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Emergent Reader Series
Say-It-and-Move-It (1:38)
Fingers for Sounds (0:42)
Sound-by-Sound Blending (0:53)
Continuous Blending (0:46)
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 (3:25)
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 (4:29)
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 (5:54)
Vowel Pattern Sort 1 (10:55)
Word Chains (3:25)
Connecting Spelling to Meaning
How to Present Word Sums (coming soon)
Inflectional Ending –s, –es as Plural Markers (2:55)
Inflectional Ending –s, –es Tense Markers (3:05)
Inflectional Ending –ed as a Tense Marker (2:14)
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 (4:29)
Fingers for Sounds (0:42)
High-Frequency Puzzle Word Fluency (1:44)
Sound-by-Sound Blending (0:53)
Continuous Blending (0:46)
Blending of Multisyllabic Words (1:21)
Reading Series Two
Identifying Closed and Open Syllables (5:54)
Identifying Silent e Syllables (6:48)
Identifying Bossy-r Syllables (7:23)
Identifying C+le Syllables (2:41)
Vowel Pattern Sort 1 (10:55)
Vowel Pattern Sort 2 (4:21)
Vowel Pattern Sort 3 (5:30)
Vowel Pattern Sort 4 (3:40)
Listen, Sort, Read (6:21)
Spelling and Reading Sort (1:28)
Word Chains (3:25)
Phoneme-Grapheme Mapping
Phoneme-Grapheme Mapping (4:13)
Phoneme-Grapheme Mapping: Reading Series Two Examples (6:33)
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: Turtle Word Strategy (2:02)
Phoneme-Grapheme Mapping: Tiger Word Strategy (3:11)
Phoneme-Grapheme Mapping: Lion Word Strategy (2:18)
Phoneme-Grapheme Mapping: Camel Word Strategy (4:19)
Choose a Syllable Division Strategy (2:47)
Connecting Spelling to Meaning
Inflectional Ending –s, –es as Plural Markers (2:55)
Inflectional Ending –s, –es Tense Markers (3:05)
Inflectional Ending –ed as a Tense Marker (2:14)
Inflectional Ending –ing as a Tense Marker (2:44)
Inflectional Endings That Reflect a Difference in Meaning (5:14)
Additional Practice Model Lessons
Auditory Picture Card Sort by Short and Long Vowel Sounds (4:03)
Auditory Picture Card Sort by Medial Vowel Sound (4:29)
Fingers for Sounds (0:42)
High-Frequency Puzzle Word Fluency (1:44)
Sound-by-Sound Blending (0:53)
Continuous Blending (0:46)
Blending of Multisyllabic Words (1:21)
Reading Series Three
(coming soon)
