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part ii EasyReading Guide to Part II, Lessons 37–71 T he lessons in part II introduce words like split, lisp, milk, and scram, which are made up of consonant clusters or blends that are regular, or alphabetically consistent with those sound-letter correlations taught in part I. These combinations of consonants, and in fact all the patterns of part II, expand on the sound-letter correlations already established in part I but do not materially alter them. Part II also introduces the pupil to doubled consonants, some plurals, possessives, and contractions. As always, it is important for the teacher to step back and allow the pupil’s own speech patterns to dictate how a word or pattern is pronounced. Some young pupils may still retain favored pronunciations from their early speech. These idiosyncrasies do not necessarily get in the way of learning to read with Let’s Read, and the teacher should be cautious about reordering an individual’s speech patterns, which, in any event, can be an exercise in futility. Many youngsters do not hear subtle (to them) differences between various sounds and so create their own sound systems that in the main serve them well enough. Oftentimes, parents are a little sad when these remnants from early childhood drop out of use. With pronunciation problems-—as with other problems—patience, practice, and the sheer volume of patterns will prevail in overcoming them. These elements are a far more effective prescription than focusing on the pronunciation (or repronunciation) of sounds the pupil may or may not discern.| 125 easy read i n g 126 | Scope of Part II ▪ Group I ▪ regular consonant clusters, sl-, sk-, fl-, tw-, etc., as in sled, skin, flop, twig ▪ -st, -lf, -pt, etc., as in best, dusk, self, kept ▪ Group II ▪ simple plural nouns with s, as in caps, mats, locks, duffs ▪ third-person singular of verbs formed by adding s (with the value of s as in sit), as in hops, sits, cranks ▪ possessives and contractions, such as its, Beth’s; it’s, let’s ▪ Group III ▪ digraphs wh-, -ng, as in which, sing ▪ doubled consonants, as in egg, fuzz, bill ▪ qu- as in quick, squid ▪ -x as in fox, box The words in the patterns of part II, despite being composed of combinations of two or more consonants, are consistently alphabetic in their spelling—or regular in their sound-letter correlations—and common in their use. In the case of the digraphs, they have a consistent single-sound value, as does final x, and they constitute the last of the most alphabetic spelling patterns in the Let’s Read sequence of lessons. Suggestions for the Teacher Part II builds on part I and does not require much alteration of method for the teacher. 1. In part II, new vocabulary is listed at the top of the page, usually in columns. The lists are to be read from the top to the bottom of each column to emphasize the significant differences between the words within a column and between columns. Significant differences are evident vertically—between the words in a column—and are often also evident horizontally—between words in adjacent columns, which provides plenty of opportunity for review. 2. Have the pupil spell and say the words in a pattern. If the pupil seems comfortable with a new pattern, it is not necessary to spell each new word before saying it. In fact, the pupil has made a giant stride if he or she is able to read the words in a new list without spelling them first. Far from being an indication of good guesswork, this guide to lessons 37–7 1 | 127 flicker of independence is a demonstration of the pupil’s internalization of sound-letter correlation even in these new multiletter combinations. 3. Repeat groups of words that cause difficulty. Especially in the first lessons of part II, the pupil is dealing with many variables in both the patterns and the connected reading. When a pupil stumbles, it is sometimes enough to simply tell or remind him or her what a word is after it has been spelled. However, it is often more helpful to show the pupil how to read a troublesome word by the process of analogy, by presenting the pupil with a familiar C-V-C word and then using that word to discover by pairing how to unlock the unfamiliar one. For example, by contrasting cat and scat, or lad and glad...


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