Wilson 2 1
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The document provides instructions for teaching sound blending and reading using the Wilson Reading System, including introducing "welded sounds" with 3 letters blended together, making words with the sounds, identifying closed syllables, using word cards and lists for reading practice, and having students read sentences and answer comprehension questions.
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Wilson 2 4
The document outlines Mandy Ellis's lesson plan for a Wilson Reading System session with the goal of teaching students to blend and segment up to five sounds in closed syllables. The lesson includes: 1) Sound card drills to practice individual sounds; 2) Teaching the concept of words with 5 sounds in a syllable; 3) Word card drills; 4) Reading word lists; 5) Reading sentences; 6) A reverse quick drill; 7) Spelling instruction; 8) Dictation exercises; 9) Reading a controlled passage; and 10) A listening comprehension activity.
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This document outlines the Wilson Reading System for teaching phonics and reading skills. It includes sound cards, word cards, sentences and passages for students to practice blending sounds, tapping, reading words, sentences and comprehension. The method uses a multi-sensory approach including visual, auditory and tactile elements to build reading skills.
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This document outlines the Wilson Reading System for teaching phonics and reading skills. It includes sound cards to teach letter sounds, welded sounds combining consonants and vowels, word cards, spelling and dictation exercises, and passages for reading comprehension. The goal is to systematically teach phonics concepts and build reading ability through repeated practice with sounds, words, and sentences.
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This document outlines the Wilson Reading System substep 1.4 for teaching phonics concepts. It includes sound cards for individual letters and digraphs, bonus letters, welded sounds, word lists, sentences for reading practice, and dictation, reading, and listening exercises. The goal is to teach phonics concepts and engage in repeated reading practice to build fluency.
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The document provides instruction on teaching five exceptions to the closed syllable rule: ild, old, olt, ost, and ind. It outlines a lesson plan with sound cards, word cards, word lists, sentences, and a passage for reading practice. The goal is for students to learn the welded sounds and exceptions to the closed syllable rule.
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Wilson 3 2
1. The document provides guidance for teaching students to decode and spell multisyllabic words with more than three sounds in a syllable using the Wilson Reading System.
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The document outlines Mandy Ellis's lesson plan for a Wilson Reading System session with the goal of teaching students to blend and segment up to five sounds in closed syllables. The lesson includes: 1) Sound card drills to practice individual sounds; 2) Teaching the concept of words with 5 sounds in a syllable; 3) Word card drills; 4) Reading word lists; 5) Reading sentences; 6) A reverse quick drill; 7) Spelling instruction; 8) Dictation exercises; 9) Reading a controlled passage; and 10) A listening comprehension activity.
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Wilson is discussing the vowel-consonant-e spelling pattern, where a single vowel is followed by a single consonant and then the letter "e". This pattern causes the vowel to have a "long" sound. The document appears to be analyzing this common spelling convention in English.
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This document outlines the Wilson Reading System for teaching phonics and reading skills. It includes sound cards, word cards, sentences and passages for students to practice blending sounds, tapping, reading words, sentences and comprehension. The method uses a multi-sensory approach including visual, auditory and tactile elements to build reading skills.
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This document outlines the Wilson Reading System for teaching phonics and reading skills. It includes sound cards to teach letter sounds, welded sounds combining consonants and vowels, word cards, spelling and dictation exercises, and passages for reading comprehension. The goal is to systematically teach phonics concepts and build reading ability through repeated practice with sounds, words, and sentences.
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This document outlines the Wilson Reading System substep 1.4 for teaching phonics concepts. It includes sound cards for individual letters and digraphs, bonus letters, welded sounds, word lists, sentences for reading practice, and dictation, reading, and listening exercises. The goal is to teach phonics concepts and engage in repeated reading practice to build fluency.
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The document provides instruction on teaching five exceptions to the closed syllable rule: ild, old, olt, ost, and ind. It outlines a lesson plan with sound cards, word cards, word lists, sentences, and a passage for reading practice. The goal is for students to learn the welded sounds and exceptions to the closed syllable rule.
