This book is not intended to be a decodable text. Help readers see the partial decodability of the words they cannot read with their phonics knowledge and the picture support. Have them recognize the r-blend spelling part of words.
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Book: Let’s Read!
Standards
Sound out words with an r-blend in context.
Reader Goals
I can read words with r-blends.
Target Words
• Decodable words: going, on, trip, by, crab, frog, sit, dragonfly, grass, old, brick, with, cracks, his, bridge
• Partially decodable words: train, finds, brown, eats, bread, broccoli, soup, sees, crocodile, wants, eat, grapes, blade, wall, meets, friends
Helpful Hints
Guide
- Read the title together
Nestor and His R-Blend Words
Guide
- Point and Name each picture. Have readers repeat each word after you Say it.
bread and broccoli
crack / brick
frog and crocodile
train
bridge
crab
grapes
dragonfly - Next, have readers name each picture as you Point to it. Help readers if they forgot the word.
Guide
- Say
Let’s read the part of the sentence we know together: Nestor is going on a ______. - Ask
Who do you see in the picture?
(Nestor) - Ask
What is Nestor pointing to?
(a train)
Which word says train?
(the last word) - Ask
What blend of sounds do you hear at the beginning of the word train?
(/ch/-/r/)
Even though we hear the sounds /ch/-/r/, we spell the blend with the letters tr. - Ask
Why do you think Nestor is next to the train? What is his plan?
(Maybe he is going on a trip.) - Point to the word trip and Say
Let’s sound out this word to find out. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word.
When I point to the letter and say sound, you say the sound. When I say blend, you blend together the sounds you already said. - Point to the letter t and Say
Sound.
(/ch/)
I see the tr blend and it is pronounced /chr/. So the letter t makes the sound /ch/. - Point to the letter r and Say
Sound.
(/r/) - Point to the letter i and Say
Sound.
(/ĭ/) - Point to the letters t, r, and i and Say
Blend.
(/chrĭ/)
I hear the /ch/ and /r/ sounds at the beginning when we blend them together. - Point to the letter p and Say
Sound.
(/p/) - Say
Now blend all sounds together.
(/chrĭp/)
So the word says trip. - Ask
What blend of sounds does the word trip begin with?
(/ch/-/r/)
Even though we hear the sounds /ch/-/r/, we spell the blend with the letters tr. - Say
Point to and read each word with me.
(Nestor is going on a trip by train.)
Point to and read each word by yourself.
(Nestor is going on a trip by train.)
Guide
- Ask
What is Nestor pointing to?
(a crab) - Point to the word crab and Say
Let’s sound out this word to confirm if it says crab. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter c and Say
Sound the hard sound of c.
(/k/) - Point to the letter r and Say
Sound.
(/r/) - Point to the letter a and Say
Sound.
(/ă/) - Point to the letters c, r, and a and Say
Blend.
(/kră/) - Point to the letter b and Say
Sound.
(/b/) - Say
Now blend all sounds together.
(/krăb/)
So the word says crab. - Ask
What blend of sounds do you hear at the beginning of the word crab?
(/k/-/r/)
How do we spell the blend sounds?
(letters CR) - Ask
Which word tells a color?
(brown) - Ask
What blend of sounds do you hear at the beginning of the word brown?
(/b/-/r/)
How do we spell the blend sounds?
(letters BR) - Say
Point to and read each word with me.
(Nestor finds a brown crab.)
Point to and read each word by yourself.
(Nestor finds a brown crab.) - Ask inferential questions
Where is Nestor?
(by the sea, by the ocean, at the beach.)
What is your evidence?
(Answers may vary.) - Point to the picture and Describe the setting: Use the words below
blue sea/ocean water, waves splashing, sand
Guide
- Ask
What food do you see in the pot?
(broccoli, bread, soup) - Say and Clap out with readers
Let’s clap the syllables in the word broccoli: broc•co•li (3 claps). - Ask
What blend of sounds do you hear at the beginning of the word broccoli?
(/b/-/r/) - Say
Point to the two words that begin with the blend br that sounds /b/-/r/.
(pointing to the words bread and broccoli) - Ask
Which one do you think says broccoli?
(pointing to the word broccoli) - Ask
What does the other word say?
(bread) - Ask
Who is stirring the soup?
(Nestor) - Ask
How do you know?
(It says Nestor, and I recognize the band on his wrist.) - Say
Point to and read each word with me.
(Nestor eats bread and broccoli soup.)
Point to and read each word by yourself.
(Nestor eats bread and broccoli soup.)
Guide
- Ask
What is going on in this picture?
(A frog is sitting on a baby crocodile and the crocodile’s mouth is wide open.) - Say and Clap out with readers
Let’s clap the syllables in the word crocodile: croc•o•dile (3 claps). - Say
Point to the word that says crocodile.
(pointing to the last word)
Yes, it starts with the cr blend. - Ask
Do you see a word that says frog?
(pointing to the word frog) - Point to the word frog and Say
Let’s sound it out to read the text. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter f and Say
Sound.
(/f/) - Point to the letter r and Say
Sound.
(/r/) - Point to the letter o and Say
Sound.
(/ŏ/) - Point to the letters f, r, and o and Say
Blend.
(/frŏ/) - Point to the letter g and Say
Sound the hard sound of g.
(/g/) - Say
Now blend all sounds together.
(/frŏg/)
So the word says frog. - Ask
What blend of sounds do you hear at the beginning of the word frog?
(/f/-/r/)
How do we spell the blend?
(letters FR) - Say
Point to and read each word with me.
(Nestor sees a frog sit on a crocodile.)
Point to and read each word by yourself.
(Nestor sees a frog sit on a crocodile.) - Ask inferential questions
How do you think Nestor feels about that?
