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Model Lesson Videos

Model lessons are provided in the Emergent Reader Series and Reading Series One, Two, and Three Foundational Skills Guides. Model lessons are intended to introduce each foundational skills activity’s purpose, materials, and instructional procedures. The videos provided here are designed to be used in conjunction with model lessons and will give an idea of how the instruction looks and sounds as it is delivered.

Click on any series’ model lesson title to launch a video. Use the full screen button to expand the video to fit your screen. When you are finished watching the video, click on the model lesson title again to collapse the video screen.

 

Emergent Reader Series

Say-It-and-Move-It (1:38)

Fingers for Sounds (0:42)

Sound-by-Sound Blending (0:53)

Continuous Blending (0:45)

Blending of Multisyllabic Words (1:21)

High-Frequency Puzzle Word Instruction

Introduction (5:04)

Connecting High-Frequency Words to Meaning (2:19)

High-Frequency Puzzle Word Fluency (1:44)

Word Chains (2:40)

Connecting Spelling to Meaning

How to Present Word Sums (coming soon)

Inflectional Ending -s as a Plural Marker (4:14)

Possessive Ending -s (2:20)

Inflectional Ending -s as a Tense Marker (2:41)

Inflectional Ending -es as a Tense Marker (2:01)

Inflectional Ending -es as a Plural Marker (1:52)

Inflectional Ending -ing (2:52)

Inflectional Ending -ed as a Tense Marker (4:46)

Phoneme-Grapheme Mapping

Phoneme-Grapheme Mapping (4:13)

Extension: Phoneme-Grapheme Mapping to Focus on Blends (2:29)

Auditory Picture Card Sort by Medial Vowel Sound (4:28)

Cut-Up Sentences (3:07)

 

Reading Series One

Auditory Picture Card Sort by Short and Long Vowel Sounds (4:03)

Identifying Closed and Open Syllables (5:55)

Vowel Pattern Sort 1 (10:58)

Word Chains (2:40)

Connecting Spelling to Meaning

How to Present Word Sums (coming soon)

Inflectional Ending –s, –es as Plural Markers (2:57)

Inflectional Ending –s, –es Tense Markers (coming soon)

Inflectional Ending –ed as a Tense Marker (coming soon)

Phoneme-Grapheme Mapping (4:13)

Phoneme-Grapheme Mapping: Rabbit Word Strategy

Rabbit Word Strategy for VCCV Words (2:35)

Rabbit Word Strategy for VCCCV Words (2:24)

Phoneme-Grapheme Mapping to Focus on Blends (2:29)

Additional Practice Model Lessons

Auditory Picture Card Sort by Medial Vowel Sound (4:28)

Fingers for Sounds (0:42)

High-Frequency Puzzle Word Fluency (1:44)

Sound-by-Sound Blending (0:53)

Continuous Blending (0:45)

Blending of Multisyllabic Words (1:21)

 

Reading Series Two

Identifying Closed and Open Syllables (6:02)

Identifying Silent e Syllables (7:02)

Identifying Bossy-r Syllables (7:40)

Identifying C+le Syllables (2:41)

Vowel Pattern Sort 1 (10:58)

Vowel Pattern Sort 2 (coming soon)

Vowel Pattern Sort 3 (coming soon)

Vowel Pattern Sort 4 (coming soon)

Listen, Sort, Read (coming soon)

Spelling and Reading Sort (coming soon)

Word Chains (2:40)

Phoneme-Grapheme Mapping

Introduction (3:45)

Rabbit Word Strategy (2:40)

Turtle Word Strategy (2:02)

Tiger Word Strategy (3:11)

Lion Word Strategy (2:18)

Camel Word Strategy (4:19)

Choose a Syllable Division Strategy (coming soon)

Connecting Spelling to Meaning (coming soon)

Additional Practice Model Lessons

Auditory Picture Card Sort by Short and Long Vowel Sounds (coming soon)

Auditory Picture Card Sort by Medial Vowel Sound (4:28)

Fingers for Sounds (0:42)

High-Frequency Puzzle Word Fluency (1:44)

Sound-by-Sound Blending (0:53)

Continuous Blending (0:45)

Blending of Multisyllabic Words (1:21)

 

Reading Series Three

(coming soon)

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