ave b
efo
re.)
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice w
ith 1
–2
wo
rds p
er
stu
dent.
)
Go
od
job
hea
rin
g t
he
/fff
/ so
un
d. I
will
mar
k th
e M
aste
ry S
hee
t so
we
can
go
to
ou
r n
ext
acti
vity
.
126
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on 1
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SRA Early Interventions in Reading Level 1
Page 5
15Le
sson
n
r s
n
a t
r
n d
r
m
d
Acti
vity
5St
retc
h an
d Bl
end
(Pla
ce M
axw
ell
the p
up
pet o
n the tab
le.)
It is
tim
e to
tea
ch M
axw
ell t
o s
pea
k. F
irst
I w
ill s
ay a
wo
rd. T
hen
yo
u w
ill s
tret
ch t
he
wo
rd, h
old
ing
up
on
e fi
ng
er fo
r ea
ch s
ou
nd
yo
u h
ear.
Th
en s
ay t
he
wo
rd t
he
fast
way
.
(Ho
ld u
p y
our
fist to
dem
onstr
ate
.)
Fis
ts u
p. (
Pause.) T
he
firs
t w
ord
is f
at.
(Pause.) S
tret
ch f
at. /
fff/
aaa/
t/W
hat
wo
rd d
id y
ou
str
etch
? fa
t
Nex
t w
ord
. Fas
t.
Str
etch
fas
t. /
fff/
aaa/
sss/
t/W
hat
wo
rd d
id y
ou
str
etch
? fa
st
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
fis
t, f
it, fi
ts, ra
mp.
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice.)
Exc
elle
nt
job
str
etch
ing
. Yo
u h
ave
earn
ed
ano
ther
ch
eck
mar
k.
127
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Page 6
15Le
sson
Wri
te t
he
wo
rd f
an o
n t
he
line.
(Have
stu
dents
say the s
ound
s a
s they w
rite
the
lett
ers
.)
(Mo
nito
r, a
nd
co
rrect as n
ecessary
.)
Rep
eat
the
pro
cess
wit
h t
he
wo
rd fat.
Go
od
job
wri
tin
g w
ord
s w
ith
th
e /f
ff/
sou
nd
. I w
ill p
ut
a ch
eck
mar
k o
n t
he
Mas
tery
S
hee
t so
we
can
go
to
th
e n
ext
acti
vity
.
Go
od
job
tra
cin
g t
he
lett
er t
hat
say
s /f
ff/.
Tra
ce t
he
nex
t le
tter
fast
. Tra
ce it
by
you
rsel
ves.
(M
onito
r, a
nd
co
rrect as n
ecessary
.)
(Have s
tud
ents
tra
ce a
ll th
e f’
s o
n the first lin
e.)
Go
od
job
tra
cin
g t
he
lett
er t
hat
say
s /f
ff/.
N
ow
let’s
wri
te t
he
lett
er t
hat
sta
nd
s fo
r th
e /f
ff/
sou
nd
. To
uch
th
e b
ig d
ot
of t
he
firs
t le
tter
, an
d t
race
it. S
ay t
he
/fff
/ so
un
d a
s yo
u n
eatl
y w
rite
th
e le
tter
f.
(Have s
tud
ents
co
mp
lete
all
the f’
s o
n the
seco
nd
line.)
Go
od
job
wri
tin
g t
he
lett
er t
hat
say
s /f
ff/.
No
w y
ou
are
go
ing
to
wri
te t
he
lett
er
that
say
s /f
ff/
by
you
rsel
ves.
Wri
te t
he
lett
er t
hre
e ti
mes
. (P
oin
t to
the li
ne o
n w
hic
h
stu
dents
will
write
their f’
s. R
em
ind
stu
dents
to s
oft
ly s
ay the /fff/
so
und
as they w
rite
the
lett
ers
.)
(Mo
nito
r, a
nd
co
rrect as n
ecessary
.)
Exc
elle
nt
job
wri
tin
g t
he
lett
er t
hat
mak
es
the
/fff
/ so
un
d. N
ow
we
are
go
ing
to
wri
te
two
wo
rds.
Lo
ok
at t
he
wo
rds
un
der
nea
th
you
r lin
e o
f f ’s
. P
ut
you
r fi
ng
er o
n t
he
firs
t w
ord
. Let
’s
sou
nd
it o
ut
tog
eth
er.
( Teacher
and
stu
dents
:) /
fff/
aaa/
nn
n/
Rea
d it
. fan
Acti
vity
6W
riti
ng th
e Le
tter
(Have the F
f le
tter-
so
und
card
read
y. H
ave s
tud
ents
op
en their
activity b
oo
ks to
pag
e 1
9. A
llow
no
mo
re than 4
seco
nd
s to
write
each le
tter.)
(Ho
ld u
p the F
f le
tter-
so
und
card
. P
oin
t to
f.)
Wh
at is
th
is le
tter
’s s
ou
nd
? /f
ff/
No
w w
e ar
e g
oin
g t
o le
arn
h
ow
to
wri
te t
he
lett
er t
hat
sta
nd
s fo
r th
e /f
ff/
sou
nd
. Wat
ch h
ow
I w
rite
it. (
Mo
del,
exp
lain
ing
each s
tro
ke y
ou m
ake. U
se the le
tter
form
atio
n g
uid
e a
t th
e b
ack o
f th
is b
oo
k.)
On
th
e ac
tivi
ty s
hee
t, t
he
lett
ers
are
alm
ost
fi
nis
hed
. Pu
t yo
ur
pen
cil o
n t
he
big
do
t o
f th
e fi
rst
lett
er. (
Dem
onstr
ate
, and
mo
nito
r.)
Let
’s t
race
th
at le
tter
to
get
her
. (W
alk
stu
dents
thro
ug
h e
ach p
encil
str
oke. H
ave
stu
dents
say the /f/
so
und
as they tra
ce the
lett
er
and
write
it o
n their o
wn in
this
activity.
)
128
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on 1
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Page 7
15Le
sson
an
ant
na
t
sat
ram
Acti
vity
8So
undi
ng O
ut(W
hen y
ou g
o thro
ug
h the li
st o
f w
ord
s,
dis
ting
uis
h b
etw
een the le
tters
m a
nd
n b
efo
re
so
und
ing
out each w
ord
.)
(To
uch u
nd
er
the n
in a
n.) W
hat
is t
his
lett
er’s
so
un
d?
/nn
n/
So
un
d it
ou
t. (S
lide y
our
fing
er
und
er
each
lett
er
as s
tud
ents
so
und
out.
) /aa
a/n
nn
/R
ead
it fa
st. a
n
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
ant,
nat,
*sa
t, *
*ram
.
No
te: *
(When y
ou c
om
e to
the w
ord
sat
, say:)
Th
e n
ext
2 w
ord
s h
ave
no
do
ts. S
ou
nd
th
em
ou
t th
e w
ay y
ou
alw
ays
do
. **
(To
uch u
nd
er
the m
when y
ou c
om
e to
ram
. Fo
llow
this
pro
ced
ure
:)
Wh
at is
th
is le
tter
’s s
ou
nd
? /m
mm
/ S
ou
nd
it o
ut.
/rr
r/aa
a/m
mm
/ R
ead
it fa
st. r
am
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice.)
Go
od
rea
din
g. W
hat
sh
ou
ld I
do
no
w?
Pu
t a
chec
k m
ark
on
th
e le
sso
n M
aste
ry S
hee
t.
Acti
vity
7Le
tter
-Sou
nd D
icta
tion
Let
’s p
lay
ano
ther
gam
e. I
am g
oin
g t
o s
ay
a so
un
d, a
nd
I w
ant
you
to
wri
te t
he
lett
er
that
mak
es t
he
sou
nd
as
fast
as
you
can
. L
iste
n c
aref
ully
bec
ause
I am
no
t g
oin
g t
o
giv
e yo
u m
uch
tim
e b
etw
een
so
un
ds.
