2007 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (071907) | www.wilsonlanguage.

com
1
Sound Cards Quick Drill
2
Teach & Review Concepts for Reading
2-3 MIN (1:1) / 2-3 MIN (GROUP) 5 MIN (1:1) / 5 MIN (GROUP)
Do as a warm-up
Say letter(s) and name sound
Always do vowels: letter-keyword-sound
Other sounds (be selective):
letter - (keyword) - sound
Clip consonants; do not add extra sounds; elongate
vowels
Directly teach about the sounds
Add sounds to sound section of Student Notebook
as they are introduced
Make 3-4 words (include nonsense) from previous
substeps for review
Teach current word structure with card manipulation
with 5-8 words
Include trouble spots from previous lessons
Weave questions about word structure
For prociency, make word chains, changing one
letter to make a new word
3
Word Cards
4
Wordlist Reading
3-5 MIN (1:1) / 5-10 MIN (GROUP) 5 MIN (1:1) / 5-10 MIN (GROUP)
Start with review word cards from previous
substeps: always look for automaticity (rainbow
stack)
Current words: practice tapping / syllable division /
marking; work toward no tapping / automaticity
Select some words for vocabulary emphasis
Read high-frequency words (separate stack)
Be aware of lesson focus when selecting an activity
(introduction, accuracy, uency)
WORDLIST PRACTICE
Read words (rows/columns) individually, in pairs, as
an echo, chorally
Target trouble spots, discuss current concepts, and
weave with questions
CHARTING
Chart students on schedule:
1:1 do each lesson
Group check students weekly
Plan alternate activity for non-charting students in
groups
Discuss errors with student
Use to guide substep progression
2007 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (071907) | www.wilsonlanguage.com
5
Sentence Reading
6
Quick Drill in Reverse
5 MIN (1:1) / 5 MIN (GROUP) 1-2 MIN (1:1) / 2-3 MIN (GROUP)
Students read sentence silently, then orally
Goal: complete 10 sentences
Assistance given as needed
Reading for meaning is essential
Weave concepts
Use pencil for tracking, phrasing and uency
(teacher models)
Teacher says sound; students repeat
Students point to card(s) or magnetic tiles, and
answer
Students can do nger writing on desktop for
reinforcement
7
Teach & Review Concepts for Spelling
8
Written Work Dictation (Sounds, Words, Sentences)
5 MIN (1:1) / 5-10 MIN (GROUP) 15 MIN (1:1) / 15-20 MIN (GROUP)
PHONETICALLY REGULAR WORDS
Teacher dictates word
Students repeat word
ONE SYLLABLE WORDS
Students tap sounds (if accuracy lesson)
Students nd letters
Students orally spell word (while tapping if accuracy
lesson)
MULTISYLLABIC WORDS:
Students name and spell one syllable at a time
HIGH FREQUENCY WORDS
Use sky-writing and nger writing on desktop to
memorize the spelling of high frequency words
Students work with notebook / dictation pages
Teacher dictates:
5 sounds
5 real words (from previous and current substeps)
5 nonsense words (from previous and current
substeps)
2-3 high frequency/sight words
2-3 sentences
Students repeat, answer, then write - subvocalize
when writing (accuracy lessons)
Students repeat, write, then answer (uency
lessons)
Proofread sentences
Students read back and mark up (words and
sentences)
2007 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (071907) | www.wilsonlanguage.com
9
Controlled Text Passage Reading
10-15 MIN (1:1) / 10-15 MIN (GROUP)
Select a Wilson controlled passage
Students read silently, using a pencil for tracking
Students visualize passage, replay, retell
If retelling is scanty, do Wilson Comprehension
S.O.S. and then retell again
Students read orally
Re-use stories with uency focus
10
Listening Comprehension / Applied Skills
10
Listening Comprehension / Applied Skills
15-30 MIN (1:1) / 15-30 MIN (GROUP) 15-30 MIN (1:1) / 15-30 MIN (GROUP)
LISTENING COMPREHENSION LESSON APPLIED SKILLS LESSON
Set schema
Teacher reads enriched passage to students,
modeling prosody, expression
Students do not follow along
Use Wilson Comprehension S.O.S.
Have students replay and retell (use visualization
and/or picture notes as guide)
STEPS 1-2
Use narrative
STEPS 3-12
Use narrative and expository (can be enriched text
from Wilson Academy)
BEGIN THIS IN STEP 3
Must be non-controlled decodable. Can be
decodable from Wilson Academy or other source.
If decodable passage is matched to enriched, begin
with retelling
Students read silently, using a pencil for tracking
Can also do cold read with students as they
progress
Teacher assists with decoding as needed
Use questioning techniques directing students to
use decoding skills and context clues
Students retell passage
If retelling is scanty, do Wilson Comprehension
S.O.S. and then retell again
Students read orally
Re-use stories with uency focus