Say-it, Spell-it, Say-it - University of Oregon
Say-it, Spell-it, Say-it
gold
woman
kind
hours
Card #3 - Irregular Words
|gold |woman |kind |hours |
|warm |most |friendly |sorry |
|cold |sometimes |work |heard |
|front |bold |enough |only |
Card #5 - Phoneme Blending
Card #7
|oo |ew |aw |oa |
|ue |oo |kn |qu |
|igh |ee |ou |ew |
|ch |ar |er |ai |
Card #10
|fern |knew |moose |blew |
|fuel |house |her |claw |
|cool |chart |coal |fooled |
Card #10
|pencils |marker |paper |droopy |
|sparkle |cleaning |inside |opened |
|playing |helper |before |making |
Card #17 - Specific Word Instruction
talent
surprised
dismayed
colored
lesson
practiced
Card #10
|bloom |group |drew |clue |
|moose | | | |
Card #10
|noodle |coupon |jewel |
|statue |balloon |screwdriver |
|untrue |grouping | |
Card #15 - Explain & Model: Our Classroom Zoo
Card #10
|tooth |stew |law |float |
|might |seed |few |bloom |
|draw |rules |drive |quick |
Card #3 - Multisyllabic Words
|stopping |running |window |driver |
|classroom |secret |even |fantastic |
|inside |mascot |suddenly |noodle |
Say-it, Spell-it, Say-it
wanted
favorite
friends
cousin
Card #3 - Irregular Words
|wanted |favorite |friends |cousin |
|gold |woman |kind |hours |
|warm |most |friendly |sorry |
|cold |sometimes |work |heard |
Card #6 - Phoneme Segmentation
Card #7
|oo |ew |aw |oa |
|ue |oo |ar |qu |
|igh |er |ou |ew |
|th |u_e |ge |ng |
Card #10
|fern |grew |boat |thaw |
|carve |count |glue |shawl |
|thing |huge |stool |less |
Card #10
|lesson |started |artist |cartwheels |
|photo |bedroom |barber |chases |
|table |missing |grocery |wedding |
Card #16 - Explain & Model: grocery (p. 298) & Guided Practice: photograph (p.298)
Card #17 - Specific Word Instruction
talent
surprised
dismayed
colored
lesson
practiced
Card #17 - Word Learning Strategy Instruction
crayons
chalk
powders
copy
smock
ruin
practice
Card #15 - Explain & Model: Evaluate
Card #15 - Guided Practice: Evaluate
Card #3 - Single Syllable Words
|fern |knew |moose |blew |
|fuel |house |her |claw |
|cool |chart |coal |fooled |
Card #3 - Multisyllabic Words
|pencils |marker |paper |droopy |
|sparkle |cleaning |inside |opened |
|playing |helper |before |making |
Say-it, Spell-it, Say-it
were
learning
told
practice
Card #3 - Irregular Words
|were |learning |told |practice |
|wanted |favorite |friends |cousin |
|gold |woman |kind |hours |
|warm |most |friendly |sorry |
Card #6 - Phoneme Segmentation
Card #7
|oo |ew |aw |oa |
|ue |oo |ar |qu |
|igh |er |ou |ew |
|sh |ou |or |ee |
Card #10
|term |crawl |coat |tool |
|true |shout |serve |pawn |
|drew |sheets |found |more |
Card #10
|table |flashlight |drawing |pencil |
|paper |charging |under |safety |
|finished |painters |teaching |enjoys |
Card #16 - Guided Practice: kindergarten(p. 301), unfinished (p.300)
Card #17 - Specific Word Instruction
talent
surprised
dismayed
colored
lesson
practiced
Card #15 - Guided Practice: Evaluate
Card #3 - Single Syllable Words
|fern |grew |boat |thaw |
|carve |count |glue |shawl |
|thing |huge |stool |less |
Card #3 - Multisyllabic Words
|lesson |started |artist |cartwheels |
|photo |bedroom |barber |chases |
|table |missing |grocery |wedding |
Say-it, Spell-it, Say-it
worked
covers
one
come
Card #3 - Irregular Words
|worked |covers |one |come |
|were |learning |told |practice |
|wanted |favorite |friends |cousin |
|gold |woman |kind |hours |
