Mentor Guidebook 8_19_15 Read It Guide
User Manual:
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Page Count: 3
Read It:
Word Study Activity #2
PURPOSES!
TO DEVELOP THE STRATEGY TO BLEND AS YOU READ
(SOUND-BASED DECODING)!
TO LEARN LETTER-SOUND KNOWLEDGE!
TO TIGHTLY LINK THE READING AND SPELLING
1. Select a word from the
relevant session in the
Student Book.!
2. Write word on the dry erase board
(or point to word in Student Book).
Do not speak the word or give any
cues about it—the student is going
to learn the strategy of sound-based
decoding (sound-based reading of
unfamiliar words).#
3. “Please try to read this word. I’ll
help you if you need it.”#
4. If the student hesitates or doesn’t
read it with a Blend As You Read
approach, then cover the letter-
sounds in the word, revealing just
the first 2 sounds. #
#
“Put these 2 sounds together.” #
5. “Now hold this sound (tap the 2nd
letter-sound) and add the next
sound (uncover the next sound).” If
it’s longer than just 3 sounds,
encourage the student: #
“Keep putting the sounds together.
Stretch it out.”#
6. Keep revealing one sound at a
time, encouraging the student to put
the sounds together as she reads
the word.#
15
Materials
DRY ERASE MARKER
DRY ERASE BOARD,
PAPER, OR STUDENT
BOOK!
LIST OF WORDS
From Student Book
Read It"
Materials
Procedures
Word Study: Read It
7. “What’s the word?”#
8. “Yes!”
Define or elaborate the word or
ask the student if she knows the
word’s meaning. #
9. “Great. Now you get to write each
sound as you say each sound.”
Support the student to write each
sound as she says each sound.
Most students prefer to write on
the dry erase board but lines are
also available for writing in the
Student Book.#
10. Repeat with 2 - 4 more words.
16
Procedures!
Continued
Word Study: Read It
Each list does not have to be completely covered each session. The list of words is
simply a possibility. In addition, most students prefer to write on the dry erase board
even though the Student Book allows for writing in it.
Example Read It page from Student Book.