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This document provides instruction on teaching the difference between blends and digraphs using sound cards, including welded sounds like "ang" and individual sounds like "s" and "l" in "slip". It covers teaching concepts for reading like digraphs, blends, and sight words. Activities include quick drills, dictation, controlled passage reading, and listening comprehension to reinforce learning the concepts.
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1. The document provides guidance for teaching students to decode and spell multisyllabic words with more than three sounds in a syllable using the Wilson Reading System.
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The document outlines steps in the Wilson Reading System for teaching students welded sounds through sound cards, making words, syllables, word cards, reading words and sentences, dictation practice, and controlled reading passages to improve reading skills and comprehension. It provides instructions and examples for teaching concepts like closed syllables and using targeted sounds like "ang", "ing", and "ong" in spelling and reading exercises.
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The document provides instructions for teaching reading skills using Wilson Reading System sound cards, word cards, and sentences. It outlines 10 parts to the lesson including introducing consonant and vowel sounds, teaching word concepts, completing word and sentence reading exercises, a quick drill, and a listening comprehension activity. The goal is to help students learn phonics and build reading skills through exposure to sounds, words, and structured reading practice.
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The document provides an overview of the Wilson Reading System. It includes sound cards to teach individual letter sounds, concepts for reading syllables and words, word lists and sentences for reading practice, and instructions for spelling multisyllabic words. The document covers important reading and spelling concepts like closed syllables, the schwa sound, compound words, and dividing words between consonants for spelling.
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The document outlines the steps of the Wilson Reading System for a student to learn 3-letter blends. It includes:
1. Using sound cards to practice different blends and having the student repeat the sounds.
2. Teaching the student about 3-letter blends and having them identify and count the sounds in example words.
3. Additional practice with word cards, word lists, sentences, and a quick drill in reverse.
4. Concluding with a controlled passage reading and listening comprehension questions.
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This document outlines the Wilson Reading System for teaching phonics and reading skills. It includes sound cards, word cards, sentences and passages for students to practice blending sounds, tapping, reading words, sentences and comprehension. The method uses a multi-sensory approach including visual, auditory and tactile elements to build reading skills.
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This document appears to be notes from a lesson on teaching multisyllabic word reading and spelling. It includes instructions on dividing words into syllables, rules for syllable division, exercises with sound cards and word lists, and information on spelling conventions for multisyllabic words. The goal is to help students build and combine syllable sounds to read and spell longer words.
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This document provides instruction on teaching the difference between blends and digraphs using sound cards, including welded sounds like "ang" and consonant digraphs like "ch". It covers teaching concepts for reading and spelling through wordcards, wordlists, sentences, and a quick drill. The goal is for students to learn to read and spell words containing blends and digraphs.
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This document provides a lesson plan on closed syllable exceptions for Wilson Lesson 2.3. It includes learning targets, a sounds drill, teaching and reviewing closed syllables and exceptions. Examples are given of closed syllable exception words where the vowel says its name. Word cards, sight words, sentence fluency, and a check of learning targets are outlined. The next day's spelling lesson targets are described, including a sounds drill, spelling 5 words in 2 sentences with proper rules for sentences. Learning targets for read aloud include asking and answering questions and identifying characters, setting and plot.
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This lesson teaches phonics concepts using sound and word cards. It involves tapping individual sounds, blending sounds into words, playing clue games with word cards, charting words, reading sentences, dictation of sounds, words and sentences, controlled passage reading, and listening comprehension exercises. The focus is on teaching consonant digraphs and blending letters to form words through repetition and multisensory activities.
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This document provides information about long and short vowel sounds:
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This document outlines the Wilson Reading System for teaching phonics and reading skills. It includes sound cards, word cards, sentences and passages for students to practice blending sounds, tapping, reading words, sentences and comprehension. The method uses a multi-sensory approach including visual, auditory and tactile elements to build reading skills.
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This document appears to be notes from a lesson on teaching multisyllabic word reading and spelling. It includes instructions on dividing words into syllables, rules for syllable division, exercises with sound cards and word lists, and information on spelling conventions for multisyllabic words. The goal is to help students build and combine syllable sounds to read and spell longer words.