Card #6 - Phoneme Segmentation
Card #7
|oo |ew |aw |oa |
|ar |oo |ar |qu |
|igh |er |x |ou |
|ai |ea |ue |ee |
Card #10
|Bert |law |soak |bloom |
|start |pout |fern |paw |
|wait |cruel |next |year |
Card #10
|powder |different |never |mixing |
|asleep |alone |painting |funny |
|reason |drawing |artists |lessons |
Card #17 - Specific Word Instruction
talent
surprised
dismayed
colored
lesson
practiced
Card #3 - Single Syllable Words
|term |crawl |coat |tool |
|true |shout |serve |pawn |
|drew |sheets |found |more |
Card #3 - Multisyllabic Words
|table |flashlight |drawing |pencil |
|paper |charging |under |safety |
|finished |painters |teaching |enjoys |
Say-it, Spell-it, Say-it
want
school
washed
who
Card #3 - Irregular Words
|want |school |washed |who |
|worked |covers |one |come |
|were |learning |told |practice |
|wanted |favorite |friends |cousin |
Card #6 - Phoneme Segmentation
Card #7
|oo |ew |aw |oa |
|ar |oo |ou |qu |
|ng |er |x |ou |
|ch |ai |ee |ue |
Card #10
|groom |lawn |oak |chew |
|part |ouch |fern |law |
|hard |wait |box |green |
Card #10
|became |along |summer |hardly |
|little |crayons |staying |yellow |
|silver |copper |before |sixty |
Card #17 - Specific Word Instruction
talent
surprised
dismayed
colored
lesson
practiced
Card #10
|hugged |hugging |
|shopped |shopping |
|tanned |tanning |
|trapped |trapping |
|batted |batting |
|knitted |knitting |
|knotted |knotting |
Card #16 - Explain & Model: stopped (p. 11)
Card #3 - Single Syllable Words
|Bert |law |soak |bloom |
|start |pout |fern |paw |
|wait |cruel |next |year |
Card #3 - Multisyllabic Words
|powder |different |never |mixing |
|asleep |alone |painting |funny |
|reason |drawings |artists |lessons |
Say-it, Spell-it, Say-it
many
someone
very
through
Card #3 - Irregular Words
|many |someone |very |through |
|want |school |washed |who |
|worked |covers |one |come |
|were |learning |told |practice |
Card #5 - Phoneme Blending
Card #7
|igh |ie |er |aw |
|ar |ou |ie |igh |
|sh |igh |ch |le |
|ng |a_e |ay |sh |
Card #8
|sigh |tie |fern |paw |
|cart |ouch |lie |high |
|drum |Jade |day |shop |
Card #10
|drumming |began |tapping |planning |
|sitting |quietly |stopping |never |
|forever |inside |outside |bugging |
Card #17 - Specific Word Instruction
replies
vibration
concert
Card #3 - Single Syllable Words
|groom |lawn |oak |chew |
|part |ouch |fern |law |
|hard |wait |box |green |
Card #3 -Multisyllabic Words
|became |along |summer |hardly |
|little |crayons |staying |yellow |
|silver |copper |before |sixty |
Say-it, Spell-it, Say-it
young
together
orchestra
walks
Card #3 - Irregular Words
|young |together |orchestra |walks |
|many |someone |very |through |
|want |school |washed |who |
|worked |covers |one |come |
Card #5 - Phoneme Blending
Card #7
|igh |ie |er |aw |
|ar |ou |ie |igh |
|sh |igh |ch |ie |
|ay |ee |dge |ew |
Card #10
|bright |lies |perm |crawl |
|art |shout |die |chat |
|plays |drum |feels |feet |
Card #10
|concert |between |sounding |across |
|around |taking |classmates |going |
|surprise |teaching |over |waiting |
Card #17 - Specific Word Instruction
leads
applaud
follows
announces
Card #3 - Single Syllable Words
|sigh |tie |fern |paw |
|cart |ouch |lie |high |
|drum |Jade |day |shop |
Card #3 = Multisyllabic Words
|drumming |began |tapping |planning |
|sitting |quietly |stopping |never |
|forever |inside |outside |bugging |
