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from Units 2 & 4Sample Lessons

Teacher Guide

Excerpts from Teacher Guide Book 1 & Foundations

and Essentials Student Workbooks

2 © 2015 Really Great Reading Company, LLC 866.401.READ | ReallyGreatReading.com

HD Word is a set of lessons that efficiently

teaches the foundational skills that lead

to strong decoding and fluent reading.

The lessons systematically teach the

essential phonics structures that unlock

the English code in both simple and

complex words. While the focus of

HD Word is word study (phonics and

phonemic awareness), there is a high

rate of transfer to students’ skills in

other areas of reading, such as fluency

and comprehension. The net effect

is faster, more accurate, and more

confident readers. The following sections

explain the philosophy, structure, and

instructional approach of HD Word.

PREVENTION AND INTERVENTIONMany students move into older grades without the reading skills they need to independently digest the complex text they must read in order to succeed academically. Teachers cannot hand them a textbook and say, “Read chapter 9 for tomorrow,” because these students lack the ability to read accurately and fluently. HD Word helps resolve this problem. When taught in grades 2-4, HD Word is considered prevention, or early intervention. HD Word instruction can get these students on the right track for successful decoding before they reach middle school. When taught in older grades, HD Word is considered intervention. The instruction can fill in gaps in students’ phonics knowledge and make up for poor or no phonics instruction in the earlier grades. Either way, HD Word builds the skills that students need to become college ready, sought after employees, and lifelong learners.

DAILY SUPPLEMENT OR INTENSIVE INTERVENTIONMost schools use HD Word as a daily supplement to their existing literacy instruction. It provides the extra instruction that most students need yet many do not get. HD Word has 33 units, which are comprised of five daily lessons. Each lesson is designed to be about 15-20 minutes long, so teaching the program is a weekly commitment of just 75-100 minutes.

GREAT FOR RTIHD Word fits into Tier 1, Tier 2, or Tier 3 of a school’s RTI program, depending on the grades and deficit levels of the students. It contains all the necessary components of a great RTI program, including accurate identification of initial deficits, targeted instruction, progress monitoring, and reporting. HD Word instruction moves fast and can often be completed in just 16-33 weeks. It is appropriate to use with ELL students who need to learn the more advanced components of the English language. It is not designed for Special Education or for students that are cognitively delayed; some of Really Great Reading’s other programs (Phonics Boost and Phonics Blitz) are ideal for those students.

TIME SPENT ON REAL READINGIn these lessons, students are really reading. HD Word students use engaging and effective multisensory techniques, including the best phonics manipulatives on the market, in every lesson; however, there is also a lot time where the manipulatives are put away and students spend time with black ink on white paper. Students read both decodable and authentic texts, the combination of which is critical for transferring skills to the classroom.

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Table of Contents

Overview of HD Word Lessons �� 4-5

Unit Structure of HD Word™ �� 6

UNIT 2Lesson 2 �� 7

Lesson 4 �� 17

Student Workbook �� 30

UNIT 4Lesson 2 �� 41

Lesson 3 �� 51

Student Workbook �� 64

Scope and Sequence �� 68–69


FOR ELEMENTARY, MIDDLE, OR HIGH SCHOOL STUDENTS

Even though the lessons can be started as early as the begin-ning of 2nd grade, they go well beyond 2nd grade skills and provide students with the functional strategies they need to effortlessly and efficiently read and spell unfamiliar, complex words like splendid, limitless, engagement, and opportunities. HD Word provides three different levels of practice: Foundations is for younger students, Essentials is for adolescents, and Linguis-tics is for older students. HD Word offers these levels because older students don’t want to practice only with words like picnic, pumpkin, and dragon, and younger students can’t yet practice with words like impromptu, subtropical, and decompose.

SYSTEMATIC, EXPLICIT, MULTISENSORY

Research suggests that reading instruction is most effective when it is systematic, explicit, and multisensory. HD Word is all three.

SYSTEMATIC HD Word follows a detailed scope and sequence that systematically progresses from simple to

more complex concepts. The lessons are cumulative and care-fully designed so that students are taught all skills necessary to decode the words that they encounter when they are reading controlled text.

EXPLICIT HD Word lessons provide explicit instruction, and all concepts are explained in a way that students

can easily understand, including visually through engaging on-line animations. Scaffolded instruction in an “I Do, We Do, You Do” structure spirals through all components of the lesson to en-sure that students are able to observe the teacher modeling the concept correctly for every task. Students then have various levels of support until they complete the tasks independently.

MULTISENSORY HD Word lessons are multisensory. Stu-dents use manipulatives such as color tiles, letter tiles, and

SyllaBoards™ to build words and develop a deep understand-ing of how sounds are represented by letters. HD Word teachers use an engaging online teaching tool, HD Word Online, which streamlines lesson delivery and visually brings concepts to life with animations and virtual manipulatives.

MAKE A DIFFERENCE, EVEN IF YOU’RE NOT A READING TEACHER

There is no experience necessary to teach HD Word. HD Word can be taught by a wide range of educators – you don’t have to be a reading specialist to make real gains with students. Am-ple opportunities for support are provided before the teaching begins. Animations and special information sections, designed specifically for educators, are embedded in every lesson to en-sure you have a clear understanding of concepts before you teach them.

DESIGNED BY COMMITTED EDUCATORS FOR COMMITTED EDUCATORS

Without strong decoding skills, students often struggle aca-demically. Really Great Reading specializes in helping educa-tors create great decoders. It’s our focus and our passion. Our flagship line of products is called Phonics Suite, a set of tools to help schools prevent and remediate decoding issues in stu-dents of all ages. Our approach is often used to supplement early reading instruction with explicit, multisensory phonics in-struction (Blast Foundations G1A and HD Word), and we have great solutions for helping students in upper elementary, mid-dle, or high school who are struggling to read fluently (HD Word, Phonics Blitz, and Phonics Boost).

FOUNDATIONAL SKILL SUCCESS

HD Word lessons firmly establish key foundational skills that prep students for the complex word reading they face in older grades. Many of these skills are explicitly laid out in state standards.

When lessons are implemented with fidelity, students are pre-pared to:

• Distinguish long and short vowels when reading regularly spelled one-syllable words

• Know spelling-sound correspondences for common vowel teams

• Decode regularly spelled 2-, 3-, and 4-syllable words with complex vowel spellings

• Decode words with common prefixes and suffixes

• Identify words with inconsistent but common spelling-sound correspondences

• Identify and know the meaning of the most common prefixes and derivational suffixes

• Decode words with common Latin suffixes

• Use combined knowledge of all letter-sound correspon-dences, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar multisyl-labic words in and out of context)


HDLP

HDLSW HDESW HDFSW

HDOL

HDKIT

TEACHER LESSON PLAN BOOK SET (BOOKS 1-3)(HDLP $225)

Provides teachers with all of the information they need to effectively present the HD Word lessons. All the lessons are built for the teacher and include a thorough explanation of the concepts, routines, and procedures. The lessons are easy to follow and slightly scripted so they can be taught by a wide range of educators, not just seasoned lit-eracy professionals and phonics specialists. For those unfamiliar with teaching phonemic awareness and phonics, the lesson plans include a “What You Need To Know” section for teachers to review prior to teaching. Visuals of phoneme/grapheme mapping (Build a Word) and detailed information in special Teacher Notes in the manual pro-vide incremental professional development.

STUDENT WORKBOOK SET (BOOKS 1-2)(HDFSW, HDESW, or HDLSW $19)

This set of two books contains all the printed material a student needs to participate in the lessons. The workbooks contain the oral reading fluency passages and phonics practice activities that help students develop mastery and automaticity with key skills. The activities are engaging and age-appropriate for students in second grade and above. There are three levels of workbooks to choose from: Foundations (Grades 2-5), Essentials (Grades 5-8), and Linguis-tics (Grades 8-12).

HD WORD ONLINE(HDOL $95 ANNUALLY)

This online component brings the lessons to life. Teachers have ev-erything they need at their fingertips to help make phonics concepts obvious to students. Explicit animations help teachers deliver concise, precise, and fluent instruction with no prep time. Virtual manipulatives engage the students in deeper learning. When the instruction incor-porates this visual component paired with the student manipulative kits, students learn and retain concepts faster and more effectively. HD Word has annual and six month subscription options to meet indi-vidual teaching needs.

HD WORD KIT(HDKIT $60)

The HD Word Kit provides the vehicle for effective multisensory pho-nics instruction. Students learn concepts faster and retain them better when they use the manipulative kits. The kits include the letter tiles, col-or tiles, SyllaBoards™, and other components needed to complete all 33 units. Note: If students participated in Blast Foundations G1A, the HD Word Kit upgrade (HDUP $18) will supplement the Blast Student Kit with additional tiles so it can be used to complete all lessons in HD Word.

Components of HD Word


Structure of Units and Lessons

LESSON 1 (MONDAY) 15–20 MINUTES Oral Reading Fluency / ComprehensionIn the first lesson of the week, students are given the op-

portunity to practice their Oral Reading skills by reading aloud from expository texts. At the same time, their classmates gain valuable reading skills as they listen to their classmates read aloud and identify errors. The students’ goal in Oral Reading is to read with an accuracy rate of 98% or higher. When students read accurately, their comprehension improves because they are correctly interpreting the words on the page. Comprehen-sion questions are included beginning in Unit 21 of the Student Workbooks to encourage students to not only read accurately but to also pay attention to what they are reading.

LESSON 2 (TUESDAY) 15–20 MINUTES Phonemic AwarenessThe phonemic awareness component of HD Word (Units

1-20) involves various skill-building activities, such as segment-ing, blending, and manipulating phonemes. These core skills are taught and practiced in a high-impact, engaging, and mul-tisensory manner. The phonemic awareness instruction is pure; students concentrate on speech sounds without linking them to letters or spellings. There is a strong focus on vowel phonemes, which helps promote reading and spelling success.

LESSONS 3 & 4 (WEDNESDAY & THURSDAY) 15–20 MINUTES EACH Phonics Concept – Days 1 & 2

The phonics concept lessons of HD Word build from simple concepts (digraphs, blends) to progressively more complex

concepts about word structure (advanced vowel spellings, multisyllabic words, inflectional endings, all six syllable types). Most concepts are taught at a single-syllable level prior to advancing on to multisyllabic words. By Unit 14 of HD Word, students are reading multisyllabic words like absorbent, repeatedly, and inanimate. By Unit 26, students are reading words like entanglement, prescription, and humorously. By the last unit, students are reading words like programmable, pre-dominate, and coincidence. Younger students learn the same concepts and develop the same skills while practicing with more age-appropriate words, such as fantastic, repeating, untidy, detective, thermometer, and celebration. Extension activities built into many of the lessons provide an additional layer of practice and challenge for students who need it.

LESSON 5 (FRIDAY) 15–20 MINUTES Student PracticeEach unit has a series of high-impact practice activi-

ties that focus on the phonics concepts taught. The practice is cumulative and controlled. Students only practice with the items that have been explicitly taught, as well as with words from the Dolch 220 high frequency word list. These ac-tivities include Detective Work, Word Sorts, and Phrase and Sentence Reading. Each student reads aloud several times during each lesson so the teacher can provide immediate feedback through Positive Error Correction. These activities allow teachers to see who has mastered the concepts and who needs more help. Additional, optional activities, includ-ing homework, are also included in HD Word for students who require more practice.

Structure of Units and Lessons

HD Word has 33 units, each with five daily lessons. Each lesson keeps students actively engaged in the learning process with multisensory teaching. Lessons are designed to be completed in 15-20 minute sessions. In one week, students are immersed in 75-100 minutes of explicit foundational skills instruction.

1

2

3&4

5

Just 15–20 minutes a day, 5 days a week!


PHONEMIC AWARENESSSegmenting Phonemes & Identifying Vowel Sounds 2 2

UNIT LESSON

TEACHER MATERIALS• HD Word Online

STUDENT MATERIALS• None

(To scaffold using color tiles, include color tiles and working boards.)

WHAT YOU NEED TO KNOW

This phonemic awareness lesson serves as a first exposure to some complex consonant constructions, such as 2-sound blends and digraph blends. In this first exposure in a session of phonemic awareness only, students will build prerequisite knowledge necessary for participation in the phonics lessons that follow. Mastery of these phonemic awareness concepts is not required to move on to the phonics lessons in this unit.

