MODULAR READING

TUTORIAL MANUAL
Module 2

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 Compiled by:

Erica Babad
Steven Oliquiano
Wendy Samonte

Edited by:

Tina Aligada
Meldred Reyes

TEACH Core

2
Introduction

We believe that a huge part of the success of any reading program is the type
of lessons one gives and the way these lessons are taught. The truth is, a program
is only as good as its implementer. We believe that all of our volunteers are capable
of being good teachers, provided they understand Cornerstone’s objectives and are
handed clear instructions. This manual was created to aide our tutors in preparing
their lessons and managing their sessions. Our ultimate goal is to ensure that our
tutees get the best out of the Cornerstone Program—that time and efforts are not
wasted, that talents (theirs and yours!) are drawn out, and that learning is
maximized.

To appreciate this manual, one must first understand how the new
Cornerstone Modular Reading Program works. The concept is simple: we are going
for mastery of skills; therefore no child will be asked to learn topics he/she is simply
not ready for.

The new reading program is divided into three modules. Module 1 is

composed of ten sessions and focuses on individual letter sounds. By the end of the
tenth session, students must be able to both recognize and demonstrate the sounds
for each letter of the alphabet. Module 2, which also has ten sessions, targets
phonetic reading skills. Here, tutees will be taught to combine letter sounds so that
they are able to read entire words and phrases with automaticity. Sight words are
introduced in this module, as well. The practice of recognizing sight words and
phonetic reading are then pursued in the four sessions of Module 3. Here, fluency,
speed, and comprehension are emphasized. By the end of all 24 sessions, it is
expected that we have developed our students into becoming better readers.

Each lesson plan is structured and organized into tables. The first column
indicates the date that particular session is suggested to be implemented. The
second column summarizes what tutors must be able to teach by the end of the
session. The third column tells tutors how to teach the lessons. Finally, the fourth
column is meant for tutors to take note of how the student performed for the day.

This manual provides activities for group and individual sessions. This
guarantees that tutors will actually teach the students and not just make them
answer worksheets. At the end of each lesson plan, templates for instructional
materials, in addition to worksheets, are provided. Because this compilation of
instructions, worksheets, templates and lesson plans also function as a journal, each
tutee must then be provided with his/her own manual.

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General Reminders

1. The Cornerstone Modular Reading Program emphasizes mastery of skills.

Tutors must then be mindful of evaluation procedures. If a child fails to meet
the minimum grade needed to move on to the next module, then he/she must
not be allowed to work on the succeeding modules.

2. The Cornerstone Modular Reading Program also acknowledges that children

learn at different paces. It is then expected that students may work on lessons
and modules different from the others. Tutors may follow the activities
suggested for general sessions as the weeks progress. However, tutors are
also expected to review what the child learned in the previous session and
implement the activities for individual sessions from there.

3. Tutors are expected to write feedback for each student every session. This
will ensure continuity of implementation despite changes in the implementer.
It will also remind tutors of what to expect from each student. Bullet entries
will do.

4. Tutors are to make sure they summarize the student’s performance for the
day by checking whether the child has mastered the lesson or not.

5. Tutors are reminded to read the previous session’s Feedback column when
preparing for the coming session.

6. The manuals should be brought to the session weekly.

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Tips for Individual Instruction during Module 2

1. Module 2 is where actual reading happens. At the end of the 10 th session,

students are expected to know how to read words and phrases on their own.
Therefore, tutors must always provide opportunities for the children to read.

2. At the start of the first session for Module 2, hand signals and verbal cues
must be introduced. This will allow for uniformity of instruction.

3. Each individual/breakout session must always have the following

components:

a. Review of all letter sounds – through oral recitation and writing

b. Actual reading of at least 10 CVC words per child – Module 2 provides

the CVC combinations for the day through each lesson plan

c. Spelling practice – because the best way to practice reading is through

spelling!

d. Comprehension – tutors must always check if the child understood the

words he/she just read

e. Sight word drills – sight words for the day are listed in each lesson plan
of Module 2

4. If, for some reason, tutors are pressed for time, Team Leaders are advised to
prioritize individual instruction over class activities.

