Lesson 25: r /r/ part 2
Overview
Focus: r in clusters (tr, dr, cr, fr, gr, br, pr); heart word from
Graphemes and Heart Words
New grapheme: none (practice lesson)
New heart words: from
Heart words so far: the, I, a, said, to, do, of, see, he, be, me
No longer heart words: and, is, as
Word List
Words: drop, trot, hop, grip, trap, fret, brag, trim, frog, kid, grab, rift, crib, prim, grit, bred, grub, drum, grim, drab, rim, rip, drip, crop, prop, prod, rag, drag
Made-up words (✱): mab, pob, fep, sen, com, hig
Sentences
- A crab is from the pond.
- Fred has a red drum.
- The frog hid from me.
Parent guide: what to say for each slide
Use only previously taught letters and sounds during review. Have paper, a marker, and letter tiles ready. Slashes mean say the sound. Today’s Practice develops fluency with known letters; New Concept introduces a new sound pattern. During sentence dictation, show the goose and read the sentence aloud. Reveal the sentence only after writing.
Slide 1 — Welcome to Lesson 25
SAY
Today we’ll practice our sounds and read words with r. Then we’ll learn a new heart word and read sentences together.
LISTEN FOR
Gets ready.
PARENT TIP
Have the known letter tiles and r ready.
Slide 2 — Blending Practice
SAY
Listen to my sounds. Put them together to tell me the whole word.
LISTEN FOR
Let your child settle into the next activity.
Slide 3 — Listen and blend
SAY
What word is /ă/ /t/? Now /s/ /ă/ /t/. Now /s/ /ĭ/ /p/. Now /p/ /ă/ /t/.
LISTEN FOR
at; sat; sip; pat.
PARENT TIP
Parent-supplied prompts for the ear picture. These words use letters already taught.
Slide 4 — Segmenting Practice
SAY
Now listen to a whole word and tell me each sound you hear.
LISTEN FOR
Let your child settle into the next activity.
Slide 5 — Listen and segment
SAY
Say sip. Tell me its sounds. Now do sap. Now do mat.
LISTEN FOR
sip: /s/ /ĭ/ /p/; sap: /s/ /ă/ /p/; mat: /m/ /ă/ /t/.
PARENT TIP
Parent-supplied prompts for the ear picture. Tap one finger per sound. These three words each have three sounds.
Slide 6 — Visual Drill
SAY
Tell me the sound of each letter as it appears.
LISTEN FOR
Let your child settle into the next activity.
Slide 7 — Visual drill a
SAY
What sound does this letter spell?
LISTEN FOR
/ă/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 8 — Visual drill d
SAY
What sound does this letter spell?
LISTEN FOR
/d/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 9 — Visual drill k
SAY
What sound does this letter spell?
LISTEN FOR
/k/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 10 — Visual drill h
SAY
What sound does this letter spell?
LISTEN FOR
/h/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 11 — Visual drill r
SAY
What sound does this letter spell?
LISTEN FOR
/r/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 12 — Auditory Drill
SAY
Listen, say the sound back, and write the letter that spells it.
LISTEN FOR
Let your child settle into the next activity.
Slide 13 — Listen and write three letters
SAY
Listen to my sound. Say it back, then write the letter that spells it.
LISTEN FOR
/t/ → t; /s/ → s; /p/ → p
PARENT TIP
Give only three sounds, one at a time, in this order: /t/, /s/, /p/. Keep the answer slide hidden until your child has written the letters.
Slide 14 — Check your three letters
SAY
Let’s check your writing. Point to each letter and tell me its sound. Watch how the letter is made, then try it once more.
LISTEN FOR
t, s, p
PARENT TIP
These are the three letters shown. Pause or replay the formation animations as needed.
Slide 15 — Word Building
SAY
Let’s use our known letters to build and read.
LISTEN FOR
Let your child settle into the next activity.
Slide 16 — Get the letter tiles ready
SAY
Put your letter tiles where you can reach them. I’ll say a word. You’ll say the sounds, choose the letters, and read the word you built.
LISTEN FOR
Gets the known letters ready.
PARENT TIP
The board picture is a cue to use your own tiles or letter cards. Use the letters your child has learned; the decorative letters in the picture are not the word list.
Slide 17 — Build words with tiles
SAY
I’ll say a word. Say each sound, choose the letters, and read the word you built. Our review words are rip, rim, rag.
LISTEN FOR
rip: /r/ /ĭ/ /p/; rim: /r/ /ĭ/ /m/; rag: /r/ /ă/ /g/.
PARENT TIP
Use only letters and sounds from earlier lessons. There is no new letter today. The Today’s Practice section follows this review and develops the lesson’s focus.
Slide 18 — Today’s Practice
SAY
We already know r. Today we will practise r beside another consonant. Say /t/ /r/ /ĭ/ /p/, trip. Say /d/ /r/ /ĭ/ /p/, drip. Build trip, then change t to d and read drip. Keep both first sounds. Next we will learn the heart word from.