Reminders about Phonemes• A phoneme is the smallest unit of sound in a spoken word. A phoneme is a sound, not a letter. Spoken words

are made up of one or more phonemes. Phonemes are represented by letters inside two slashes, such as /k/, /m/, /ch/, /ă/, and /ou/. In HD Word, the two slashes are called a sound box. When a letter is in a sound box, say the sound, not the letter name.

• Students should now be able to move beyond identifying the number of phonemes in a word. They are also expected to identify the short vowel phonemes in words after stretching the sounds. They answer a series of questions to guide them through identifying and categorizing the vowel sound. The questions are:

- “What is the vowel phoneme?”

- “What do we call that vowel phoneme?”

- “How do we know that it is_______ (short a, short i, short o, etc.)?”

• For more information about phonemes, see What You Need to Know in Unit 1, Lesson 2, on page 11.

• To accurately segment phonemes in single-syllable spoken words with or without 2-sound consonant blends or digraph blends and identify the short vowel phonemes.

OBJECTIVE


unit 2 lesson 2 PHONEMIC AWARENESS

Consonant Blends• A consonant blend is two or more consonants next to each other in which each

letter spells a separate sound. Consonant blends can come at the beginning of words (initial blends) or at the end of words (final blends).

- bl and nd in the word blend are 2-sound consonant blends.

- scr in scrap and mpt in the word prompt are 3-sound consonant blends. Students will learn about 3-sound blends in Unit 3.

• A digraph is two consonants together that spell one sound: ch, sh, ck, wh, th, and ph.

• Although both may be made up of two or three letters, HD Word teaches students to recognize the distinction between blends that make two or three sounds and digraphs that make one sound. Many reading programs teach blends as one sound unit spelled by two consonants. Some of these programs do not distinguish between digraphs and blends, while others do.

• HD Word uses the “speech to print” method of teaching reading. That means that students first listen to and segment the sounds in words, and then match letters to the sounds. In this phonemic awareness lesson, students learn to listen for two consonant sounds next to each other in spoken words without associating those sounds with letters. In Lesson 3 of this unit (Phonics Concept Day 1), they learn to read words with 2-sound consonant blends by connecting the sounds and letters.

• For more information on consonant blends, see What You Need to Know in Unit 2, Lesson 3 on page 83.

Digraph Blends• A digraph blend is a digraph and a consonant letter next to each other; the

consonant letter spells one sound, and the digraph spells one sound. Examples are:

- shr in the word shrimp (an initial digraph blend).

- nch in the word ranch (a final digraph blend).

• The initial digraph blends in English are shr and thr.• The most common final digraph blends in English are nch and nth. Other less

common digraph blends, not taught in HD Word, are lth (wealth, health, filth) and fth (fifth, twelfth).

• In this phonemic awareness lesson, students learn to listen for a digraph sound and a consonant sound next to each other in spoken words without associating those sounds with letters. In Lesson 4 of this unit (Phonics Concept Day 2), they learn to read words with digraph blends by connecting the sounds and letters.

• For more information on digraph blends, see What You Need to Know in Unit 2, Lesson 4 on page 95.


PHONEMIC AWARENESS unit 2 lesson 2

START TEACHINGSegmenting Phonemes & Identifying Vowel Sounds

➊ STATE OBJECTIVES

Say:

• “In today’s lesson, we will be reviewing the short vowel phonemes and motions.

• We will continue segmenting words using finger-stretching, and we will learn to identify the short vowel phonemes in words.

• We will also learn that sometimes we can hear two consonant sounds or a consonant sound and a digraph sound next to each other in words.”

Students place materials on desks.

Open HD Word Online to Unit 2, Lesson 2, Phonemic Awareness.

➋ REVIEW SHORT VOWEL PHONEMES AND MOTIONS

Click to display the Short Vowels Poster.

Say “Let’s review the short vowel phonemes and motions.”

Review the short a phoneme and motion:

Say “/ă/ is the short a vowel phoneme. We learned a motion and guideword for this phoneme.”

Make the “apple” motion while saying the phoneme, /ă/.

Direct students to make the “apple” motion as they say /ă/. (Make the “apple” motion with students.)

Review the short i phoneme and movement:

Say “/ĭ/ is the short i vowel phoneme. We learned a movement and guideword for this phoneme.”

Make the “itch” motion while saying the phoneme, /ĭ/.

Direct students to make the “itch” motion as they say /ĭ/. (Make the “itch” motion with students.)

Review the short u phoneme and movement:

Say “/ŭ/ is the short u vowel phoneme. We learned a movement and guideword for this phoneme.”

Make the “up” motion while saying the phoneme, /ŭ/.

Direct students to make the “up” motion as they say /ŭ/. (Make the “up” motion with students.)

Review the short o phoneme and movement:

Say “/ŏ/ is the short o vowel phoneme. We learned a movement and guideword for this phoneme.”

Remember, you should encourage students to use the Short Vowels Poster (found in HD Word Online) for reference. Reviewing the vowel sounds should be very quick and take only a few minutes.



Make the “octopus” motion while saying the phoneme, /ŏ/.

Direct students to make the “octopus” motion as they say /ŏ/. (Make the “octopus” motion with students.)

Review the short e phoneme and movement:

Say “/ĕ/ is the short e vowel phoneme. We learned a movement and guideword for this phoneme.”

Make the “edge” motion while saying the phoneme, /ĕ/.

Direct students to make the “edge” motion as they say /ĕ/. (Make the “edge” motion with students.)

➌ REVIEW SEGMENTING PHONEMES

Say “ Let’s review how to segment phonemes. We use finger-stretching to stretch the phonemes in words. Remember, we will be listening to the phonemes in words without looking at or naming the letters.”

I DO Stretch map

Say “Watch me as I finger-stretch the word map.” (Optional: “We looked at a map as we explored the old city.”)

Repeat map with closed fist at chest.

Stretch map – /m/ /ă/ /p/, map, beginning with the thumb.

Say “Map has three phonemes.”

WE DO Stretch get Say “Let’s stretch a word together. Our word is get.”

(Optional: “Please get some milk when you go to the grocery store.”)

Students repeat get with closed fists at chests.

Teacher and students stretch get – /g/ /ĕ/ /t/, get, beginning with the thumb.

Ask “How many phonemes did you hear?” A: three

YOU DO Stretch wordsAsk individual students to stretch phonemes in the words below.

Ask for each word, “How many phonemes did you hear?”

tough /t/ /ŭ/ /f/ (three phonemes)

in /ĭ/ /n/ (two phonemes)

mop /m/ /ŏ/ /p/ (three phonemes)

tip /t/ /ĭ/ /p/ (three phonemes)

lash /l/ /ă/ /sh/ (three phonemes)



when /w/ /ĕ/ /n/ (three phonemes)

chop /ch/ /ŏ/ /p/ (three phonemes)

whiff /w/ /ĭ/ /f/ (three phonemes)

catch /k/ /ă/ /ch/ (three phonemes)

itch /ĭ/ /ch/ (two phonemes)

sack /s/ /ă/ /k/ (three phonemes)

red /r/ /ĕ/ /d/ (three phonemes)

van /v/ /ă/ /n/ (three phonemes)

den /d/ /ĕ/ /n/ (three phonemes)

cup /k/ /ŭ/ /p/ (three phonemes)

➍ TEACH IDENTIFYING SHORT VOWEL PHONEMES

Say “Now that we can stretch words and count their phonemes, we will focus on identifying the short vowel phonemes.”

I DO Stretch tug

Say “Watch me as I finger-stretch the word tug.” (Optional: “The tug boat pulled the large ship across the harbor.”)

Repeat tug with closed fist at chest.

Stretch tug – /t/ /ŭ/ /g/, tug, beginning with the thumb.

Say “Tug has three phonemes. The vowel sound in tug is /ŭŭŭŭŭ/. I know /ŭ/ is short u because /ŭ/ is the first sound in ‘up.’”

WE DO Stretch kit Say “Let’s stretch a word together. Our word is kit.”

(Optional: “I got a science kit for my birthday.”)

Students repeat kit with closed fists at chests.

Teacher and students stretch kit – /k/ /ĭ/ /t/, kit, beginning with the thumb.

Ask:

• “ How many phonemes did you hear?” A: three

• “ What is the vowel phoneme?” A: /ĭ/

• “ What do we call that vowel phoneme?” A: short i

• “ How do we know that it is short?” A: because /ĭ/ is the first sound in itch

Use the words in the table below to continue practicing together with students. For each word:

Say the word.

If students need more support with counting the phonemes in words, you can have them put out one color tile for each sound they hear. This can provide a visual support to help them “see” how a word is broken apart into sounds.

You may give your students the option to use color tiles to represent the sounds in words as they stretch the phonemes. This can provide a visual support to help them “see” how a word is broken apart into sounds.



Students repeat the word.

Begin with fists at chests.

Stretch the phonemes.

Say the word again, while making a fist and bringing it back toward the body.

Ask (answers appear in the table below):

• “ How many phonemes did you hear?”

• “ What is the vowel phoneme?”

• “ What do we call that vowel phoneme?”

• “ How do you know the vowel phoneme is short?” (Students may also answer by reading the sentence on the Short Vowels Poster.)

Word Phonemes Number of Phonemes

Vowel sound Category How we know

fetch /f/ /ĕ/ /ch/ 3 /ĕĕĕĕĕ/ short e /ĕ/ is the first sound in ‘edge’

chip /ch/ /ĭ/ /p/ 3 /ĭĭĭĭĭ/ short i /ĭ/ is the first sound in ‘itch’

hog /h/ /ŏ/ /g/ 3 /ŏŏŏŏŏ/ short o /ŏ/ is the first sound in ‘octopus’

tuck /t/ /ŭ/ /k/ 3 /ŭŭŭŭŭ/ short u /ŭ/ is the first sound in ‘up’

back /b/ /ă/ /k/ 3 /ăăăăă/ short a /ă/ is the first sound in ‘apple’

if /ĭ/ /f/ 2 /ĭĭĭĭĭ/ short i /ĭ/ is the first sound in ‘itch’

mutt /m/ /ŭ/ /t/ 3 /ŭŭŭŭŭ/ short u /ŭ/ is the first sound in ‘up’

dot /d/ /ŏ/ /t/ 3 /ŏŏŏŏŏ/ short o /ŏ/ is the first sound in ‘octopus’

as /ă/ /z/ 2 /ăăăăă/ short a /ă/ is the first sound in ‘apple’

said /s/ /ĕ/ /d/ 3 /ĕĕĕĕĕ/ short e /ĕ/ is the first sound in ‘edge’

YOU DO Stretch words with short vowel phonemesAsk individual students to stretch phonemes in the words in the table

on the next page.

Ask students after stretching phonemes in a word (answers appear in table below):

• “How many phonemes did you hear?”



• “ What is the vowel phoneme?”

• “ What do we call that vowel phoneme?”

• “ How do you know the vowel phoneme is short?” (Students may answer by reading the sentence on the Short Vowels Poster.)

Word Phonemes Number of Phonemes

Vowel sound Category How we know

hat /h/ /ă/ /t/ 3 /ăăăăă/ short a /ă/ is the first sound in ‘apple’

bug /b/ /ŭ/ /g/ 3 /ŭŭŭŭŭ/ short u /ŭ/ is the first sound in ‘up’

it /ĭ/ /t/ 2 /ĭĭĭĭĭ/ short i /ĭ/ is the first sound in ‘itch’

tock /t/ /ŏ/ /k/ 3 /ŏŏŏŏŏ/ short o /ŏ/ is the first sound in ‘octopus’

bet /b/ /ĕ/ /t/ 3 /ĕĕĕĕĕ/ short e /ĕ/ is the first sound in ‘edge’

ship /sh/ /ĭ/ /p 3 /ĭĭĭĭĭ/ short i /ĭ/ is the first sound in ‘itch’

mop /m/ /ŏ/ /p/ 3 /ŏŏŏŏŏ/ short o /ŏ/ is the first sound in ‘octopus’

set /s/ /ĕ/ /t/ 3 /ĕĕĕĕĕ/ short e /ĕ/ is the first sound in ‘edge’

back /b/ /ă/ /k/ 3 /ăăăăă/ short a /ă/ is the first sound in ‘apple’

laugh /l/ /ă/ /f/ 3 /ăăăăă/ short a /ă/ is the first sound in ‘apple’

rut /r/ /ŭ/ /t/ 3 /ŭŭŭŭŭ/ short u /ŭ/ is the first sound in ‘up’

shell /sh/ /ĕ/ /l/ 3 /ĕĕĕĕĕ/ short e /ĕ/ is the first sound in ‘edge’

➎ INTRODUCE SEGEMENTING WORDS WITH 2-SOUND BLENDS AND DIGRAPH BLENDS

Say “Let’s continue to stretch words. These words might be a little more challenging. They might have more than three phonemes.”