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Table of Contents

Instructions 3
Reminders 4
Tips for Module 2 5
Module 2
Session 1: Review; Transition from Module 1 to Module 2; Middle A 7-17
Lesson Plan 7-10
Worksheets 11-17
Session 2: CVC – Middle A; articles; pronoun sight words 18-23
Lesson Plan 18-19
Worksheets 20-23
Session 3: CVC – Middle E 24-33
Lesson Plan 24-26
Worksheets 27-33
Session 4: CVC – Middle E; days of the week and wh- sight words 34-40
Lesson Plan 34-35
Worksheets 36-40
Session 5: CVC – Middle I 41-48
Lesson Plan 41-42
Worksheets 43-48
Session 6: CVC – Middle I; family member sight words 49-55
Lesson Plan 49-50
Worksheets 51-55
Session 7: CVC – Middle O 56-65
Lesson Plan 56-58
Worksheets 59-65
Session 8: CVC – Middle O; color sight words 66-72
Lesson Plan 66-67
Worksheets 68-72
Session 9 – Middle U 73-81
Lesson Plan 73-74
Worksheets 75-81
Session 10 – Middle U; number sight words 82-88
Lesson Plan 82-83
Worksheets 84-88
References 89

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 MODULE 2: READING
Objectives:
 Pupils will learn to read words by sounding out letters and blending them together.
 Pupils will learn to read words through sight word recognition.
 Pupils will learn to read phrases through phonetic reading and sight word recognition.

SESSION 1

Date Lesson Suggested Activities Feedback

Review; Group Activities:

Transition from  Sing the Alphabet song
Module 1 to  Recite the sounds of each letter
Module 2;  Introduce the following hand signals and
CVC: Middle A verbal cues to be used during reading drills
for every session.
Verbal Cues:
 Use the phrase “Sound out” to mean
students must say the sound of each
letter.
 Use the question “What word?” to
signal students into reading the
entire word smoothly
 Students are expected to answer in
unison.
Hand Signals:
 Tutor must place hand/finger under
each letter to let students know
which letter to sound out or read
 Loop Signal – Tutor places hand at
the start of the word then moves it to
the end of the word to signify that
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 students must read the entire word
smoothly
 Verbal cues and hand signals must
always be done together. These
gestures will guide students as they
learn phonetic reading.

 Introduce blending of letter sounds; tutors

need not ask students to identify
consonants and vowels anymore, as these
may confuse children, especially if they
have reading disabilities. Focus should be
given to sounding out each letter smoothly
instead.
 Use word families for drills: -at, -an, -ad,
-ag, -ap, -ar, -am, -ab
 Variation: ma-, ta-, pa-, ra-, wa-, fa-, etc.
 Suggested instructional material: Word
Family Town/Chart. See Appendix for
template

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Individual Instruction:
 Practice students in reading through the
following activities:

Matching Activity
Materials: notebook, glue, word and picture
cards
Mechanics: Match the words to the picture
activity. The students may help in pasting
the pictures and the words in a notebook
Variation: Students may use other word
families.

 CVC-A Flip Book

Materials: old spiral notebooks, stapler,
picture and letter cards
Preparation: Cut out each word family
onset, making sure to leave the base
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 intact. Arrange the “flips” (word family
onsets) one on top of the other and staple
them to the base.
Mechanics: Have students read all of the
words on the flip book.

 Give CVC spelling drills using the words

SUMMARY: (Please check one)
practiced today. Go slow and exaggerate
○ Mastered the skill, can move on to
letter sounds for now/if necessary.
next session
 Answer worksheets for this lesson. ○ Needs reinforcement next week
 The volunteer may add more activities that
will help his/her tutee/s.

