Reading Blocks: A Step By Step Method to Teach Reading
Reading Blocks: A Step By Step Method to Teach Reading is a Simple and effective multi-sensory phonics based reading program that works! And works fast!
The Reading Blocks Program consists of 32 sections or blocks for learning to read. Each block contains all the materials, lessons, games, activities, and mini decodable readers to complete that particular block. This takes all the guess work out of finding appropriate material to use for practicing new reading skills.
Reading Blocks: A Step By Step Method to Teach Reading is a unique teaching method that can be used by Teachers, Parents, Tutors and Reading Specialists alike; no training or background is necessary. Reading Blocks takes the 80/20 principle and applies it to reading instruction! Quick, Easy and Effective!
Reading Blocks Decodables are a series of Mini-Books that match the skill level for each of the blocks in the Reading Blocks program. This takes the guess work out of finding a book that your child can successfully read at their level, without getting frustrated by hard to read words.
Reading Blocks Decodables put the fun back into learning to read!
Block 1
1. Review
Review beginning Phonemic Awareness skills. Remember, phonemic awareness activities can be done with the eyes closed. You do not need to see what you are doing. You need to hear what you are doing. The reader is NOT reading these words. He is manipulating sounds out loud.
Rhyme
The teacher can say the first word in the set and have the reader respond with as many rhyming words as possible. You can give the reader a clue by providing the first sound for any of the words.
cat: bat dat fat gat hat mat nat pat rat sat vat wat
lip: dip fip hip kip mip nip pip rip sip tip vip wip zip hut: but cut gut jut gut lut mut nut rut sut tut vut zut net: bet det fet get jet let met pet set vet wet zet hot: cot dot fot got hot jot lot mot not pot rot tot
Go through the alphabet and try each consonant with each of the word families. You just need to change the first sound to make a rhyming word. Make pretend words also. Pretend words are actually syllables from bigger words. They will help a reader to sound out what is really there versus memorizing. They will also help prepare a reader to read bigger words with more than one syllable.
Blend – (first words, then syllables, then sounds).
The instructor should say each word separately and distinctly. The instructor can hold up one clenched hand while saying the first word and the other clenched hand while saying the second word. The reader will then combine the two words together into the compound word and the instructor can repeat the compound word while touching both clenched hands together. This will give the reader a visual of what is happening when you combine two words together to form a compound word. This activity can also be completed by using colored cubes/squares and Elkonian boxes. Remember not to use letters or printed words in this activity. You just want to use colors and boxes, or words and your hands.
Word Combining
Sun – shine = sunshine
Cow – boy = cowboy
Mail – man = mailman
Sling – shot = slingshot
Sail – boat = sailboat
Base – ball = baseball
Basket – ball = basketball
(Extra practice words if needed – barnyard, eyeballs, crossword, drugstore, iceberg, jigsaw, ladybug, seahorse,, swordfish, butterfly, anyone, inside, football, upstream, today, blackbirds, batman, spiderman)
Syllable Combining
Cof – fee = coffee
Traf – fic = traffic
Mon – ey = money
Pup – py = puppy
Ta – ble = table
(Extra practice words if needed – sleepy, camel, candy, water, giraffe, window, walking, flowers, shopping, camper, Italy, Mexico, remember, vacation – practice two syllable words, then three syllables and larger)
Sound Combining
b-a-t = bat
c-a-t = cat
h-a-t = hat
m-a-t = mat
n-a-t = nat
p-a-t = pat
r-a-t = rat
s-a-t = sat
v-a-t = vat
w-a-t = wat
z-a-t = zat
(Continue blending sounds using one word family at a time until the reader can complete this skill easily. Use the rhyming words from above)
Segment (first words, then syllables, then sounds). (Use the words from above but reverse the procedure. This time, you say the word and the reader separates and counts what he hears. Begin counting the words in a compound word because that is the easiest skill to master. Then move to counting syllables and then sounds. Move along according to the unique needs of the reader you are working with. Count the sounds beginning with the thumb and moving to index finger, middle finger, ring finger, little finger.)
