Introduction & Articulation
I do, we do, you do : Demonstrate how to say the lesson’s target sound (I do), ask the student to practice saying the sound with you (We Do), then ask the student to say the sound independently (You Do).
Letter Formation (Letters Level Only)
I do, we do, you do : Demonstrate how to write lesson’s target sound (I do), ask the student to practice writing the sound with you (We Do), then ask the student to write the sound independently (You Do).
Picture Card
Stretch the sounds: If the student is struggling to find the lesson’s target sound within the words on the Picture Card, stretch the sounds within each word while tracing your finger below the word on the Picture Card, emphasizing the lesson’s target sound.
Visual Cue: If the student is struggling to find the lesson’s target sound, use the large letters at the top of the Picture Card to review how the sound is represented.
Sound Review
I do, we do, you do: If the student is struggling to recall a previous sound, demonstrate how to say the sound (I do), ask the student to say the sound with you (we do), then ask the student to say the sound independently (you do).
Sound Boxes
I do, we do, you do: Show the student how to correctly tap and blend (put together) the sounds. Then, ask the student to tap and speak along with you, repeating the tapping and blending together for the same word. Then, ask the student to do the word all by themselves. You can repeat this 2-3x with the same word. Be sure to stop if you sense any signs of frustration from the student.
Scaffold: Write the letter or letters that represent the sound that the student is working on to help remind them where that sound goes. Let them tap or write the rest of the sounds, using the pre-filled box. After successfully tapping or writing the word, try again without the pre-filled box.
Chunking: Instead of asking the student to blend the entire word, ask the student to blend two sounds at a time. For example, instead of asking the student to blend s, t, i, ck, you can prompt the student to blend s, t,: st, st, i: sti, sti, ck: stick.
Read the Passage
Pre-Read: Read the passage all the way through before asking the student to read the passage.
What training do I need to be able to do this?
None. These materials are designed to be used without a literacy/education background or training session. There are resources on this site to support you in using the materials. Additionally, in the physical materials there are QR codes embedded throughout. Each QR code, when scanned, will take you to a short video explaining the relevant portion of the lesson.
Where can I find the materials?
Materials are available on site where you will be tutoring.
Which lesson do I give?
Please reference the student’s Progress Tracker to determine which lesson was completed last. You can use this flowchart to help you determine where to begin. The flowchart is also available at the front of your binder.
What students can use these materials?
These lessons support the development of Kindergarten foundational literacy skills. Specifically letter-sound correspondence, blending, decoding, encoding, and high frequency word acquisition. They are suitable for 5 and 6 year old students who need to develop these skills. It does NOT cover fluency or comprehension.
Do I have to give the lessons in order?
Yes. The sounds are introduced in a specific order that allows the student to quickly build a bank of decodable words. Each lesson builds on the lessons before. If you skip a lesson, the student will struggle to read and write the words included.
How long does each lesson take?
20 minutes. However, it may take some time for both tutor and student to be efficient in the lesson.
How do I pronounce the sounds?
Generally speaking, the sounds are pronounced the same way that you would pronounce them in everyday languge. If you are concerned about proper pronunciation, scan the QR code at the top of Part 1 of the lesson. There you will find a pronunciation video.
What if the student isn’t blending the sounds correctly?