I DO Stretch top and stop

Say “Watch me as I finger-stretch the word top.” (Optional: “I asked for a cherry on top of my ice cream sundae.”)

Repeat top with closed fist at chest.

Stretch top – /t/ /ŏ/ /p/, top, beginning with the thumb.



Say “Top has three phonemes. The vowel sound in top is /ŏŏŏŏŏ/. I know /ŏ/ is short because /ŏ/ is the first sound in ‘octopus.’”

Say “Now I will stretch another word. The word is stop.” (Optional – “Be sure to stop and look both ways before you cross the street.”)

Repeat stop with closed fist at chest.

Stretch stop – /s/ /t/ /ŏ/ /p/, stop, beginning with the thumb.

Say:

• “Stop has four phonemes.

• To change the word top into stop, we added the sound /s/ to the beginning of the word.

• The phonemes /s/ and /t/ are two separate sounds. If we listen carefully, we can hear these clearly as two separate sounds when we stretch the word – /s/ /t/ /ŏ/ /p/, stop.”

WE DO Stretch inn and inch

Say “Let’s stretch a word together. Our word is inn.” (Optional: “We stayed at a small, cozy inn when we were on vacation.”)

Students repeat inn with closed fists at chests.

Teacher and students stretch inn – /ĭ/ /n/, inn, beginning with the thumb.

Ask:

• “How many phonemes did you hear?” A: two

• “What is the vowel phoneme?” A: /ĭ/

• “What do we call that vowel phoneme?” A: short i

• “How do we know that it is short?” A: because /ĭ/ is the first sound in itch

Say “Now let’s stretch another word. The word is inch.” (Optional: “I measured an inch of fabric to use for my craft project.”)

Students repeat inch with closed fists at chests.

Teacher and students stretch inch – /ĭ/ /n/ /ch/, inch, beginning with the thumb.

Ask:

• “ How many phonemes did you hear?” A: three

• “ What is the vowel phoneme?” A: /ĭ/

• “ What do we call that vowel phoneme?” A: short i

• “How do we know that it is short?” A: because /ĭ/ is the first sound in itch

Although students are working with 2-sound blends and digraph blends in this finger-stretching activity, they do not learn these terms until Lesson 3 and Lesson 4 of this unit. Introducing the idea that two consonant sounds or a consonant sound and a digraph can be next to each other in a word in this phonemic awareness activity will prepare students to understand these terms in the Phonics Concept lessons.



Say:

• “Inn has two phonemes, and inch has three.

• To change the word inn into inch, we added the sound /ch/ to the end of the word.

• The phonemes /n/ and /ch/ are two separate sounds. If we listen carefully, we can hear these clearly as two separate sounds when we stretch the word – /ĭ/ /n/ /ch/, inch.”

YOU DO Finger-stretch words with 2-sound blends and digraph blends

Ask individual students to stretch phonemes in the words in the table below.

Ask students after stretching phonemes in a word (answers appear in table below):


• “What is the vowel phoneme?”

• “What do we call that vowel phoneme?”

• “How do you know the vowel phoneme is short?” (Students may answer by reading the sentence on the Short Vowels Poster.)

Word Phonemes How many phonemes

Vowel sound Label How we know

west /w/ /ĕ/ /s/ /t/ 4 /ĕĕĕĕĕ/ short e /ĕ/ is the first sound in ‘edge’

pinch /p/ /ĭ/ /n/ /ch/ 4 /ĭĭĭĭĭ/ short i /ĭ/ is the first sound in ‘itch’

stock /s/ /t/ /ŏ/ /k/ 4 /ŏŏŏŏŏ/ short o /ŏ/ is the first sound in ‘octopus’

shrug /sh/ /r/ /ŭ/ /g/ 4 /ŭŭŭŭŭ/ short u /ŭ/ is the first sound in ‘up’

crunch /k/ /r/ /ŭ/ /n/ /ch/ 5 /ŭŭŭŭŭ/ short u /ŭ/ is the first sound in ‘up’

fresh /f/ /r/ /ĕ/ /sh/ 4 /ĕĕĕĕĕ/ short e /ĕ/ is the first sound in ‘edge’

frog /f/ /r/ /ŏ/ /g/ 4 /ŏŏŏŏŏ/ short o /ŏ/ is the first sound in ‘octopus’

slip /s/ /l/ /ĭ/ /p/ 4 /ĭĭĭĭĭ/ short i /ĭ/ is the first sound in ‘itch’

smash /s/ /m/ /ă/ /sh/ 4 /ăăăăă/ short a /ă/ is the first sound in ‘apple’

snack /s/ /n/ /ă/ /k/ 4 /ăăăăă/ short a /ă/ is the first sound in ‘apple’


PHONICS CONCEPT DAY 2Reading Single-Syllable Closed Syllable Words

with Digraph Blends 2 4UNIT LESSON


STUDENT MATERIALS• Holding board with tiles

- Include ph tile from HD Word Kit- Hold additional tiles in Today's Tiles,

an unmarked free space, or on a SyllaBoard™

• Working board• Dry erase marker and eraser


Digraph Blends• A digraph blend is a digraph and a consonant letter next to each other; the consonant letter spells a sound and

the digraph spells a sound. Examples are:

- shr in the word shrimp, which is an initial digraph blend.

- nch in the word ranch, which is a final digraph blend.

• Common initial digraph blends include shr and thr.• The most common final digraph blends in English are nch and nth. Other less common digraph blends, not

explicitly taught in HD Word, are lth (wealth, health, filth) and fth (fifth, twelfth).

• The letters squ are a 3-sound blend (students will learn about 3-sound blends in the next unit), but because the letters qu are typically treated as a unit, the three letters squ function like a digraph blend that spells the sounds /s/ and /kw/.

• To define digraph blends.

• To accurately read and spell words with digraph blends.

OBJECTIVES


unit 2 lesson 4 PHONICS CONCEPT DAY 2

START TEACHINGReading Single-Syllable Closed Syllable Words with Digraph Blends


Say:

• “ In this lesson, we will learn about another feature of some words: digraph blends.

• The words we are reading today are Closed Syllables with short vowel sounds.”


Open HD Word Online to Unit 2, Lesson 4, Phonics Concept 2.

➋ VIEW DIGRAPH BLEND ANIMATION

Say “Let’s watch this animation to learn about digraph blends.”

Play the animation.

➌ REVIEW DIGRAPH BLENDS

Say “Let’s review what we just learned.”

Ask:

• “What is a digraph?” A: two consonants next to each other that work together to spell one sound

• “What is a 2-sound blend?” A: two consonant letters next to each other where each letter spells a separate sound

• “What is a digraph blend?” A: a special type of 2-sound blend where a digraph and a consonant letter are next to each other. The digraph spells one sound, and the consonant letter spells a different sound.

Click to display the word bunch.

ub n ch

Ask:

• “Does this word have a digraph blend?” A: yes

• “How do you know?” A: there is a digraph and a consonant letter next to each other


PHONICS CONCEPT DAY 2 unit 2 lesson 4

• “What is the digraph blend in this word?” A: nch

• “How many sounds does the digraph blend spell?” A: two

• “Which sounds are spelled by the digraph blend nch?” A: /n/ and /ch/

Click to underline the digraph blend nch in bunch, using one line for the n and a separate line for the ch.

ub n ch

Touch & Say the word bunch – /b/ /ŭ/ /n/ /ch/, bunch.

Click to display the word shred.

rsh e d

Ask:

• “Does this word have a digraph blend?” A: yes

• “How do you know?” A: there is a digraph and a consonant letter next to each other

• “What is the digraph blend in this word?” A: shr

• “How many sounds does the digraph blend spell?” A: two

• “Which sounds are spelled by the digraph blend shr?” A: /sh/ and /r/

Click to underline the digraph blend shr in shred, using one line for the sh and a separate line for the r.

rsh e d

Touch & Say the word shred – /sh/ /r/ /ĕ/ /d/, shred.

➍ WORD SORT

Say “Now we are going to sort words into three groups. We will place words that have digraphs in one column, words that have 2-sound consonant blends in a second column, and words that have digraph blends in a third column.”

Click in HD Word Online for the following headings in three columns: DIGRAPH, 2-SOUND BLEND, and DIGRAPH BLEND. As you click each word, it will move to the correct column.



Click to display and read the word munch.

munch

Explain that this word has a digraph blend because the consonant letter n and the digraph ch are next to each other, and each spells its own sound. This word is placed in the column with the heading DIGRAPH BLEND.

Click to move the word munch under the DIGRAPH BLEND heading.

Click to display and read the word chip.

Explain that this word has a digraph, but not a digraph blend. The letters ch are a digraph, but they are not a digraph blend because the digraph is not next to another consonant letter. This word is placed in the column with the heading DIGRAPH.

Click to display and read the word last.Explain that this word has a 2-sound consonant blend. The letters st are a

2-sound consonant blend. They are not a digraph blend because there is not a digraph next to one of the consonant letters. This word is placed in the column with the heading 2-SOUND BLEND.

Click to reveal, read aloud, and then click to sort each word.

Ask individual students if the word has a digraph, a 2-sound blend, or a digraph blend.

Ask the students to explain how they know. (Answers are below the words in the table.)

Answer Key

Digraph 2-Sound Blend Digraph Blend

chipch spells one sound /ch/

lasts and t spell two sounds,

/s/ and /t/

munchnch is a digraph blend

backck spells one sound /k/

meltl and t spell two sounds,

/l/ and /t/

throbthr is a digraph blend

shocksh spells one sound /sh/,

and ck spells one sound /k/

frostf and r spell two sounds,

/f/ and /r/, and s and t spell two sounds, /s/ and /t/

tenthnth is a digraph blend

rushsh spells one sound /sh/

risks and k spell two sounds,

/s/ and /k/

squintsqu acts like

a digraph blend



➎ BUILD REAL WORDS WITH DIGRAPH BLENDS

I DO Build branch

Explain that students will build real words with digraph blends. They will underline the letters in a digraph blend with two separate lines: one line under the digraph and a second line under the consonant letter. If they see any other digraphs or 2-sound blends in the word, they should underline the digraphs with one line and the letters in a 2-sound blend with two separate lines.

Say “Now it's my turn. Watch and listen as I build the word branch. A big branch fell from the tree during the storm. Branch.”

Stretch the phonemes – /b/ /r/ /ă/ /n/ /ch/, branch.

Click to display one color tile on the board for each phoneme in branch while saying the phonemes – /b/ /r/ /ă/ /n/ /ch/.

Click to spell each phoneme by placing a letter tile below each color tile while saying the phoneme – /b/ /r/ /ă/ /n/ /ch/.

rb a chn

Use Touch & Say to read branch – /b/ /r/ /ă/ /n/ /ch/, branch.

Explain that this word has a digraph blend, nch. The digraph blend is at the end of the word. The consonant letter n spells one sound, and the digraph ch spells a separate sound.

Click to underline the letter n with one line and the digraph ch with a separate line to show that the digraph and the consonant form a digraph blend that spells two separate sounds.

rb a chn

Explain that this word also has a 2-sound blend at the beginning, br.Click to underline the letters b and r with two separate lines to show

that they are a 2-sound blend and spell two separate sounds.

rb a chn



WE DO Build shrug Say “Now, let's build a word together. The word is shrug. I shrug my

shoulders when I am uncertain. Say it with me, shrug.”

Stretch the phonemes – /sh/ /r/ /ŭ/ /g/, shrug.

Click to display one color tile on the board for each phoneme in shrug while saying the phonemes – /sh/ /r/ /ŭ/ /g/. Have students to do the same.

Ask individual students the following questions to lead them in spelling each phoneme by placing letter tiles below the color tiles, one at a time:

rsh u g

rsh u g

• “What is the first phoneme you hear?” A: /sh/

• “What letters spell /sh/?” A: sh

• “What is the next phoneme you hear?” A: /r/

• “What letter spells /r/?” A: r

• “What is the next phoneme you hear?” A: /ŭ/

• “What letter spells /ŭ/?” A: u

• “What is the last phoneme you hear?” A: /g/

• “What letter spells /g/?” A: g

Use Touch & Say with all students to read shrug – /sh/ /r/ /ŭ/ /g/, shrug.

Ask:

• “Does shrug have a digraph blend?” A: yes

• “Which letters spell the digraph blend?” A: shr

Ask an individual student to explain how we know that shr is a digraph blend.