Word Segmenting
Sunshine = sun + shine Cowboy = cow + boy
Mailman = mail + man Slingshot = sling + shot Sailboat = sail + boat Baseball = base + ball Basketball = basket + ball
Syllable Segmenting
Coffee = cof + fee Traffic = traf + fic Money = mon + ey Puppy = pup + py Table = ta + ble Sleepy = sleep + y Camel = cam + el Candy = can + dy
Sound Segmenting
bat = b-a-t cat = c-a-t hat = h-a-t mat = m-a-t pat = p-a-t rat = r-a-t sat = s-a-t vat = v-a-t wat = w-a-t zat = z-a-t
2. Introduce New Sounds:
amstp
Write each letter on a post it note. Use one color for all consonants and a separate color for all vowels. For example, use a green color post it note for the letters m, s, t, and p. Use a pink post it note for the letter a. Write all in lower case only.
Introduce each sound separately. Show the letter, then say the name, then say the sound. “This is the letter a. The sound we make for this letter is /a/ like the first sound you hear in apple.” The reader should trace the letter while saying the sound, at least two or three times.
Next have the reader close his eyes and picture the lower case version of this letter written on a big whiteboard (or choose a favorite colored board). Mentally visualize the letter written in red ink, then yellow ink, then purple ink. This might be difficult at first but becomes easier with practice.
Now have the reader air trace the lower case letter with big arm motions using the pointer finger. (Eyes are still closed.) Use whole arm while air writing (shoulder should be moving not just wrist). Say the sound out loud while air writing the sound.
Next use the sand tray or sand paper and have the reader write the lower case letter while saying the sound. Use the index finger for this “writing”. The sand tray is best in the beginning because the reader can see and feel the letter he is forming. Remember multi-sensory means using more than one sense to get information to the brain.
Finally, have the reader write this letter in the “Sounds” section of his binder. Some readers will also need a picture clue for the sound. The reader can cut out a couple of pictures that begin with this sound and glue the pictures by the letter in the binder. The reader can also choose to begin a sound book for extra practice if remembering the sounds is difficult. The sound book can be made with index cards with a hole for a metal ring to slide through and keep the book together. The front of each card can have the letter and the back of the card can have the picture clue to the sound. The sound book is more
portable than the binder and can be taken with anywhere for a few minutes of extra practice.
Now introduce the next letter. Follow the same procedure with each letter. Each reader is different. You might get to all five sounds in one lesson or you might only do one or two. Adjust your speed according to the needs of the reader
When all the sounds are introduced, write each letter on a post it note and place it on the top portion of the file folder. (The vowel should always be a separate color from the consonants, and all the vowels should be the same color.) Point to each letter and say the sound. Then have the reader say the sound. Next, point to each letter and have the reader say the sound by himself. If the reader has trouble with any sound, continue to visualize, air write, and trace in sand. You can also choose more multi-sensory activities from the Introduction section if needed (such as trace on back, trace on palm, etc.)
After all the sounds are introduced, practiced and placed in the file folder, you can begin to blend sounds and make words. Begin with the “at” word family first. Move the post it with the letter “a” down to the middle of the file folder and have the reader say and count the sound. Then move the letter “t” near the letter “a”, but not touching, and have the reader say and count the sound. Now move the letter “t” so it is touching the letter “a”, and combine the sounds to form the word “at”. Say the word “at” together and count the sounds you hear (/a/1, /t/ 2). This process of moving the separate letters together is a visual and kinesthetic activity which will help the reader to absorb the mental process of combining sounds to form words (reading) as well as the opposite of separating words into separate sounds (writing).
“At” is your first word family. Use your other three letters from this lesson to make, count, and read three more words. Make, count, and read each word separately by moving the post it notes. You will make the words: at, mat, sat, and pat. Have the reader manipulate the post it notes to make the word, count the sounds, and read the word. Write each of these words in the binder section “Sounds/Word Families/ Rules” after practicing making them and reading them. When this activity is sufficiently practiced, make another word family using the same sounds but in a different order.
at: pat sat mat am: sam pam tam
ap: tap map sap
as: pas mas tas
After completing each word family, write the words in the “Sounds/ Word Families/Rules” section of the binder. These words can also be written by the instructor on index cards to use for review.
You can demonstrate how to make bigger words using more of the letters: mast, past, tamp and stamp (which uses all of the letters.) The reader will do activities of this nature later in the program on his own. This helps him to become accustomed to making and reading larger words.
3. Activity
1. Make glue and sand alphabet cards with the five first sounds. (a m s t p) Write the lower case letter on an unlined index card, in a big blocky style. Use puffy glue to trace over the letter and let the glue dry. Another version is to write the letter on an unlined index card, trace over the letter with any type of glue, and sprinkle with sand while the glue is still wet. Allow the glue to dry. These cards can be used to reinforce the sound to make for each letter. They are very useful when the reader is having difficulty remembering the sound or is confusing similar sounds such as b, d and p.