(Direct stu
dents
to
the b
ott
om
sectio
n o
n the
activity s
heet.
) Get
rea
dy.
/d
/. W
rite
it fa
st.
(Pause 4
seco
nd
s b
etw
een e
ach s
ound
. Yo
u m
ay
want to
tap
4 tim
es.)
Nex
t so
un
d. /
Nn
n/.
(Pause o
r ta
p 4
tim
es.)
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g s
ou
nd
s: /
rrr/
, /s
ss/,
/m
mm
/, /
aaa/,
/t/
, /n
nn/.
(Scaffo
ld a
s n
ecessary
.)
Go
od
wri
tin
g. I
will
pu
t an
oth
er c
hec
k m
ark
on
th
e le
sso
n M
aste
ry S
hee
t. L
et’s
mo
ve o
n
to t
he
nex
t ac
tivi
ty.
129
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SRA Early Interventions in Reading Level 1
Page 8
15Le
sson
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice w
ith 1
sente
nce p
er
stu
dent.
Have s
tud
ents
rep
eat th
e s
ente
nce u
ntil
they c
an r
ead
sm
oo
thly
.)
Exc
elle
nt
wo
rk t
od
ay, e
very
on
e. Y
ou
hav
e w
ork
ed t
og
eth
er t
o e
arn
a s
tick
er fo
r yo
ur
Mas
tery
Sh
eet.
Rea
d t
he
firs
t se
nte
nce
by
you
rsel
ves
tod
ay. I
/aa
a/m
mm
/ am
/N
nn
/aaa
/t/
Nat
. I
am N
at.
Gre
at r
ead
ing
. Co
nti
nu
e re
adin
g.
Rep
eat
the
pro
cess
wit
h r
emai
nin
g
sen
ten
ces.
Lo
ok
at t
he
last
sen
ten
ce. I
t h
as n
o d
ots
. R
ead
it t
he
sam
e w
ay y
ou
alw
ays
hav
e.(If stu
dents
hesitate
, use c
ues.)
Gre
at jo
b r
ead
ing
. No
w le
t’s g
o b
ack
to t
he
firs
t se
nte
nce
an
d s
tart
ove
r. T
his
tim
e,
read
all
the
sen
ten
ces
the
fast
way
. Try
th
e fi
rst
on
e. I
am N
at.
Rep
eat
the
pro
cess
wit
h t
he
rem
ain
ing
se
nte
nce
s.
Acti
vity
9Co
nnec
ted
Text
—Te
ache
r Led
Flue
ncy
Deve
lopm
ent
No
te: F
ollo
w th
is fo
rmat
: For
eac
h tr
icky
wor
d,
tap
unde
r the
wor
d. F
or e
ach
wor
d st
uden
ts
can
deco
de, s
lide
your
fing
er u
nder
eac
h le
tter
. S
tude
nts
soun
d ou
t the
wor
d an
d th
en re
ad it
fa
st. F
inal
ly s
tude
nts
read
eac
h se
nten
ce fa
st. I
f st
uden
ts h
esita
te, u
se th
e fo
llow
ing
cues
: “R
ead
it” fo
r tric
ky w
ords
, “S
ound
it o
ut”
for d
ecod
able
w
ords
, and
“R
ead
it fa
st”
afte
r the
y so
und
out t
he
sent
ence
.
We
are
go
ing
to
rea
d a
sto
ry a
bo
ut
two
ra
ts. W
hen
I ta
p u
nd
er t
he
tric
ky w
ord
s,
read
th
em. F
or
the
wo
rds
wit
h t
he
do
ts, I
w
ill s
lide
my
fin
ger
un
der
th
e le
tter
s, a
nd
yo
u w
ill s
ou
nd
th
em o
ut
and
th
en s
ay t
he
wo
rds.
Aft
er y
ou
fin
ish
so
un
din
g o
ut
a se
nte
nce
, rea
d it
th
e fa
st w
ay.
No
te: I
f stu
dent
s ar
e ca
pabl
e of
doi
ng s
o, th
ey
may
read
the
sent
ence
s fa
st th
e fir
st ti
me.
H
owev
er, s
tude
nts
shou
ld re
ad a
nd re
read
the
sent
ence
s un
til th
ey c
an re
ad s
moo
thly
and
w
ithou
t any
mis
take
s.
130
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on 1
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SRA Early Interventions in Reading Level 1
Page 9
15Le
sson
I am
Nat
.
I am
a r
am.
Sam
is a
rat
.
Sam
and
Nat
sat
on
the
mat
.13
1 Le
sson
15
Staff Development Guide, Level 1 169
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SRA Early Interventions in Reading Level 1
Page 10
Cop
yrig
ht ©
SR
A/M
cGra
w-H
ill.
Name
fLesson 15
Activity Book A 19
Activity 6
f f f f f ff f f f
Activity 7
d n r s
m a t n
fan fan fat fatf f ff f f
170 Staff Development Guide, Level 1
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SRA Early Interventions in Reading Level 1
Page 11
71Le
sson
You
r tu
rn. W
hen
I sa
y th
e w
ord
, wri
te t
he
lett
ers
that
say
th
eir
sou
nd
s co
rrec
tly.
(P
ause.) W
ou
ld. (
Pause.)
Wri
te t
he
lett
ers
that
wo
rk. S
ay t
he
sou
nd
s as
yo
u w
rite
th
e le
tter
s.
(Mo
nito
r, a
nd
scaffo
ld a
s n
ecessary
.)
Wh
at w
ord
did
yo
u w
rite
? w
ou
ld
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
does,
could
, one, fo
ur,
should
, out,
for,
*of.
No
te: *
The
who
le w
ord
of do
es n
ot s
ound
out
co
rrec
tly. T
ell s
tude
nts,
“Th
is w
ord
is o
f. N
eith
er o
f th
e le
tter
s in
this
wor
d sa
ys it
s so
und
corr
ectly
.”
No
w le
t’s r
ead
all
the
wo
rds
tog
eth
er. S
ay
the
wo
rd w
hen
I ta
p.
Fir
st w
ord
. (Tap
.) w
ou
ld
Rep
eat
the
pro
cess
wit
h t
he
rem
ain
der
of t
he
wo
rds.
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice.)
We
hav
e ju
st fi
nis
hed
ou
r fi
rst
acti
vity
. I w
ill
mar
k th
e M
aste
ry S
hee
t so
we
can
co
nti
nu
e o
ur
less
on
.
Acti
vity
1
Tric
ky W
ords
Ana
lysi
s(H
ave s
tud
ents
turn
to
pag
e 5
3 in
Act
ivit
y B
oo
k B
.)
No
te: T
each
ing
stud
ents
that
som
e le
tter
s in
tr
icky
wor
ds s
ay th
eir s
ound
s co
rrec
tly w
ill he
lp
stud
ents
whe
n th
ey e
ncou
nter
wor
ds th
ey d
o no
t kno
w.
No
w y
ou
will
wri
te m
issi
ng
lett
ers
in t
rick
y w
ord
s. L
oo
k at
th
e ac
tivi
ty s
hee
t. T
he
lett
ers
that
do
no
t sa
y th
eir
sou
nd
s in
eac
h
wo
rd a
re w
ritt
en fo
r yo
u. W
rite
th
e le
tter
s th
at d
o w
ork
in e
ach
wo
rd. L
iste
n a
s I s
ay
each
tri
cky
wo
rd. W
rite
th
e le
tter
s th
at s
ay
thei
r so
un
ds
in t
he
corr
ect
ord
er.