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This document provides instruction on teaching the difference between blends and digraphs using sound cards, including welded sounds like "ang" and consonant digraphs like "ch". It covers teaching concepts for reading and spelling through wordcards, wordlists, sentences, and a quick drill. The goal is for students to learn to read and spell words containing blends and digraphs.
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This document provides a lesson plan on closed syllable exceptions for Wilson Lesson 2.3. It includes learning targets, a sounds drill, teaching and reviewing closed syllables and exceptions. Examples are given of closed syllable exception words where the vowel says its name. Word cards, sight words, sentence fluency, and a check of learning targets are outlined. The next day's spelling lesson targets are described, including a sounds drill, spelling 5 words in 2 sentences with proper rules for sentences. Learning targets for read aloud include asking and answering questions and identifying characters, setting and plot.
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This document contains a lesson plan for a Wilson Fundations reading and spelling lesson. The lesson plan includes learning targets, sound drills, teaching of three letter blends and words with up to six sounds in one syllable, word cards, sight words, sentence fluency practice, and a check for understanding of the learning targets. The next day's lesson focuses on spelling words with three letter blends and up to six sounds in one syllable, as well as writing complete sentences with proper grammar.
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This lesson teaches phonics concepts using sound and word cards. It involves tapping individual sounds, blending sounds into words, playing clue games with word cards, charting words, reading sentences, dictation of sounds, words and sentences, controlled passage reading, and listening comprehension exercises. The focus is on teaching consonant digraphs and blending letters to form words through repetition and multisensory activities.
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The document lists 14 units of commonly used "Trick words" or sight words for first grade students. Unit 1 contains the words "the", "of", and "and". The following units contain additional high frequency words including pronouns, prepositions, verbs, adjectives and other common words. The final unit contains words like "friend", "around", "circle", "does", and "nothing".
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These Fundations Alphabet Practice Cards provide a hands-on way for students to learn letter names and sounds. The cards feature uppercase and lowercase letters on one side with the corresponding letter sound written phonetically on the reverse. Teachers can use the cards for individual, small group, or whole class activities to reinforce alphabet knowledge.
Wilson's Fundations. level 1
Fundations is a literacy program for students in grades K-3 based on the Orton-Gillingham methodology. It has three potential implementations: whole class instruction for 20-30 minutes daily, additional support for students in the lowest 30th percentile for 40-60 minutes daily, and one-on-one instruction for students with language disabilities. The program emphasizes the five key components of reading through multi-sensory and systematic lessons following a structured weekly schedule. Research on its effectiveness for students with learning disabilities is limited due to a lack of high-quality studies.
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This document discusses phonograms, which are groups of letters that make a single sound. It provides examples of common English digraphs like "ch", "ck", "qu", "ph", "sh", "tch", "th", and "wh" and demonstrates each with a word where it is used, such as "chin", "black", "queen", "phone", and "whistle". The document also mentions counting phonemes in words and naming syllable types.
Open and Closed Syllables
Cupid was unhappy with his family's business of making people fall in love and wanted to be a hero instead. When he heard a human calling for help after getting trapped in cement with his dog, Cupid saw his chance to prove himself as a hero. He tried pulling them out but the cement had dried, so he shot it with his arrow and broke the cement into pieces, freeing the human and dog. The human rewarded Cupid, allowing him to finally see himself as the hero he wanted to be.
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This document provides examples of words containing common vowel digraphs (two vowels that make one sound) such as "au", "aw", and "ow". Each word is presented with its definition or example sentence. Key vowel digraphs and example words include: au (haul, Paul), aw (saw, claw, dawn), and aw (draw, flaw, straw). The document is intended to help readers learn and practice words containing common vowel digraphs in the English language.
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This document provides information about long and short vowel sounds:
- It identifies the 5 short vowel sounds - A, E, I, O, U - and provides examples of words containing each sound.
- Likewise, it identifies the 5 long vowel sounds - A, E, I, O, U - and provides examples of words containing each long vowel sound.
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This document provides instruction on short vowel sounds for phonics. It includes exercises for students to identify words with the same vowel sound by circling or crossing out pictures and words in lists. The exercises focus on the short vowel sounds for a, e, i, o, and u and include pictures and words for students to practice identifying matches in vowel sounds.
