Step 4: Substep 4.
Lesson 1: Introduction Plan Concept: vowel-consonant-e syllable combined with
closed syllables in two-syllable words (sunshine, reptile),
taught prefixes added to stand alone, v-e simple words
(unsafe, midsize); prefixes added to v-e Latin base
elements to form complex words (conclude, compose)
Objective: Students will learn to read and spell long-vowel words that are combined with other
syllables, like sunshine and mistake, and words with prefixes, like unsafe.
Block Focus Lesson Parts Brief Description Time (min)
I Decoding / Part 1 – Review Quick drill of letter–sound cards (visual, 5
Word Study and Sound Drills auditory, tactile). Review sounds: /ā/, /ē/, /ī/,
/ō/, /ū/ (long and short), /s/ (/z/), and
prefixes: mis-, un-, mid-.
Part 2 – Teach Introduce Concept 4.2: Explain the structure 7
and Review of V-e syllables combined with closed
Concepts for syllables (e.g., sun/shine) and prefixes added
Reading to V-e words (e.g., un/safe).
Hands-on Activity:
Students use Syllable Segmentation and
Blending Cards (two colors) to build the
concept words: sunshine, reptile, mistake,
likewise. Students physically scoop the
syllables as they build.
Part 3 – Word Practice reading previously learned 5
Cards High-Frequency Words: never, ever, however,
whenever, wherever, cause, because, goes,
going, took, look, good, book, food. Focus on
automatic recognition.
Words: enclose, unsafe, volume, sunshine,
Step 4: Substep 4.2
Part 4 – Word List Read new words following the 4.2 concept 5
Reading from the WRS Student Reader (Pages 50 & 51,
Practice: top words
Chart: Bottom words.
Emphasize scooping syllables and applying
the V-e rule. Include reading of nonsense
words.
Part 5 – Read sentences from the WRS Student 5
Sentence Reader (Pages 66-67). Focus on accurate
Reading decoding of 4.2 words and high-frequency
words; briefly discuss sentence meaning.
Part 6 – Quick Blending Drill: Teacher writes one syllable at a 3
Drill (Reverse) time and students rapidly blend. Use V-e and
closed syllables: like-wise, mid-size, end-less,
trans-late, in-cline.
II Encoding / Part 7 – Teach Review the spelling rule for V-e syllables 5
Spelling and Review (magic 'e' makes the vowel long). Focus on
Concepts for spelling prefixes mis-, en-, im-, mid-, trans- and
Spelling how they attach to the base word.
Part 8 – Written Sounds/l/, /w/, /sh/, /ā/ (long), /m/ 5
Work / Dictation Real Words: upgrade, backfire, insane,
encode, offshore.
Word Elementsmis, en, im, mid, trans
Nonsense Words: explobe, capsate, endame
PhrasesWill never do, however you want,
wherever they are
Sentences1. Never walk on concrete until it
sets. 2. We look for wildlife wherever we hike.
3. Rick will consume all the food on the plate.
Step 4: Substep 4.2
III Fluency and Part 9 – Students read the controlled passage "The 3
Comprehen Controlled Text Limestone Cave" (WRS Student Reader, Pages
sion Reading 76-77) silently, then orally. Focus on accuracy
during this introduction lesson.
Comprehension questions below.
1-Why were the rocks inside the cave damp
and felt like paste? (Answer: Because
sunshine never hit the inside of the cave.)
2-What was the main reason the friends ran
away from the cave? (Answer: They ran away
fast to escape the bat cave.)
3-After escaping, what mistake did Steve say
they made? (Answer: He said it was a mistake
to think they were brave.
Part 10 – The teacher reads a short, engaging passage 2
Listening (2-3 sentences) about cave formation
Comprehension (above student's decoding level). Discuss oral
vocabulary like stalactite or geology.
Total Time 45
Step 4: Substep 4.2
Teacher Notes for Substep 4.2 (Introduction Plan)
Focus Tip/Hint
Syllable Division When dividing words combining V-e and closed syllables (VCCV pattern, e.g.,
rep/tile), the split usually happens between the two consonants. The first syllable
is closed (short vowel) and the second is V-e (long vowel). Always check the first
syllable first.
V-e Long Vowel When marking, always remind the student to mark the long vowel with a macron
(“\bar{v}”) and cross out the silent 'e' in the V-e syllable. For example, in mistake,
the second syllable is “t\bar{a}ke” (vowel says its name).
Prefix Isolation Teach prefixes (un-, mis-, mid-) as self-contained units that form the first syllable.
They are typically closed syllables and should be marked with a box (prefix +
short vowel), e.g., un/safe.
Tactile Activity During the hands-on activity, use two different colored cards/blocks—one color
for the closed syllable (e.g., sun) and another color for the V-e syllable (e.g.,
shine)—to visually reinforce the structural difference.