I will
do
th
e fi
rst
on
e. (H
old
up
the a
ctivity
sheet,
and
po
int to
the first lin
ed
sp
ace w
ith o
ul
in it
.) T
he
firs
t w
ord
is w
ou
ld. T
he
lett
ers
w
and
d, w
hic
h a
re t
he
firs
t an
d la
st le
tter
s in
w
ou
ld, s
ay t
hei
r so
un
ds
corr
ectl
y, s
o I
will
w
rite
th
em. (
Say the w
ord
wou
ld a
gain
as y
ou
write
the w
and
the d
.)
Act
ivit
y 1
Wo
rd R
eco
gn
itio
n a
nd
Sp
ellin
g•
Lear
n to
wri
te a
nd a
uto
mat
ical
ly r
eco
gni
ze
irre
gul
ar w
ord
s in
sto
ries
Act
ivit
y 2
Lett
er-S
oun
d C
orr
esp
on
den
ces
• Le
arn
the
soun
d o
f the
lett
er c
om
bin
atio
n o
r•
Ass
oci
ate
soun
ds
wit
h le
tter
sA
ctiv
ity
3 P
ho
nem
ic A
war
enes
s•
Seg
men
t sp
oke
n w
ord
s in
to s
oun
ds,
and
the
n sa
y w
ord
sA
ctiv
ity
4 Le
tter
-Sou
nd
Co
rres
po
nd
ence
s•
Ass
oci
ate
soun
ds
wit
h le
tter
sA
ctiv
ity
5 W
ord
Rec
og
nit
ion
an
d S
pel
ling
• B
lend
and
say
wo
rd p
arts
to fo
rm m
ulti
sylla
bic
w
ord
sA
ctiv
ity
6 W
ord
Rec
og
nit
ion
an
d S
pel
ling
P
revi
ew w
ord
s to
be
read
• Le
arn
to in
tern
aliz
e so
und
ing
-out
pro
ced
ure
to
bec
om
e flu
ent r
ead
ers
Act
ivit
y 7
Wo
rd R
eco
gn
itio
n a
nd
Sp
ellin
g•
Ble
nd a
nd s
ay w
ord
par
ts to
form
mul
tisy
llab
ic
wo
rds
Act
ivit
y 8
Flu
ency
P
revi
ew w
ord
s fr
om
a s
tory
• D
emo
nstr
ate
the
abili
ty to
dec
od
e te
xt a
nd r
ead
w
ord
s fa
st•
Bui
ld fl
uenc
y b
y re
read
ing
a s
tory
in u
niso
n•
Rer
ead
a s
tory
to m
eet e
stab
lishe
d fl
uenc
y g
oal
s•
Mak
e an
d v
erif
y p
red
icti
ons
, usi
ng p
rio
r kn
ow
led
ge
and
pic
ture
clu
es
1.
Let
ter-
Sou
nd C
ard
33
(or)
2.
Act
ivit
y B
oo
k B
, pa
ge 5
3
3.
Mar
ker B
oard
4.
Sto
ry-T
ime
Rea
der
31
, The S
tand
5.
Tim
er
232
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on 7
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Page 12
71Le
sson
Acti
vity
2Pa
rt A
: Le
tter
-Sou
nd
Intr
oduc
tion
(Ho
ld u
p the o
r le
tter-
so
und
card
.) T
hes
e le
tter
s u
sual
ly
go
to
get
her
to
say
/o
rr/.
Wh
at s
ou
nd
do
th
ese
lett
ers
usu
ally
mak
e to
get
her
? /o
rr/
(Direct stu
dents
to
the c
orr
ect sectio
n o
f th
e
activity s
heet.
) N
ow
wri
te t
he
lett
ers
that
m
ake
the
/orr
/ so
un
d e
ach
tim
e I s
ay t
hem
. /o
rr/
(Mo
nito
r, a
nd
co
rrect as n
ecessary
. T
hen s
ay
/orr/
5 m
ore
tim
es.)
Go
od
. Ple
ase
keep
yo
ur
acti
vity
bo
oks
o
pen
, bec
ause
we
will
use
th
em a
gai
n.
Let
’s c
on
tin
ue.
Part
B: T
hum
bs U
p—Th
umbs
Dow
nN
ow
we
will
pla
y th
e T
hu
mb
s U
p—
Th
um
bs
Do
wn
gam
e. I
will
say
so
me
wo
rds.
If
you
hea
r th
e /o
rr/
sou
nd
in a
wo
rd, g
ive
a th
um
bs-
up
. If y
ou
do
no
t h
ear
the
/orr
/ so
un
d, p
ut
you
r th
um
bs
do
wn
. Th
ese
wo
rds
mig
ht
be
tric
ky b
ecau
se I
will
say
o
ther
so
un
ds
that
are
ver
y cl
ose
to
th
e /o
rr/
sou
nd
.
Th
e fi
rst
wo
rd is
fo
r.
(Mo
nito
r, a
nd
co
rrect as n
ecessary
.)
Nex
t w
ord
. Co
re.
(Mo
nito
r, a
nd
co
rrect as n
ecessary
.)
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
car
, far
, fu
r, fo
rm, m
ore
, jar
, bir
d,
corn
, to
rch,
chu
rch
.
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice.)
Gre
at jo
b. W
e h
ave
fin
ish
ed t
his
act
ivit
y.
Wh
at s
ho
uld
I d
o n
ow
?
Acti
vity
3St
retc
h an
d Bl
end
No
w it
is t
ime
to s
tret
ch w
ord
s an
d t
hen
sa
y th
em fa
st.
Fis
ts u
p. (
Pause.) F
irst
wo
rd. O
rder
. S
tret
ch o
rder
. /o
rr/d
/err
/W
hat
wo
rd d
id y
ou
str
etch
? o
rder
Rep
eat t
he p
roce
ss w
ith th
e fo
llow
ing
w
ord
s: f
ort
y, w
rong, te
nth
, barb
er, s
alt
y.
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice w
ith 1
–2
wo
rds p
er
stu
dent.
)
Go
od
wo
rk, e
very
on
e. Y
ou
hav
e fi
nis
hed
an
oth
er a
ctiv
ity.
I w
ill p
ut
a ch
eck
mar
k o
n
the
less
on
Mas
tery
Sh
eet.
233
Less
on 7
1
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SRA Early Interventions in Reading Level 1
Page 13
71Le
sson
y
al
wh
er ea
z
p o
y
all
le
ea w
ch
sh
i
ir
wh
r e
Acti
vity
4Le
tter
-Sou
nd R
evie
w(H
old
up
the b
oo
k s
o a
ll stu
dents
can s
ee the
lett
ers
.)
No
w it
is t
ime
to r
evie
w le
tter
-so
un
ds
we
hav
e le
arn
ed s
o fa
r. W
hen
I to
uch
un
der
a
lett
er-s
ou
nd
, tel
l me
its
sou
nd
. Kee
p s
ayin
g
its
sou
nd
un
til I
to
uch
un
der
th
e n
ext
lett
er-
sou
nd
.
(To
uch u
nd
er
the first y.) W
hat
so
un
d?
/yyy
/
Go
od
. Let
’s c
on
tin
ue.
Rep
eat
the
pro
cess
wit
h t
he
rem
ain
der
of t
he
lett
er-s
ou
nd
s.
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice.)
Gre
at jo
b r
emem
ber
ing
th
e le
tter
-so
un
ds.
W
hat
sh
ou
ld I
do
no
w?
234
Less
on 7
1
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Page 14
71Le
sson
Acti
vity
5So
undi
ng O
utCh
unki
ng—
Stud
ent L
ed(D
irect stu
dents
to
the c
orr
ect sectio
n o
f th
e
activity s
heet.
