Lesson One

• Sounds to review: short-a, b, c, d, short-e, f, hard-g, short-i, j, k, l, m, n, short-o, p, r, soft-s, hard-s, t, u, v, w, x, y
• Review sight words: O.K., the, The, a, A, to, for, pink, zoo, into, saw, was, uh-oh, of, Do, do, out, fly, has, shhh
• Read: Set 2, Book 7 (“OK, Kids”) all

Lesson Two

• Sounds to review: short-a, b, c, d, short-e, f, hard-g, short-i, j, k, l, m, n, short-o, p, r, soft-s, hard-s, t, u, v, w, x, y, z
• Review sight words: O.K., the, The, a, A, to, for, pink, zoo, into, saw, was, uh-oh, of, Do, do, out, car, fly, has, shhh
• Read: Set 2, Book 7 (“OK, Kids”) pp. all

Daughter Q. had an easy time with Book 7, which is another book which practices known rules and concepts, rather than introducing anything new. She stumbled enough in sounding out new-to-her words, though, that I went ahead and had her read it two times. The second time was very fluid, and I’m so glad I had her repeat it. Really, the only time I don’t have a student read a book twice is when the first reading is near-perfect and very fluid, with good cadence.