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 WORD FAMILIES
-at -an -ad -ack
bat ban bad back
cat can mad hack
fat fan sad Jack
hat man pad lack
mat pan had pack
pat ran lad rack
rat van wad sack
sat tan dad tack
vat Dan fad
-ag -ap -ar -am
bag gap bar ham
gag cap car dam
lag nap far ram
hag map jar jam
nag sap mar Sam
rag rap par Pam
wag lap war yam
sag tap tar
-ab -as/-ass -ax
gab gas lax
cab has Max
dab lass sax
jab mass tax
lab was wax
nab
tab

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Drill 1: Read the following:

cv blends cvc words

ma ma t mat

fa fa n fan

sa sa d sad

la la p lap

ca ca t cat
ba ba g bag

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Drill 2: Read the following:

cv blends cvc words

ha ha t hat

pa pa n pan

ja ja m jam

da da d dad

ta ta g tag

ra ra g rag

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Activity 1:

Circle the correct name of each picture.

bat can pan

ban cat pat

bat van ran

bag vat rat

fat man can

fan mat cat
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Activity 2:

Box the word that names each picture

1 mad rat dad

2 bad pad sad

3 hat ram vat

4 sat hat mat

5 dad sad far

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Activity 3:

Read the words in the box. Then answer the crossword

puzzle below.

can hat bat cat tag

bag cab ham map pan

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Activity 4:

Write the name of the picture in the box.

1.

2.

3.

4.

5.

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SESSION 2

Date Lesson Suggested Activities Feedback

CVC: Middle A; Group Activities:

Sight Words:  Recite the letter sounds from A-Z
 a  Review CVC words with middle A: focus on
 and comprehension and smoothness and ease
 the in reading (i.e., fluency)
 is  Use instructional materials from the last
 are session
 he  Also make sure to use verbal cues together
 she with the hand signals taught last session
 it  Introduce high frequency/sight words: a,
 his and, the, is, are, he, she, it, his, her
 her
Individual Instruction:
 Fluency Strips
Materials: strips of colored paper, markers,
ring binders/fasteners
Preparation: Write one sight word for each
paper strip
Mechanics: Tutor reads the word and asks
the student to echo. This must be done
repeatedly until child reads the words more
consistently. Tutor may also have child do
guessing games using the word strips; e.g.,
“Show me ‘the’…”
Variation: Form phrases using the word
strips. Tutor may combine sight words and
CVC words; e.g., “the mat,” “a man,” “his
bat,” “her cap,” “the fat man,” “his and her
van,” etc.
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 Give CVC spelling drills using last session’s
word families. Letter sounds may still be
SUMMARY: (Please check one)
exaggerated so that students can spell the
○ Mastered the skill, can move on to
words easily.
next session
 Answer worksheets for this lesson
○ Needs reinforcement next week
 The volunteer may add more activities that
will help his/her tutee/s

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Activity 1:
Draw a line from the picture to the phrase.

a mad cat

a sad dad

a bad lad

in the map

on the van

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Activity 2:
Read the phrases in the box:

the bad rat it is far

she is sad he is mad

in the can in the mass

Answer each with the phrase in the box. (Tutors will read the
question.)
Where are the pencils?

The pencils are

_______________________
Who stole the cheese?

_____________________ stole
the cheese.
Where is the Priest?

The Priest is
__________________________
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Activity 3:

Circle the correct phrase that describes the picture.

the sad gal

the mad dad

in the map

it is far
in the fan

in the pan
cat on a mat

bat on a mat
tag on a bag

rag on a bag

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Activity 4:

Read and Draw!

Read it: Draw it:

ham in the pan

Read it: Draw it:

a fat rat

Read it: Draw it:

he is sad

Read it: Draw it:

it is a bat

Read it: Draw it:

Dad and the car

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SESSION 3

Date Lesson Suggested Activities Feedback

CVC: Middle E Group Activities:

 Recite the letter sounds from A-Z
 Review 10 CVC words with middle A:
focus on comprehension and
smoothness and ease in reading (i.e.,
fluency)
 Use verbal cues and hand signals
when asking the class to read
 Introduce Middle E through word
families: -et, -en, -ed, -em, -
 Suggested instructional material:
Rainbow word family
Materials: white cartolina, marker
Preparation: Draw a rainbow. Write E
word families on each rainbow arc.
Post the cartolina on the board for the
entire class to see.
Mechanics: Ask students to think of a
letter that they can place at the start
of each word family so that they form
a new word. Have students write their
new word on the board. Let the child
color the corresponding rainbow arc
after. In the meantime, have the
whole class read the newly formed
words given by their classmates.

