Lesson 9.2 Mixed Review

Steps

1. Warm-up

   Do this: Read the year’s sound cards as fast as you can.

2. Teach the new idea

   Do this: Tap and blend. For each word your child touches each letter (or letter team) and says its sound, then sweeps a finger under the whole word and says it smoothly. Never guess from the first letter or a picture. If a word is misread, point to the part that was missed and blend again from the start.

   Do this: Spell it. Say a word. Your child says it back, taps the sounds on his or her fingers, then writes one letter (or letter team) for each sound. Check together, sound by sound.

   Do this: The week at a glance. Day 1: warm-up, new sound, handwriting. Day 2: card review, word lists, spelling. Day 3: second new sound or more words, heart words. Day 4: read the story, talk about it. Day 5: reread the story for fluency, play the game, quick check (10 words, 1 sentence, 5 spelling words). Read the read-aloud at another time of day.

3. Show how

   Show: Blend storm.

   Say this: “Touch and say: /s/ /t/ /or/ /m/.”

   Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”

   Say this: “Say the word: storm . Use it in a sentence.”

   Answer: storm

   Show: Blend cloud.

   Say this: “Touch and say: /c/ /l/ /ou/ /d/.”

   Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”

   Say this: “Say the word: cloud . Use it in a sentence.”

   Answer: cloud

4. Practice together

   Do this: Your child does these with you. Let them try first; help only after a real try.

   Ask: Read: storm · cloud · boat · night

   Listen for: storm = s | t | or | m; cloud = c | l | ou | d; boat = b | oa | t; night = n | igh | t

   Ask: Read: happy · rain · judge · coin

   Listen for: happy = h | a | p | p | y; rain = r | ai | n; judge = j | u | dge; coin = c | oi | n

   Ask: Read: true · walk · knee · giant

   Listen for: true = t | r | ue; walk = w | alk; knee = kn | ee; giant = g | i | a | n | t

   4 more practice items on the lesson page.

5. Watch for
   • Guessing from the first letter or the picture. Cover the picture and ask the child to tap every sound.
6. Handwriting and copywork
   1. Copy: Stick together.
   2. Use the ball-and-stick lines: tall letters touch the top line, short letters touch the middle line, tails go below the base line.

   Copywork: Write each word once, saying the sounds as you write: storm, cloud, boat, night, happy, rain.

7. Decodable story: The Bundle of Sticks

   The Bundle of Sticks

   A father had sons who fought and fought. One day he said, "Get me a bundle of sticks."

   He handed the bundle to each son. "Break it." Each son tried. Not one son could break the bundle.

   Then the father untied the bundle and handed each son one stick. Snap! Snap! Each stick broke.

   "You are like these sticks," said the father. "If you stick together, no one can break you. If you fight, you will each be broken."

   Retold from Aesop. Before reading, show your child these story words and read them together: bundle, fought, broke, together, unbroken.

   Every word in this story uses only the sounds and heart words taught so far (checked by the School Launch decodability checker). Read a page a day on Days 3 and 4, and the whole story on Day 5.

8. Talk about the story
   1. What did the father give his sons?
      Answer

      A bundle of sticks.

   2. Could they break the bundle?
      Answer

      No.

   3. Could they break one stick?
      Answer

      Yes, easily.

   4. What is the lesson?
      Answer

      Brothers who stand together are strong.

   Then ask your child to tell the whole story back in his or her own words (narration).

9. Read-aloud

   Aesop: The Bundle of Sticks. Read the original. Then read Psalm 133:1.

   The read-aloud is for listening, not decoding. Read it to your child at another time of day.

10. Game: Sound Card Relay

    Lay out every sound card from the year. Read as many as you can in one minute.

11. Narration

    Say this: “Tell me the new sounds you learned this week, and read me one word.”

    Listen for: I can tap and blend words such as storm , cloud , boat .; I can read “The Bundle of Sticks” and tell it back.

12. Recitation

    The Days of the Month (Traditional)

    Thirty days hath September,
    April, June, and November;
    February has twenty-eight alone.
    All the rest have thirty-one,
    Excepting leap-year—that’s the time
    When February’s days are twenty-nine.

    This week: Recital. Put it all together: stand tall, big clear voice, eyes up, steady pace, pauses, expression, a good beginning and ending.

    • Day 1: The teacher says it twice; the child echoes it one line at a time.
    • Days 2–4: Say it together each morning; drop one line of help each day.
    • Day 5: Say the title and the poet, then the poem. Stand up and say it alone for the family.
13. Scripture

    Behold, how good and how pleasant it is for brethren to dwell together in unity!

    God loves it when brothers and sisters get along.

Spread over the week

5 sessions of 15–20 minutes. Stop while it is still going well.

1. Session 1. Warm-up, then teach the new idea (steps 1 and 2).
2. Session 2. Warm-up again, then show how with the examples.
3. Session 3. Practice together, then play the game.
4. Session 4. More practice, handwriting and reading, and the daily habit.
5. Session 5. Quick check: narration and a few practice items. Move on when it is mostly right.

For you

For families. Keep each session short and cheerful: 15 to 20 minutes, then stop. If your child is tired or frustrated, stop and finish tomorrow. A lesson can take more than a week; move on when the quick check on Day 5 is mostly “Got it.”