Step 1 At the end of this step students should know: - all short vowel sounds, definition of a vowel - many

consonant sounds, definition of a consonant - the definition of a digraph, sounds of some digraphs - ll, ss, ff spelling rule - how to blend 3 sounds into a real or nonsense word - how to segment sounds into real or nonsense words - how to add s to a 3 sound word and that s can say /z/ Lesson 1.1 What To Teach: Present the sound cards and ask the student to name the following letters: (b, f, h, j, k, c, m, p, t, a, i,) 1.1--- f, l, m, n, r, s (initial) d, g, p, t (final) a, i, o (Blending of 2 and 3 sounds) 1.1 word cards: (red cards): rod, rot, not, fit, fog, rig, rid, sip, lit, sit, lap, log, fat, sap, mad, rag, sat, mat, log, it, lot, lip, rip, Nat, lag, at, nag, lad, nap, sit Closed Syllable-- (steps 1-3) - ends in a consonant and only has one vowel - the vowel in a closed syllable is short - e.g. Real words: up, hat, ship, last, pick Nonsense words: strup, hep, plish, et * Be sure the student can write the following letters from memory. If a student can't do it, directly teach them. - The student must learn keywords and sounds for the above letters. Tell students that a, and i are vowels. The other letters are consonants. A vowel makes an unobstructed sound. It can be continually ' drawn out' without lips or tongue getting in the way. Demonstrate this. Explain that letters are blended to form words. Use cards on table to demonstrate, making real words. For example: b at Teach sound tapping for reading: Sounds separately, the blend together. Use only the letters and sounds taught to form words with 3 sounds. Tap thumb to finger over each sound card while saying the sound. Use index finger to thumb for /b/, middle finger to thumb for /a/, and ring finger to thumb for /t/. Count the number of

sounds (3). Then blend the sounds and name the word. Have the student do this. Teach sound tapping for spelling: For spelling, use the sound cards to teach sound tapping for segmentation skills. bat With the sound cards from a 1.1 word appropriate for dictation: Tap thumb to finger above each card as the sound is said. Count the number of taps (3) Re-explain that there are 3 separate sounds in the word bat. Take away the sound cards. Say the word bat, and tap out the three separate sounds without the cards. Tell the student to try to picture the three cards in their mind, even though they are no longer on the table. Say /b/, /a/, /t/, and tap thumb to finger for each sound. Repeat this procedure with other appropriate spelling words. Then orally say 1.1 word without first displaying the corresponding cards on the table. 'Tap out' sounds and have students repeat. Then find the corresponding cards and place them on the table. Next, orally say a 1.1 word and have the student try 'tapping out' the sounds without the cards displayed or you modeling it first. Find the corresponding cards and place on table. When the student can do this consistently, give them a 1.1 word orally. Have them 'tap out' sounds and then name the corresponding letters. After oral practice, the student is ready to follow spelling procedure. Follow the basic lesson plan format described in Getting Started. Continue lessons until student masters the sounds, blending them into words, and the segmentation of the sounds for spelling. Notebook Entry: - Add the following letters and key words into the students notebook: Short Vowels: (a, i) pg. 5 rules book (use current sound maps) Consonants: (b, f, j, k, c, m, p, t) pg. 2 rules book (use current sound maps) Helpful Hints/ Activities - Have the students make a simp,e picture symbol beside each keyword. - it is useful to make a tape recording to go along with the students notebooks. Tape the name of the letter, the keyword and the sound. a- apple /a/ Pause between each letter/keyword/sound combination so that the student can repeat it when listening to the tape.