Say-it, Spell-it, Say-it
watches
moves
hold
mind
Card #3 - Irregular Words
|watches |moves |hold |mind |
|young |together |orchestra |walks |
|many |someone |very |through |
|want |school |washed |who |
Card #5 -Phoneme Blending
Card #7
|igh |ie |er |aw |
|ar |ou |ie |igh |
|ch |igh |a_e |ie |
|au |o_e |ay |ea |
Card #10
|right |tie |serve |fawn |
|park |pouch |cried |sight |
|wave |bus |way |home |
Card #10
|applaud |clapping |turning |smiling |
|surprise |faster |teacher |feeling |
|stocking |inside |students |eleven |
Card #17 - Specific Word Instruction
replies
vibration
concert
leads
applaud
follows
announces
Card #10
|flight |sight |ice cream |
|teaspoon |delight |kangaroo |
|untie |necktie |empty |
Card #15 - Explain & Model: Dwight the Knight
Card #3 -Single Syllable Words
|bright |lies |perm |crawl |
|art |shout |die |chat |
|plays |drum |feels |feet |
Card #3 - Multisyllabic Words
|concert |between |sounding |across |
|around |taking |classmates |going |
|surprise |teaching |over |waiting |
Say-it, Spell-it, Say-it
become
anything
want
finding
Card #3 - Irregular Words
|become |anything |want |finding |
|watches |moves |hold |mind |
|young |together |orchestra |walks |
|many |someone |very |through |
Card #6 - Phoneme Segmentation
Card #7
|igh |ie |er |aw |
|ar |ou |ie |igh |
|sh |igh |ch |ie |
|ng |ai |ay |ee |
Card #10
|night |pie |term |pawn |
|hark |round |tied |fight |
|much |set |might |grouch |
Card #10
|thinking |raises |striking |stopping |
|going |baton |concerts |begins |
|singing |striking |under |classmates |
Card #15 - Explain & Model: percussionist (p. 349) & Guided Practice: conductor (p. 349)
Card #17 - Specific Word Instruction
replies
vibration
concert
leads
applaud
follows
announces
Card #17 - Word Learning Strategy
deaf
vibration
signs
percussion
instruments
hearing
Card #15 - Explain & Model: Summarize
Card #15 - Guided Practice: Summarize
Card #3 - Single Syllable Words
|right |tie |serve |town |
|park |pouch |cried |sight |
|wave |bus |way |home |
Card #3 - Multisyllabic Words
|applaud |clapping |turning |smiling |
|surprise |faster |teacher |feeling |
|stocking |inside |students |eleven |
Say-it, Spell-it, Say-it
cold
neighborhood
war
front
Card #3 - Irregular Words
|cold |neighborhood |war |front |
|become |anything |want |finding |
|watches |move |hold |mind |
|young |together |orchestra |walks |
Card #6 - Phoneme Segmentation
Card #7
|igh |ie |er |aw |
|ar |ou |ie |igh |
|sh |igh |ch |ie |
|ng |a_e |ee |ge |
Card #10
|bright |lie |fern |straw |
|part |out |tie |high |
|feel |takes |meets |stage |
Card #10
|making |over |surprise |never |
|telling |become |seven |hearing |
|perfect |needed |thinking |striking |
Card #16 - Guided Practice: cymbal (p. 354), musical (p. 354)
Card #17 - Specific Word Instruction
replies
vibration
concert
leads
applaud
follows
announces
Card #15 - Guided Practice: Summarize
Card #3 - Single Syllable Words
|night |pie |term |pawn |
|hark |round |tied |fight |
|much |set |might |grouch |
Card #3 - Multisyllabic Words
|thinking |raises |striking |stopping |
|going |baton |concerts |begins |
|singing |striking |under |classmates |
Say-it, Spell-it, Say-it
mural
works
give
people
Card #3 - Irregular Words
|mural |works |give |people |
|cold |neighborhood |war |front |
|become |anything |want |finding |
|watches |moves |hold |mind |
