Set 3, Book 7

Lesson One

• Review sight words: A, a, to, so, O.K., pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, toes, Ahh, Ohh, my, are, what
• Introduce new sight words: want, have
• Review appropriate sections in the binder.
• Read: Set 3, Book 7 ("Funny Bunny") 1-6

I don't know about you, but I still get nervous when I start introducing more than one sight word per book. Especially with this particular child, I find myself wondering, "Can she do it? Will she remember next time?" I want so badly for my students to succeed. But lately, she has been flying, remembering the new words decently by the second time, and quite well by the third and fourth. What a delight to help a fledgling reader!

The nice thing about the last few books in Set 3 is that we won't be adding any new rules. So we add sight words here and there, while daily practicing the rules we've learned and applying them to lots of new words. This is a great chance to build reading muscles before moving on to...Set 4!

Lesson Two

• Review sight words: A, a, to, so, O.K., for, or, pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, toes, Ahh, Ohh, my, are, what, want, have
• Review appropriate sections in the binder.
• Read: Set 3, Book 7 ("Funny Bunny") pp. 7-ff

Lesson Three

• Review sight words: A, a, to, so, O.K., for, or, pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, toes, Ahh, Ohh, my, are, what, want, have
• Review appropriate sections in the binder.
• Read: Set 3, Book7 ("Funny Bunny") 1-6

Lesson Four

• Review sight words: A, a, to, so, O.K., pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, toes, Ahh, Ohh, my, are, what, want, have
• Review appropriate sections in the binder.
• Read: Set 3, Book 7 ("Funny Bunny") 7-ff

Set 1, Book 9

Lesson One

• Sounds to review: short-a, b, c, d, f, hard-g, short-i, j, m, n, short-o, p, r, soft-s, hard-s, t, u, w
• Introduce or review numbers 1-10
• Review sight words: O.K., the, The, a, A, to, for
• Read: Set 1, Book 9 ("10 Cut-Ups") pp. 1-4

Click here for tips on teaching Book 9.

Lesson Two

• Sounds to review: short-a, b, c, d, f, hard-g, short-i, j, m, n, short-o, p, r, soft-s, hard-s, t, u, w
• Review sight words: O.K., the, The, a, A, to, for
• Read: Set 1, Book 9 ("10 Cut-Ups") pp. 5-ff

Lesson Three

• Sounds to review: short-a, b, c, d, f, hard-g,short-i, j, m, n, short-o, p, r, soft-s, hard-s, t, u, w
• Word building: skipped because we needed a short lesson that particular day
• Review sight words: O.K., the, The, a, A, to, for
• Read: Set 1, Book 9 ("10 Cut-Ups") pp. 1-ff

I'm pretty sure all of my students have read all of Book 9 at once on their second time through. I think this is because, as long as they are not struggling with the numbers, there aren't any other new concepts in the book. It's a good practice book.

Set 3, Book 6

Lesson One

• Review sight words: A, a, to, so, O.K., pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, toes, Ahh, Ohh
• Introduce new sight words: my, are
• Review appropriate sections in the binder.
• Read: Set 3, Book 6 ("Kittens") 7-ff

Once again, I added a new word to an old chart. This time, I added "her" to the -er chart. The word "are" doesn't quite follow a rule, but I find children pick it up faster if I explain that it is like an ar blend word. Eventually, I need to start a chart for y says I as in fly, my, etcetera. One more word, and I will.

Lesson Two

• Review sight words: A, a, to, so, O.K., for, or, pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, toes, Ahh, Ohh, my, are, what
• Review appropriate sections in the binder.
• Read: Set 3, Book 6 ("Kittens") pp. 1-6

Lesson Three

• Review sight words: A, a, to, so, O.K., for, or, pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, toes, Ahh, Ohh, my, are, what
• Review appropriate sections in the binder.
• Read: Set 3, Book6 ("Kittens") 7-ff

Set 3, Book 5

Lesson One

• Review sight words: A, a, to, so, O.K., pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes
• Update blend charts: add fish to the sh chart, and summer to the -er chart
• Introduce new sight words: toes, Ahh, Ohh
• Review appropriate sections in the binder.
• Read: Set 3, Book 5 ("Summer") 1-ff

It isn't very often that I have you return and add new words to an old chart, but I think that this helps sometimes. We are reaching the point where our students know a lot of rules, and just need help learning when to apply old rules they know to new words they are learning.

Lesson Two

• Review sight words: A, a, to, so, O.K., for, or, pink, into, was, car, do, saw, Do, out, fly, bird, of, put, bye, go, Go, no, zero, who, come, some, hello, awk, goes, toes, Ahh, Ohh
• Review appropriate sections in the binder.
• Read: Set 3, Book 5 ("Summer") pp. 1-ff