- Spread out sound cards on the table. SY "What says /m/?" have student point to the letter, name it and repeat the sound. -Spread out sound cards. Name one sound at a time to form a word. /m/student selects m. /a/ student selects a, /t/ student selects t. Place together and blend into the word mat. When student learns to segment sounds, spread out sound cards and give them a 1.1 word orally, without naming individual sounds separately. Have them segment sounds and find the cards to form the word. Essentials: Do not rush this. Is a student needs to start at this point, it may take sometime to understand blending and segmenting sounds. Model the blending and segmenting and use the cards to teach these concepts. 1.2 What To Teach Introduce new letters and sounds gradually. Always be sure the student can name the presented letter and write it from memory before tea Jong the keyword and sound. Follow teaching sounds format Introduce letters and sounds in the following sequence: -g, o, r, l ( o is a vowel) -n, u, th, ch ( u is a vowel, explain that th & ch are digraphs. Digraphs are 2 consonants that "stick together" to form one sound.) -e, s, sh, d (e is a vowel, sh is a digraph) -w, wh, y, v, z (wh is a digraph) -qu, x (Describe q as a 'chicken letter'. It refuses to go anywhere without its friend u. It never goes in a word alone. U in this situation, makes no vowel sound. Also, the keyword for x contains the sound at the end, rather than at the beginning of the word. This is the only keyword with the sound at the end.) Follow Basic Lesson Plan Format. Be sure only appropriate word lists, sentences and stories are used as each group of sounds is added. Notebook Entry: - Add new letters and sounds as they are taught: Short Vowels: o, e, u -pg. 5 rules book. Consonants: g, r, l, n, s, d, w, y, v, z, qu, x- pg. 2 rules book Digraphs: th, ch, sh, wh - pg. 3 rules book Helpful Hints

See 1.1 helpful hint activities The students may have difficulty with similar sounds (e.g. p, b). Make word lists to practice. pub, pat, bat, lip, lap, lab Essentials: It is essential that the students gain an understanding that reading and spelling are achieved with sounds. Do not allow guessing! If a student reads pat when it is pad, discuss sound difference and tap out sounds with fingers. You can also find sound cards and show the difference.

1.3 What To Teach sounds for short vowels sound tapping process for blending and segmenting sounds how to read and spell words and nonsense syllables with three sounds Materials needed: Sounds cards: a, e, i, o, u (orange) and b, c, d, f, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z, sh, ch, th, wh, and ck (ivory) Word cards step 1.1, 1.2, and 1.3 Step 1 student reader and workbook If starting at 1.3 start notebook vowel page, consonant page, and digraph page. Vowels ( a, e, i, o, u) these are vowels; the sounds are unobstructed. Say vowel keyword sound or vowel sound---a apple /a/ or a /a/ Consonants ( b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z) Chicken letter: "q" is a 'chicken letter' it refuses to go anywhere without its friend u. It is never in a word alone. qu makes sound /kw/ Be sure to clip sounds. Digraphs: th, ch, sh, wh, ck.....the consonants 'stick together' and form one sound even though they are on one card.

Teach sound tapping for reading. Letters are blended to form words. Form 1.3 words with sound cards. (use student reader to select words) Words with three sounds mat Say sounds separately /m/ /a/ /t/ Tap index finger to thumb for m thumb to middle finger for a and thumb to ring finger for t. Spread out cards have students find and read---find any card that begins with a digraph----find any card that has the /e/ sound. Arrange cards so digraphs are together and others are in alphabetical order. Later can do in quadrants: a-f, g-l, m-s, and t-z. The f, l, s, and z ends rows. This will help in us step 1.4 when bonus letters are introduced. Use "what says" page in dictation book Teach sound tapping for spelling. Ex: form word b a t Tap over letters. Three sounds in this word. Do with card then take card away and say the word bat and tap out three separate sounds without cards. Tell student to try to picture the letters in their mind. Say sounds and tap. Now re- tap but say letter name rather than sound. Do with digraphs also sh o p has three sounds also. Avoid ck at first. When ready make word duck with sound cards. Ask what makes /k/. ( c, k, ck) have students find c and k card. Cover ck with c and k, then go back to ck. d u c----d u k----d u ck * as you do explain that at the end of the word, after the short vowel, the ck should be used. Practice with additional ck words.... Helpful hints/ activities Use cardboard to make a tachistoscope. Make strips of words to target "trouble spots" such as b and p. you can also make a wheel to practice trouble spots. If the student knows real words by sight, spend time to master the sounds by using nonsense wordlists. When forcing words real and nonsense avoid using r, h, w, y, and wh at the end. Make short vowel words only. Notebook entry at this subset is a vowel , consonant, and digraph page.

