Determine if readers can read complex one-syllable words without sounding them out and confirm if they are ready to advance to Phase 4.
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Activity: Show off What You Know
Standards
• Decode one-syllable words with digraphs, blends, or trigraphs.
• Decode one-syllable words with inflectional endings.
Reader Goals
• I can read short vowel words with blends, digraphs, or trigraphs.
• I can read short vowel words with inflectional endings.
Target Words
• Closed syllables with blends/digraphs/trigraphs: blab, trend, flint, chunk, plods, spent, brisk, clash, swift, stung, snatch, glitch, flashes, cramp, slumps, crest, drift, plump, crush
• Closed syllables with inflectional endings: plods, waxes, flashes, slumps
Helpful Hints
Guide
- Say
Let’s take a quick quiz to make sure you can decode short vowel words.
I am going to show you some words on the screen. Then you are going to read them to me.
If you are not sure what it says, then sound it out.
Let’s get started. - Push next to continue
Teacher Analysis Tip
- As your reader reads the words, Observe:
- if the reader recognizes the word by sight (automatically) or sounds out (decodes) the word to read it,
- if there are errors in blending the sounds back to a word after sounding it out.
- Analyze the errors to determine which phonics skills need more practice (e.g., a specific blend).
Guide
- Point to the word and Say
Read this word.
(blab) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(trend) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(flint) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(chunk) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(plods) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(waxes) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(spent) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(brisk) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(clash) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(swift) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(stung) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(snatch) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(glitch) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(flashes) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(cramp) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(slumps) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(crest) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(drift) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(plump) - Push next to show the next word
Guide
- Point to the word and Say
Read this word.
(crush) - Push next to see teacher analysis prompts
Guide
Teacher Analysis Prompts
- Was the reader able to read closed syllable words without sounding it out?
Yes: Good, this reader doesn’t need extra practice.
No: This reader needs more practice decoding and reading closed syllables in and out of the text. Revisit the ‘Words Are Made of Sounds’ and ‘What’s My Word?’ activities. Help the reader use these decoding strategies in reading unfamiliar closed syllable words. Also, Revisit the ‘Read on My Own activities have the reader reread the text. - Was the reader able to read closed syllable words with inflectional endings?
Yes: Good, this reader doesn’t need extra practice.
No: This reader needs more practice decoding and reading closed syllables with inflectional endings. Revisit the ‘My Word Sums’ activities. Help the reader learn about the sound and meaning of the inflectional endings.