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Individual Instruction:
 Review lessons from the last session
 Plant Word Family
Materials: paper, markers, crayons
Preparation: Draw a flower with
petals and a center large enough for
you to write words on it. Place E word
families at the center of the flower
and write different words that can be
formed through the addition of
consonants on the petals.
Mechanics: Have the child read the
words on each petal. The child may
color each petal whose word he/she
is able to read correctly. Tutor may
make as many flower word families
as he/she can.
Variation: Words may also be written
on leaves that can be attached to the
flower’s stem.

25
 SUMMARY: (Please check one)
 Answer worksheets for this lesson ○ Mastered the skill, can move on to
 The volunteer may add more next session
activities that will help his/her tutee/s. ○ Needs reinforcement next week

26
 WORD FAMILIES

-ed -et -ell -eg

bed bet bell egg
fed get dell beg
led jet sell Jeg
Ned met fell keg
red pet hell leg
Ted let tell Meg
wed vet well peg
wet yell
set
yet
net

-eck -en
beck Ben
deck den
heck hen
neck Jen
peck men 27

pen
ten
wen
yen
Drill 1: Read the following:

cv blends cvc words

me me n men

de de n den

se se t set

re re d red

he he n hen
be be g beg

28
Drill 2: Read the following:

cv blends cvc words

be be d bed

le le d led

je je t jet

ge ge t get

me me t met

fe fe d fed

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Activity 1:

Circle the correct name of each picture.

red net hen

ten met den

pen get bell

fed jet peg

wed well set

vet yet men
30
Activity 2:

Box the word that names each picture

1 pen pet led

2 bet wet keg

3 men den vet

4 set beg men

5 egg red fed

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Activity 3:

Read the words in the box. Then answer the crossword

puzzle below.

ten bed web net hen

wet jet den red men

32
Activity 4:

Write the name of the picture in the box.

1.

2.

3.

4.

5.

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SESSION 4

Date Lesson Suggested Activities Feedback

CVC: Middle E; Group Activities:

Sight Words:  Recite the letter sounds from A-Z
 Monday  Review CVC words with middle E:
 Tuesday focus on comprehension and fluency
 Wednesday  Use instructional materials from the
 Thursday last session
 Friday  Also make sure to use verbal cues
 Saturday together with the hand signals taught
 Sunday last session
 Who  Introduce high frequency/sight words
 What assigned for the day: Monday,
 When Tuesday, Wednesday, Thursday,
 Where Friday, Saturday, Sunday, who, what,
when, where. Templates for this are
provided.

Individual Instruction:
 Fluency Strips
Materials: strips of colored paper,
markers, ring binders/fasteners
Preparation: Write one sight word for
each paper strip
Mechanics: Tutor reads the word and
asks the student to echo. This must
be done repeatedly until child reads
the words more consistently. Tutor
may also have child do guessing
games using the word strips; e.g.,
“Show me ‘the’…”

34
 Give CVC spelling drills using last
SUMMARY: (Please check one)
session’s word families. Letter sounds
○ Mastered the skill, can move on to
may still be exaggerated so that
students can spell the words easily. next session
○ Needs reinforcement next week
 Answer worksheets for this lesson
 The volunteer may add more activities
that will help his/her tutee/s

35
WH Question Words:

what where
when who
Days of the week

Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
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Activity 1:
Look at each picture.
Read the words that tell about it.
Copy these words.

a wet leg

an egg on a bed

a net on a peg

37
Activity 2:
Read the phrases in the box:

ten eggs Monday to Friday

on a Sunday The vet

in the jet in the den

Answer each with the phrase in the box. (Tutors will help the
Tutees in reading the question. Tutees will read the question
words.)
1. When do we go to mass?
We go to mass _____________________________.

