Lesson One

• Review sight words: A, a, to, so, O.K., for, or, pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some
• Introduce new sight word: hello
• Review appropriate sections in the binder.
• Flip to digraphs section and review.
• Read: Set 3, Book 2 (“Lolly-Pops”) pp. 1-3

Lesson Two

• Review sight words: A, a, to, so, O.K., for, or, pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello
• Introduce new diphthong: ew
• Review appropriate sections in the binder.
• Read: Set 3, Book2 (“Lolly-Pops”) pp. 4-7

Click here for a tip on introducing the diphong ew.

Lesson Three

• Review sight words: A, a, to, so, O.K., for, or, pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello
• Introduce new word ending: –ies.
• Introduce new (silly) sight word: awk.
• Review appropriate sections in the binder.
• Read: Set 3, Book2 (“Lolly-Pops”) pp. 8-ff

This is an extremely slow pace through the book, I know. You can go faster if you like, but I find that the Set 3 books have a lot packed into them, and it is easier for most of my students to have only one or two new things introduced per day. So even though they are reading fewer pages, they are actually learning new sounds at a faster rate than ever before. It is completely up to you as far as how quickly you would like to proceed.

Also: here is a tip for introducing the word ending –ies.

Lesson Four

• Review sight words: A, a, to, so, O.K., for, or, pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk
• Review appropriate sections in the binder.
• Read: Set 3, Book 2 (“Lolly-Pops”) pp. 1-ff