)
No
w y
ou
will
so
un
d o
ut
wo
rds
on
yo
ur
ow
n.
So
me
wo
rds
hav
e m
ore
th
an o
ne
par
t. If
th
ere
is m
ore
th
an o
ne
par
t, s
ou
nd
ou
t ea
ch
par
t, a
nd
th
en r
ead
th
e w
ho
le w
ord
.
(Ho
ld u
p the a
ctivity s
heet.
Dem
onstr
ate
by
po
inting
to
the w
ord
wal
nut,
and
say:) P
oin
t to
th
e le
tter
th
at m
akes
th
e /w
ww
/ so
un
d.
(Mo
nito
r.)
We
are
go
ing
to
rea
d t
his
wo
rd in
ch
un
ks.
(Po
int to
wal
.) S
ou
nd
ou
t th
e fi
rst
par
t. (T
ap
for
each s
ound
in w
al.)
/ww
w/a
l/S
ay t
he
firs
t p
art.
wal
So
un
d o
ut
the
seco
nd
par
t. (T
ap
fo
r each
so
und
in n
ut.)
/nn
n/u
uu
/t/
Say
th
is p
art.
nu
t
No
w s
ay t
he
two
par
ts, p
oin
tin
g t
o e
ach
p
art
as y
ou
say
it. w
al (p
ause) n
ut
Rea
d t
he
wh
ole
wo
rd. w
aln
ut
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
call, fo
r, f
resh
, w
hic
h, churn
, fo
rget,
gla
ss, butt
er,
*sa
lad, *w
ants
.
No
te: *
Thes
e tw
o w
ords
will
be in
the
stor
y st
uden
ts w
ill re
ad la
ter i
n th
is le
sson
. Rem
ind
stud
ents
that
thes
e tw
o w
ords
alm
ost s
ound
ou
t rig
ht.
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice.)
You
are
so
un
din
g o
ut
and
rea
din
g w
ord
s!
Exc
elle
nt!
(Put a c
heck m
ark
on the M
aste
ry S
heet,
and
co
ntinue.)
Acti
vity
6Re
adin
g Fa
st F
irst
List
s
Du
rin
g t
his
act
ivit
y w
e w
ill b
e re
adin
g
som
e w
ord
s, a
nd
I w
ant
to m
ake
sure
th
at y
ou
un
der
stan
d t
hem
all.
Th
e fi
rst
wo
rd is
sti
ff. W
ho
kn
ow
s w
hat
st
iff m
ean
s? (I
f stu
dents
giv
e a
no
ther
co
rrect m
eanin
g fo
r th
e w
ord
, ackno
wle
dg
e
it, b
ut fo
cus o
n the c
onte
xtu
al m
eanin
g in
Sto
ry-T
ime
Rea
der
31,
The
Sta
nd, w
hic
h
stu
dents
will
read
late
r in
this
lesso
n.)
(Yo
u m
ay h
ave to
pro
mp
t fu
rther
by s
ayin
g:)
Her
e’s
a h
int.
I m
ust
hav
e sl
ept
wro
ng
b
ecau
se m
y n
eck
is s
tiff
th
is m
orn
ing
. (A
ccep
t re
aso
nab
le r
esp
onses.)
Th
at’s
rig
ht.
Sti
ff m
ean
s “h
ard
to
mo
ve.”
Th
e n
ext
wo
rd is
sca
rf. D
oes
an
yon
e kn
ow
wh
at a
sca
rf is
? (Y
ou m
ay h
ave
to p
rom
pt fu
rther
by s
ayin
g:) W
hat
do
I m
ean
if I
say
I wea
r a
scar
f ar
ou
nd
my
nec
k w
hen
it is
co
ld?
(Accep
t re
aso
nab
le
resp
onses.)
235
Less
on 7
1
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SRA Early Interventions in Reading Level 1
Page 15
71Le
sson
(Pause 1
.5 s
eco
nd
s b
etw
een w
ord
s to
giv
e
stu
dents
tim
e to
so
und
out th
e w
ord
s in
their
head
s.)
Her
e is
a li
st o
f wo
rds
you
will
rea
d fa
st
the
firs
t ti
me.
I w
ill g
ive
you
tim
e to
so
un
d
ou
t th
e w
ord
to
yo
urs
elve
s. T
hen
I w
ill s
ay
“Rea
d it
.”
(To
uch u
nd
er
the w
ord
, and
pause 1
.5 s
eco
nd
s.)
Rea
d it
. sta
nd
Yes,
sta
nd
. Nex
t w
ord
. (P
ause.)
Rea
d it
. fill
Yes,
fill
. Nex
t w
ord
.
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
rest
, tr
ick, sm
all, st
iff,
raft
, sc
arf
, re
nt,
neck.
(If stu
dents
make a
n e
rro
r, g
o b
ack, so
und
out
the w
ord
to
geth
er
in a
whis
per
vo
ice, and
then
say the w
ord
fast.
)
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice w
ith 5
wo
rds p
er
stu
dent.
Call
on s
tud
ents
in r
and
om
ord
er.)
(Pra
ise, m
ark
the M
aste
ry S
heet,
and
co
ntinue
with the n
ext activity.
)
Yes.
A s
carf
is a
pie
ce o
f clo
th o
r m
ater
ial w
orn
aro
un
d t
he
sho
uld
ers,
n
eck,
or
hea
d. W
e u
sual
ly u
se s
carv
es
to h
elp
kee
p u
s w
arm
. Her
e is
a p
ictu
re
of a
sca
rf fr
om
th
e st
ory
we
will
be
read
ing
. (S
ho
w p
ictu
re o
n the c
over
of Th
e S
tand
.) H
ave
you
eve
r w
orn
a s
carf
? (A
ccep
t re
aso
nab
le r
esp
onses.)
Go
od
. Th
e n
ext
wo
rd is
ren
t. D
oes
an
yon
e kn
ow
wh
at r
ent
mea
ns?
(Yo
u
may h
ave to
pro
mp
t fu
rther
by s
ayin
g:)
Wh
at d
o I
mea
n if
I sa
y I l
ike
to r
ent
vid
eos?
(Accep
t re
aso
nab
le r
esp
onses.)
Yes.
To
ren
t m
ean
s “t
o p
ay t
o u
se
som
eth
ing
for
a w
hile
.” If
yo
u r
ent
a D
VD
for
the
wee
ken
d, y
ou
pay
for
the
day
s yo
u a
re u
sin
g it
, an
d t
hen
yo
u
retu
rn it
.
Go
od
job
!
236
Less
on 7
1
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SRA Early Interventions in Reading Level 1
Page 16
71Le
sson
Acti
vity
7So
undi
ng O
utCh
unki
ng—
Teac
her L
edF
or
this
act
ivit
y yo
u w
ill r
ead
big
wo
rds
agai
n. W
hen
yo
u r
ead
th
ese
big
wo
rds,
say
ea
ch p
art
fast
th
e fi
rst
tim
e. T
hen
rea
d t
he
wh
ole
wo
rd fa
st.
(Ho
ld u
p the w
ord
list.
Pla
ce y
our
fing
er
und
er
the w
ord
pad
dle.
Slid
e y
our
fing
er
und
er
the
padd
part
, and
say:) S
ay t
his
par
t. p
add
(Pla
ce y
our
fing
er
und
er
the le
part
, and
say:)
Say
th
is p
art.
le
No
w s
ay t
he
par
ts t
og
eth
er. (
To
uch u
nd
er
each p
art
as s
tud
ents
say it
.)
pad
d (p
ause) le
Rea
d t
he
wh
ole
wo
rd. p
add
le
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
pro
ble
m, anim
als
, pocket,
carr
ot,
wondere
d.
sta
nd
fill
res
t tr
ick
sm
all
stif
f
raf
t sc
arf
ren
t ne
ck23
7 Le
sson
71
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Page 17
71Le
sson
Indi
vidu
al P
ract
ice
(Giv
e in
div
idual t
urn
s.)