Click to underline the digraph sh with one line and the letter r with a separate line, and have students do the same.

sh ur g

rsh u g

Clear all boards.



YOU DO Build throb, brunch, crunch, squish, shrub

Say:

• “Now it's your turn. You are going to use color tiles and letter tiles to build real words that have digraphs blends.

• Some of the words might have both a digraph blend and a digraph or 2-sound blend.

• I will read each word. Then you will build the words, one at a time.”

Dictate each of the following words, one at a time, following the Build a Word steps with each word and helping students as needed.

throb – (Optional: Your finger will throb if it gets caught in the car door.)

brunch – (Optional: I ate pancakes and bacon for brunch.)

crunch – (Optional: The leaves crunch under our feet as we walk.)

squish – (Optional: Try not to squish the grapes when you put them in your backpack.)

shrub – (Optional: Barb will trim the overgrown shrub in the front yard.)

After dictating each word, all students build the words, one at a time.

All students:

• Say the word.

• Stretch the sounds in the word.

• Put one color tile on boards for each sound while saying the sound.

• Spell the word by placing one letter tile below each color tile.

rth o b

rb u chn

rc u chn

qus i sh

rsh u b



• Use Touch & Say to read the word.

• Underline the letters in a digraph blend with one line for the digraph and a separate line for the consonant letter. (Remind students that squ functions like a digraph blend, even though qu is not a digraph. Also, be sure that students underline the br blend in brunch and the cr blend in crunch with separate lines and digraph sh in squish with one line.)

rth o b

rc u chn

rb u chn

qus i sh

rsh u b

• Hold up their boards so the teacher can check their spelling and provide Positive Error Correction as needed.

Click to reveal the answer after each word. This will help students visually confirm the correct answer.

All students clear boards and wait for the next word to be dictated.

➏ BUILD NONSENSE WORDS WITH DIGRAPHS

Say:

• “We are going to use color tiles and letter tiles to build nonsense words that have digraph blends and 2-sound blends.

• Remember, nonsense words are not real words. They don’t mean anything, but we can read them because the letters tell us what sounds to say.”

I DO Build shrad

Say “Now it's my turn. Watch and listen as I build the nonsense word shrad. We can read and spell this nonsense word, but it has no meaning.”

Stretch the phonemes – /sh/ /r/ /ă/ /d/, shrad.

Click to display one color tile on the board for each phoneme in shrad while saying the phonemes – /sh/ /r/ /ă/ /d/.



Click to spell each phoneme by placing a letter tile below each color tile while saying the phoneme – /sh/ /r/ /ă/ /d/.

rsh a d

Use Touch & Say to read shrad – /sh/ /r/ /ă/ /d/, shrad.

Explain that this word has a digraph blend, shr. The digraph blend is at the beginning of the word. The digraph sh spells one sound, and the consonant letter r spells a separate sound.

Click to underline the digraph sh with one line and the letter r with a separate line to show that the digraph and the consonant are a digraph blend that spells two separate sounds.

sh ar d

Clear board.

WE DO Build spenth

Say “Let's build this nonsense word spenth together. We can read and spell this nonsense word, but it has no meaning. Say it with me, spenth.”

Stretch the phonemes – /s/ /p/ /ĕ/ /n/ /th/, spenth.

Click to display one color tile on the board for each phoneme in spenth while saying the phonemes – /s/ /p/ /ĕ/ /n/ /th/. Have students do the same.

Ask individual students the following questions to lead them in spelling each phoneme by placing letter tiles below the color tiles, one at a time:

ps e thn

ps e thn

• “What is the first phoneme you hear?” A: /s/

• “What letter spells /s/?” A: s

• “What is the next phoneme you hear?” A: /p/

• “What letter spells /p/?” A: p



• “What is the next phoneme you hear?” A: /ĕ/

• “What letter spells /ĕ/?” A: e

• “What is the next phoneme you hear?” A: /n/

• “What letter spells /n/?” A: n

• “What is the last phoneme you hear?” A: /th/

• “What letters spell /th/?” A: th

Use Touch & Say with all students to read spenth – /s/ /p/ /ĕ/ /n/ /th/, spenth.

Ask:

• “Does spenth have a digraph blend?” A: yes

• “Which letters spell the digraph blend?” A: nth

Ask an individual student to explain how we know that nth is a digraph blend.

Click to underline the letter n with one line and the digraph th with a separate line, and have students do the same.

ps e thn

ps e thn

Clear all boards.

YOU DO Build throx, squend

Say

• “Now it's your turn. You are going to use color tiles and letter tiles to build nonsense words that have digraph blends. Some of the words might have an additional digraph or 2-sound blend.

• Remember, the words are nonsense words. You can read and spell them, but they have no meanings.

• I will read the words, and then you will build them, one at a time.”

Dictate each of the following words, one at a time, following the Build a Word steps with each word and helping students as needed.

throxsquend

After dictating each word, all students build the words, one at a time.

All students:

• Say the word.

• Stretch the sounds in the word.



• Put one color tile on boards for each sound while saying the sound.

• Spell the word by placing one letter tile below each color tile.

rth o x

qus e dn

• Use Touch & Say to read the word.

• Underline the letters in the digraph blends with one line for the digraph and a separate line for the consonant letter. (Remind students that squ functions like a digraph blend, even though qu is not a digraph.)

rth o x

qus e dn

• Underline the letters in the 2-sound blend nd in the word squend with two separate lines.

rth o x

qus e dn

• Hold up their boards so the teacher can check their spelling and provide Positive Error Correction as needed.


All students clear boards and wait for the next word to be dictated. (However, if you choose to do the following extension activity with your students, have them keep the word squend on their boards.)



EXTENSION ACTIVITY: WORD MATHSay:

• “Now, we are going to do an activity called Word Math.

• We will start with the last nonsense word we built, squend*.

• I will say a new word. Your job is to complete the Word Math by adding or subtracting a sound and/or letter from squend* to spell the new word.

• When you add or subtract a sound from the word, you will first add or remove a color tile. You will then add or remove the letter tile that corresponds with that sound.

• Sometimes you may change a sound and letter in the word without adding or subtracting a sound.

• Some of the words are real words, and some are nonsense words.

• The first new word is the real word spend.

• Since spend has five sounds, /s/ /p/ /ĕ/ /n/ /d/, you do not have to add or remove any color tiles from your board. You will just replace the appropriate letter tile.”

All students replace letter tile qu with p to turn the word squend* into spend.

ps e n d

Say “Now, change the word spend to the real word pend.”

All students remove one color tile and the letter tile s from their boards to turn the word spend into pend.

p e n d

Continue the activity with the following words. Be sure to tell students which words are nonsense words (nonsense words are marked with an asterisk):

ep n ch eb n ch rb e n ch

rb u n ch ub n ch um n ch

ur n ch rth u n ch rc u n ch

Add a color tile.

Add a color tile.

Remove a color tile.


HD Word is designed to be taught across a

wide spectrum of ages and maturity levels.

It has three different workbook levels to help

cater to your specific needs:

• Foundations (for grades 2–5)

• Essentials (for grades 5–8) and

• Linguistics (for grades 8–12)

To illustrate the types of words that students

should master as they progress through the

lessons, the chart below contains examples of

sentences that students read during different

phases of instruction in all three levels of

the Student Workbook. The corresponding

phonics concepts are also briefly described.

The Foundations sentences include simpler

vocabulary and sentence structure than the

Essentials and Linguistics levels.

Student Workbook Levels

UnitFoundations

Example SentenceEssentials

Example SentenceLinguistics

Example SentencePhonics Features

4How did all the catnip get into the cobwebs by the fridge?

The children will establish a contest to see who can finish their pumpkins first.

I was about to take a candid shot of the robin when a frantic tomcat sent it back up the branch.

Two- and three-syllable words with Closed Syllables

10We keep honeybees so we can sweeten our cakes and cookies.

The lady felt relief because that stone did not do extensive damage to the windshield of the trolley.

Last weekend, he drove a massive diesel truck containing railroad spikes across the stunning valley.

Multisyllabic words with Closed, Open, Vowel-Consonant-e, and Vowel Team Syllables

14

Before Margo went soaring off to Bora Bora, she had to search for her thermometer.

Because her thirteenth birthday is on a Thurs-day, Helen will have a sleepover party over the weekend from Friday to Saturday.

The elderly teacher, laboring down the corridor because she was using crutches and carrying her books and papers, was delighted when a seventh grader lent a hand.

Multisyllabic words with r-controlled vowel spellings

20

Judy is counting all of her pennies and saving them up for the newest superhero comic book.

Ruby did try the new shampoo that her sister recommended, but it ended up turning her hair a shade of powder blue!

The firemen were undaunted by the intensity of the blaze and were absolutely positive that they could stop the fire from destroying the entire shop.

Multisyllabic words with “other” or “variant” vowel spellings

23

Margaret made a silly expression when she saw the sculpture of the fictional dog, Pluto.

June’s departure from the train station was suspended because of the construction from the expansion project.

Long ago, some cultures held superstitious beliefs that linger in modern times, such as crossing fingers or picking four-leaf clovers for luck.

Latin chunks -tion, -sion, -ture (all levels), -cial, -tial (Essentials and Linguistics only), -cious, and -tious (Linguistics only)

30

Wearing black jeans became unpopular when teens became more interested in brightly colored pants.

I am convinced that a sandwich of orange preserves and chunky peanut butter is the best possible option.

The innovator convincingly in-formed the potential investors about the incredible new product he had developed and that he hoped they would fund his proposal.

Prefixes, suffixes

EXAMPLE SENTENCES FROM HD WORD UNITS AT THE FOUNDATIONS, ESSENTIALS, AND LINGUISTICS STUDENT PRACTICE LEVELS


Passage: The Lungs unit 2Reader 1: ____________________________________________________

Reader 2: ____________________________________________________

Reader 3: ____________________________________________________

Date: ___________________________

breathe

exercise

hiccups

fragile

oxygen – a colorless, odorless gas that is part of the air we breathe in. People and animals need oxygen to live.

carbon dioxide – a colorless, odorless gas that is part of the air we breathe out. People and animals breathe out carbon dioxide.

READER 1

We use our lungs to breathe. When we breathe, our body gets the oxygen it needs to stay alive. We breathe in and out through our nose and mouth. Then the air makes its way to our lungs. The lungs breathe in oxygen and breathe out carbon dioxide.

Our lungs are in our chests, near our hearts. They fill up most of the space in our chests. They are pink and squishy. Our lungs are fragile, but very important.

READER 2

We have two lungs, one on each side. The left lung is a bit smaller than the right lung. The smaller lung makes room for the heart, which is on the left side of our chests. Our hard rib cage wraps around our lungs and keeps them safe.

When we breathe in, our lungs fill with air, like balloons, and our chests get bigger. When we breathe out, our lungs empty. As the air leaves our lungs, our chests get smaller.

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64 77 79

96 111 125 127

141 155 160

The Lungs

Note: Hyphenated words count as one word.

1

2

Words to Preview Point & Say

FOUNDATIONS LEVEL


Passage: The Lungs unit 2We breathe in and out all the time without having to think about it. If we try to hold our breath for a long time, our brain will make us start breathing again soon.

READER 3

People breathe in and out about twenty times a minute. If we run fast, our lungs need more oxygen so we breathe faster—about eighty times a minute. The heart and the lungs work together. The heart pumps blood to the lungs, and the lungs put oxygen in the blood. Then the heart sends this oxygen-filled blood all around the body.

Hiccups happen when your lungs do not work quite right. Most hiccups stop quickly, but some people's hiccups last a long time. One person had hiccups for more than fifty years! Hiccups can be a problem because they change the way we breathe.

To be healthy, we must take care of our lungs. For this reason, smoking is very bad for them. They need exercise to stay healthy. When we exercise, we make our lungs stronger. They are able to do their job better. They also need clean air and rest to do their best work.