2. Who takes care of sick animals?

_______________________ is the doctor for animals.

3. Where does the lions live?

The lions live _______________________________.

4. What can you find inside the nest?

There are __________________________ in the nest.

38
Activity 3:

Circle the correct phrase that describes the picture.

led the pet hen

fed the pet hen

weds Ted and Meg

wets Ted and Meg

a pen in the bed

a pet in the bed

led the ten men

fed the ten men

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Activity 4:

Unscramble the words then write the correct word in the box.

Unscramble me: Correct word:

MADYON M
Unscramble me: Correct word:
THSRYUDA TH
Unscramble me: Correct word:
STURADAY S
Unscramble me: Correct word:
SDYANU S
Unscramble me: Correct word:
FDYIRA F
Unscramble me: Correct word:
TSUEDYA T
Unscramble me: Correct word:
WDENSEYAD W
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SESSION 5

Date Lesson Suggested Activities Feedback

CVC: Middle i Group Activities:

 Recite the sounds for A-Z
 Read 5 CVC-A words and 5 CVC-E
words. Use the hand signals and
verbal cues when practicing how to
read
 Make sure that the students know the
difference between short e and short i
 Introduce i word family: -ip, -it, -ig, -in, -
id, -ix, -ill, -ick
 Suggested Instructional Material:
Word Wheel
Materials: folder/cardboard, button
fastener, scissors, marker
Preparation: Cut out two circles of the
same size. Write the short i word family
(-ip, -it, -ig, -ill, -ick, -in, -id, -ix) on the
cover of the wheel. Write the
consonant letters on the base part of
the wheel. Use a fastener to keep both
circles together.

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Individual Instruction:
 Practice students in reading through
CVC-i Word Family Bookmarks. See
Appendix for template.

 Give CVC-i spelling drills using the

words practiced today. Try not to
exaggerate letter sounds as much as SUMMARY: (Please check one)
possible. ○ Mastered the skill, can move on to
 Answer worksheets for this lesson. next session
 The volunteer may add more activities ○ Needs reinforcement next week
that will help his/her tutee/s.

42
 WORD FAMILIES

-ip -it -ig -ill

dip bit big bill
hip fit dig fill
lip hit fig gill
nip kit gig hill
rip lit jig Jill
sip pit Mig kill
tip sit pig mill
zip wit rig pill
wig sill
will
till

-ick -in -id -ix

Dick bin bid fix
kick fin did mix
lick kin hid nix
Nick pin kid six
pick sin lid
sick tin rid
tick win
wick

43
Drill 1: Read the following:

cv blends cvc words

mi mi x mix

fi fi n fin

si si t sit

li li p lip

ti ti n tin
bi bi g big

44
Drill 2: Read the following:

cv blends cvc words

hi hi t hit

pi pi n pin

ji ji g jig

di di d did

zi zi p zip

ri ri p rip

45
Activity 1:
Box the correct name of each picture.

fin six dip

bin pit mill

pill lick mic

rip kick wig

fig pin bin

pig din wit
46
Activity 2:
Color the box with the word that names each picture

1. hit jig dip

2. kit hid rid

3. pin dim sit

4. rig lip till

5. lick mix fix

47
Activity 3:
Write the name of the picture in the box.

1.

2.

3.

4.

5.

48
SESSION 6

Date Lesson Suggested Activities Feedback

CVC: Middle i; Group Activities:

Sight words:  Recite the sounds for A-Z
 father  Read 5 CVC-A words and 5 CVC-E
 mother words. Use the hand signals and
 brother verbal cues when reading.
 sister  Reiterate the difference between short
 baby e and short i
 Review i word family: -ip, -it, -ig, -in, -id,
-ix, -ill, -ick
 Use instructional material from last
session
 Introduce family sight words. Flash
card templates for both are provided.

Individual Instruction:
 Practice students in reading using
materials from previous session.
 Easy Phrase Popsicle Sticks
Materials: tongue depressors or
popsicle sticks, marker
Preparation: Tutor writes CVC-i words
and sight words for the day on each
stick. Velcro may be attached at the
end of each stick.
Mechanics: The child is asked to make
a phrase using the sticks. Encourage
child to explore different word
combinations.

