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READING LEVEL 2 | Teacher manual

Teacher manual Reading level 2 Fast ForWord

BEAR bagS: more lunch

BEAR bagS: more lunch GOAL ➤ To build skills in phonemic awareness, the understanding of the alphabetic principle (phonics), and decoding of one- and two-syllable words. objectives ➤ Categorize one-syllable words by complex initial, final and medial sounds including consonant blends. ➤ Understand highly decodable one- and two-syllable words with paired presentation of print and speech. SKILLS Cognitive Skills Memory – working memory Attention – focused attention Processing – build auditory processing skill by distinguishing speech sounds and learning to recognize their differences Reading/Language Arts Skills ➤ Phonemic awareness – categorize one-syllable words by complex initial, final, and medial sounds, including consonant blends; listen for sound contrasts that progress from easy (phonetically dissimilar) to hard (phonetically similar) ➤ Sound/letter correspondence – repeated exposure to highly decodable one- and two-syllable words with paired presentation of print and speech; frequently, the letter or letters associated with the target sound or sounds is highlighted in the printed word Fast ForWord Reading Level 2 | 17

ear bags: more lunch Reading Curriculum Standards ➤ Recognize and use knowledge of spelling patterns (e.g., special vowel spellings) when reading ➤ Identify regular plurals Description Bear Bags: More Lunch focuses on helping the student improve skills in phonemic awareness and sound/letter correspondence in the following ways: ➤ Phonemic awareness: Bear Bags: More Lunch provides practice in categorizing one-syllable words by complex initial, final, and medial sounds, including consonant blends. As participants progress, the sound contrasts that the participant must listen for progress from easy (phonetically dissimilar) to hard (phonetically similar). ➤ Sound/letter correspondence: Bear Bags also provides repeated exposure to highly decodable one- and two-syllable words with paired presentation of print and speech. Frequently, the letter or letters associated with the target sound or sounds is highlighted in the printed word. How Students Work on Bear Bags: More Lunch In Bear Bags: More Lunch, the student is asked to help Papa Bear sort words (on pieces of toast) into phoneme-based categories (lunch bags). The task is much the same as in Fast ForWord Reading Level 1, Bear Bags, but the words have become longer and the classification categories have become more complex. Morphemes are sometimes added, but are not the goal of the exercise. The words will be sorted on the basis of the phoneme in the targeted position. The target sound can consist of a single phoneme or a blend of two phonemes. It can be a vowel, an initial or final consonant or consonant blend. The target could either be a meaningless part of a word, or be a morphological ending (-ing, -ed, or –s), it could be easy to distinguish form the alternate responses, or quite similar to those responses. When the student clicks the yellow KEYBOARD SHORTCUTS paw, phoneme categories (picture only) appear Button Keyboard Shortcut on the lunch bags and a Paw Space bar description of each category Category bags, left to right Number keys 1 through 4 is read aloud. A piece of 18 | Fast ForWord Reading Level 2