[This is the first script for reading Activity 2. After having covered most of the spelling patterns in Spelling Spript 1, start with short simple poems and stories that the learner has heard several times and enjoys and has helped to read. Work on a short passage of perhaps two to six short sentences. Discuss developments in the story when it seems appropriate.

I would love to hear about your experience using these exercises in an e-mail message to me, Bob Parvin: bandcparvinXhotmail.com (Substitute @ for X. I'm trying to hide my address from spammers.)]

Beginning Stage

I will help you learn to read one of your favorite (stories, poems) by yourself. When you are reading and the story is not making sense, stop and see what you are doing wrong. We will begin by reading in easy steps.

1. I will read a (passage, verse) aloud, and we will both point to the words. [Discuss significant developments in the story.]

2. Now you read it along with me, and you point to the words.

3. You read the same (paragraph, verse) silently and point to any words that you can't work out, and I will say them. [An optional intermediate step.]

4. You read it aloud alone and point to the words. [Make sure he is pointing to the words he is reading. If he says a word that doesn't make sense, tap the word with your pencil. If he can't quickly work it out, say it for him without a phonics lesson.]

5. Having finished the passage, I will point to your problem words, and you say them or figure them out using story clues and the spelling word parts you have learned.

[After finishing a book, discuss it with him and write the name of the book on his "Books I Have Read" poster and have a celebration.]

Second Stage

When you are reading and the story is not making sense, what should you do? [Stop and see what you are doing wrong.] When you are reading and you don't recognize a word, what clues should you use? [You should use story clues and word part clues.]

I will help you learn in easy steps to read this (story, poem).

1. I will read a (paragraph, verse) aloud, and you point to the words.

2. You read the same (paragraph, verse) silently and point to any words that you can't work out, and I will say them. [An optional intermediate step.]

3. You read the (paragraph, verse) aloud and point to the words. Remember to use story clues and word part clues.

4. Having finished the passage, I will point to your problem words, and you say them or figure them out using story clues and the word parts you have learned.

A Ladder for a New Book

I will now help you read a book that we haven't read before.

1. First, try to figure out what the book is about by looking for clues, and we will see what you already know about things in the story.

2. I will read a paragraph aloud, and you point to the words.

3. You read the paragraph silently and point to the words. Tap any word you can't work out using story clues and word part clues or if you need help with the meaning. [An optional intermediate step.]

4. You read the paragraph aloud and point to the words. [If he says a word that doesn't make sense, tap it with your pencil.]

5. Having finished the paragraph, I will point to your problem words, and you say them or figure them out using story clues and the word parts you have learned.

[Discuss with him any point of interest or new development in the story.]

[After finishing the book, discuss it. For example, what did he like most about the story? Does the story teach a lesson? Reread the book later taking turns reading the paragraphs. If he tends to be a "word caller," try the "reading race."]

The Reading Race

[Here is a technique for improving reading fluency. You read slowly enough so that he can usually beat your time in two tries. You can record the time with an electronic kitchen timer, preferably one with a stop watch function. ]

1. I will read a paragraph aloud, and you point to the words. I will record my time.

2. You read the same paragraph as fast as you can to see if you can beat my time. [Tap words he misses to signal for him to try the word again. If he doesn't get it soon, say the word.]

3. We will review your problem words.

[If he didn't beat your time, proceed with this step:]

Try again to beat my time. [If he doesn't beat your time, tally the result as a win for you, and go on to the next paragraph and read a little slower and spend more time on the problem words.]