No
w r
ead
th
e w
ord
s fa
st t
he
firs
t ti
me.
(Ho
ld
up
the w
ord
list.
Pla
ce y
our
fing
er
next to
the
wo
rd pad
dle,
and
say:)
Fir
st w
ord
. (P
ause 3
seco
nd
s.)
Rea
d it
. pad
dle
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
pro
ble
m, anim
als
, pocket,
carr
ot,
wondere
d.
(Scaffo
ld a
s n
ecessary
, g
oin
g b
ack to
so
und
out
a w
ord
if s
tud
ents
mis
s it
.)
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice w
ith 1
–2
wo
rds p
er
stu
dent.
)
Wh
at a
gre
at jo
b r
ead
ing
big
wo
rds!
I w
ill m
ark
the
Mas
tery
Sh
eet,
an
d w
e ca
n
con
tin
ue.
We
hav
e o
nly
on
e ac
tivi
ty le
ft
bef
ore
ou
r le
sso
n is
ove
r.
padd
le
prob
lem
anim
als
pock
et
carr
ot
won
dere
d
238
Less
on 7
1
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Page 18
71Le
sson
Acti
vity
8St
ory-
Tim
e Re
ader
Flue
ncy
Deve
lopm
ent
(Pass o
ut S
tory
-Tim
e R
ead
er
31, T
he S
tand
.)
(Write
the fo
llow
ing
wo
rds o
n the m
ark
er
bo
ard
:
sala
d, w
ants
.)
No
te: H
ave
stud
ents
read
from
thei
r boo
ks,
poin
ting
unde
r eac
h w
ord
as th
ey re
ad it
. Ta
p on
ce fo
r eac
h w
ord,
allo
win
g en
ough
tim
e be
twee
n ta
ps fo
r stu
dent
s to
sou
nd o
ut
deco
dabl
e w
ords
. Use
ora
l cue
s if
nece
ssar
y.
Bef
ore
we
star
t re
adin
g, l
et’s
lear
n s
om
e n
ew w
ord
s.
Th
e w
ord
is (p
oin
t to
sal
ad) s
alad
. Wh
at
wo
rd?
sala
d
Th
e w
ord
is (p
oin
t to
wan
ts) w
ants
. Wh
at
wo
rd?
wan
ts
We
are
go
ing
to
rea
d t
his
sto
ry fa
st t
he
firs
t ti
me.
If y
ou
kn
ow
th
e w
ord
, say
it w
hen
I ta
p. I
f yo
u d
o n
ot
kno
w a
wo
rd, s
ou
nd
it
ou
t to
yo
urs
elf,
an
d t
hen
say
it fa
st w
hen
I ta
p. I
will
giv
e yo
u t
ime
to t
hin
k b
efo
re I
tap
. R
emem
ber
to
follo
w a
lon
g b
y p
oin
tin
g t
o
each
wo
rd in
yo
ur
bo
ok.
(Bro
wse the s
tory
.
Let stu
dents
co
mm
ent o
n the p
ictu
res a
nd
make p
red
ictio
ns. H
ave e
ach s
tud
ent m
ake a
pre
dic
tio
n.)
FLUE
NCY
GOA
L 98
wor
ds @
35
wpm
=
2 m
inut
es, 5
5 se
cond
s
Du
rin
g t
his
act
ivit
y w
e w
ill b
e re
adin
g
a st
ory
cal
led
Th
e S
tan
d, a
nd
I w
ant
to
mak
e su
re y
ou
un
der
stan
d a
ll th
e w
ord
s w
e w
ill b
e re
adin
g.
Th
e fi
rst
on
e is
act
ual
ly t
wo
wo
rds:
ste
p
up
. Wh
o k
no
ws
wh
at s
tep
up
mea
ns?
(Yo
u m
ay h
ave to
pro
mp
t fu
rther
by s
ayin
g:)
Her
e’s
a h
int.
Th
e m
an a
t th
e ca
rniv
al
said
, “S
tep
up
an
d g
et y
ou
r p
ictu
re
take
n.”
(Accep
t re
aso
nab
le r
esp
onses.)
Th
at’s
rig
ht.
Ste
p u
p m
ean
s co
me
forw
ard
. (D
em
onstr
ate
by s
tep
pin
g
forw
ard
.)
Th
e n
ext
on
e is
ste
p o
ut.
Wh
o k
no
ws
wh
at s
tep
ou
t m
ean
s? (Y
ou m
ay h
ave to
pro
mp
t fu
rther
by s
ayin
g:) H
ere’
s a
hin
t.
I am
so
rry
I mis
sed
yo
u, b
ut
I had
to
st
ep o
ut
of
my
off
ice
for
a w
hile
. (A
ccep
t
reaso
nab
le r
esp
onses.)
Th
at’s
rig
ht.
To
ste
p o
ut
mea
ns
“to
leav
e fo
r a
sho
rt t
ime.
”
Th
e n
ext
wo
rd is
tri
ck. W
ho
kn
ow
s w
hat
tr
ick
mea
ns?
(If stu
dents
giv
e a
no
ther
co
rrect m
eanin
g, ackno
wle
dg
e it
, b
ut fo
cus
on the c
onte
xtu
al m
eanin
g in
the s
ele
ctio
n.)
(Yo
u m
ay h
ave to
pro
mp
t fu
rther
by s
ayin
g:)
Her
e’s
a h
int.
I p
ush
ed h
ard
to
op
en
the
hea
vy d
oo
r, a
nd
th
at d
id t
he
tric
k.
(Accep
t re
aso
nab
le r
esp
onses.)
Th
at’s
rig
ht.
Alt
ho
ug
h t
rick
oft
en m
ean
s “t
o p
lay
a m
ean
joke
on
so
meo
ne,
” th
e w
ord
tri
ck m
ean
s so
met
hin
g d
iffer
ent
in
ou
r st
ory
. Wh
en w
e sa
y so
met
hin
g w
ill
“do
th
e tr
ick,
” w
e m
ean
th
at it
will
fix
a p
rob
lem
.
Go
od
job
!
239
Less
on 7
1
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SRA Early Interventions in Reading Level 1
Page 19
71Le
sson
Go
od
. No
w w
e ar
e g
oin
g t
o r
ead
th
e st
ory
. Get
rea
dy.
(Pro
vid
e thin
k tim
e o
f 2
.5
seco
nd
s m
axim
um
per
wo
rd, sta
rt the tim
er,
and
tap
.) S
tep
Rep
eat
this
pro
cess
for
the
rem
ain
der
o
f th
e st
ory
.
(Revie
w a
nd
dis
cuss s
tud
ents
’ p
red
ictio
ns.)
No
te: R
evie
w a
ny m
isse
d w
ords
. If s
tude
nts
met
th
e flu
ency
goa
l on
the
first
read
ing,
hav
e th
em
mov
e to
Indi
vidu
al P
ract
ice.
If s
tude
nts
did
not
mee
t the
flue
ncy
goal
on
the
first
read
ing,
hav
e th
em re
ad th
e st
ory
a se
cond
tim
e in
uni
son.
Thi
s tim
e ha
ve th
em re
ad th
e st
ory
fast
er, p
ausi
ng
2 se
cond
s pe
r wor
d. T
hen
have
stu
dent
s co
mpl
ete
Indi
vidu
al P
ract
ice.
No
w y
ou
are
go
ing
to
rea
d t
his
sto
ry a
gai
n.