2. Cut out letters from the activity sheet at the end of this block. Use the letters to make and read words. Make and read as many words as possible. Write all words in the binder section “Sounds/Word Families/ Rules”. Pretend words can be made, read, and written also.
3. Make a “Flip Book” with the activity sheet at the end of block 1. Read all words silently and then out loud.
4. Regroup
The reader can read aloud all the words he made in the activities. Discuss and practice any areas of difficulty. Make a note of any skill needing additional practice and place it in the file folder for a reminder to practice this skill in the review section of the next block.
Introduce sight words for Block 1: at as am the a map sat to too two.
Write all the sight words on index cards. Ask the reader to trace over the word several times while saying the word out loud. Then have the reader visualize the word on a mental black board or white board and then change the background colors several times and change the letter color several times. Next have the reader air write the word with eyes closed, while visualizing the word. Use the whole arm and not just the wrist for this movement. You want to include large muscle groups as much as possible. Mentally change the texture of the letters while air writing. Pretend the word is written on the floor and march out the letters.
Sight words are words that are seen frequently in all written material and cannot always be sounded out. These words should be practiced until memorized. Sight word recognition will help the reader to read more fluently. The multi-sensory methods are helpful for readers having difficulty remembering the words. Use the multi-sensory methods as necessary.
Introduce the phonics rule for Block 1: Every syllable must have a vowel that you hear. You can count the number of syllables in a word by saying the word and counting the number of vowels that you hear. You will not do too much with this rule right now because your reader has only practiced one vowel. Point out all the words he made in this block and have him notice that every word he wrote for this block uses the letter “a” because every word must have at least one vowel. Explain that as you learn more vowels you will make more words and demonstrate this rule further.
5. Dictate Sounds, Words, Phrases or Sentences
The instructor will say the sound and have the reader write the sound in his binder in the Dictation section. Check as the reader is writing. Instantly offer feedback such as “Great job!” or “Good try but let’s take a look at /t/ again. Let’s air write and visualize the letter t again. Great! Now let’s write the letter for the /t/ sound in the binder.” Do this whenever you notice he is representing a sound with the wrong letter. This can be challenging when the reader has been previously attaching the wrong sound to a letter. You want to make sure you are seeing what is being written and making corrections instantly. You will begin the dictation with sounds and move on to words, phrases and sentences.
Sounds: /a/ /t/ /m/ /s/ /p/
Words: pat sat mas tas sam pam map tap Note: the reader should repeat the word after you, count the sounds that he hears, and then write the word as he says each sound that he counted.
Phrases/Sentences: at the map to the map Sam sat. Pam sat. Pat sat too. Note: the reader should repeat the phrase or sentence after you and then write the phrase or sentence. He can also count each word in the phrase or sentence to help him remember how many words he needs to write. For example: at the map, at-thumb, the- index finger, map-middle finger. Then he writes each word as he holds up that finger.
6. Read
Reader reads everything written in the notebook for Block 1. Reader reads the Reading Card for Block 1.
Reader reads the Flip Book for Block 1.
Reader reads the Mini Book for Block 1.
HomeWork: Teach to the Wall (see introductory explanation of this technique). Teach all material learned and practiced in Block 1.
Reading Card Block 1
a sat t Sam m Pam p Tam s tap at map am sap ap pas as tas mat mas pat
Notes:
Mini Book Block 1
|
Sam |
|
I am Sam. |
|
Sam |
|
I am Sam. Sam sat. |
|
sat |
|
I am Sam. Sam sat at the mat |
|
I am Sam.
Sam sat at the mat. Pam sat at the mat too. |
| m p s t
______at ______at ______at ______at |
m p s t
_____am _____am _____am _____am |
| a | m | s | t | p |
Two letter words
| _____________________ _________________________ |
Three letter words
______________________ ______________________ _______________________
Write all words here.
Flip Books Block 1
| t | m | s | p | at |
| t | m | s | p | am |
| t | m | s | p | as |
| t | m | s | p | ap |
7 Types of Syllables / Dividing Words into Syllables
A syllable is defined as “a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word.” In other words, a syllable can be the whole word when the word is a one syllable word like: cat; hip; coat; black. Or, a syllable can be part of a word when the word has more than one syllable like: ba/by; trou/ble; hap/py; wil/low; cap/tion; mem/or/ies; Phil/e/del/phi/a.
