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, tree, rain
• Introduce new blend: ouse
• Introduce new sight words: by, be, too
• Review appropriate sections in the binder.
• Read: Set 4, Book 3 (“Catn and Mouse”) pp. all

Click here for a tip on introducing the blend ouse.

Also, I didn’t exactly make a chart for it, but I wrote out some of the sight words (like we) as well as sight words that were moved to charts (like she) so that my student could visualize the word family. So: we, she, be (which is the new word for today). I also added me and he for fun…and I’m pretty sure they are necessary for the next book anyhow.

Incidentally, the sight word we was introduced awhile back. I just noticed today that it (and another word, push, also introduced that day) mysteriously dropped off the review list, and I don’t know why. I apologize for that, and I hope this is a reminder to manage your own review lists as you figure out what each student needs.

Someday soon I’m going to add a “report a problem” form to the tabs at the top, so that you can tell me when you find issues such as these. I am sure some of you have found problems…and never told me!

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
• Review appropriate sections in the binder.
• Read: Set 4, Book3 (“Cat and Mouse”) all

Daughter A. breezed through Cat and Mouse, which surprised me. Feel free to split up each of these into two lessons (for a total for four lessons) if your student has need for this.