176 192 194

208 221 234 249 255

267 280 293 298

313 326 341 351

Reader 2

Reader 3

Number of Words at Bracket

Subtract: Number of Words at Subhead

Number of Words at Bracket Equals: Number of Words Attempted

Subtract: Number of Errors – Subtract: Number of Errors – –

Equals: Words Correct per Minute (WCPM) Equals: Words Correct per Minute (WCPM)

Accuracy Percentage % Accuracy Percentage % %

Calculation BoxesReader

1 -79 -194


Passage: The Lungs unit 2Reader 1: _________________________________________________

Reader 2: _________________________________________________

Reader 3: _________________________________________________

Date: _________________________

inflatedeflatemuscle

oxygen – a colorless, odorless gas that is part of the air we breathe in. We cannot stay alive if we cannot breathe and get oxygen.

automatic – acting or happening by itself, without thought. Hearts beat and lungs breathe automatically; we do not need to make them perform their jobs.

contraction – when a muscle or muscle fiber shortens and tightens. When a muscle contraction is painful, we sometimes call it a cramp.

diaphragm – (pronounced die-uh-fram) a muscle below the lungs that helps the lungs draw air in and out. The diaphragm makes it possible for us to breathe.

asthma – (pronounced az-muh) a disease that makes breathing difficult; asthma attacks are often caused by allergies. Jon had an asthma attack after sleeping in my musty sleeping bag.

READER 1

We use our lungs for breathing. Breathing is very important because it gives our bodies the oxygen we need to live. We cannot stay alive if we cannot breathe and get oxygen.

Our lungs are in our chests, near the heart. They take up most of the area in our chests. We have two lungs, one on the left and one on the right. Lungs are not made of bone or muscle. They are soft, sponge-like bags. Our lungs must be protected because we need them to live. Our hard, bony ribs protect both of our lungs.

READER 2

Our lungs are like balloons. When we breathe in, they inflate. They fill up with air, and our chests get bigger. When we breathe out, our lungs deflate. The air rushes out of them and our chests get smaller. We breathe in and out all of the time without stopping. We do not need to think about breathing because it is automatic. We can only hold our breath for a few minutes. After just a short while, our brains force us to start breathing again. Whether we want to or not, we will take a breath.

16 32

53 74 91 97

116 135 154 172 190 193

The Lungs

1

2

3

4

5

Point & SayWords to Preview

Note: Hyphenated words count as one word.

ESSENTIALS LEVEL


Passage: The Lungs unit 2

Reader 2

Reader 3

Number of Words at Bracket

Subtract: Number of Words at Subhead

Number of Words at Bracket Equals: Number of Words Attempted

Subtract: Number of Errors – Subtract: Number of Errors – –

Equals: Words Correct per Minute (WCPM) Equals: Words Correct per Minute (WCPM)

Accuracy Percentage % Accuracy Percentage % %

Reader 1

Calculation Boxes

-97 -252

People normally breathe in and out about 15 times a minute. If we run fast, our lungs need more oxygen. Then, our breathing rates rise to about 40 times a minute. The heart and the lungs work together to supply oxygen-rich blood to the body. The heart pumps blood to the lungs. The lungs fill the blood with oxygen.

READER 3

Many people might be surprised to learn that hiccups are not a problem with the lungs. A hiccup is a sudden contraction of your diaphragm. This is the muscle that helps your lungs get air.

Most hiccups stop quickly, but some people have problems with long-lasting hiccups. One person had hiccups for more than 50 years! Hiccups can be a serious problem because they affect our breathing.

Sometimes people have a hard time breathing because of a lung disease, such as asthma. When a person has asthma, the airways in the person’s lungs shrink. This makes it hard to get air, but medicine can help.

We must take care of our lungs to stay healthy. Smoking is very harmful to the lungs. Drugs can harm them, too. The lungs need clean air, exercise, and rest to do their best work.

212 230 247 252

270 287

301 317 319

335 354 357

376 392


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Mark It!

Read It!

4

past stop sent

dr ip tr ip f lag

cram tenth help

glum plot lunch

stop dr ip glum

help f lag tr ip

tenth sent lunch

plot cram past

p a s t

t r i p

h e l p

s t o p

f l a g

g l u m

s e n t

c r a m

p l o t

d r i p

t e n t h

l u n c h

Detective Work unit 2FOUNDATIONS LEVEL


Detective Work unit 2

Mark It!

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p a s t

c r u s t

s h r e d

g a s p

b r u n c h

s h r i l l

t h r a s h

b l i m p

s p e n d

F r e n c h

s h i f t

t h r o b

bench trend brush

stench crib finch

glass pluck krill

bump vest tenth

slash yelp swift

zest twig mist

hulk frump punch

blast branch dwell

Read It! MORE CHALLENGING

Read It! CHALLENGING

past brunch gasp

shrill spend throb

blimp crust thrash

shift shred French

brunch shift past

gasp thrash shrill

French blimp crust

spend throb shred

ESSENTIALS LEVEL


Word Sort unit 2Underline digraphs with one line, blends with two separate lines, and digraph blends with one line under the consonant and one line under the digraph. Place a checkmark in the appropriate column, and circle the correct number of phonemes.

s l i p

d i s h

j u m p

f l a t

Digraph BlendDigraph

BlendHow many phonemes?

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

CHALLENGING

1

2

3

4



1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

s h r e d

s h o t

e l f

d r u m

5

6

7

8

MORE CHALLENGING



1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

s t u c k

l u n c h

s w e l l

r u s h

9

10

11

12

MOST CHALLENGING

p

FOUNDATIONS LEVEL


Underline digraphs with one line, blends with two separate lines, and digraph blends with one line under the consonant and one line under the digraph. Place a checkmark in the appropriate column, and circle the correct number of phonemes.

Word Sort unit 2


Blend


Blend


Blend

How many phonemes?

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

How many phonemes?

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

How many phonemes?

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

s l i p

d i sh

t h r i l l

lu sh

1

2

3

4

CHALLENGING

5

6

7

8

MORE CHALLENGING

9

10

11

12

MOST CHALLENGING

plan

pinch

kelp

shin

shaf t

shrub

ranch

el k

p

ESSENTIALS LEVEL


1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

CHALLENGING

CHALLENGING

MORE CHALLENGING

MORE CHALLENGING

could not be blunt (4)

will go west from here (5)

did not pick the round drum (6)

a speck of glass on the brim (7)

drench the dish of French shrimp (6)

to plant the last bulb by the thrift shop (9)

did shred the mint with the lunch bunch (8)

will sit on the bench and munch on a stem (10)

Val wept when the soft crust got black in the pan. (11)

Can you bend the tall twig and then grab the branch? (11)

I shrug when she asks if I know how to take out the trash. (14)

Did Nash flinch and duck when he saw the blue finch flash past the pond? (15)

Will you please grant me one last wish? (8)

Brad must rest at his desk to get his snack. (10)

When the glass fell off the grill, did it crack? (10)

The frog and the fish will jump in the small pond. (11)

Phrases & Sentences to Read unit 2FOUNDATIONS LEVEL


Sentences to Read unit 2

Squid will drift in the gulf, but they will not jump. (11)

Put the plum vest on when it is brisk and damp out. (12)

The bulk of the elm will block the shrub from the sun. (12)

Your legs may cramp if you swim in the pond at lunch. (12)

Trap the finch in the crib, and then let it go with Gramp. (13)

The Grinch does not flinch or huff when he is in a pinch. (13)

For lunch, I had a bland clam from the grill and some milk. (13)

We had a hunch that he spent all of his cash on a kelp plant. (15)

It is not good to clog the trench with the bulk of your trash. (14)

I like to read and drink punch on the black bench in the sun. (14)

The cod will flip its limp fin as it swims past the pest of a frog. (16)

Trent will not spit or punch when he gets mad; he will just laugh. (14)

The crab and fresh fish dish from the grill was a tad rich for Chip. (15)

Zack snuck the frog to the prom in the flap of his small cloth sack. (15)

Grant and Brad wish to hug the plush cat, but it slips from their grip. (15)

She ate the French shrimp and squid for lunch and then swam in the pond. (15)

1

2

3

4

5

6

7

8

CHALLENGING

MORE CHALLENGING

1

2

3

4

5

6

7

8

ESSENTIALS LEVEL


Reader 1Reader 2Reader 3

% % % % % % % % % %

100%99%98%97%96%95%94%93%92%91%

90% or below

140 or above135–139130–134125–129120–124115–119110–114105–109100–10495–9990–9485–8980–8475–7970–7465–6960–6455–5950–5445–49

below 40

9/18

92

65

95

61

9/21

Practice Tracking Chart

WAY TO GO!

Words Correctper Minute (WCPM)

Accuracy %Goal: 98% or better

Date


PHONEMIC AWARENESSSegmenting Words & Adding Phonemes 4 2

UNIT LESSON


STUDENT MATERIALS• None

(To scaffold using color tiles, include color tiles and working boards.)


Phoneme Addition• In this lesson, students learn another phoneme manipulation skill, adding a phoneme in the initial or final

position.

• This activity involves students listening to a real word and then adding a new phoneme to the beginning or end of the word.

• In all examples, when the new phoneme is added, a new real word is created.

• This phonemic awareness activity is designed to enhance students’ abilities to manipulate phonemes.

• The process is this:

- The teacher will say a real word.

- The teacher will then ask students to add a new phoneme (a consonant or digraph) to the beginning or end of the word.

• When students add a new phoneme, a new real word is created, and students say the new word.

- Example:

• The word is bee.

• Let's add /ch/ to the end of the word to make a new word.

• What is the new word? A: beach

• To accurately segment phonemes in single-syllable words and identify the short vowel phonemes.

• To accurately manipulate phonemes by adding initial or final phonemes to a given word to produce a new word.

• Optional: To accurately manipulate phonemes by substituting the short vowel phoneme in a given word with another short vowel phoneme to produce a new word.

OBJECTIVES



START TEACHINGSegmenting Words & Adding Phonemes


Say:

• “Today, we will segment words and identify their short vowel phonemes.

• We will keep practicing how to substitute short vowel phonemes in given words to create new words with different short vowel phonemes.

• We will also learn how to add consonant phonemes to the beginning or end of a word to produce a new word.”

Open HD Word Online to Unit 4, Lesson 2, Phonemic Awareness.

➋ REVIEW SHORT VOWEL PHONEMES AND MOTIONS

Say:

• “Let’s review the short vowel phonemes and motion.

• I am going to say the names of the short vowel letters, and I would like for you to give me the short vowel phoneme and the motion.”

Ask:

• “ What are the short vowel phoneme and motion for short e?” A: /ĕĕĕĕĕ/ as in edge

(Have students make the short e motion as they say the sound.)

• “ What are the short vowel phoneme and motion for short i?” A: /ĭĭĭĭĭ/ as in itch

(Have students make the short i motion as they say the sound.)

• “ What are the short vowel phoneme and motion for short a?” A: /ăăăăă/ as in apple

(Have students make the short a motion as they say the sound.)

• “ What are the short vowel phoneme and motion for short u?” A: /ŭŭŭŭŭ/ as in up

(Have students make the short u motion as they say the sound.)

• “ What are the short vowel phoneme and motion for short o?” A: /ŏŏŏŏŏ/ as in octopus

(Have students make the short o motion as they say the sound.)

Remember, you should encourage students to use the Short Vowels Poster (found in HD Word Online) for reference. Reviewing the vowel sounds should be very quick and take only a few minutes.



➌ REVIEW SEGMENTING PHONEMES AND IDENTIFYING SHORT VOWEL PHONEMES

Say “Let’s review how to segment phonemes and identify the short vowel sounds in words. Remember, we will be listening to the phonemes in words without looking at or naming the letters.”

I DO Stretch batch

Say “Watch me as I finger-stretch the word batch.” (Optional – “I made a batch of my favorite cookies last night.”)

Repeat batch with closed fist at chest.

Stretch batch – /b/ /ă/ /ch/, batch, beginning with the thumb.

Say “Batch has three phonemes. The vowel sound in batch is /ăăăăă/. I know /ă/ is short a because /ă/ is the first sound in ‘apple.’”

WE DO Stretch bridge

Say “Let’s stretch a word together. Our word is bridge.” (Optional – “The bridge was closed for repairs.”)

Students repeat bridge with closed fists at chests.

Teacher and students stretch bridge – /b/ /r/ /ĭ/ /j/, bridge, beginning with the thumb.

Ask:

• “ How many phonemes did you hear?” Answer: four

• “ What is the vowel sound?” A: /ĭ/

• “ What do we call the /ĭ/ vowel sound?” A: short i

• “ How do we know that it is short?” A: because /ĭ/ is the first sound in itch

Use the words below to continue practicing together with students. For each word:

Say the word.

Students repeat the word.

Begin with fists at chests.

Stretch the phonemes.

Say the word again, while making a fist and bringing it back toward the body.

Ask “How many phonemes did you hear?” (Answers appear in the list below.)

chest /ch/ /ĕ/ /s/ /t/ 4 phonemes

split /s/ /p/ /l/ /ĭ/ /t/ 5 phonemes

frost /f/ /r/ /ŏ/ /s/ /t/ 5 phonemes

You may give your students the option to use color tiles to represent the sounds in words as they stretch the phonemes. This can provide a visual support to help them “see” how a word is broken apart into sounds.