49
 Give CVC-i spelling drills using the
words practiced today. Try not to
exaggerate letter sounds as much as
possible.
 Answer worksheets for this lesson. SUMMARY: (Please check one)
 The volunteer may add more activities ○ Mastered the skill, can move on to
that will help his/her tutee/s. next session
○ Needs reinforcement next week

50
 Family Words

Father Mother

Sister Brother

Baby
51
Activity 1:

Write the name of the family member on the

blank.

M
F
B
S
B
52
Activity 2:

Read the phrases in the box:

a. the sick baby d. sits with mother
b. has a wig e. father drinks pill
c. my brother hid f. sister with a pig

On the blank, write the letter that best describes

the picture in the sentence.

1. when he is sick.

2. in the bin.

3. The doll

4. Mother takes care of the

53
Activity 3:

Match the picture with the phrase.

 zips his jacket

 drinks a pill

 holds a wig

 on the hill

 fills the bin

54
Activity 4:
Read and copy the phrases on the blank.

1. picks the flowers

2. digs the soil

3. rip his clothes

4. has a bib

5. ring the bell

55
SESSION 7

Date Lesson Suggested Activities Feedback

CVC: Middle O Group Activities:

 Recite the sounds for A-Z
 Read 5 CVC-A, 5 CVC-E, and 5 CVC-i
words using the class’ hand signals
and verbal cues while reading.
 Introduce the O word family: -op, -on,
-om, -ot, -og, -ob, -on, -od, -ox, -oy

 Suggested Instructional Material:

Word Rolls
Materials: tissue rolls, marker, scissors
Preparation: Recycle a tissue roll/core
then prepare a shorter roll for the outer
part of the roll. On the tissue core, write
the word family. Then on the shorter
roll, write different consonant letters.

56
Individual Instruction:
 Roll and Color
Materials: game board, dice using
yellow, pink and green cartolina
(Templates are provided)
Preparation: Make 3 dice using the
templates provided. Print
out/photocopy the game board.
Mechanics: The student will be asked
to roll the dice. Following the right color
order (yellow, pink, green), the student
must read the word that was formed. If
the word can be found on the game
board/sheet, the student shall color the
correct box on the board. Words
formed should have the middle o
sound.

57
 Give CVC-O spelling drills using the SUMMARY: (Please check one)
words practiced today. Try not to ○ Mastered the skill, can move on to
exaggerate letter sounds as much as next session
possible. ○ Needs reinforcement next week
 Answer worksheets for this lesson.
 The volunteer may add more activities
that will help his/her tutee/s.

58
 WORD FAMILIES

-op -ot -og -od

top cot bog God
hop dot dog cod
cop hot fog hod
mop got hog mod
pop lot log nod
sip pot pod
tip not rod
zip rot
tot
jot

-ock -ob -on -ox

cock bob Don fox
dock cob Ron box
lock hob son ox
mock job ton pox
rock mob won 59

sock nob
rob
sob
Drill 1: Read the following:

cv blends cvc words

mo mo p mop

fo fo x fox

so son son

lo l o ck lock

to to n ton
bo bo x box

60
Drill 2: Read the following:

cv blends cvc words

ho ho t hot

po po d pod

j o jog jog

do dog dog

Go Go d God

ro ro t rot

61
Activity 1:

Circle the correct name of each picture.

rod jog rot

ton fog pot

log dog mop

mob top hot

dog cot sob

log pot cob

62
Activity 2:
Box the word that names each picture

1 top box ton

2 ox dog mob

3 sock dock lock

4 fog doll soy

5 nod pod fox

63
Activity 3

Read the words in the box on the left. Write the name of
each picture.

box
pot
sock

rod
log
top

cot
mop
lock

64
Activity 4:
Color the words that you can read!

65
SESSION 8

Date Lesson Suggested Activities Feedback

CVC: Middle O; Group Activities:

Sight words:  Recite the sounds for A-Z
 red  Read 5 CVC-A, 5 CVC-E, 5 CVC-i, and
 blue 5 CVC-O words. Use the hand signals
 green and verbal cues when reading.
 yellow  Use instructional material from last
 purple session
 orange  Introduce color sight words by writing
 brown the words on construction cards/paper.
 white Make sure the word written matches
 black the color of the construction paper.
 gray Lead tutor may choose to post the
color word cards on the board in the
shape of a rainbow.