Card #6 - Phoneme Segmentation
Card #7
|igh |ie |er |aw |
|ar |u |ie |igh |
|kn |i_e |ay |ie |
|ng |ch |ee |th |
Card #10
|knight |tie |stern |saw |
|part |round |lie |might |
|strikes |gong |play |thump |
Card #10
|doctor |teaching |farmer |actor |
|protect |playing |perform |experts |
|report |little |winter |hardly |
Card #17 - Specific Word Instruction
replies
vibration
concert
leads
follows
announces
Card #3 - Single Syllable Words
|bright |lie |fern |straw |
|part |out |tie |high |
|feel |takes |meets |stage |
Card #3 - Multisyllabic Words
|making |over |surprise |never |
|telling |became |seven |hearing |
|perfect |needed |thinking |striking |
Say-it, Spell-it, Say-it
something
many
have
told
Card #3 - Irregular Words
|something |many |have |told |
|mural |works |give |people |
|cold |neighborhood |war |front |
|become |anything |want |finding |
Card #6 - Phoneme Segmentation
Card #7
|igh |ie |er |aw |
|ar |ou |ie |igh |
|sh |igh |ch |ie |
|ea |i_e |ck |tch |
Card #10
|bright |pie |her |law |
|harp |pout |lie |fright |
|treat |parks |time |check |
Card #10
|stopping |sneezing |outside |never |
|explain |darting |away |skating |
|picking |exclaims |stopping |racing |
Card #17 - Specific Word Insruction
replies
vibration
concert
leads
applause
follow
announces
Card #10
|glue |knew |soup |
|group |smooth |both |
|threw |cruel |gave |
Card #15 - Explain & Model: Who Drew the Cartoon?
Card #3 - Single Syllable Words
|knight |tie |stern |aw |
|part |round |lie |might |
|strikes |gong |play |thump |
Card #3 - Multisyllabic Words
|doctor |teaching |farmer |actor |
|protect |playing |perform |experts |
|report |tittle |writer |hardly |
Say-it, Spell-it, Say-it
walls
kinds
school
scenes
Card #3 - Irregular Words
|walls |kinds |school |scenes |
|something |many |have |hold |
|mural |works |give |people |
|cold |neighborhood |war |front |
Card #5 - Phoneme Blending
Card #7
|oa |ow |igh |ie |
|aw |igh |oa |ow |
|oa |ow |ue |kn |
|ng |ai |ea |ew |
Card #8
|moan |bow |light |cried |
|pawn |ship |loaf |tow |
|blue |drew |knight |main |
Card #10
|morning |greeted |fifty |open |
|outside |highest |before |swinging |
|across |painted |banner |printing |
Card #17 - Specific Word Instruction
project
banner
voted
Card #3 - Single Syllable Words
|bright |pie |her |law |
|harp |pout |lie |fright |
|treat |parks |time |check |
Card #3 - Multisyllabic Words
|stopping |sneezing |outside |never |
|explain |darting |away |skating |
|picking |exclaims |stopping |racing |
Say-it, Spell-it, Say-it
could
everyone
parents
put
Card #3 - Irregular Words
|could |everyone |parents |put |
|walls |kinds |school |scenes |
|something |many |have |told |
|mural |works |give |people |
Card #5 - Phoneme Blending
Card #7
|oa |ow |igh |ie |
|aw |igh |oa |ow |
|oa |ow |ue |kn |
|o_e |x |igh |ou |
Card #10
|roam |glow |sight |lied |
|claw |grow |oats |shout |
|choose |box |bright |draw |
Card #10
|computer |bookmarks |away |pointed |
|windows |voting |classes |outside |
|newspaper |brushes |teacher |planning |
Card #17 - Specific Word Instruction
community
cultures
together
Card #3 - Single Syllable Words
|moan |bow |light |cried |
|pawn |ship |loaf |tow |
|blue |drew |knight |main |
Card #3 - Multisyllabic Words
|morning |greeted |fifty |open |
|outside |highest |before |swinging |
|across |painted |banner |printing |
Say-it, Spell-it, Say-it
