Set 1, Book 3

Lesson One

• Review sounds: short-a, c, d, m, n, short-o, soft-s, t
• Introduce new sound: h
• Introduce new sight word: the, a, A
• Review sight word: O.K.
• Build words: hat
• Read: Set 1, Book 3 ("Dot") pp. 1-3

Here is a tip on teaching the sight word the.

Also, please note that I tend to teach the children a and A separately. This is because most children who learn a (as in I saw a dog), will not recognize it as being the same as A (as in A dog crossed the road). It is good, though, to point out that they are really the same letter, so that the children start making the connection that words can be spelled the same, regardless of any capitalization.

Lesson Two

• Review sounds: short-a, c, d, m, n, short-o, soft-s, hard-s, t
• Introduce new sound: hard-g
• Review sight words: O.K., the, a, A
• Build new words: God, gas
• Read: Set 1, Book 3 ("Dot") p. 4

Lesson Three

• Review sounds: short-a, c, d, hard-g, m, n, short-o, soft-s, hard-s, t
• Introduce new sound: r
• Review sight words: O.K., the, a, A
• Build new words: ram, rat
• Read: Set 1, Book 3 ("Dot") p. 5

Lesson Four

• Review sounds: short-a, c, d, m, n, short-o, soft-s, t
• Review sight word: O.K., the, a, A
• Build new words: hag, tag
• Read: Set 1, Book 3 ("Dot") pp. 6-ff

Lesson Five

• Review sounds: short-a, c, d, hard-g, m, n, short-o, r, soft-s, hard-s, t
• Word building: practice some of the words built on previous days
• Review sight words: O.K., the, a, A
• Read: Set 1, Book 3 ("Dot") p. 1-3

Lesson Six

• Review sounds: short-a, c, d, hard-g, m, n, short-o, r, soft-s, hard-s, t
• Word building: again practice some of the words built on previous days
• Review sight words: O.K., the, a, A
• Read: Set 1, Book 3 ("Dot") p. 4-5

Lesson Seven

• Review sounds: short-a, c, d, hard-g, m, n, short-o, r, soft-s, hard-s, t
• Review sight word: O.K., the, a, A
• Build new words: cat, rat, hat, mat, sat
• Read: Set 1, Book 3 ("Dot") pp. 6-ff

I like to write out at five times in black, and then use my colored pen to add different letters to the front. This helps illustrate the logic of the words--that at always says at, and that different letters added to the front of the word change the word.

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