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This document contains a phonics lesson on the short 'a' sound represented by the letter 'a' in one-syllable words. It provides 7 lists of words containing the short 'a' sound followed by prefixes or suffixes like -ab, -ad, -ag, -am, -an, -at. The final section gives directions to identify more words with the short 'a' sound.
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Wilson 2 1
- 1. Wilson Reading System Substep 2.1 Kelly Smith Willoughby Eastlake Schools
- 2. Part 1 Sound Cards Quick Drill
- 3. Welded Sounds • Welded sounds are green sound cards. • The three letters have individual sounds, but they are welded together and difficult to separate • To tap this out, use three fingers tapping together at the same time.
- 4. ang fang ang ang
- 5. ing ring ing ing
- 6. ong song ong ong
- 7. ung lung ung ung
- 8. ank bank ank ank
- 9. ink pink ink ink
- 10. onk honk onk onk
- 11. unk junk unk unk
- 12. Notebook Entry The eight new welded sounds should go in your Rules Notebook in the Sound Section
- 13. Part 2 Teach and Review Concepts for Reading
- 14. ang ank ing ink ong onk ung unk
- 15. Make Words v th ang w onk h b ing k s r f
- 16. Syllables • Words have parts that go together called syllables. • A syllable is a word that can be pushed out in one breath. • Cat is one syllable • Catnip has two syllables
- 17. Syllables • There are six types of syllables • All the words so far have been closed syllables b a t • A closed syllable only has 1 vowel and must be closed in. • A closed syllable gives the vowel a short
- 18. Syllables • There need not be a consonant in front of the vowel. The important point is that one vowel in closed in by one consonant a t
- 19. Syllables • A vowel can be closed in with more than one consonant b a th s u ch
- 20. Which ones are closed? s h e i t s u ch l o a f
- 21. Which ones are closed? such= has one vowel closed with ch she= has only one vowel, but is not closed in. it= has one vowel closed in by t, no need for any letter before the vowel. loaf= has two vowels
- 22. Marking a closed syllable such c
- 23. Part 3 Wordcards
- 25. bang
- 26. long
- 27. king
- 28. sing
- 29. thing
- 30. pink
- 31. think
- 32. sink
- 33. chunk
- 34. link
- 35. sunk
- 36. rings
- 37. wings
- 38. thinks
- 39. fangs
- 40. thanks
- 41. lungs
- 42. ring
- 43. song
- 44. wing
- 45. fang
- 46. rang
- 47. honk
- 48. junk
- 49. thank
- 51. Tom sang the song to the kids.
- 52. Get the ping- pong balls.
- 53. Bob has bad lungs.
- 54. It is a long run up the hill.
- 55. Kim will sing at the shop.
- 56. Did Bob hang this up?
- 57. The king has had bad luck.
- 58. The ring did not fit Meg.
- 59. What is the thing in this jug?
- 60. Thank Dad for the gum.
- 61. Ed sank the shot to win!
- 62. The cat got a big chunk of fish.
- 63. Mom had Ben get rid of the junk.
- 64. The wings on the bug are pink.
- 65. Jim had the top bunk for his nap.
- 66. The ship sank in the bath tub.
- 67. The kids are at the rink.
- 68. My cash is in the bank.
- 69. Dad had a wink for Pam.
- 70. Hank had to get the map for Tom.
- 71. I will thank Ed for the mink.
- 72. Jim did not think of his job at all.
- 73. I think that Bill has the top rank.
- 74. Did Bess bang on the gong?
- 75. Part 6 Quick Drill (in reverse)
- 76. ang what ank ing says ink ? ong onk ung unk
- 77. Part 7 Teach and Review Concepts for Spelling
- 78. ang Using ank these ing sounds, spell…. ink ong onk ung unk
- 79. Part 8 Written Work Dictation: sounds, words, sentences
- 80. SOUNDS 1. ank 2. ung 3. j 4. ch 5. e Real Words Nonsense Words 1. pink 1. zong 2. sung 2. hink 3. bang 3. pank 4. honks 4. shong 5. yank 5. rull Sight Words 1. chalk 2. comb 3. want
- 82. Part 10 Listening Comprehension