Day 1 Teacher Guide Day 1: Vowel Check & St-Endings - Teacher Guide Day 1 Decoding Slides吹吹吹吹 Level 01: Core Access
Decoding Lab
Mission 01: Vowel Check & Ending Blends
Protocol: Short Vowels + (-ST)
Vowel Calibration
ă
Apple
ĕ
Edge
ĭ
Itch
ŏ
Octo
ŭ
Up
The
Ending
Two consonants together.
S + T
ST
Code Mapping: FAST
Analyze Mode
FAST
F
A
S
T
Initial
Ending Blend
Lab Word List
LAST /l/ /ă/ /st/
MIST /m/ /ĭ/ /st/
BEST /b/ /ĕ/ /st/
DUST /d/ /ŭ/ /st/
Hold the /S/ sound!
Mission Control
Open your Lab Sheets.
Day 1 Student Lab Sheet吹吹吹吹吹吹 Decoding Lab
Subject: Ending Blends (-ST)
Decoder:
Date:
01. Vowel Sensor Calibration
A
/ă/ Apple
E
/ĕ/ Edge
I
/ĭ/ Itch
O
/ŏ/ Octopus
U
/ŭ/ Up
02. Phoneme-Grapheme Mapping
Listen to the word. Tap the sounds. Write one sound per box.
FAST
MIST
DUST
03. Code Analysis (Sentence Level)
Read the sentences below. Circle every word that ends with the -st blend.
1. The rocket was the best thing in the blast.
2. Put the cup on the test tray for the lab.
3. A thick mist fell over the lost ship.
4. Do not rest until the mission is done.
5. The last man left the post.
04. Lab Synthesis
Write one new sentence using at least two words with -ST.
System Status: Calibrated Protocol: DL-01-ST Level 01 Clearance Required
Day 3 Teacher Guide Decoding Lab: Phase 1
Day 3 Teacher Guide
Lesson: End with the Bend
Target Blend: -nd
Learning Objective
Students will accurately decode and orthographically map single-syllable words ending in the voiced consonant blend -nd with 90% accuracy.
Materials Needed
Day 3 Decoding Slides
Day 3 Student Lab Sheets
Dry-erase markers / Individual whiteboards
1
Warm-Up: The Blend Recall (5 mins)
"Welcome back, Decoders. Yesterday we looked at the nasal -mp blend. Let's quickly scan our memory banks. Read these words as I point: stump, fast, pump, lost ."
Quickly flip through review slides. If students struggle with 'mp', remind them of the 'nasal pop' feeling in their nose.
2
The New Code: -nd (10 mins)
Teacher Script:
"Today we are adding -nd to our lab files. This blend also starts with a nasal sound /n/, but it ends with the voiced /d/. Put your hand on your throat. Say /n/... /d/. Do you feel that vibration? It's 'on' for both sounds."
Articulation Check:
Contrast -nd with -nt (if needed). Explain that /d/ is the 'heavy' version of /t/ because our motor (vocal cords) is running.
3
Mapping the Lab Words (15 mins)
Word Think-Aloud Script Mapping Pattern band "How many sounds? /b/ /a/ /n/ /d/. Four sounds. Let's map it." [b] [a] [n] [d] stand "This word has a 'double blend' challenge. Start and end. /s/ /t/ /a/ /n/ /d/." [s] [t] [a] [n] [d] spend "/s/ /p/ /e/ /n/ /d/. Watch that short 'e' in the middle." [s] [p] [e] [n] [d]
4
Independent Lab Sheet (10 mins)
Students complete the Day 3 Student Lab Sheet . Walk around and listen to students whisper-reading the words as they write. If a student writes "band" as "bad", prompt them: "I hear the nasal sound /n/ before the /d/. Where does that letter go?"
Differentiation Lab
Support:
Use "Sound Buttons" (circles) under the mapping boxes. Have students tap each button as they say the sound before writing the letter.
Extension:
Have students brainstorm multi-syllable words using the -nd blend (e.g., bandit, handbag, sandal).
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Lab Procedure: Day 3
The -nd Data Log
Decoder Identity
Lab Date
Part 01: Articulation Scan
/nd/
Vibrating Nose (n)
Say the sounds: /n/ ... /d/. Do you feel the hum? This is a "Heavy Blend."
Part 02: Orthographic Mapping
Read It
band
Read It
pond
Read It
stand
Read It
spend
Part 03: Sentence Synthesis
Read aloud, then copy precisely:
The grand band will stand here.
Read aloud, then copy precisely:
Can you send the fund to the pond?
