Like I said, Daughter A. began to pick up speed all of a sudden. It is as if something clicked in her brain. She is able to handle more pages per day, plus she no longer resists landscape reading. We went from two pages per day, to twice as much, all in the blink of an eye.
Your students will probably be like this, too. This is why we keep adjusting the number of pages read. Sometimes, only two will be read, other times they’ll read half a book. Some really quick students will read a whole book on the first try! Keeping the lessons flexible will make them satisfying for the student–not too much, not too little, but in the words of Goldilocks, “Just riiiight!”
Lesson One
Review sounds: short-a, b, c, d, g, h, m, n, short-o, r, soft-s, hard-s and t Introduce new sound: short-i Build words: sit, has, is Review sight words: the, The, a, O.K. Read Set 1, Book 5 (“Dot and Mit”) pp. 1-2.
Lesson Two
Review sounds: short-a, b, c, d, g, h, short-i, m, n, short-o, r, soft-s, hard-s and t Introduce new sound: p Build words: pit, pig Review sight words: the, The, a, O.K. Read Set 1, Book 5 (“Dot and Mit”) pp. 3-8.
Lesson Three
Review sounds: short-a, b, c, d, g, h, short-i, m, n, short-o, p, r, soft-s, hard-s and t Build words: his, sip Review sight words: the, The, a, O.K. Introduce new sight word: I Read Set 1, Book 5 (“Dot and Mit”) all the way through.
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The Teaching Reading with Bob Books method uses a special binder system in order to simply and easily tailor the frequency of review to the needs of each individual child. This free guide explains exactly what you need and how to build the TRwBB Binder so that you can get started teaching right away.
