Lesson One

• Sounds to review: short-a, b, c, d, short-e, f, g, h, short-i, j, k, l, m, n, short-o, p, r, soft-s, hard-s, t, short-u, v, w, x, y, z
• Review known words: A, a, The, the, to, so, O.K., for, or, pink, zoo, into, was, car, do, now, saw, ow, wow, bow, shh, Do, out, fly, bird, of, put, bye, go, Go, down
• Introduce new digraph: then
• Read: Set 2, Book 10 (“The Red Hen”) pp. all

See my tip on introducing the digraph word then.

Again, I had the child read through an entire book, all at once. Some of these books are more for practice than anything else, and if your student needs to go slower, break the books down into two days.

Lesson Two

• Sounds to review: short-a, b, c, d, short-e, f, g, h, short-i, j, k, l, m, n, short-o, p, r, soft-s, hard-s, t, short-u, v, w, x, y, z
• Review known words: A, a, The, the, to, so, O.K., for, or, pink, zoo, into, was, car, do, now, saw, ow, wow, bow, shh, Do, out, fly, bird, of, put, bye, go, Go, down
• Review appropriate sections in the binder
• Read: Set 2, Book 10 (“The Red Hen”) all