YOU DO Stretch words with short vowel phonemesAsk individual students to stretch phonemes in the words below.

Ask students after stretching phonemes in a word (answers appear in list below):


• “What is the vowel phoneme?”

• “What do we call that vowel phoneme?”

• “How do you know the vowel phoneme is short?” (Student may also answer by reading the sentence on the Short Vowels Poster.)

ridge /r/ /ĭ/ /j/ 3 stomp /s/ /t/ /ŏ/ /m/ /p/ 5

slug /s/ /l/ /ŭ/ /g/ 4 stack /s/ /t/ /ă/ /k/ 4

stick /s/ /t/ /ĭ/ /k/ 4 thatch /th/ /ă/ /ch/ 3

crash /k/ /r/ /ă/ /sh/ 4 flack /f/ /l/ /ă/ /k/ 4

trek /t/ /r/ /ĕ/ /k/ 4 brush /b/ /r/ /ŭ/ /sh/ 4

shift /sh/ /ĭ/ /f/ /t/ 4 bread /b/ /r/ /ĕ/ /d/ 4

More challenging words for older or advanced students:

dropped /d/ /r/ /ŏ/ /p/ /t/ 5 slipped /s/ /l/ /ĭ/ /p/ /t/ 5

splash /s/ /p/ /l/ /ă/ /sh/ 5 shrimp /sh/ /r/ /ĭ/ /m/ /p/ 5

stretch /s/ /t/ /r/ /ĕ/ /ch/ 5 trench /t/ /r/ /ĕ/ /n/ /ch/ 5

plant /p/ /l/ /ă/ /n/ /t/ 5 brunch /b/ /r/ /ŭ/ /n/ /ch/ 5

strum /s/ /t/ /r/ /ŭ/ /m/ 5 crutch /c/ /r/ /ŭ/ /ch/ 4

➍ TEACH ADDING INITIAL PHONEMES TO MAKE NEW WORDS

I DO Add initial phonemes to Ed Say:

• “Now I am going to say a word. Listen carefully to that word because I am going to add a phoneme to the beginning of it. When I add this sound to the word, it will make a new word.

• Listen closely.

• My word is the name Ed.

• Now I am going to add the phoneme /l/ to the beginning of the word Ed.

• Led! The new word is led.

Note that you do not have to use every word provided in the You Do section as long as all students have been able to practice sufficiently and have demonstrated mastery of the skills.



• Now I am going to add the phoneme /b/ to the beginning of the word led.

• Bled! The new word is bled.”

WE DO Add initial phonemes to odd

Say:

• “Now let’s make some more new words by adding a phoneme to the beginning of a word. Are you ready?”

• “Our first word is odd.”

Students and teacher say the word odd.

Say “Now let’s add the phoneme /r/ to the beginning of the word odd.”

Ask “What is the new word?” A: rod

Say:

• “You’re right! The new word is rod!

• Now add the phoneme /p/ to the beginning of rod.”

Ask “ What is the new word?” A: prod

Say “Excellent! The new word is prod!”

YOU DO Add initial phonemes to wordsSay “Now it’s your turn to change more words by adding a phoneme to

the beginning of a word.”

Ask individual students to stretch phonemes in the words below. After students stretch the phonemes, ask them to add phonemes as described below:

Challenginglit add /s/ to the beginning slitridge add /b/ to the beginning bridgeitch add /h/ to the beginning hitchpot add /s/ to the beginning spotrim add /b/ to the beginning brimloss add /f/ to the beginning floss

More Challengingtamp add /s/ to the beginning stampred add /sh/ to the beginning shredmash add /s/ to the beginning smashwin add /t/ to the beginning twinramp add /k/ to the beginning cramptruck add /s/ to the beginning struckcram add /s/ to the beginning scram



Most Challenging ash add /l/ to the beginning lashlash add /f/ to the beginning flash

itch add /w/ to the beginning witchwitch add /s/ to the beginning switch

ick add /t/ to the beginning ticktick add /s/ to the beginning stick

rap add /t/ to the beginning traptrap add /s/ to the beginning strap

add add /l/ to the beginning ladlad add /g/ to the beginning glad

it add /l/ to the beginning litlit add /f/ to the beginning flit

➎ TEACH ADDING FINAL PHONEMES TO MAKE NEW WORDS

I DO Add final phoneme to ram

Say:

• “Now I am going to say a word. I need you to listen carefully to that word because I am going to add a phoneme to the end of it. When I add this sound to the word, it will make a new word.

• Listen closely.

• My word is ram.

• Now I am going to add the phoneme /p/ to the end of the word ram.

• Ramp! The new word is ramp.”

WE DO Add final phoneme to limb

Say:

• “Now let’s make another new word by adding a phoneme to the end of a word. Are you ready?”

• “Our first word is limb.”

Students and teacher say the word limb.

Say “Now let’s add the phoneme /p/ to the end of the word limb.”



Ask “What is the new word?” A: limp

Say “You’re right! The new word is limp!”

YOU DO Add final phonemes to wordsSay “Now it’s your turn to change some more words by adding a phoneme

to the end of a word.”

Ask individual students to stretch phonemes in the words below. After students stretch the phonemes, ask them to add phonemes as described below:

mass add /t/ to the end mastchess add /t/ to the end chestfun add /d/ to the end fund

plum add /p/ to the end plumpwin add /d/ to the end windban add /d/ to the end bandbell add /t/ to the end beltwren add /ch/ to the end wrenchBen add /ch/ to the end benchram add /p/ to the end rampStan add /d/ to the end standfell add /t/ to the end feltloss add /t/ to the end lostbun add /ch/ to the end bunchten add /th/ to the end tenth

➏ REVIEW VOWEL SUBSTITUTION WITH SHORT VOWEL PHONEMES (OPTIONAL)

Say “Now let’s review how to substitute short vowel sounds in words.”

I DO Substitute the vowel phoneme in chomp

Say:

• “Now I am going to say a word. Listen carefully to that word because I am going to change the vowel phoneme in the word. When I change the vowel phoneme, it will make a new word. Listen closely.

• My word is chomp – /ch/ /ŏ/ /m/ /p/, chomp.

• Now I am going to change the short o phoneme /ŏ/ to the short a phoneme /ă/.

If you feel your students would benefit from additional vowel substitution practice, you should complete this optional section of the lesson.



Remember, three dif-ferent levels provided for this activity. Stu-dents should practice with the highest level at which they are capable. Levels increase in difficulty as students are given less information about the phoneme they are being asked to substitute.

• /ch/ /ă/ /m/ /p/, champ! The new word is champ.

• Now I am going to change the word champ by changing the short a phoneme /ă/ to the short i phoneme /ĭ/.

• /ch/ /ĭ/ /m/ /p/, chimp! The new word is chimp.”

WE DO Substitute the vowel phoneme in stomp

Say:

• “Now let’s make more new words by changing the vowel phoneme in each word together. Are you ready?

• Our first word is stomp.”

Students and teacher say the word stomp.

Teacher and students stretch stomp – /s/ /t/ /ŏ/ /m/ /p/, stomp.

Say:

• “Now let’s change the short o phoneme /ŏ/ to the short a phoneme /ă/.”

• /s/ /t/ /ă/ /m/ /p/.”

Ask “ What is the new word?” A: stamp

Say:

• “You're right. The new word is stamp!

• Now change the short a /ă/ to short u /ŭ/.”

Ask “What is the new word?” A: stump

Say “You're right. The new word is stump!”

YOU DO Substitute vowel phonemesSay “Now it’s your turn to change more words.”

Ask individual students to stretch phonemes in the words below. After students stretch the phonemes, ask them to substitute the vowel phoneme as described below:

stick change the short i /ĭ/ to short o /ŏ/ stockstock change the short o /ŏ/ to short a /ă/ stack

strip change the short i /ĭ/ to short a /ă/ strap

strap change the short a /ă/ to short e /ĕ/ strep

flash change the short a /ă/ to short e /ĕ/ fleshflesh change the short e /ĕ/ to short u /ŭ/ flush

botch change the short o /ŏ/ to short a /ă/ batch

scrap change the short a /ă/ to short i /ĭ/ scrip



More Challenging: In this section, have students substitute the short vowel phoneme by telling them the name of the sound they should change and the name of the sound they should replace it with, without providing the actual sounds.

scram change the short a to short u scrumpunch change the short u to short i pinch

ditch change the short i to short u Dutchbudge change the short u to short a badgepatch change the short a to short i pitchstrep change the short e to short i strip

Most Challenging: In this section, have students substitute the short vowel phoneme by giving them only the name of the short vowel phoneme they should substitute for the existing phoneme.

split change the vowel phoneme to short a splatcram change the vowel phoneme to short u crumbbadge change the vowel phoneme to short u budge

lodge change the vowel phoneme to short e ledgeMitch change the vowel phoneme to short a match


PHONICS CONCEPT DAY 1Reading Two-Syllable Words with Closed Syllables 4 3

UNIT LESSON


STUDENT MATERIALS• Two SyllaBoards™

• Dry erase marker and eraser


Syllables• A syllable is a unit of spoken language that is organized around a vowel phoneme. Every syllable has a vowel

sound. Most syllables have one or more consonant phonemes, but this is not necessary (oh, I, you).

• There are six types of syllables: Closed, Open, Vowel-Consonant-e, Vowel Team, R-Controlled Vowel, and Consonant-le. Students learn about each of these types of syllables in HD Word.

Reminders About Closed Syllables• A Closed Syllable consists of one vowel letter followed by, or closed in by, one or more consonant letters

(at, pat, splat, patch).

• A Closed Syllable does not need to have a consonant letter before the vowel (ox, ash, if, itch).

• The vowel in a Closed Syllable is usually a short vowel.

Reading Multisyllabic Words• Even good readers break unfamiliar long words into syllables to decode them.

• The most effective way to read an unfamiliar multisyllabic word is by looking for the vowels and breaking the word into syllables around the vowel spellings.

• Every syllable has a vowel sound, and almost every syllable has a vowel letter.

• To accurately read two-syllable words in which both syllables are closed.

OBJECTIVE



• When one vowel letter is by itself, not next to another vowel or part of a vowel team, it is typically the only vowel in the syllable (Wis con sin, es tab lish, ta ble). It is a Closed Syllable the majority of the time, as in all of the syllables in Wis con sin and es tab lish. In other instances, as in the first syllable in ta ble, it is an Open Syllable. Other times, it is a Vowel-Consonant-e Syllable, as in kite.

Utilizing Syllable Types to Decode Multisyllabic Words• Syllable types are one common way to divide words into decodable chunks, and

once divided, they help predict the vowel sound in the syllable.

• An Open Syllable is a syllable that ends in a single vowel letter. Open Syllables usually have a long vowel sound. Students will learn about Open Syllables in Unit 5.

• In a Vowel-Consonant-e Syllable, the letter e is included in the same syllable as another vowel letter. Students will learn about Vowel-Consonant-e Syllables in Units 7 and 8.

• Vowel Team Syllables have two, three, or four letters that work together to spell a vowel sound. Vowel teams are most commonly comprised of two vowel letters, but they can sometimes include one or two consonant letters (as in ay, ow, igh, or ough). Students will learn about vowel teams in Units 9 and 10.

• In R-Controlled Syllables, the vowel letter(s) is followed by the letter r. The vowel and the consonant r combine to make a single vowel phoneme. Students will learn spellings for the r-controlled vowel sounds /ar/, /or/, and /er/ in Units 11–13.

• Consonant-le Syllables, which occur only at the end of words, have a consonant letter followed by the letters le. Students will learn about Consonant-le Syllables in Unit 22.

• Complete directions for reading multisyllabic words as well as Positive Error Correction can be found in Appendix A on page 486.

Chunk ing • The letter combination ing is often taught as a single chunk because the vowel

phoneme in this spelling pattern is not purely long or short. The phoneme /ng/ that follows the vowel in the chunk ing distorts the vowel sound.

• To some ears, the vowel sound in ing is long e and to other ears it is short i. These differences often depend on regional dialect.

• In this lesson, students will learn to decode the letters ing as a chunk that spells the sounds /ing/. This will enable them to decode words like mocking, fixing, and helping, which have short vowel sounds in Closed Syllables followed by a syllable with the chunk ing.

• In HD Word Unit 26, students will learn that -ing is also a vowel suffix.