1.4 What to teach ---ll, ss, ff spelling rule ---a sound when followed by ll ( all ) Materials needed: -green sound card all -1.4 word cards For the first lesson in 1.4 no new sound is added to the quick drill. In subsequent lessons, include the all green card in the quick drill. Have students read mis with words on the table. Tell students that this has three sounds but it needs another s. Add the other s card to make the word miss. Even though there are two s's there is only one sound. Tap out miss only three taps. This happens when s is follows a short vowel to the end of the word. Demonstrate with other words lass, kiss, fuss, etc....Repeat the same with double ll and double ff words (bill, tell, buff, huff, etc) Teach all immediately or wait wait depending on students ability. Tell the students the all changes the a sound to /o/ teach the sound using the all card add this crd to the students known sound pack. Make the all words with cards on the table b all.

Green. Arcs in the Wilson program are "welded" sounds. Younger students can call them "glued" sounds. The all sound is not one sound but two sounds /o/ and /l/. The se nod /l/ is silent. Any sounds on green cards get "welded" together. To tap out ball. Tap thumb to index finger for /b/ and two fingers together for / ol/. If a student is unable to do this have them use one finger for /ol/. Notebook entry: The student should enter the first spelling rule into notebook in spelling section. Read the rule to the student. Explain it again and have the student write examples of it. " what say's" of the dictation book. Spread out word cards including /all/ dictate what says /ol/? And other sounds..include the extra l, f, and s cards. Dictate the word fill. Have students repeat the word and tap it out. Three taps three sounds students should find the corresponding letters f i l a d add the other card for the bonus letter. Lastly, the student should spell the word. Practice 1.4 and 1.3 cards using bonus letters as needed. After the all sound is taught. Dictate all words. Student taps the word and finds the cards. The green all card should be used for the /ol/ sound. Helpful hints/ activities Ell the students that l, f, and s are bonus letters. After a short vowel they get a bonus. Make a sheet of of words such as the partial list below. Tell students to add bonus letter when needed. bel pat muf lad tax fus tin mil bell muff fuss mill To reinforce this have students star bonus letters in a word list. Notes: If a word has one l the vowel is short as expected (pal, gal, Sal, Cal) There are few words that get the bonus letter. (bus, yes) Words with /z/ sound of s are never doubled. These are taught as sight words ( has, is)etc. Some words in z also double after a short vowel. ( fuzz, buzz, jazz ) "Tapping" always represents the sounds in a given word. all tap with two fingers welded since its two sounds not three. When asking how many sounds in a word /ol/ should nor be asked as its confusing. Weave with questions " what are the bonus letters?" " is there a bonus letter in that word or sentence? " "Put a star above any bonus letter."

1.5 What to teach -an and am "welded sounds " Materials. Needed: - am and an green cards -1.5 word cards Have the students make the / m/ sound. Then have them make it blocking their nose. The sound cannot be made with blocking the nose. Do the same with /n/. m and n are called nasal sounds because the sound comes out of the nose. Due to this quality, m and n sometimes distort a vowel sound, especially a. Produce am and an green cards. Explain that these are "welded sounds". The m and n change the short a sound from a pure short sound to a nasal sound. The a is still considered short. p an pan. Notebook entry Sound section----Add am and an beside the short a on the vowel page. Use b and a sound cards. Add a consonant at the end to make words, including bat, back, and bad. Now put m at the end.replace a and m with green am card. Tap /b/ / am/ bam two taps and two sounds. Do pat, pad,

and pal. Now make pan p a n replace the a and n with the green an card. Make am and an cards. Dictate am and an cards. Notes: an and am tap with two fingers welded together since its two sounds man m an has three sounds. Weave with questions: "where is the nasal a sound?" Box welded sounds p an

1.6 What to teach - concept of base word and suffix -/z/ sound of s How to read and spell 3- sound word cards with s, added Materials 1.6 word cards No new sound added to notebook Make word shop Have students read it Add an s explain /z/ sounds like a /z/ sometimes when added to words as a suffix. Only the base word is tapped out- the suffix isn't tapped. Only tap base word only if having difficulty decoding. Notebook entry: ----The sound of /z/ for s, as in bugs is entered in the sound section.

----spelling section....the definition of a base word and suffix, is added to the students notebook, include "what says /z/ now both s and z should be the response. Notes: In some words the sound of the final consonant may "get lost"when the suffix is added.