Th
is t
ime
you
will
rea
d it
fast
er. (
Pause, sta
rt
the tim
er, a
nd
tap
.) S
tep
Indi
vidu
al P
ract
ice
(Call
on in
div
idual s
tud
ents
to
read
1–2
pag
es. D
o
no
t ta
p d
uring
ind
ivid
ual p
ractice. T
ime s
tud
ents
as a
gro
up
. N
ote
on the M
aste
ry S
heet w
heth
er
the g
roup
achie
ved
the flu
ency g
oal.)
Go
od
job
! Yo
u h
ave
fin
ish
ed t
od
ay’s
less
on
. I w
ill m
ark
the
Mas
tery
Sh
eet.
ERRO
R CO
RREC
TION
:If
stud
ents
mak
e an
err
or, f
ollo
w th
is fo
rmat
: H
ave
stud
ents
sou
nd o
ut th
e w
ord
toge
ther
in
a w
hisp
er v
oice
, rea
d it
fast
, and
then
re
read
the
sent
ence
. Afte
r stu
dent
s re
ad th
e st
ory,
writ
e ea
ch m
isse
d w
ord
on th
e bo
ard.
H
ave
stud
ents
sou
nd o
ut e
ach
wor
d in
un
ison
in a
whi
sper
voi
ce a
nd th
en s
ay it
fast
. N
ext h
ave
stud
ents
read
the
list t
he fa
st w
ay.
240
Less
on 7
1
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SRA Early Interventions in Reading Level 1
Page 20
Cop
yrig
ht ©
SR
A/M
cGra
w-H
ill.
Name
Lesson 71
Activity Book B 53
Activity 1
Activity 2
Activity 5
oul oes oulo e our oulou or of
walnut call for
fresh which churn
forget glass butter
salad wants
● ● ● ● ● ● ● ● ●
● ● ● ●
● ● ● ● ● ● ● ● ●
● ● ● ● ● ●
● ● ● ●
● ● ● ● ● ● ● ● ● ●
180 Staff Development Guide, Level 1
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SRA Early Interventions in Reading Level 1
Page 21
101
Less
on
1.
Let
ter-
Sou
nd C
ard
35
(A—
vow
el)
2.
Act
ivit
y B
oo
k C
, pa
ge 4
0
3. S
tory
-Tim
e R
ead
er
49, S
teve
’s S
ecre
t
4.
Sto
pwat
ch a
nd T
imer
5.
Mar
ker B
oard
Pic
ture
s fo
r La
ng
uag
e an
d
Lite
racy
Su
pp
ort
, pa
ge 1
12
Indi
vidu
al P
ract
ice
(Giv
e in
div
idual t
urn
s w
ith b
oth
sp
elli
ng
s.)
Go
od
. No
w y
ou
will
rea
d s
om
e w
ord
s to
get
her
th
at h
ave
/ aaa
/ w
ritt
en t
he
new
way
.
(To
uch u
nd
er
ai o
n the n
ext p
ag
e.) W
hat
so
un
d?
/ aaa
/
Fir
st w
ord
. Rea
d t
he
un
der
lined
par
t. /
aaa
/W
hat
wo
rd?
bai
t
Yes,
bai
t. L
et’s
co
nti
nu
e.
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
maid
, tr
ain
, m
ain
, st
ain
, pain
t.
Very
go
od
. (To
uch u
nd
er
ay o
n the n
ext p
ag
e.)
Wh
at s
ou
nd
do
th
ese
lett
ers
mak
e? /
aaa
/
Fir
st w
ord
. Rea
d t
he
un
der
lined
par
t. /
aaa
/W
hat
wo
rd?
day
Yes,
day
. Let
’s c
on
tin
ue.
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g
wo
rds:
say,
bay,
aw
ay,
may,
today.
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice w
ith a
t le
ast 1
wo
rd
fro
m e
ach c
olu
mn.)
(Pra
ise s
tud
ents
, m
ark
off the a
ctivity o
n the
Maste
ry S
heet,
and
co
ntinue.)
No
te: S
tart
ing
at th
is p
oint
in th
e pr
ogra
m,
stud
ents
no
long
er s
ound
out
wor
ds a
loud
.
(Write
on the m
ark
er
bo
ard
any le
tter-
so
und
s o
r
wo
rds s
tud
ents
had
tro
ub
le w
ith o
n A
sses
smen
t 15
. Usin
g the m
od
el-
lead
-test str
ate
gy,
revie
w
the le
tter-
so
und
s a
nd
wo
rds w
ith s
tud
ents
.)
Acti
vity
1Le
tter
-Sou
nd
Intr
oduc
tion
(Ho
ld u
p the A
—vo
wel
lett
er-
so
und
card
, and
to
uch u
nd
er
a_e.
) Wh
at s
ou
nd
? / a
aa/
Very
go
od
. No
w y
ou
will
le
arn
tw
o n
ew w
ays
to s
pel
l th
is le
tter
’s n
ame.
(To
uch u
nd
er
ai.)
So
met
imes
/ a
aa/
is w
ritt
en w
ith
th
ese
lett
ers.
You
r tu
rn. W
hat
so
un
d d
o
you
say
wh
en y
ou
see
th
ese
lett
ers?
/ a
aa/
(To
uch u
nd
er
ay.)
So
met
imes
/ a
aa/
is w
ritt
en
wit
h t
hes
e le
tter
s.
Wh
at s
ou
nd
do
yo
u s
ay w
hen
yo
u s
ee t
hes
e le
tter
s? /
aaa
/
Act
ivit
y 1
Lett
er-S
oun
d C
orr
esp
on
den
ces
• Le
arn
the
long
a s
oun
d s
pel
led
ai a
nd a
y•
Ass
oci
ate
soun
ds
wit
h le
tter
sA
ctiv
ity
2 Le
tter
-Sou
nd
Co
rres
po
nd
ence
s•
Ass
oci
ate
soun
ds
wit
h le
tter
sA
ctiv
ity
3 P
ho
nem
ic A
war
enes
s•
Dev
elo
p a
uto
mat
ic d
iscr
imin
atio
n b
etw
een
long
- an
d s
hort
-vo
wel
so
und
s A
ctiv
ity
4 W
ord
Rec
og
nit
ion
an
d S
pel
ling
• B
lend
and
say
wo
rd p
arts
to fo
rm m
ulti
sylla
bic
w
ord
sA
ctiv
ity
5 Fl
uen
cy
Pre
view
wo
rds
fro
m a
sto
ry•
Dem
ons
trat
e th
e ab
ility
to d
eco
de
text
and
rea
d
wo
rds
fast
• R
erea
d a
sto
ry to
mee
t est
ablis
hed
flue
ncy
go
als
• B
uild
flue
ncy
by
rere
adin
g a
sto
ry in
uni
son
• M
ake
and
ver
ify
pre
dic
tio
ns, u
sing
pri
or
kno
wle
dg
e an
d p
ictu
re c
lues
• B
uild
flue
ncy
by
rere
adin
g a
sto
ry w
ith
a p
artn
erA
ctiv
ity
6 C
om
pre
hen
sio
n S
trat
egie
s•
Iden
tify
the
mai
n id
ea o
f a s
tory
in 1
0 w
ord
s o
r fe
wer
139
Less
on 1
01
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SRA Early Interventions in Reading Level 1
Page 22
101
Less
on
Acti
vity
2Le
tter
-Sou
nd R
evie
wIt
’s t
ime
to r
evie
w le
tter
-so
un
ds
you
hav
e le
arn
ed s
o fa
r.
Rep
eat
the
pro
cess
wit
h t
he
rem
ain
ing
lett
er-s
ou
nd
s.
(Rem
em
ber
to h
ave s
tud
ents
read
fro
m le
ft to
rig
ht acro
ss the p
ag
e.)
(To
uch u
nd
er
e_e.
) Wh
at s
ou
nd
? / e
ee/
Go
od
. Let
’s c
on
tin
ue.
