Read together
Caregiver guide and practice
Five-minute caregiver training
- Say clean sounds
Say /t/, not “tuh”. Stretch continuants such as /s/; keep stop sounds brief.
- Blend continuously
sssaaammm → Sam, without long pauses.
- Let the print lead
Ask the child to read all the sounds before showing a picture or saying the word.
- Correct with information
Model → child tries → an easier success → return for an independent retest. Repeating a model is not independent reading.
- Reread smoothly
Reread a practiced passage smoothly, not fast. A cold read is the first reading of a particular passage; a novel word has never been seen in print by this learner.
Before Lesson 1
See whether your child can imitate a sound, notice two different symbols, repeat a short sound sequence, blend sounds orally with help and follow a short direction. Difficulty suggests more support, not exclusion.
When a child guesses
If a child guesses from a picture or only the first letter, cover the picture and point through the whole printed word. For sand, say “go all the way to the end” so /d/ is not omitted. When the same error repeats, step back to easier examples and return later.
Practice cards for Lessons 1–5
Use these after the first reading of a novel challenge. Showing a challenge word early means it is no longer novel to that child. All material is optional and freely available.
Lesson 1Sam.
- New code
- s=/s/, a=short /a/, m=/m/
- Supported words
- am, Sam
- Independent words
- Sam, am
- Sentence
- Sam.
- Practice story
- Sam.
Lesson 2Sam sat.
- New code
- t=/t/
- Supported words
- at, sat
- Independent words
- mat, sat
- Sentence
- Sam sat.
- Practice story
- Sam sat.
Lesson 3Sam meets Dee.
- New code
- ee=/ee/, d=/d/
- Supported words
- meet, Dee
- Independent words
- meets, deed
- Sentence
- Sam meets Dee.
- Practice story
- Sam sat. / Sam meets Dee.
Lesson 4Sam sits.
- New code
- i=short /i/
- Supported words
- it, sit
- Independent words
- did, dim
- Sentence
- Sam sits.
- Practice story
- Sam meets Dee. / Sam sits.
Lesson 5Sam sits in sand.
- New code
- n=/n/
- Supported words
- in, sin
- Independent words
- tin, din
- Sentence
- Sam sits in sand.
- Practice story
- Sam meets Dee. / Sam sits. / Sam sits in sand.
You can read or print these practice cards.
Checkpoint 1 · after Lesson 5
This is separate from the games. It is optional, not a score or a requirement to continue. Record first responses, prompts and later retests only on the offline form if running an authorized tryout.
Four optional games after Lesson 5
Games are short practice, never checkpoint evidence. Stop before fatigue; do not race or judge mastery.
Sound Echo · Hear -> Say
Skill: Adult says a learned phoneme; child repeats it cleanly. Mix continuants and stop sounds.
Materials: None. Can be played while seated. A driver does not operate the screen.
- Choose two taught sounds.
- Say one clean sound without adding “uh”.
- Invite the child to echo it.
- Switch sounds and repeat briefly.
Example: Adult says /s/; child repeats /s/. Easier: Start with /s/ and /m/. Harder: Mix in /t/ and /d/.
When needed: model the correct response, have the child try, switch to an easier item, then retest later independently.
First-Sound Moves · Hear -> Do
Skill: Pick two learned sounds and assign each a movement. Say a word; child performs the movement for the first sound.
Materials: Room to move safely. Use only in a safe open space; not in a moving vehicle.
- Agree on one movement for each of two starting sounds.
- Say a familiar word aloud without showing print.
- Child does the movement for its first sound.
- Say the first sound cleanly after the response.
Example: For /s/, reach up; for /m/, tap your knees. Say “sand”; the child reaches up. Easier: Use two very different sounds. Harder: Add a third taught sound.
When needed: model the correct response, have the child try, switch to an easier item, then retest later independently.
Which One? · Hear -> Pick
Skill: Give two spoken choices: 'Which starts with /s/: sand or man?'
Materials: None. Spoken activity for seated passengers; a driver must not look at a screen.
- Choose a taught beginning sound.
- Give two familiar spoken word choices.
- Child picks the word with that beginning sound.
- Confirm by isolating the beginning sounds.
Example: Which starts with /s/: sand or man? Answer: sand. Easier: Say the choices slowly. Harder: Mix the order of choices.
When needed: model the correct response, have the child try, switch to an easier item, then retest later independently.
Flash & Say · See -> Say
Skill: Show a learned grapheme or word card. Child says the sound or reads the word.
Materials: Printed grapheme or word cards. Use when stationary; no cards or screen while driving.
- Prepare cards using only taught code.
- Show one card at a time without reading it aloud.
- Child says its sound or reads the word.
- Mix the order for another short round.
Example: Show “sat”; child reads sat. Easier: Use two familiar cards. Harder: Shuffle more taught cards.
When needed: model the correct response, have the child try, switch to an easier item, then retest later independently.
Blank developmental tryout table
For a separately authorized tryout only. Write on a printed copy or download a blank CSV table to edit offline. Do not enter child responses into this site or upload completed records. Use an anonymous local code; protect completed paper files. No pass percentage or speed aim is specified.
Use one record per opportunity in Lessons 1–5 or Checkpoint 1. The CSV has one row per opportunity; these blank records fit narrow screens and paper.
| Field | Offline entry |
|---|---|
| Anonymous code/date (optional) | Blank entry |
| Lesson/checkpoint, stage and item ID | Blank entry |
| Intended stimulus and revision | Blank entry |
| First response | Blank entry |
| Independent? yes/no/not observed | Blank entry |
| Prior exposure? first read/novel/review | Blank entry |
| Prompt/model supplied | Blank entry |
| Corrected response | Blank entry |
| Later independent retest and outcome | Blank entry |
| Error category | Blank entry |
| Hesitation (optional) | Blank entry |
| Caregiver/usability note | Blank entry |
| Field | Offline entry |
|---|---|
| Anonymous code/date (optional) | Blank entry |
| Lesson/checkpoint, stage and item ID | Blank entry |
| Intended stimulus and revision | Blank entry |
| First response | Blank entry |
| Independent? yes/no/not observed | Blank entry |
| Prior exposure? first read/novel/review | Blank entry |
| Prompt/model supplied | Blank entry |
| Corrected response | Blank entry |
| Later independent retest and outcome | Blank entry |
| Error category | Blank entry |
| Hesitation (optional) | Blank entry |
| Caregiver/usability note | Blank entry |
Cross-lesson summary (offline)
Note code knowledge, blending, connected reading and meaning separately. Distinguish practiced smooth rereads from cold first reads, and first exposure from repeated words. Note student and caregiver enjoyment and difficulty separately from reading performance.
- Code knowledge
- Blank entry
- Blending
- Blank entry
- Connected reading: practiced reread
- Blank entry
- Connected reading: first read
- Blank entry
- Meaning
- Blank entry
- Student enjoyment/difficulty (optional)
- Blank entry
- Caregiver enjoyment/difficulty (optional)
- Blank entry