(shocked, surprised, amazed)
What do you think might happen next?
(Answers may vary.)
Guide
- Ask
What is Nestor doing now?
(Looking at the juicy grapes. Getting ready to pick the grapes.) - Ask
What do you think Nestor wants to do?
(pick or eat the grapes) - Say
Point to the word that says eat.
(pointing to the word eat) - Say
Point to the word that begins with the gr blend.
(pointing to the word grapes) - Say
Point to and read each word with me.
(Nestor wants to eat the grapes.)
Point to and read each word by yourself.
(Nestor wants to eat the grapes.)
Guide
- Ask
Do you know what kind of insect is on the blade of grass?
(dragonfly) - Point to the word dragonfly and Say
The word dragonfly starts with the letters dr, but it sounds like the sounds /j/-/r/. - Point to the words a blade of glass and Say
That dragonfly must be so light because it can stand on just one blade of grass. - Ask
Can you find the word blade that begins with the bl blend?
(pointing to the word blade) - Point to the word grass and Say
Let’s sound out this word to confirm if it says grass. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter g and Say
Sound the hard sound of g.
(/g/) - Point to the letter r and Say
Sound.
(/r/) - Point to the letter a and Say
Sound.
(/ă/) - Point to the letters g, r, and a and Say
Blend.
(/gră/) - Point to the letters ss and Say
Sound.
(/s/)
The letters ss make one sound, /s/, so they are in one sound box. It’s a digraph because two letters represent one sound. - Say
Now blend all sounds together.
(/grăs/)
So the word says grass. - Ask
What blend of sounds do you hear at the beginning of the word grass?
(/g/-/r/)
How do we spell the blend sound?
(letters GR) - Say
Point to and read each word with me.
(Nestor finds a dragonfly on a blade of grass.)
Point to and read each word by yourself.
(Nestor finds a dragonfly on a blade of grass.)
Guide
- Ask
What is Nestor looking at now?
(an old brick wall) - Say
Let’s read how it describes the wall: Nestor sees an old brick wall with cracks. - Ask
Which words have an r-blend?
(brick and cracks) - Say
With that information, let’s sound out these r-blend words together using sound boxes. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter b and Say
Sound.
(/b/) - Point to the letter r and Say
Sound.
(/r/) - Point to the letter i and Say
Sound.
(/ĭ/) - Point to the letters b, r, and i and Say
Blend.
(/brĭ/) - Point to the letters ck and Say
Sound.
(/k/)
The letters ck make one sound, /k/, so they are in one sound box. It’s a digraph because two letters represent one sound. - Say
Now blend all sounds together.
(/brĭk/)
So the word says brick. - Ask
What blend of sounds do you hear at the beginning of the word brick?
(/b/-/r/)
How do we spell the blend?
(letters BR) - Say
Now let’s read the next word. If you can read the word ball, you can read the last word in the sentence, too: Say wall.
(wall)
So it’s an old brick wall. - Push next to continue: Say
Let’s sound out the other r-blend word together.
Guide
- Say
I see the word has five boxes, because it has five sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter c and Say
Sound the hard sound of c.
(/k/) - Point to the letter r and Say
Sound.
(/r/) - Point to the letter a and Say
Sound.
(/ă/) - Point to the letters c, r, and a and Say
Blend.
(/kră/) - Point to the letters ck and Say
Sound.
(/k/)
The letters ck make one sound, /k/, so they are in one sound box. It’s a digraph because two letters represent one sound. - Point to the letters c, r, a, and ck and Say
Blend.
(/krăk/) - Point to the letter s and Say
Sound.
(/s/) - Say
Now blend all sounds together.
(/krăks/)
So the word says cracks. - Ask
What blend of sounds do you hear at the beginning of the word cracks?
(/k/-/r/)
How do we spell the blend sound?
(letters CR) - Say
Point to and read each word with me.
(Nestor sees an old brick wall with cracks.)
Point to and read each word by yourself.
(Nestor sees an old brick wall with cracks.)
Guide
- Ask
Where is Nestor now?
(on a bridge) - Ask
Who is Nestor with?
(his friends: Deepa, Datiz, Sarita, Tim, and Rasheed) - Ask
Where are they?
(on a bridge) - Point to the word bridge and Say
Let’s sound out this word to confirm if it says bridge. - Push next to continue
Guide
- Say
I see the word has four boxes, because it has four sounds. Let’s sound out each letter and blend them together to say the word. - Point to the letter b and Say
Sound.
(/b/) - Point to the letter r and Say
Sound.
(/r/) - Point to the letter i and Say
Sound.
(/ĭ/) - Point to the letters b, r, and i and Say
Blend.
(/brĭ/) - Point to the letters dge and Say
I see letters d, g, and e together in one box. It means they make one sound together. We call it a trigraph when three letters represent one sound. The trigraph dge makes the sound /j/. Say /j/.
(/j/) - Say
Now blend all sounds together.
(/brĭj/)
So the word says bridge. - Ask
What blend of sounds do you hear at the beginning of the word bridge?
(/b/-/r/)
How do we spell the blend?
(letters BR) - Say
Point to and read each word with me.
(Nestor meets his friends on a bridge.)
Point to and read each word by yourself.
(Nestor meets his friends on a bridge.) - Ask
Which words have a consonant blend?
(friends, bridge) - Ask inferential questions
Can you describe the picture?
(Answers may vary.)
Where do you think they are going?
(Answers may vary.)
Guide
- My turn, Your turn: Reread the book with readers.
Example
My turn. Nestor is going on a trip by train. Your turn.
(Nestor is going on a trip by train.) - As you Reread the whole book, Observe readers to see if they are reading words accurately.
