Unit 27 - Voyager Learning

EXTRA PRACTICE 1 SOUNDSHave students say each sound. WORD DICTATIONHave students count the sounds in each word with their fingers,identify and write each sound, and then read the word. Use thewords in sentences as needed.best, him, fun, herThe first word is “best.” We’re going to count the sounds in “best.”Tell me the first sound. Hold up one finger. (/b/)Repeat with /ĕĕĕ/, /sss/, and /t/.How many sounds are in “best”? (Four)Tell me the first sound. (/b/) Write it.Repeat with /ĕĕĕ/, /sss/, and /t/.Do Smooth Blending. (/bĕĕĕssst/) Read the word. (best)Repeat with “him,” “fun,” and “her.”CautionYour children may not needExtra Practice. If in doubt,assess students and includeExtra Practice only if needed.DICTATION• Demonstrate and guidepractice as needed.• Have students check andcorrect. SENTENCE COMPLETIONTom is in the stands.• Dictate and have students write the first word “Tom.” Remind students to begin the firstword of the sentence with a capital letter.• Have students read and then trace the dotted words to complete the sentence.• Have students read the sentence. ACCURACY AND FLUENCY BUILDINGRepeat practice on each column, building accuracy first and then fluency. TRICKY WORDSRepeat practice, mixing group and individual turns, independent of your voice. DAILY STORY READING1. First ReadingHave students choral read Fluency Passage 1.2. Second Reading• Provide individual turns on sentences. Quietly keep track of errors.• After reading, practice any difficult words.563. Repeated Readingsa. Timed Readings• Have individual studentsread the passage while otherstudents track the text withtheir fingers and whisper read.Time individuals for 30 seconds andencourage each student to work forhis/her personal best.• For each student, determine wordscorrect per minute. Record students’scores.b. Partner Reading—Checkout OpportunityWhile students are partnerreading, listen to individualsread the passage.