1. Point to each picture and Say the word: Have readers repeat each word after you so they can learn to pronounce the words.
   Example
   This is a fox. Everyone, say fox.
   (fox)

Word List

• fox
• frog
• fish
• forest
• vase
• violin
• vest
• vegetables
• volcano

2. Make sure that readers can pronounce each of the words before moving on. 

1. Point to each picture, Say the word, and Model how to clap the syllables in each individual word: Have readers follow your model for each word. Then, after readers clap, Ask how many claps they heard. 
2. Say
   The words we are learning in this book have different numbers of word parts called syllables. Watch me clap for each syllable in a word.
3. Clap as you Say each syllable
   fox (1 clap)
4. Say
   Clap fox with me.
5. Clap out with readers and Ask
   fox (1 clap)
   How many syllables did you hear?
   (1)
6. Repeat for all pictures:
   1) Say the word
   2) Model clapping the word in syllables
   3) Clap out the syllables with readers
   4) Ask—How many claps did you hear? 
   5) Say—That word has ____ syllable(s).
   fox (1)
   frog (1)
   fish (1)
   for•est (2)
   vase (1)
   vi•o•lin (3)
   vest (1)
   veg•e•ta•bles (4)
   vol•can•o (3)

1. Say
   Now, let’s listen for the beginning and ending sounds of words. 
2. Say the word and have readers repeat after you
   fox
   (fox)
3. Ask
   What sound do you hear at the beginning of the word fox? 
   (/f/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you
   frog
   (frog)
3. Ask
   What sound do you hear at the beginning of the word frog? 
   (/f/)
4. Ask
   What sound do you hear at the end of the word frog? 
   (/g/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you
   violin
   (violin)
3. Ask
   What sound do you hear at the beginning of the word violin? 
   (/v/)
4. Ask
   What sound do you hear at the end of the word violin? 
   (/n/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you
   vegetable
   (vegetable)
3. Ask
   What sound do you hear at the beginning of the word vegetable?
   (/v/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you
   volcano
   (volcano)
3. Ask
   What sound do you hear at the beginning of the word volcano? 
   (/v/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you
   vase
   (vase)
3. Ask
   What sound do you hear at the beginning of the word vase? 
   (/v/)
4. Ask
   What sound do you hear at the end of the word vase? 
   (/s/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you
   fish
   (fish)
3. Ask
   What sound do you hear at the beginning of the word fish? 
   (/f/)
4. Ask
   What sound do you hear at the end of the word fish? 
   (/sh/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you
   vest
   (vest)
3. Ask
   What sound do you hear at the beginning of the word vest? 
   (/v/)
4. Ask
   What sound do you hear at the end of the word vest? 
   (/t/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you
   forest
   (forest)
3. Ask
   What sound do you hear at the beginning of the word forest? 
   (/f/)
4. Ask
   What sound do you hear at the end of the word forest? 
   (/t/)

1. Divide the one-syllable words into the onset and rime.
   • Onset: initial consonant sound
   • Rime: vowel and final consonant sound
2. Say
   I’m going to say a word in parts, see if you can guess which word.
3. Have readers guess which word: Say
   /fr/ … og   (frog)
   /f/… ox     (fox)
   /v/ … ase  (vase)
   /f/…ish      (fish)
   /v/… est    (vest)
4. Ask
   Now it’s your turn! Can you take apart a word so I can guess what the word is?