LISTEN FOR
Says both consonants in tr and dr without dropping a sound or adding uh.
PARENT TIP
This lesson practises known letters. Review comes first. Use this section for the lesson’s focus, then continue with the heart words, reading, and unseen sentence dictation. Keep the goose visible while your child writes.
Slide 19 — Heart word: from
SAY
This is the word from. Say the word with me: from. Look at the letters and say the word again.
LISTEN FOR
Reads or repeats the word from.
PARENT TIP
Have your child point to each letter, say the word, and write it once. Revisit this word during the sentences that follow.
Slide 20 — Reading
SAY
Now we are going to read some sentences.
LISTEN FOR
Let your child settle into the next activity.
Slide 21 — Sentence 1
SAY
Read this sentence. Sound out any word you need to.
LISTEN FOR
A crab is from the pond.
PARENT TIP
Point to each word as your child reads. A, from, and the are heart words. Celebrate the effort.
Slide 22 — Sentence 2
SAY
Read this sentence. Sound out any word you need to.
LISTEN FOR
Fred has a red drum.
PARENT TIP
Fred starts with a capital letter because it is a name. A is a heart word. Celebrate the effort.
Slide 23 — Sentence dictation — listen and write
SAY
Listen to this sentence: The frog hid from me. Say the whole sentence back to me. Now write it.
LISTEN FOR
The frog hid from me.
PARENT TIP
Do not show the sentence before dictating it. Keep the goose-writing cue on screen. Say the sentence twice at a natural pace. Let your child repeat it, write it, and reread their own writing. Check the new concept, capitals, spaces, and punctuation. Then go to the NEXT slide to reveal the sentence and check together.
Slide 24 — Sentence reveal and check
SAY
Now let’s check the sentence you wrote. Read your writing, then compare it with this sentence.
LISTEN FOR
The frog hid from me.
PARENT TIP
This is the first time your child sees the complete dictation sentence. Check the new concept, capitals, spaces, and punctuation. Help with previously taught heart words as needed.
Slide 25 — Good Bye
SAY
Great job today! We practiced words with r and learned the heart word from.
LISTEN FOR
Reads from when shown the word.
PARENT TIP
Celebrate the effort. Keep practice short and positive.
Slide 26 — Copyright
SAY
This slide is for the teacher or parent. There is nothing to read aloud.
LISTEN FOR
Nothing for your child to do here.
Workbook Pages
Letter sort
Do: Find every R and r, even when the letter looks different. Circle each one. Count the circles and write the number in the box.
Letter fluency
Do: Top: point to each letter and say its sound. Middle: say each letter name. Bottom: circle every big (uppercase) letter and underline every small (lowercase) letter.
Missing sound
Do: Name the picture. Say the word slowly and listen for the last sound. Circle the letter that makes it, write it in the empty box, then read the word.
If stuck: "Say the picture name slowly. What sound is at the end?"
New heart word
Do: Read the heart word. The ♡ marks the part to remember. Trace it, fill in the missing letters, color it (the ♡ part in red, the rest any color), write it, then circle it every time you find it.
Say: "This is a heart word. Most of it follows the sounds we know. The heart shows the part we learn by heart."
If stuck: "Which part can we sound out? Which part has the heart, the part we remember?"
Roll and read
Do: Roll a die. Find the column with the same dots and read the next word in it. Keep rolling until every word is read. The ✱ row has made-up words.
If stuck: Point to the letter they missed: "Check this sound." Then "Say the sounds, now blend them fast."
Read and draw
Do: Read each sentence. Tick the box, then draw a picture that matches it.
If stuck: "Point to each word as you read." Ask what the picture needs to show before they draw.
Word ladder
Do: Read the ladder from the bottom up. Only one sound changes each step. Then write the words your grown-up says (Teacher's Guide).
Say: Dictate in order: rag → drag → drab → grab → grub.
If stuck: "What changed? Which sound is different from the word before?"
Sentence scramble
Do: Read the words in each row. Put them in order to make a sentence. Write the sentence on the line. Check for a capital letter, spaces, and an end mark.
Watch For
- Dropping the r in a cluster: reading trip as tip.
- tr can sound like /chr/ and dr like /jr/; that is normal speech.
Game: Blend Train
Materials
- Index cards
- Marker
- Two colors of marker or paper, one for the engines and one for the cars
Get ready
Make seven "engine" cards: tr, dr, cr, fr, gr, br, pr. Make "train car" cards for the endings: -ip, -im, -ag, -ab, -op.
How to play
- Spread out the engines and the cars.
- The child hooks an engine to a car and reads the new word.
- If it is a real word, they keep the train. If not, they try a different engine.
- Remind them that both sounds stay in the blend, like /d/ and /r/ in "drip."
Words to build
- -ip: grip, drip
- -im: grim, trim, brim, prim
- -ag: brag, drag
- -ab: crab, grab, drab
- -op: drop, crop, prop
Optional extra cars
Add -og, -um, and -ub cars to make frog, drum, and grub.