START TEACHINGReading Two-Syllable Words with Closed Syllables


Say:

• “So far, we have been working only with single-syllable words. We have been using our letter tiles to build words that have only one syllable. In this lesson, we will learn how to read longer words that have two syllables.

• All of the words we read today have two Closed Syllables with short vowel sounds.”


Open HD Word Online to Unit 4, Lesson 3, Phonics Concept 1.

➋ VIEW READING TWO-SYLLABLE WORDS ANIMATION

Say “Let’s watch this animation to learn about reading two-syllable words.”

Play the animation.

➌ REVIEW READING TWO-SYLLABLE WORDS

Say “Let’s review what we just learned.”

Ask:

• “ Should we look for the vowels or the consonants when we try to figure out how many syllables are in a multisyllabic word?” A: the vowels

• “ What is the first question we should ask ourselves about the vowels when we try to read a multisyllabic word?” A: How many vowels do you see?

• “ What is the second question we should ask ourselves?” A: Are the vowels together or apart?

• “ If there are two vowel letters that are apart in a word, how many syllables are probably in that word?” A: two

Click to display the word picnic.

picnic

Ask:

• “ How many vowel letters are in this word?” A: two

• “ Are the vowel letters together or apart?” A: apart

You can prompt students to hold up their closed fists to remind themselves that Closed Syllables have short vowel sounds. Having a motion to associate with this syllable type makes the concept more concrete. This is optional but recommended for Foundations students and optional for Essentials and Linguistics students.



Click to underline the two vowel letters.

picnic

Ask “ How many syllables are in this word?” A: two

Say:

• “Remember that when the vowel letters are apart, each vowel letter is in a different syllable and on a different SyllaBoard™.

• This word has two syllables because there are two vowel letters and they are not next to each other.”

Click to place two SyllaBoards™ under the word picnic.

picnic

Click to add one vowel letter to each board.

picnic

i i

Click to add the consonant letters to each board.

picnic

pic nic

Explain that each syllable has a vowel letter and is a Closed Syllable.

Point to and read each SyllaBoard™ with a pause in between – pic nic.

Sweep your hand (left to right) under the syllables, and read the word – picnic.

➍ WORD SORT

Say “Now we are going to sort words into two groups. We will place words that have one syllable in one column and words that have two syllables in a different column.”

Click in HD Word Online for the following headings in two columns: ONE SYLLABLE and TWO SYLLABLES. As you click each word, it will move to the correct column.

Click to display and read the word scrunch.

scrunch



Explain that this word has one syllable. We know that it has one syllable because it has only one vowel letter.

Click to move the word scrunch under the ONE SYLLABLE heading.

Click to display and read the word bobcat.Explain that this word has two syllables. It has two vowel letters, and the

vowel letters are apart. This word is placed in the column with the heading TWO SYLLABLES.

Click to reveal, read aloud, and then click to sort each word.

Ask individual students if the word has one or two syllables.

Ask the students to explain how they know. (Answers are below the words in the table.)

Answer Key

One Syllable Two Syllables

scrunchhas only one vowel letter

bobcathas two vowel letters that are apart

speckhas only one vowel letter

suntanhas two vowel letters that are apart

crushhas only one vowel letter

sandwichhas two vowel letters that are apart

askhas only one vowel letter

attichas two vowel letters that are apart

➎ VIEW CHUNK ING ANIMATION

Say “Now we will watch another animation to learn about chunk ing.”

Play the animation.

Explain that students will read words with the chunk ing in this lesson and in many upcoming lessons.

➏ READ TWO-SYLLABLE REAL WORDS

I DO Read pumpkin

Explain that students will use SyllaBoards™ to read words with two syllables. Both of the syllables will be closed in each of these words.

Say “I am going to show you a word. If you know how to read it, don’t say it. We are going to examine the word together before we read it.”



Click to display the word pumpkin.

pumpkin

Ask:

• “ How many vowel letters are in this word?” A: two

• “ Are the vowel letters together or apart?” A: apart


pumpkin

Say:


• This word has two syllables because there are two vowel letters, and they are not next to each other.”

Click to display two SyllaBoards™ under the word pumpkin.

pumpkin


pumpkin

u i


pumpkin

pump kin


Point to and read each SyllaBoard™ with a pause in between – pump kin.

Sweep your hand (left to right) under the syllables, and read the word – pumpkin.

Remember that you can prompt students to hold up their closed fists to remind themselves that Closed Syllables have short vowel sounds. This is optional but recommended for Foundations students and optional for Essentials and Linguistics students.



WE DO Read contest Say:

• “I am going to write a new word on the board. Do not say the word if you know it.

• We will use our questions to help us read the word.”

Click to display the word contest.

contest

Ask:

• “How many vowel letters are in this word?” A: two

• “Are the vowel letters together or apart?” A: apart


contest

Say:

• “Because we see two vowel letters and they are apart, it helps us understand that this word has two syllables.

• We will put down two SyllaBoards™ to help us read this word.”

Click to display two SyllaBoards™ under the word contest, and ask students to put two boards on their desks.

contest

Click to add one vowel letter to each board, and ask students to do the same.

contest

o e

o e

Click to add the consonant letters to the boards so that there is one Closed Syllable on each board, and ask students to do the same.

contest

con test

con test


Point to and read each SyllaBoard™ together with a pause in between – con test.

Remember to provide Positive Error Correction if students struggle to read a multisyllabic word accurately. Positive Error Correction directions for reading multisyllabic words can be found at the end of this lesson on page 195.



Sweep your hand (left to right) under the syllables, and read the word together – contest.

Help students notice that these are both Closed Syllables.

Clear all boards.

YOU DO Read traffic, subtract, spending, punish

Say:

• “Now it’s your turn to read some words on your own.

• You are going to use SyllaBoards™ to read two-syllable real words.

• Remember that every syllable has a vowel. Every syllable that you look at today has one vowel by itself, not next to another vowel.

• I will write words on the board. Do not read them aloud until you have looked for the vowels, broken them into syllables, and written them on your SyllaBoards™.”

Click to display each of the following words on the board, one at a time:

trafficsubtractspendingpunish

Ask for each word:

• “How many vowel letters are in the word?”

• “Are the vowel letters together or apart?”

• “How many syllables are there?”

All students:

• Use SyllaBoards™ to read the words one at a time.

• Show how many syllables are in each word by putting out the correct number of SyllaBoards™.

• Write the vowels on the SyllaBoards™.

a i

u a

e i

u i

You may wish to explain that when students see a doubled consonant letter in a word (as in traffic), they will usually divide the word into syllables in between the doubled consonants.

Remind students that the letters ing are a chunk that spells the sounds /ing/.



• Write the consonants on the SyllaBoards™.

traf fic

sub tract

spend ing

pun ish

• Individual students touch each SyllaBoard™, read the syllables, and then sweep a hand under the SyllaBoards™ to blend and read the word.

Check students' boards and provide Positive Error Correction as needed.

Help students notice that these are all Closed Syllables.

All students repeat the steps to read each word together.


All students clear boards.

➐ READ TWO-SYLLABLE NONSENSE WORDS

I DO Read glufmep

Say:

• “We are going to use SyllaBoards™ to read nonsense words with two syllables. Both of the syllables are closed.

• Remember, nonsense words are not real words. They don’t mean anything, but we can read them because the letters and spelling patterns tell us what sounds to say.

• If you know how to read one of the words, don’t say it. We are going to examine each word together before we read it.”

Click to display the word glufmep.

glufmep

Ask:




glufmep

Say:


Sometimes there is more than one correct way to break a word into decodable chunks. It is important to allow students some flexibility regarding the syllabication of a word, as long as they decode the word correctly. For example, the word traffic could be divided into syllables as traf fic or traff ic. Either way is acceptable, as long as students decode each syllable correctly and then blend the syllables correctly to read the whole word.



• This word has two syllables because there are two vowel letters and they are not next to each other.”

Click to display two SyllaBoards™ under the word glufmep.

glufmep


glufmep

u e


glufmep

gluf mep


Point to and read each SyllaBoard™ with a pause in between – gluf mep.

Sweep your hand (left to right) under the syllable, and read the word – glufmep.

WE DO Read mishtox Say:

• “I am going to write a new word on the board. Do not say the word if you know it.

• We will use our questions to help us read the word.”

Click to display the word mishtox.

mishtox

Ask:




mishtox

Say:

• “Because we see two vowel letters and they are apart, it helps us understand that this word has two syllables.

Remember that you can prompt students to hold up their closed fists to remind themselves that Closed Syllables have short vowel sounds. This is optional but recommended for Foundations students and optional for Essentials and Linguistics students.



• I will put down two SyllaBoards™ to help us read this word.”

Click to display two SyllaBoards™ under the word mishtox, and ask students to put two boards on their desks.

mishtox

Click to add one vowel letter to each board, and ask students to do the same.

mishtox

i o

i o

Click to add the consonant letters to the boards so that there is one Closed Syllable on each board, and ask students to do the same.

mishtox

mish tox

mish tox


Point to and read each SyllaBoard™ together with a pause in between – mish tox.

Sweep your hand (left to right) under the syllables, and read the word together – mishtox.

Help students notice that these are both Closed Syllables.

Clear all boards.

YOU DO Read chinplat, kishbrop

Say:

• “Now it’s your turn to read some nonsense words on your own.

• You are going to use SyllaBoards™ to read two-syllable nonsense words.

• Remember that every syllable has a vowel. Every syllable that you look at today has one vowel by itself, not next to another vowel.

• I will write words on the board. Do not read them aloud until you have looked for the vowels, broken them into syllables, and written them on your SyllaBoards™.”

Click to display each of the following words on the board, one at a time:

chinplatkishbrop



Ask for each word:

• “How many vowel letters are in the word?”

• “Are the vowel letters together or apart?”

• “How many syllables are there?”

All students:

• Use SyllaBoards™ to read the words one at a time.

• Show how many syllables are in each word by putting out the correct number of SyllaBoards™.

• Write the vowels on the SyllaBoards™.

i a

i o

• Write the consonants on the SyllaBoards™.

chin plat

kish brop

Individual students touch each SyllaBoard™, read the syllables, and then sweep a hand under the SyllaBoards™ to blend and read each word.

Check students' boards, and provide Positive Error Correction as needed.

Help students notice that these are all Closed Syllables.

All students repeat the steps to read each word together.


All students clear boards.



POSITIVE ERROR CORRECTION FOR READING MULTISYLLABIC WORDS If a student misreads a multisyllabic word, provide Positive Error Correction:

1. Identify which syllables the student read correctly.

2. Prompt student to use Touch & Say to reread the incorrect syllable. Then have the student read the whole word.

3. If necessary, guide student to ask the vowel questions for multisyllabic words. (How many vowel letters are in the word? Are they together or apart? How many syllables are there?)

4. Prompt student to read each syllable separately and blend the syllables to read the whole word.

5. Have student independently reread the word correctly.

6. If a student decodes all the sounds in a word correctly but pronounces the word incorrectly:

- Identify which syllables the student pronounced correctly.

- Prompt student to read the incorrectly pronounced syllable again.

- Always finish with the student reading the whole word independently and correctly.

If student correctly decodes all the sounds in a word except for the schwa:

1. Tell the student he/she correctly decoded the word.

2. Say the correct pronunciation of the word and point out the vowel that is making the schwa sound.

3. Prompt student to repeat the correct pronunciation of the word.

4. Prompt student to read the word correctly.

5. Prompt all students to read the word correctly.

6. Always finish with student independently rereading the word correctly.

Schwa is the un-stressed, lazy vowel sound that sounds like /uh/ or /ih/. It is not fully articulated with the expected long or short vowel sound. Students will learn how to read words with schwa in Unit 6. For more information about the schwa sound, see What You Need to Know in Unit 6, Les-son 3 on page 269.


1

1

7

2

2

8

3

3

9

5

5

11

4

10

6

6

7

8

12

Mark It!

Read It!

4

cabin unplug dentist

mi lkman confl ict radish

catf ish insect magnetic

volcanic f inish bedbug

unplug radish catf ish

confl ict magnetic cabin

bedbug volcanic f inish

dentist mi lkman insect

c a b i n

c o n f l i c t

r a d i s h

u n p l u g

c a t f i s h

f i n i s h

d e n t i s t

i n s e c t

b e d b u g

m i l k m a n

m a g n e t i c

v o l c a n i c

Detective Work unit 4FOUNDATIONS LEVEL


Detective Work unit 4

Mark It!