We can tell how many syllables a word has by listening for how many vowel sounds we hear in the word. Not how many vowels we see in the word, but how many vowels we hear in the word. Some vowels can be silent like silent e at the end of the word (gate) and some vowels team up with other vowels to form one sound like the vowel sound in “team”
The reason we need to learn about syllables is to help us sound out bigger words (multisyllabic words) that we don’t know. There are seven types of syllables. They are:
- Closed Syllable (Block 2) – at, am, sat, will, did, its.
- Open Syllable – (Block 4) – me, be, no, go, so, see, he, we, be,
my, by. - Silent e Syllable – (Block 8) – slime, drive, plate, name, take, came, home, wide.
- Vowel Team – (Block 13) – way, mean, boat, heat, need, road, green, deep.
- R-Controlled Vowels – (Block 18) – hurt, ear, verb, short, more, year, clear, word.
- Consonant + LE – (Block 23) – buckle, able, giggle, angle, uncle, puddle, gentle.
- Vowel Diphthongs – (Block 27) – poison, boil, pound, shouted, haul, cause, because.
Each of these syllable types will be discussed in the corresponding block. Dividing words into separate syllables begins when the bulk of multisyllabic sight words are introduced in Block 8. Each reader can be given the summary sheet for syllable dividing when beginning the program. The reader can keep the summary sheet in his binder until you begin discussing dividing big words. The reader can use the summary sheet to check off each type of syllable as it is introduced and practiced.
7 Types of Syllables
Syllable Summary
- 1) Closed Syllable – hit
2) Open Syllable – me
3) Silent e Syllable – plate
4) Vowel Team Syllable – team
5) R – Controlled Vowel – bird
6) Consonant + LE Syllable – bubble - 7) Vowel Diphthong – boil
Dividing Reminders
Divide prefix and suffix from root word – pre/de/ter/mine, ex/ haust, walk/ing.
Divide between two middle consonants – bal/loon, bub/ble, ap/ ple, pat/tern.
Divide between compound words – cow/boy, pork/chop, mail/ man, boy/scout.
Divide before or after an open syllable – o/pen, va/ca/tion, a/ men, go/cart, hel/lo.
Divide before the Consonant + LE pattern – work/a/ble, gen/tle/ men, gig/gle, buckle (notice that when there is a –ckle ending, the ck will be split apart into two separate syllables).
Keep blends, digraphs, and consonant/digraphs together in the same syllable – sub/stance, in/stru/ment.
Listen for number of vowel sounds, one vowel sound per syllable – gi/ant, near/ly, re/ceiv/ing
Keep vowel teams and vowel diphthongs together in the same syllable. Vowel diphthongs sound like two sounds but are only counted as one sound – boil, spoil, moun/tains, crouch, a/mount
Alphabet Books
Look in magazines or do an internet search for a colored picture of a word that begins with the sound you are currently practicing. Have the reader tape or glue one or more pictures on a large index card with holes punched in the top for a metal ring. Write the upper and lower case letter on the card. You can use this alphabet book to practice any difficult sounds.
The following are recommended words to use for pictures in the alphabet book. The vowel pictures are important. Only use the words suggested. Introduce long vowels as they are introduced in the blocks. You can add an additional picture when an additional sound is introduced if it is needed.
A a – apple ant
B b – book
C c – cat
D d – deer doll duck
E e – egg
F f – fan feet
G g – ghost gate
H h – house hand
I i – Indian igloo
J j – Jack (cards)
K k – kite king
L l – lamp lips
M m – man mouse
N n – nose nest
O o – octopus octagon
P p – pig pen
Q q – queen question
R r – ring
S s – sun
T t – toe
U u – umbrella
V v – van vest
W w – wagon whale
X x – ox ax (explain that you need to look at the last sound for the / ks/ sound)
Y y – yellow yoyo
Z z – zebra zipper
Veronica Jennings McCarthy is a Reading Specialist who has taught reading in the school system as well as privately for over 25 years. Parenting two children with dyslexia, she has addressed the challenges of a struggling reader as a parent and as a teacher. This background has given her a unique knowledge base to use in guiding others to help children and adults overcome reading challenges and become successful, lifelong readers.