Step 4: Substep 4.2
Lesson 2: Accuracy Plan Concept: vowel-consonant-e syllable combined with
closed syllables in two-syllable words (sunshine, reptile),
taught prefixes added to stand alone, v-e simple words
(unsafe, midsize); prefixes added to v-e Latin base
elements to form complex words (conclude, compose)
Objective: Students will learn to read and spell long-vowel words that are combined with other
syllables, like sunshine and mistake, and words with prefixes, like unsafe."
Block Focus Lesson Parts Brief Description Time
(min)
I Decoding / Part 1 – Review Quick drill of letter–sound cards (visual, 5
Word Study and Sound Drills auditory, tactile). Focus review on the V-e
long vowel sounds and previously taught
consonant teams/welded sounds: ong, ank,
qu.
Part 2 – Teach Review Concept 4.2: Revisit the V-e syllable 7
and Review division rule (e.g., sun/shine) and prefix
Concepts for division (e.g., mis/take). Emphasize accurate
Reading scooping.
Hands-on Activity: Syllable Sort & Match:
Students sort pre-made syllable cards
(closed, V-e, prefix) into categories and then
match them to form words from the list (e.g.,
dis- + close = disclose).
Part 3 – Word Practice reading previously taught 5
Cards high-frequency words and 4.1 V-e words.
Focus on immediate, accurate recognition.
Words: drenvile, capsate, trenzime
Step 4: Substep 4.2
Part 4 – Word List Read new words following the 4.2 concept 5
Reading from the WRS Student Reader (Pages 52, 54).
Focus on a high level of accuracy in syllable
division and vowel sound application. Use
tactile reminders (finger tapping) to ensure
correct segmentation.
Part 5 – Read sentences from the WRS Student 5
Sentence Reader (Pages 68-69). Students must track
Reading carefully and reread any word decoded
incorrectly to self-correct and achieve 100%
accuracy.
Part 6 – Quick Blending Drill: Teacher presents 3
Drill (Reverse) syllables/word parts on the board/cards and
students rapidly blend. Introduce new
complex blends: com-pose, sub-side, re-vise.
Focus on speed after accuracy is
established.
II Encoding / Part 7 – Teach Review spelling of V-e syllable (silent 'e') and 5
Spelling and Review the spelling of the new word elements: em,
Concepts for sub, dis, vise, fess. Discuss how prefixes
Spelling change the meaning of the base word.
Part 8 – Written Soundsong, ank, qu, m, j 5
Work / Dictation Real Words: pipeline, encode, enslave,
insane, athlete,
Word Elements: em, sub, dis, vise, fess
Nonsense Words: laxtile, trenzime, glimote
Phrases:will look out, by the book, a great
cause
Sentences:1. Kim explores the cave with her
good friend. 2. Whenever I include Jake, he
is glad. 3. The smoke from the campfire will
cause me to choke.
Step 4: Substep 4.2
III Fluency and Part 9 – Students read the controlled passage 3
Comprehensio Controlled Text "Kendall and the Cleveland Pride" (WRS
n Reading Student Reader, Pages 80-81). Focus on
accurate decoding of multisyllabic words
from Substep 4.2. Students track errors and
self-correct.
Comprehension questions below.
1-Besides basketball, what are two other
athletic clubs Kendall is in? (Answer: Baseball
and tennis clubs.)
2-Why is Kendall getting a special gift from
her dad? (Answer: Because she does well in
her classes and stands out in all her athletic
clubs, and works nonstop.)
3-What does Kendall do while watching the
big-time athletes play? (Answer: She takes
notes in her mind so she can work on her
own jump shots, blocks, and passes.)
Part 10 – The teacher reads a short, high-interest 2
Listening non-fiction passage about the history of
Comprehension professional basketball or the city of
Cleveland (above student's decoding level).
Discuss oral vocabulary like foremost or
athlete.
Total Time 45
Step 4: Substep 4.2
Teacher Notes for Substep 4.2 (Accuracy Plan)
Focus Tip/Hint
Latin Base Decoding For complex words like conclude or compose, the prefix (con-, com-) is a
closed syllable, and the Latin base (-clude, -pose) is often a V-e syllable.
Ensure students accurately read the long vowel sound in the base.
Common V-e Error Watch out for students reading the V-e syllable as a short vowel (e.g., reading
mistake as "mist-ack"). The error usually occurs because they forget to cross
out the silent 'e'. Stop and make them re-mark the V-e syllable.
Spelling Prefixes In Part 8 (Dictation), when dictating words like impure or engrave, have
students say the prefix, then the base word, before writing. This ensures they
separate and correctly spell the prefix (im-, en-) as a unit.
Correction Procedure Accuracy is the priority. If a student misreads a word, follow the full WRS
correction procedure: Stop the student, have them Say the word correctly,
have them Mark the word (box prefix, mark V-e), and Reread the word in the
sentence.