No
te: I
f a le
tter
-sou
nd re
pres
ents
mor
e th
an 1
so
und,
ask
, “W
hat s
ound
do
you
try
first
? W
hat
soun
d do
you
try
next
?”
For g
e, g
i, c
e, a
nd c
i, a
sk, “
Wha
t sou
nd d
oes
this
lett
er m
ake
(To
uch u
nd
er g
or c
.) w
hen
it is
fo
llow
ed b
y th
is le
tter
?” (T
ouch u
nd
er
e o
r i.)
(Fo
llow
the u
sual c
orr
ectio
n p
roced
ure
.)
Indi
vidu
al P
ract
ice
(Pro
vid
e in
div
idual p
ractice.)
Go
od
job
rea
din
g t
he
lett
er-s
ou
nd
s. I
will
mar
k th
e M
aste
ry S
hee
t, a
nd
we
can
co
nti
nu
e w
ith
th
e n
ext
acti
vity
.
ai
ayba
it da
ym
aid
say
trai
n ba
ym
ain
away
stai
n m
aypa
int
toda
y14
0 Le
sson
101
182 Staff Development Guide, Level 1
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SRA Early Interventions in Reading Level 1
Page 23
101
Less
on
Acti
vity
3Vo
wel
Sou
nds
CVC
and
VCe
Eve
ryo
ne,
tel
l me
the
rule
ab
ou
t th
e si
len
t e.
If t
her
e is
an
e a
t th
e en
d o
f a w
ord
, th
e vo
wel
say
s it
s n
ame.
No
w le
t’s r
ead
so
me
wo
rds.
Ch
eck
for
an e
o
n t
he
end
of t
hes
e w
ord
s.
(Touch u
nder Steve.)
Firs
t wor
d. (P
ause
.)
Say
th
e u
nd
erlin
ed p
art.
/ e
ee/
Rea
d t
he
wo
rd. S
teve
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g w
ord
s: s
mile, st
one,
wit
h, hid
, w
ill, w
hit
e, sh
ade, sh
ave
, fl
at,
red, si
ze, E
ve, but.
No
w le
t’s r
ead
th
ese
wo
rds
fast
th
e fi
rst
tim
e. W
hen
I to
uch
un
der
a w
ord
, rea
d it
.
(To
uch u
nd
er Steve.)
Rea
d it
. Ste
ve
Rep
eat
the
pro
cess
wit
h t
he
follo
win
g w
ord
s: s
mile, st
one,
wit
h, hid
, w
ill, w
hit
e, sh
ade, sh
ave
, fl
at,
red, si
ze, E
ve, but.
Indi
vidu
al P
ract
ice
(Giv
e in
div
idual t
urn
s.)
(Pra
ise s
tud
ents
, m
ark
off the a
ctivity o
n the
Maste
ry S
heet,
and
co
ntinue.)
e e
ol
u e
v ci
gi
a e
ir
y l
r
sh
x in
g er
ce
ge
th
ea e
e14
1 Le
sson
101
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SRA Early Interventions in Reading Level 1
Page 24
101
Less
on
Acti
vity
4So
undi
ng O
utCh
unki
ng—
Stud
ent L
ed(H
ave s
tud
ents
turn
to
pag
e 4
0 in
Act
ivit
y B
oo
k C
. Rem
ind
stu
dents
that w
hen a
wo
rd o
r
a s
ylla
ble
end
s in
a v
ow
el, the v
ow
el u
sually
says
its n
am
e.)
Eve
ryo
ne,
to
uch
th
e fi
rst
wo
rd.
(Pause 2
seco
nd
s.) R
ead
th
e fi
rst
par
t. s
e
(Pause 2
seco
nd
s.) R
ead
th
e n
ext
par
t. c
ret
(Pause 2
seco
nd
s.) R
ead
th
e w
ho
le w
ord
. se
cret
Rep
eat t
he p
roce
ss w
ith th
e fo
llow
ing
w
ord
s: p
ocket,
acorn
, dra
gon, dra
gons,
te
rrib
le, *t
ickle
d, litt
le, eve
n, fe
ver.
No
te: *
If st
uden
ts h
ave
trou
ble
with
tickle
d, c
over
th
e d
, and
hav
e th
em re
ad ti
ckle
firs
t.
Stev
e sm
ilest
one
with
hid
will
whi
te
shad
esh
ave
flat
red
size
Eve
but
142
Less
on 1
01
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SRA Early Interventions in Reading Level 1
Page 25
101
Less
on
No
w y
ou
will
rea
d t
hes
e w
ord
s fa
st.
Eve
ryo
ne,
to
uch
th
e fi
rst
wo
rd. (
Pause 2
seco
nd
s.)
Rea
d it
. sec
ret
Yes,
sec
ret.
Nex
t w
ord
.
Rep
eat t
he p
roce
ss w
ith th
e fo
llow
ing
w
ord
s: p
ocket,
acorn
, dra
gon, dra
gons,
te
rrib
le, ti
ckle
d, litt
le, eve
n, fe
ver.
(Scaffo
ld a
s n
ecessary
.)
Indi
vidu
al P
ract
ice
(Giv
e in
div
idual t
urn
s w
ith 2
–3 w
ord
s p
er
stu
dent.
)
(Pra
ise s
tud
ents
, m
ark
off the a
ctivity o
n the
Maste
ry S
heet,
and
co
ntinue.)
Acti
vity
5St
ory-
Tim
e Re
ader
Part
A: U
niso
n Re
adin
g
(Pass o
ut S
tory
-Tim
e R
ead
er 4
9, S
teve
’s
Sec
ret,
to s
tud
ents
.)
FLUE
NCY
GOA
L 11
1 w
ords
@ 5
0 w
pm =
2
min
utes
, 20
seco
nds
Du
rin
g t
his
act
ivit
y w
e w
ill b
e re
adin
g
a st
ory
, an
d I
wan
t to
mak
e su
re y
ou
u
nd
erst
and
all
the
wo
rds
we
will
be
read
ing
.
Th
e fi
rst
wo
rd is
aco
rn. W
ho
kn
ow
s w
hat
an
aco
rn is
? (If stu
dents
giv
e a
no
ther
co
rrect m
eanin
g, ackno
wle
dg
e it
, b
ut fo
cus
on the c
onte
xtu
al m
eanin
g in
the s
tory
.)
(Yo
u m
ay h
ave to
pro
mp
t fu
rther
by s
ayin
g:)
Her
e’s
a h
int.
Th
e sq
uir
rel g
ath
ered
ac
orn
s th
at h
ad f
alle
n f
rom
th
e tr
ee.
(Accep
t re
aso
nab
le r
esp
onses.)
Th
at’s
rig
ht.
An
aco
rn is
a n
ut
fro
m a
n
oak
tre
e. H
ere
is a
pic
ture
of a
n a
corn
. (H
old
up
Pic
ture
s fo
r L
ang
uag
e an
d
Lit
erac
y S
up
po
rt, p
ag
e 1
12
.)
Nex
t is
th
e se
nte
nce
Let
me
be.
Who
kn
ow
s w
hat
let
me
be
mea
ns?
(Yo
u m
ay
have to
pro
mp
t fu
rther
by s
ayin
g:) H
ere’
s a
hin
t. P
leas
e d
on
’t t
alk
to m
e; ju
st le
t m
e b
e. (A
ccep
t re
aso
nab
le r
esp
onses.)
Go
od
. Let
me
be
is a
no
ther
way
to
say
“l
eave
me
alo
ne.
”
Wh
o r
emem
ber
s w
hat
sh
ade
mea
ns?
(A
ccep
t re
aso
nab
le r
esp
onses.) T
hat
’s
rig
ht.