1

11

2

3

4

5

6

7

8

9

10

11

12

2

2

3

3

4

4

5

5

6

6

7

7

8

8

c a b i n

w h i p l a s h

m e d i c

i n v e n t

e x p r e s s

e p i c

m a g n e t i c

b l e m i s h

e c s t a t i c

d i s c r e d i t

s u s p e c t

p a n i c

embellish gossip mantis

splendid tantrum vanishing

subtropics chipmunk investment

inhabit compact fantastic

insistent axis Wisconsin

Atlantic chitchat expand

infest mascot punish

fabric credit volcanic

Read It! MORE CHALLENGING

Read It! CHALLENGING

cabin invent suspect

discredit epic express

whiplash medic blemish

ecstatic magnetic panic

epic suspect whiplash

medic panic discredit

magnetic blemish cabin

invent ecstatic express

ESSENTIALS LEVEL


l i m i t

wish

laptop

spl it

1 2 3

1 2 3

1 2 3

1 2 3

1

2

3

4

1 2 3

1 2 3

1 2 3

1 2 3

epic

inhabit

tennis

chap

5

6

7

8

1 2 3

1 2 3

1 2 3

1 2 3

fantastic

basketbal l

inject

publ ic

9

10

11

12

CHALLENGING

MORE CHALLENGING

MOST CHALLENGING

How many syllables?

How many syllables?

How many syllables?

Underline the vowels. Count the number of vowels to help you circle the correct number of syllables.

Word Sort unit 4FOUNDATIONS LEVEL


Underline the vowels. Write each separate syllable in the correct column.

Word Sort unit 4

l i m i t

wish

tennis

columnist

1

2

3

4

CHALLENGING

5

6

7

8

MORE CHALLENGING

9

10

11

12

MOST CHALLENGING

athletic

squint

complex

establ ish

subcontract

drastic

splotch

cosmetic

Syllable #1 Syllable #2 Syllable #3

lim it



ESSENTIALS LEVEL


1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

CHALLENGING

CHALLENGING

MORE CHALLENGING

MORE CHALLENGING

catch the insect in the cobweb (6)

take a candid shot of the bobcat (7)

dentist will give a pretty plastic rabbit (7)

to help submit and publish the new script (8)

children had a contest (4)

will splash in my bathtub (5)

had eggnog in our cabin (5)

saw a mantis at the fishpond (6)

Phrases & Sentences to Read unit 4

Justin put the catfish and the plastic wombat in the bathtub. (11)

I think the traffic in Tibet will vanish after sunset, so do not stress. (14)

Will Ingrid zigzag to the annex after the fantastic athletic contest? (11)

Do not have a tantrum if your classic pumpkin from Wisconsin has a crack. (14)

Lilith will bring a tennis racket to Memphis. (8)

You should limit how much you spend on a bobsled. (10)

Did I express that I cannot take a test at an unlit desk? (13)

How did all the catnip get into the cobwebs by the fridge? (12)

FOUNDATIONS LEVEL


Sentences to Read unit 4

The brass polish in the bent tin is now a solid block. (12)

To limit rubbish in the linens, do not munch in bed. (11)

Randolph wants to submit and publish his new script. (9)

I saw a mantis vanish right before me at the fishpond! (11)

Mom was livid about the blemish on her new handbag. (10)

I expect to contact you about that contract before long. (10)

Did the bobcat cross down into the grasslands from the ridge? (11)

Janis and Willis will drink eggnog and eat bonbons in the cabin. (12)

The odd habits of wombats are a splendid topic for a class project. (13)

Pam, who is very athletic, will play tennis for the Dublin Bobcats. (12)

The mom expects that her children will not splash in the bathtub. (12)

Did you see the ostrich stand on the stump and then frolic with the mantis? (15)

The children will establish a contest to see who can finish their pumpkins first. (14)

I was about to take a candid shot of the chipmunk when it ran back up the branch. (18)

My dad will admonish me not to put both nutmeg and pumpkin in the Crock-Pot. (15)

My dentist will give me a pretty plastic rabbit when I tell him that I brush after I eat. (19)

1

2

3

4

5

6

7

8

CHALLENGING

MORE CHALLENGING

1

2

3

4

5

6

7

8

ESSENTIALS LEVEL


HD Word Scope and SequenceUnit Lesson 1 Lesson 2 Lesson 3 & 4 Lesson 5

Book 1

Oral Reading Phonemic Awareness Phonics Concepts Days 1 & 2 Student Practice

1

• Introduction to HD Word

• Importance of reading accurately

• Definition of a Phoneme

• Short Vowel Phonemes

• Segmenting Phonemes

• Reading Single-Syllable Closed Syllable Words

• Reading Single-Syllable Closed Syllable Words with Digraphs

Each unit ends with student practice where students complete four practice activities designed to target the concepts taught in the unit.

The Student Practice activities include:

• Word Sort

• Detective Work

• Phrases to Read (Foundations only)

• Sentences to Read

• Optional extension activity

In the Student Practice activities, students are presented with words that are decodable according to the HD Word Scope & Sequence, as well as words from the Dolch 220 sight word list. It is cumulative and controlled.

Also included in each Lesson 5 is an optional extension activity. These activities help students further practice the concepts taught in that unit.

2

Each unit from 2–33 begins with three one-minute timed oral readings.

Students chart their accuracy percentage and words correct per minute (WCPM). The goal is to reach at least 98% accuracy regularly and then to improve WCPM.

The Oral Reading Fluency lesson at the beginning of each unit lets the teacher and students know if HD Word instruction is transferring to non-controlled reading at a selected grade level.

• Segmenting Phonemes and Identifying Short Vowel Phonemes

• Reading Single-Syllable Closed Syllable Words with 2-Sound Blends and Digraph Blends

3• Short Vowel Phonemes:

Segmenting, Substituting, and Blending

• Reading Single-Syllable Closed Syllable Words with Trigraphs and 3-Sound Blends

4• Short Vowel Phonemes:

Segmenting, Adding, and Substituting

• Reading 2- and 3-Syllable Words with Closed Syllables

5• Short and Long Vowel

Phonemes: Segmenting and Substituting

• Reading Single-Syllable Open Syllable Words

• Reading 2- and 3-Syllable Words with Closed and Open Syllables

6• Identifying Sounds of

Schwa• Schwa in 2-, 3-, and 4-Syllable Words with

Closed and Open Syllables


Phonemes: Segmenting and Blending

• Reading Single-Syllable VCE Words

• Reading 2-, 3-, and 4-Syllable Words with Closed, Open, and VCE Syllables


Phonemes: Segmenting, Substituting, and Deleting

• Reading 2-Syllable Words with VCE Spelling Schwa

• Reading 2-, 3-, and 4-Syllable Words with Closed, Open, and VCE Syllables (with and without Schwa)


Phonemes: Segmenting, Substituting, and Blending

• Most Common Vowel Team Spellings: long a (ai, ay), long e (ee, ea), long i (igh), and long o (ow, oa)


Phonemes: Segmenting, Adding, and Deleting

• Less Common Vowel Team Spellings: long e (ie, ey)

• Cumulative Review of Vowel Team Spellings (Long Vowels)

Book 2

11

The Oral Reading Fluency procedure continues in each Unit from 2–33.

• R-Controlled Phonemes /ar/ and /or/: Segmenting and Blending

• Reading 1 – 3-Syllable Words with /or/ spelled or and /ar/ spelled ar


• Word Sort

• Detective Work




12• R-Controlled Phonemes

/ar/ and /or/: Segmenting and Substituting

• Reading 1 – 3-Syllable Words with /or/ spelled or, our, ore, oor, and oar

• Reading 1 – 3-Syllable Words with /r/ spelled ar, are, air, and ear

13• R-Controlled Phoneme

/er/: Segmenting and Blending

• Reading 1 – 3-Syllable Words with /er/ spelled er, ir, ur, and ear

14

• Cumulative Review of Long, Short, and R-Controlled Vowels: Segmenting, Adding, and Deleting

• Reading 2-, 3-, and 4-Syllable Words with /er/ spelled ar and or

• Cumulative Review of 2–4 Syllable Words with r-controlled vowel phonemes /ar/, /or/, and /er/


HD Word Scope and SequenceUnit Lesson 1 Lesson 2 Lesson 3 & 4 Lesson 5

Oral Reading Phonemic Awareness Phonics Concepts Days 1 & 2 Student Practice

15


• Other Vowel Phoneme /Þ/, as in ooze: Segmenting and Blending

• Reading 1–4-Syllable Words with // spelled oo, u, u-e, and ew


• Word Sort

• Detective Work




16• Other Vowel Phoneme /

oi/, as in oink: Segmenting and Substituting

• Reading 1–4-Syllable Words with /oi/ spelled oi and oy

17• Other Vowel Phoneme

/ou/, as in ouch: Segmenting and Adding

• Reading 1–4-Syllable Words with /ou/ spelled ou and ow

18• Other Vowel Phoneme

/þ/, as in book: Segmenting and Deleting

• Reading 1–4-Syllable Words with // spelled oo and u

19

• Other Vowel Phoneme /aw/, as in awesome: Segmenting and Substituting

• Reading 1–4-Syllable Words with /aw/ spelled au and aw

20

• Cumulative Review of Long, Short, R-Controlled, and Other Vowels: Segmenting and Substituting

• Cumulative Review of 1–4-Syllable Words with Other Vowel Phonemes: //, /oi/, /ou/, // and /aw/

Book 3

21


Beginning in Unit 21, Lesson 2 provides students with additional Oral Reading Fluency practice and incorporates comprehension questions for each passage.

• Reading 1–4-Syllable Words with Chunks: -ang, -ing, -ong, -ung, -ank, -ink, -onk, -unk


• Word Sort

• Detective Work




22 • Reading 2–4-Syllable Words with Consonant -le

23

• Reading 2–4-Syllable Words with Latin Chunks :-tion, -sion, -ture (Foundations, Essentials, & Linguistics)

• Additional Latin Chunks: -cial, -tial (Essentials & Linguistics); -cious, -tious (Linguistics)

24• Reading 1–4-Syllable Words with Hard and

Soft c and g

25• Reading 2–4-Syllable Words with Consonant

Suffixes: -s, -less, -ness, -ment, -ful, -ly

26• Reading 2–4-Syllable Words with Vowel

Suffixes: -es, -ing, -er, -est, -ous, -y, -able, -ible

27

• 1-1-1 Doubling Rule in 2-, 3- and 4-Syllable Words

• 3 Sounds of Suffix -ed in 1-, 2-, 3- and 4-Syllable Words

28• Reading 2–4-Syllable Words with Prefixes:

dis-, con-, un-, im-, in-

29• Reading 2–4-Syllable Words with Prefixes: re-,

pre-, pro-

30• Cumulative Review of Reading 2–4-Syllable

Words with Suffixes and Prefixes

31• Reading 1–4-Syllable Words with Closed

Syllable Exceptions: ost, old, ild, ind, olt

32 • Reading 2–4-Syllable Words with Split Vowels

33 CELEBRATION!


Instructional Comparison

Blast HD Word Boost Blitz

GradesK–3 & Older

Emerging

Readers

2–12 3–8 4–12 & Adults

Primary Usage

Whole Class

Supplemental

Instruction for

K–2

Whole Class

Supplemental

Instruction for

2–5

Intervention for

students with

significant/

severe deficits

Intervention for

students with

moderate/

significant

deficits

SettingsRTI Tier 1, 2 & 3

& ELL, SPED

RTI Tier 1, 2 & 3

& ELL

RTI Tier 3,

Special Ed

RTI Tier 2 & #,

Special Ed

Secondary Usage

Intervention

for Emerging

Readers in 3–6

Intervention for

noncognitively

delayed

students in 6–12

Intervention

for older non-

readers

Intervention

for ELL and

Special Ed

older students

Scope & Sequence

PaceFast Fast Slow/Moderate Moderate/Fast


Materials Necessary for Initial Implementation

FOUNDATIONS For students in Grades 2-5 who have already mastered their basic decoding skills

FOUNDATIONS (HDWF) $1,249

ESSENTIALS (HDWE) $1,249

LINGUISTICS (HDWL) $1,249

ESSENTIALS For students in Grades 5-8 who have deficits with advanced vowels and multisyllabic words

LINGUISTICS For students in Grades 8-12 who have deficits with advanced vowels and multisyllabic words

x20

x10

x20 x20

or or

Choose your level!

x1

Each classroom setup includes one set of

Teacher Guides, one login to HD Word Online,

and ten HD Word Kits. You choose which level of

student workbooks you will be using (depending

on your students’ age and deficit level), and your

setup will include 20 student books at that level.

x1

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