Step 4: Substep 4.2
Lesson 3: Fluency Plan Concept: vowel-consonant-e syllable combined with closed syllables in
two-syllable words (sunshine, reptile), taught prefixes added to stand
alone, v-e simple words (unsafe, midsize); prefixes added to v-e Latin
base elements to form complex words (conclude, compose)
Objective:Students will learn to read and spell long-vowel words that are combined with other
syllables, like sunshine and mistake, and words with prefixes, like unsafe."
Block Focus Lesson Parts Brief Description Time
(min)
I Decoding / Part 1 – Review and Quick drill of letter–sound cards. 5
Word Study Sound Drills Focus on rapid, automatic
recognition of V-e sounds and the
prefix/suffix elements taught in 4.2.
Part 2 – Teach and Review Concept 4.2: Brief review of 7
Review Concepts the V-e and closed syllable division
for Reading (e.g., mis/take) and reading prefixes.
Emphasize reading the words as
whole units, not segmented.
Hands-on Activity: Rapid Word
Reading Race: Students quickly read
a list of 4.2 words from previous
lessons (e.g., midsize, likewise,
conclude) in a timed, one-minute
format. Focus on speed and
minimizing pauses.
Part 3 – Word Cards Practice reading previously learned 5
high-frequency words and 4.2 words.
Use flashcard presentation to build
automaticity and reduce decoding
time.
Words: mundane, inspire, consumes
Step 4: Substep 4.2
Part 4 – Word List Read words from the WRS Student 5
Reading Reader (Pages 60, 61). Set a pace
goal (e.g., read the entire list in one
minute). Prioritize a smooth, steady
rate over deliberate sounding out.
Part 5 – Sentence Read sentences from the WRS 5
Reading Student Reader (Pages 72-73). Focus
on prosody (expression, pacing, and
phrasing). Model expressive reading,
then have students imitate.
Part 6 – Quick Drill Blending Drill: Teacher presents 3
(Reverse) complex 4.2 words (e.g., compose,
impulse, mistake) on the
board/cards. Students rapidly
pronounce the entire word without
splitting it. Focus on immediate
recognition.
II Encoding / Part 7 – Teach and Review spelling patterns for the new 5
Spelling Review Concepts word elements: pend, press, ob, con,
for Spelling pute. Emphasize the connection
between reading the element and
spelling it quickly.
Part 8 – Written sounds: ong, ank, qu, m, j, 5
Work / Dictation Real Words: farewell, incline, tribute,
mundane, excrete
Word Elements: pend, press, ob, con,
pute.
Nonsense: drenvile, conbrile,
poltrume.
Phrases: had never been, because
she felt, goes with me:
Step 4: Substep 4.2
Sentences: 1-The contract dispute
does look like it will never end. 2-Fran
will not exclude Meg because she is
her friend. 3-Dad goes to his clinic
and transcribes his notes.
III Fluency and Part 9 – Controlled Students engage in Paired Reading 3
Comprehension Text Reading or Echo Reading of the passage "The
Big Upset" (WRS Student Reader,
Pages 84-85). Focus on reading rate
(WCPM goal) and expressive
phrasing.
Comprehension questions below.
1-Why was there a need to rush at
the start of the game? (Answer:
Because there was a strict rule about
being on time, and the coach, Mr.
Duke, would stress if anyone was ever
late.)
2-What big mistake did the Tomcats
make late in the game? (Answer:
Tim's shot could win the contest,
meaning the foul they committed on
Tim was a big mistake.)
3-What was Tim's reaction when the
time was about to expire before he
took the final shot? (Answer: He did
not panic as he bent down and used
his legs to help put the ball up.)
Part 10 – Listening The teacher reads a short, complex 2
Comprehension passage about teamwork in sports
(above student's decoding level).
Step 4: Substep 4.2
Discuss oral vocabulary like
contribute or strategy.
Total Time 45
Teacher Notes for Substep 4.2 (Fluency Plan)
Focus Tip/Hint
Pace vs. Rule The goal is automaticity. If a student has to stop and sound out a V-e
Application syllable, they still need more practice. During fluency drills, prompt them
with: "Don't sound it out—read the whole word fast!"
Blending Prefixes To eliminate choppy reading, focus blending practice (Part 6) on saying the
prefix and the base word immediately together (un-safe becomes "unsafe")
without a pause between the syllables.
Prosody When students read the sentences/passage, focus on expression. Prompt
them to read as if they were talking. Use punctuation as a guide for pauses
and vocal tone. Slow, accurate reading of sentences should transition to
fast, expressive reading.
WCPM Tracking Use Words Correct Per Minute (WCPM) data from the timed readings to
motivate students. Set a goal for them to beat their previous rate on the
same passage to demonstrate measurable fluency growth.