Individual Instruction:
 Practice students in reading using
materials from previous session.
 Rainbow Phrases
Materials: colored paper/index cards
Preparation: Make word cards by
writing CVC-O words as well as color
words and other previously learned
sight words on colored paper/index
cards
Mechanics: Have the child read the
cards. Ask him/her to form phrases out
of the cards. He/she may stick this on
paper to form a rainbow.
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 Give CVC-O spelling drills. Try to say
the spelling word as normally and with
the least repetitions as possible. SUMMARY: (Please check one)
 Answer worksheets for this lesson. ○ Mastered the skill, can move on to
 The volunteer may add more activities next session
that will help his/her tutee/s. ○ Needs reinforcement next week

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Color sight words:
(Note to tutor: make sure to color the words appropriately)

Red
Blue

Green
Orange
Violet
Brown
Black

Pink
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Activity 1:
Draw a line from the picture to the phrase.
(Note to tutor: make sure to color the pictures appropriately)

an orange pot

a green sock

a blue box

the yellow cob

the pink bow

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Activity 2:
Read the phrases in the box:

the sad fox the red top

the black dog a green pea

on the brown log the white mouse

Answer each with the phrase in the box. (Tutors will read
the question.)
What was Tom’s present?

Tom’s present was a

________________
Who likes cheese?

_____________________ likes
cheese.
Where is the frog?

The frog is
__________________________
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Activity 3:

Circle the correct phrase that describes the picture.

a sad fox

a mad pox
the red pop

the red top

got green pot

got green peas

a hot dot

a hot pot
a big ox

a dog box

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Activity 4:

Read, Color and Draw!

Read it: Draw and Color it:

the blue box

Read it: Draw and Color it:

a red sock

Read it: Draw and Color it:

the yellow cob

Read it: Draw and Color it:

a good cop

Read it: Draw and Color it:

new green top

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SESSION 9

Date Lesson Suggested Activities Feedback

CVC: Middle U Group Activities:

 Recite the sounds for A-Z
 Read 5 CVC-A, 5 CVC-E, 5 CVC-i, and
5 CVC-O words. Use the hand signals
and verbal cues when reading.
 Introduce U word family: -up, -un, -um,
-us, -ut, -ug, -ub, -ud, -uck
 Differentiate the O sound from the U
sound. U should be read as “uh.”
 Suggested Instructional Material:
CVC Sliders
Materials: letter envelopes, templates
Preparation: Seal the letter envelopes
and cut one end open. Insert one CVC-
U word card for every envelope.
Mechanics: Have students pick an
envelope and pull out a card. Students
must be able to sound out each letter
as the card is slowly pulled out of the
envelope. When they have blended all
the letters together, reveal the picture
and check for correct answers.

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Individual Instruction:
 Review previously learned lessons.
 CVC Cups
Materials: plastic/paper cups, marker
Preparation: Write U on one cup and
place this in front of the child. Write
consonants on other cups and place
these on the left of the U-cup. Write
suffixes from the U-word family and
place these cups on the right of the U-
cup.
Mechanics: Have the child read the
words that will be formed through the
cups, changing the cups as you go
along.

 Give CVC-U spelling drills. Try to say

the spelling word as normally and with
the least repetitions as possible. SUMMARY: (Please check one)
 Answer worksheets for this lesson. ○ Mastered the skill, can move on to
 The volunteer may add more activities next session
that will help his/her tutee/s. ○ Needs reinforcement next week

74
 WORD FAMILIES

-ub -ug -un -ut

cub bug bun but
dub dug fun cut
hub hug gun gut
pub jug nun hut
nub mug pun jut
rub pug run nut
sub rug sun rut
tub tug

-uck -um -ud -up

duck bum bud cup
buck gum cud pup
luck hum dud
suck mum mud -us
tuck rum suds bus
sum pus

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Drill 1: Read the following:

cv blends cvc words

mu mu d mud

fu fu n fun

su sun sun

lu l u ck luck

tu tu b tub
bu bu n bun

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Drill 2: Read the following:

cv blends cvc words

hu hu g hug

pu pu b pub

j u jug jug

du dug dug

nu nu n nun

ru ru m rum

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Activity 1:
Color the words that you can read!