Sh
ade
is d
arkn
ess
fro
m t
he
sun
ca
use
d b
y a
shad
ow
.
In t
od
ay’s
sto
ry, s
had
e h
as a
diff
eren
t m
ean
ing
. Wh
at d
o I
mea
n if
I sa
y Y
our
shir
t is
a b
eau
tifu
l sh
ade
of
blu
e?
(Accep
t re
aso
nab
le r
esp
onses.)
Yes.
Sh
ade
in t
his
cas
e m
ean
s a
colo
r th
at is
a li
ttle
diff
eren
t fr
om
oth
ers
in t
he
sam
e co
lor
gro
up
. Lig
ht
blu
e, d
ark
blu
e,
and
bri
gh
t b
lue
are
all s
had
es o
f blu
e.
Nic
e jo
b!
143
Less
on 1
01
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SRA Early Interventions in Reading Level 1
Page 26
101
Less
on
Eve
ryo
ne,
po
int
to t
he
titl
e o
f ou
r st
ory
. E
ach
tim
e I t
ap, r
ead
a w
ord
.(T
ap
fo
r each w
ord
in the title
.) S
teve
’s S
ecre
t
Wha
t d
o y
ou
thin
k th
is s
tory
is a
bo
ut?
(Allo
w
stu
dents
to m
ake
pre
dic
tions for
no lo
nger
than
1 m
inute
. S
et a p
urp
ose for
read
ing, such a
s
checki
ng to s
ee if
these p
red
ictions a
re c
orr
ect.
)
No
w w
e ar
e g
oin
g t
o r
ead
the
sto
ry t
og
ethe
r th
e fa
st w
ay. (
Sta
rt tim
er.) F
irst
wo
rd. (
Pro
vid
e
thin
k tim
e o
f 1–1.5
second
s m
axi
mum
per
word
,
sta
rt the tim
er, a
nd
tap
.) S
teve
Rep
eat
this
pro
cess
for
the
rem
ain
der
o
f th
e st
ory
. Err
or
corr
ecti
on
pro
ced
ure
s:
If a
n e
rro
r o
ccu
rs, h
ave
stu
den
ts s
ou
nd
o
ut
the
wo
rd in
a w
his
per
vo
ice,
rea
d t
he
wo
rd, a
nd
th
en r
erea
d t
he
sen
ten
ce. D
o
no
t st
op
th
e ti
mer
du
rin
g c
orr
ecti
on
s.
(Revie
w a
ny m
issed
wo
rds. W
rite
the w
ord
s o
n
the b
oard
. H
ave s
tud
ents
so
und
out each w
ord
in a
whis
per
vo
ice a
nd
then s
ay it
fast.
Then h
ave
stu
dents
read
the li
st th
e fast w
ay.
)
(Revie
w s
tud
ents
’ p
red
ictio
ns.)
No
te: I
f the
gro
up m
eets
the
fluen
cy g
oal o
n th
e fir
st re
ad, h
ave
stud
ents
com
plet
e P
art B
. If t
he
grou
p do
es n
ot m
eet t
he fl
uenc
y go
al o
n th
e fir
st
read
, hav
e st
uden
ts re
ad th
e st
ory
agai
n in
uni
son,
ev
en fa
ster
. The
n ha
ve s
tude
nts
com
plet
e P
art B
.
(Revi
ew
any
mis
sed
word
s. W
rite
the w
ord
s o
n the
board
. H
ave
stu
dents
sound
out each w
ord
in a
whis
per
voic
e a
nd
then s
ay
it fast.
Then h
ave
students
read the list
the fa
st w
ay.
Pro
ceed to P
art B
.)
Part
B: P
artn
er R
eadi
ng:
Beat
the
Cloc
kN
ow
we
are
go
ing
to
pla
y B
eat
the
Clo
ck.
You
will
tak
e tu
rns
read
ing
th
e st
ory
on
e p
age
at a
tim
e as
fast
as
you
can
wit
ho
ut
mak
ing
mis
take
s, u
nti
l yo
u h
ave
read
th
e w
ho
le s
tory
. Yo
u w
ill t
ry t
o r
ead
th
e st
ory
all
the
way
th
rou
gh
bef
ore
tim
e ru
ns
ou
t.
(Assig
n p
art
ners
and
the first re
ad
er
in e
ach
pair.
Pair y
ours
elf
with a
diff
ere
nt re
ad
er
for
this
lesso
n.)
Eve
ryo
ne,
tu
rn t
o t
he
firs
t p
age
of o
ur
sto
ry,
and
get
rea
dy
to r
ead
. Yo
u h
ave
2 m
inu
tes
and
20
seco
nd
s to
rea
d t
he
sto
ry.
Fir
st r
ead
ers,
beg
in r
ead
ing
. (T
ime s
tud
ents
for
2 m
inute
s, 2
0 s
eco
nd
s.)
(When tim
e r
uns o
ut,
say:) S
top
. Go
od
job
. Did
yo
u b
eat
the
clo
ck?
(Mo
nito
r to
see w
hat p
ag
e e
ach p
air w
as a
ble
to fin
ish. P
rais
e a
ll stu
dents
fo
r d
oin
g a
go
od
job
read
ing
.)
Go
od
job
rea
din
g t
he
sto
ry! I
will
mar
k th
e M
aste
ry S
hee
t, a
nd
we
can
co
nti
nu
e w
ith
th
e la
st a
ctiv
ity
in t
he
less
on
.
(Mark
off this
activity o
n the M
aste
ry S
heet,
and
co
ntinue. O
n the M
aste
ry S
heet,
reco
rd the n
am
e
of yo
ur
part
ner
and
wheth
er
he o
r she m
et th
e
fluency g
oal f
or
this
activity,
and
no
te w
heth
er
stu
dents
met th
e flu
ency g
oal a
s a
gro
up
.)
Acti
vity
6M
ain
Idea
Let
’s t
alk
abo
ut
Ste
ve’s
Sec
ret.
Wh
at is
th
is s
tory
mai
nly
ab
ou
t? (D
iscuss
briefly
.)
Do
you
thin
k w
e ca
n sa
y th
e m
ain
idea
in
few
er w
ords
? I t
hink
we
can.
(Pause
to s
ee if
students
can rest
ate
the m
ain
idea in
few
er w
ord
s.)
No
w li
sten
as
I try
. Co
un
t h
ow
man
y w
ord
s I
use
. (M
onito
r.)
Ste
ve h
as a
sec
ret
he
doe
sn’t
wan
t to
sh
are.
No
te: F
ollo
w th
is p
roce
ss fo
r det
erm
inin
g th
e m
ain
idea
:
1. A
sk w
hom
or
wha
t the s
tory
is m
ain
ly a
bo
ut.
2. A
sk w
hat is
imp
ort
ant ab
out th
e m
ain
pers
on, p
lace, o
r th
ing
in the s
tory
.
Go
od
job
rem
emb
erin
g o
ur
sto
ry. W
e h
ave
fin
ish
ed t
he
less
on
, an
d y
ou
kn
ow
wh
at
that
mea
ns!
1. W
hom
is o
ur s
tory
ab
out
? S
teve
2. W
hat i
s im
po
rtan
t ab
out
Ste
ve in
our
st
ory
? H
e ha
s a
secr
et.
3. M
ain
idea
: Ste
ve h
as a
sec
ret
he
do
esn’
t w
ant
to s
hare
.
144
Less
on 1
01
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SRA Early Interventions in Reading Level 1
Page 27
Copyright ©
SR
A/M
cGraw
-Hill.
Name
Lesson 101
40 Activity Book C
Activity 4
secret pocket
acorn dragon
dragons terrible
tickled little
even fever
Staff Development Guide, Level 1 187
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SRA Early Interventions in Reading Level 1