hold
almost
brought
great
Card #3 - Irregular Words
|hold |almost |brought |great |
|could |everyone |parents |put |
|walls |kinds |school |scenes |
|something |many |have |told |
Card #5 - Phoneme Blending
Card #7
|oa |ow |igh |ie |
|aw |a_e |oa |ow |
|oa |ue |qu |ew |
|sh |ce |igh |ng |
Card #10
|groan |low |right |lied |
|saw |ship |coal |mow |
|class |race |swing |high |
Card #10
|helping |sketches |happen |bumping |
|slipping |handprints |buckets |splattered |
|finished |photos |painters |hardly |
Card #17 - Specific Word Instruction
project
banner
voted
community
cultures
together
Card #10
|rowboat |oatmeal |grownup |
|pillow |floating |rainbow |
|shadow |toad |hollow |
|slower |crow |floats |
Card #15 - Explain & Model: advice (p. 34)
Card #3 - Single Syllable Words
|roam |glow |sight |lied |
|claw |grow |oats |shout |
|choose |box |bright |draw |
Card #3 - Multisyllabic Words
|computer |bookmarks |away |pointed |
|windows |voting |classes |outside |
|newspaper |brushes |teacher |planning |
Say-it, Spell-it, Say-it
mostly
some
their
fold
Card #3 - Irregular Words
|mostly |some |their |fold |
|hold |almost |brought |great |
|could |everyone |parents |put |
|walls |kinds |school |scenes |
Card #6 - Phoneme Segmentation
Card #7
|oa |ow |ie |aw |
|igh |a_e |oa |ow |
|tch |ue |ng |ew |
|wr |ci |Ie |ay |
Card #10
|coat |row |light |cried |
|saw |mash |low |moat |
|write |song |play |class |
Card #10
|appeared |playing |open |visitor |
|invited |excited |students |enjoy |
|reporter |hobby |maybe |story |
Card #16 - Explain & Model: paintings (p. 380) & Guided Practice: pointed (p. 378)
Card #17 - Specific Word Instruction
project
banner
voted
community
cultures
together
Card #17 - Word Learning Strategy Instructon
event
mural
pride
project
scene
sketches
Card #15 - Explain & Model: Question
Card #15 - Guided Practice: Question
Card #3 - Single Syllable Words
|groan |low |right |lied |
|saw |ship |coal |mow |
|class |race |swing |high |
Card #3 - Multisyllabic Words
|helping |sketches |happen |bumping |
|slipping |handprints |buckets |splattered |
|finished |photos |painters |hardly |
Say-t, Spell-it, Say-it
many
tough
instead
front
Card #3 - Irregular Words
|many |tough |instead |front |
|mostly |some |their |fold |
|hold |almost |brought |great |
|could |everyone |parents | |
Card #6 - Phoneme Segmentation
Card #7
|oa |ow |ie |aw |
|igh |sh |oa |ow |
|ar |ue |ng |ew |
|ir |ee |au |ai |
Card #10
|loaf |low |high |lie |
|raw |shirt |row |oak |
|paint |need |brush |art |
Card #10
|brushes |maybe |project |happened |
|bumping |before |himself |adding |
|decide |open |below |thinking |
Card #16- Guided Practice: community (p. 382), different (p. 384)
Card #17 - Specific Word Instruction
project
banner
voted
community
cultures
together
Card #15 - Guided Practice: Question
Card #3 - Single Syllable Words
|coat |row |light |cried |
|saw |mash |low |moat |
|write |song |play |class |
Card #3 - Multisyllabic Words
|appeared |playing |open |visitor |
|invited |excited |students |enjoy |
|reporter |hobby |maybe |story |
Say-it, Spell-it, Say-it
young
laugh
climbing
gone
Card #3 - Irregular Words
|young |laugh |climbing |gone |
|many |tough |instead |front |
|mostly |some |their |fold |
|hold |almost |brought |great |
Card #6 - Phoneme Segmentation
Card #7
|oa |ow |ie |aw |
|igh |sh |oa |ow |
|ur |ue |ng |ew |