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Activity 2:
Write the name of the picture in the box.

1.

2.

3.

4.

5.
(direction)

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Activity 3:

Connect each word to the correct picture.

gum
nut

sum
cup 1+1=2
tug
mud

pup
hut

bud
rug

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Activity 4:

Follow the instructions.

 Color all the ‘’bun” words red.
 Color all the ‘sun” words yellow.
 Color all the ‘cup” words blue.
 Color all the ‘hut” words green.

bun sun hut cup

cup hut sun bun
sun bun cup hut
hut cup bun sun

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SESSION 10

Date Lesson Suggested Activities Feedback

CVC: Middle U; Group Activities:

Sight words:  Recite the sounds for A-Z
 one  Read 5 CVC-A, 5 CVC-E, 5 CVC-i, 5
 two CVC-O, and 5 CVC-U words. Use the
 three hand signals and verbal cues when
 four reading.
 five  Use instructional material from
 six previous sessions
 seven  Introduce number sight words by
 eight writing the words on the board in the
 nine shape of a clock. Words “six” and “ten”
 ten must be included; students should be
able to read these two words
phonetically.

Individual Instruction:
 Practice students in reading using
materials from previous session.
 Block ‘em Up!
Materials: masking tape, markers,
cheap lego/duplo blocks
Preparation: Write CVC-U words and
number words on masking tape and
stick these on the blocks so that there
is one word per block.
Mechanics: Have the child read the
words on each block. The tutor says
phrases and asks the child to form
these phrases using the word blocks.
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 The child may be asked to read the
phrases once they are formed, and
then write/copy these phrases on
paper. The child may play with the
blocks after.

 Give CVC-U spelling drills. Say the

spelling word as normally and with the
least repetitions as possible. SUMMARY: (Please check one)
○ Mastered the skill, is ready to take
 Answer worksheets for this lesson.
the post-test for Module 2
 The volunteer may add more activities
○ Needs reinforcement next week
that will help his/her tutee/s.

83
Number sight words:

One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Ten
84
Activity 1:
Draw a line from the picture to the phrase.

the hot sun

lots of bun

tug the rope

hug the pup

in the hut

85
Activity 2:
Read the phrases in the box:

get the cup tug of war

step on the mud hum the song

cut the bud

get the sum

Answer each with the phrase in the box. (Tutors will read
the question.)
What did Tim get from the box?

Tim _________________________
from the box.
What are the kids playing?
The kids are
playing__________________.
What did the pup do?

The pup
_____________________________
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Activity 3:

Underline the correct phrase that describes the picture.

run after the bus

run after the mass

fun under the sun

run in the fan

the small hut

make the hat

eats the bun

drink the rum

the happy nun

the sad nun

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Activity 4:
Word Search: Number Words
O E N T H R E E A H H I J K
N S Q T Z T V C B M O P Q L
F E R W Z U W D G S N R T F
T O O O X X Y E F N I N E I
A W E G N S Z B B T G M N V
B R R Q W E I H T U H J H E
A F T Y T V T P O G J K G A
S E Y U H E G Y U J K L W S
C X H I I N H T R P L N E D
P V N P G B N P O F O U R F
D G O X H V Y U I E T N S G
E E I G H T Y O R E R E X T
F S M A R R T G L L E G G Y
D F I W E E R H N T S H F I

one, two, three, four, five, six, seven, eight, nine, ten
88
 REFERENCES

www.laughingkidslearn.com

missgiraffesclass.blogspot.com/

www.printablee.com/

www.teacherspayteachers.com/

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