Starting with Book 5 (“Samantha”), I slow waaaaay down. I try not to introduce more than one or two new ideas in a day, and some of these books have new words or concepts on every-other-page. My solution is to simply read fewer pages per day the first time through.
By the way, I introduce Samantha as a sight word…but I don’t write it on the list because I don’t think they need to practice it. Use your own judgment (of course).
Speaking of sight words, I am trying to keep all of the sight words on the list (except when we have moved them to a rule-following chart). This is for the sake of the blog, though. In reality, my students are only reviewing the words they still need to practice. So, again: use your own judgment.
Lesson One
Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, push, toes, Ahh, Ohh, my, are, what, want, have, were, don’t, head, your, good, night, rain, me, he, by, be, too, little Review appropriate sections in the binder. Introduce blend: igh Read: Set 4, Book 5 (“Samantha”) pp. 1-5
Click here for a tip on introducing the blend igh.
Lesson Two
Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, push, toes, Ahh, Ohh, my, are, what, want, have, were, don’t, head, your, good, night, tree, rain, me, he, by, be, too, little Review appropriate sections in the binder. Introduce new blend: oof Read: Set 4, Book 5 (“Samantha”) pp. 6-9
Click here for a tip on introducing the blend oof.
Lesson Three
Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, push, toes, Ahh, Ohh, my, are, what, want, have, were, don’t, head, your, good, night, rain, me, he, by be, too, little, want Review appropriate sections in the binder. Introduce new blend: oa Read: Set 4 , Book 5 (“Samantha”) pp. 10-13
Click here for a tip on introducing the blend oa.
Lesson Four
Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, push, toes, Ahh, Ohh, my, are, what, want, have, were, don’t, head, your, good, night, tree, rain, me, he, by, be, too, little Review appropriate sections in the binder. Introduce digraph: wh Read: Set 4, Book 5 (“Samantha”) pp. 14-ff
Click here for a tip on introducing the digraph wh.
Lesson Five
Review sight words: A, a, to, so, O.K., into, was, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, we, push, toes, Ahh, Ohh, my, are, what, want, have, were, don’t, head, your, good, night, tree, rain, me, he, by, be, too, little Review appropriate sections in the binder. Read: Set 4, Book 5 (“Samantha”) all
To be honest, I was shocked that after going little section by little section, she was able to read the entire book all the way through…but she was. Just go with it. If your student presses you to let her read it all, let her. If she is obviously tired after two pages, don’t push for more.
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