Lesson 1.3 Bossy R Review; ure, war and word

Steps

1. Warm-up

   Do this: Read fast: car, fork, her, bird, turn, cloud, cow, coin, boy, new, blue, saw, haul. New: ure says /yoor/ (pure, cure). After w, a says /ŏ/ (want, wash), ar says /or/ (warm, war) and or says /er/ (word, worm).

2. Teach the new idea

   Do this: New sound: ure. Show the card and say: “This says /yoor/, as in pure, cure.” Your child says it three times, then writes it in the air, on the table with a finger, and on paper. Then play a quick ears game: you say words and your child gives a thumbs up whenever /yoor/ is in the word.

   Do this: New sound: wa, war, wor. Show the card and say: “This says /ŏ/ in wa, /or/ in war, /er/ in wor, as in want, warm, word.” Your child says it three times, then writes it in the air, on the table with a finger, and on paper. Then play a quick ears game: you say words and your child gives a thumbs up whenever /ŏ/ in wa, /or/ in war, /er/ in wor is in the word.

   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: Heart words. A heart word is mostly regular. We tap it like any other word, and draw a heart over the one part that does not follow the rules we know yet. Practise the heart words on cards every day this week (see the table below).

   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.

   New cards:

   • ure says /yoor/, as in pure, cure. Make a sound card: write ure on the front and draw a bottle of medicine (a cure) on the back.
   • wa, war, wor says /ŏ/ in wa, /or/ in war, /er/ in wor, as in want, warm, word. Make a sound card: write wa, war, wor on the front and draw a swan in warm water on the back.
3. Show how

   Show: Blend shouted.

   Say this: “Touch and say: /sh/ /ou/ /t/ /e/ /d/.”

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

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

   Answer: shouted

   Show: Blend crowd.

   Say this: “Touch and say: /c/ /r/ /ow/ /d/.”

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

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

   Answer: crowd

4. Practice together

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

   Ask: Read: shouted · crowd · mercy · turned

   Listen for: shouted = sh | ou | t | e | d; crowd = c | r | ow | d; mercy = m | er | c | y; turned = t | ur | n | e | d

   Ask: Read: pure · cure · want · wash

   Listen for: pure = p | ure; cure = c | ure; want = w | a | n | t; wash = w | a | sh

   Ask: Read: warm · war · word · worm

   Listen for: warm = w | ar | m; war = w | ar; word = w | or | d; worm = w | or | m

   4 more practice items on the lesson page.

5. Watch for
   • Trying to read a long word all at once. Find the vowels, split the word into syllables, read each part, then put it together.
   • 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: Lord, I want to see.
   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: shouted, crowd, mercy, turned, pure, cure.

7. Heart words this week

   Word	Sounds	Heart part
   early	/er/ /l/ /ē/	♥ ear says /er/

8. Decodable story: Blind Bartimaeus

   Blind Bartimaeus

   Bartimaeus was blind. Each day he sat beside the road out of Jericho and begged for coins.

   One day he heard a big crowd on the road. "Who is it?" "It is Jesus!" Bartimaeus began to shout as loud as he could. "Jesus, Son of David, have mercy on me!"

   The people turned and frowned. "Hush! Be still!" But he shouted all the more, "Son of David, have mercy on me!"

   Jesus stood still. "Call him." Bartimaeus threw off his coat, jumped up and came to Jesus. "What do you want Me to do for you?" "Lord, I want to see!" "Go," said Jesus. "Your faith has made you well." At once he could see, and he followed Jesus down the road with joy.

   Retold from Mark 10:46–52. Before reading, show your child these story words and read them together: Bartimaeus, Jericho, Jesus, David, faith, followed.

   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.

9. Talk about the story
   1. Where did Bartimaeus sit?
      Answer

      By the road out of Jericho.

   2. What did he shout?
      Answer

      "Jesus, Son of David, have mercy on me!"

   3. What did the crowd tell him?
      Answer

      To be quiet.

   4. What did Jesus say made him well?
      Answer

      His faith.

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

10. Read-aloud

    Mark 10:46–52. Read aloud.

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

11. Game: Sound Swap

    Change one vowel sound: shout → short → shirt → shot. How many real words can you make?

12. Narration

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

    Listen for: I can say /yoor/ when I see ure (as in pure, cure ), and write it.; I can say /ŏ/ in wa, /or/ in war, /er/ in wor when I see wa, war, wor (as in want, warm, word ), and write it.; I can tap and blend words such as shouted , crowd , mercy .; I can read the heart words early and say which part is learned by heart.; I can read “Blind Bartimaeus” and tell it back.

13. Recitation

    Give us this day our daily bread. And forgive us our debts, as we forgive our debtors. And lead us not into temptation, but deliver us from evil: For thine is the kingdom, and the power, and the glory, for ever. Amen.

    This week: Stand tall. Feet still and a little apart, hands quiet at your sides, chin up. Stand still from the first word to the last.

    • 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 reference, then the verse, then the reference again. Stand up and say it alone for the family.
14. Scripture

    And Jesus said unto him, Go thy way; thy faith hath made thee whole. And immediately he received his sight, and followed Jesus in the way.

    Bartimaeus followed Jesus.

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.”