|ir |ee |oo |ai |
Card #10
|boat |crow |right |lie |
|fawn |shook |blow |coat |
|three |pan |turns |roof |
Card #10
|splattered |highest |hardly |finished |
|between |classes |appeared |visitors |
|around |cheering |making |remember |
Card #17 - Specific Word Instruction
project
banner
voted
community
cultures
together
Card #3 - Single Syllable Words
|loaf |low |high |lie |
|raw |shirt |row |oak |
|paint |need |brush |art |
Card #3 - Multisyllabic Words
|brushes |maybe |project |happened |
|bumping |before |himself |adding |
|decide |open |below |thinking |
Say-it, Spell-it, Say-it
something
work
their
together
Card #3 - Irregular Words
|something |work |their |together |
|young |laugh |climbing |gone |
|many |tough |instead |front |
|mostly |some |their |fold |
Card #6 - Phoneme Segmentation
Card #7
|oa |ow |ie |aw |
|igh |sh |oa |ow |
|ur |ue |ck |ew |
|ir |ar |ue |ai |
Card #10
|goat |flow |light |pie |
|saw |shin |float |hue |
|paint |turns |high |part |
Card #10
|peanuts |leaking |about |lucky |
|missing |recess |nobody |telling |
|teacher |ruler |writing |inches |
Card #17 - Specific Word Instruction
project
banner
voted
community
cultures
together
Card #10
sighed
flashlight
thigh
tighter
lied
brightest
cried
lighting
nightly
fright
streetlight
mighty
Card #15 - Guided Practice: Fright Night
Card #3 - Single Syllable Words
|boat |crow |right |lie |
|fawn |shook |blow |coat |
|three |pan |turns |roof |
Card #3 - Multisyllabic Words
|splattered |highest |hardly |finished |
|between |classes |appeared |visitors |
|around |cheering |making |remember |
Say-it, Spell-it, Say-it
everyone
beautiful
enough
friend
Card #3 - Irregular Words
|everyone |beautiful |enough |friend |
|something |work |their |together |
|young |laugh |climbing |gone |
|many |tough |instead |front |
Card #5 - Phoneme Blending
Card #7
|oo |ew |igh |aw |
|ie |sh |ee |ew |
|ore |wr |ai |wh |
|tch |ck |ay |or |
Card #8
|fool |new |right |lie |
|straw |lash |stool |stew |
|bump |green |hair |day |
Card #10
|after |flashlight |nightly |mighty |
|ended |clapping |never |needed |
|outside |asking |spooky |matching |
Card #17 - Specific Word Instruction
event
mural
pride
project
scene
sketches
Card #3 - Single Syllable Words
|goat |flow |light |pie |
|saw |shin |float |hue |
|paint |turns |high |part |
Card #3 - Multisyllabic Words
|peanuts |leaking |about |lucky |
|missing |recess |nobody |telling |
|teacher |ruler |writing |inches |
Say-it, Spell-it, Say-it
said
bought
have
guess
Card #3 - Irregular Words
|said |bought |have |guess |
|everyone |beautiful |enough |friend |
|something |work |their |together |
|young |laugh |climbing |gone |
Card #5 - Phoneme Blending
Card #7
|oo |ew |igh |aw |
|ie |sh |ee |i_e |
|ore |wr |ai |wh |
|tch |ck |a_e |ce |
Card #10
|tool |blew |light |cried |
|maw |shore |loot |few |
|made |wait |see |write |
Card #10
|turning |showing |dressing |spider |
|dancing |tossing |juggle |hardly |
|sitting |picking |starting |playing |
Card #17 - Specific Word Instruction
event
mural
pride
project
scene
sketches
Card #3 - Single Syllable Words
|fool |new |right |lie |
|straw |lash |stool |stew |
|bump |green |hair |day |
Card #3 - Multisyllabic Words
|after |flashlight |nightly |mighty |
|ended |clapping |never |needed |
|outside |asking |spooky |matching |
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