Lab Results: Processing
Day 3 Decoding Slides Decoding Lab: Day 3
End with
the Bend
Mastering the -nd ending blend.
Vowel Calibration
a
Apple
e
Edge
i
Itch
o
Octopus
u
Up
The Science of /nd/
"Put your hand on your throat. Feel the vibration for both sounds."
/n/ Nasal
/d/ Voiced
Check the Ending:
band
Check the Ending:
pond
Mapping the Code: stand
s
t
a
n
d
5 Sounds • Double Blend Challenge
Rapid Lab Test
Clear Enunciation
band
send
pond
fund
wind
grand
spend
stand
blend
Day 3 Teacher Guide Final Decoding Lab: Phase 1
Day 3 Teacher Guide
Lesson: End with the Bend
Target Blend: -nd
Learning Objective
Students will accurately decode and orthographically map single-syllable words ending in the voiced consonant blend -nd with 90% accuracy.
Materials Needed
Day 3 Decoding Slides
Day 3 Student Lab Sheets
Dry-erase markers / Individual whiteboards
1
Warm-Up: The Blend Recall (5 mins)
"Welcome back, Decoders. Yesterday we looked at the nasal -mp blend. Let's quickly scan our memory banks. Read these words as I point: stump, fast, pump, lost ."
Quickly flip through review slides. If students struggle with 'mp', remind them of the 'nasal pop' feeling in their nose.
2
The New Code: -nd (10 mins)
Teacher Script:
"Today we are adding -nd to our lab files. This blend also starts with a nasal sound /n/, but it ends with the voiced /d/. Put your hand on your throat. Say /n/... /d/. Do you feel that vibration? It's 'on' for both sounds."
Articulation Check:
Contrast -nd with -nt (if needed). Explain that /d/ is the 'heavy' version of /t/ because our motor (vocal cords) is running.
3
Mapping the Lab Words (15 mins)
Word Think-Aloud Script Mapping Pattern band "How many sounds? /b/ /a/ /n/ /d/. Four sounds. Let's map it." [b] [a] [n] [d] stand "This word has a 'double blend' challenge. Start and end. /s/ /t/ /a/ /n/ /d/." [s] [t] [a] [n] [d] spend "/s/ /p/ /e/ /n/ /d/. Watch that short 'e' in the middle." [s] [p] [e] [n] [d]
4
Independent Lab Sheet (10 mins)
Students complete the Day 3 Student Lab Sheet . Walk around and listen to students whisper-reading the words as they write. If a student writes "band" as "bad", prompt them: "I hear the nasal sound /n/ before the /d/. Where does that letter go?"
Differentiation Lab
Support:
Use "Sound Buttons" (circles) under the mapping boxes. Have students tap each button as they say the sound before writing the letter.
Extension:
Have students brainstorm multi-syllable words using the -nd blend (e.g., bandit, handbag, sandal).
Day 3 Decoding Slides Final Decoding Lab: Day 3
End with
the Bend
Mastering the -nd ending blend.
Vowel Calibration
a
Apple
e
Edge
i
Itch
o
Octopus
u
Up
The Science of /nd/
"Put your hand on your throat. Feel the vibration for both sounds."
/n/ Nasal
/d/ Voiced
Check the Ending:
band
Check the Ending:
pond
Mapping the Code: stand
s
t
a
n
d
5 Sounds • Double Blend Challenge
Rapid Lab Test
Clear Enunciation
band
send
pond
fund
wind
grand
spend
stand
blend
Day 3 Student Lab Sheet Final Lab Procedure: Day 3
The -nd Data Log
Decoder Identity
Lab Date
Part 01: Articulation Scan
/nd/
Vibrating Nose (n)
Say the sounds: /n/ ... /d/. Do you feel the hum? This is a "Heavy Blend."
Part 02: Orthographic Mapping
Read It
band
Read It
pond
Read It
stand
Read It
spend
Part 03: Sentence Synthesis
Read aloud, then copy precisely:
The grand band will stand here.
Read aloud, then copy precisely:
Can you send the fund to the pond?
Lab Results: Processing
Day 2 Teacher Guide吹吹吹吹 Day 2: The Clump & Jump Lab
Teacher Instructional Script & Procedure
Lesson ID DL-02
Objectives
Identify and decode the ending blend -mp.
Differentiate between nasal sounds in final positions.
Blend -mp with short vowels in single-syllable words.
Materials
Day 2 Decoding Slides
Day 2 Lab Sheet
"M" and "P" sound cards
Pacing
45 Minutes Total:
1
Yesterday's Analysis (Warm-Up)
Teacher Script
"Decoders, check your sensors. Yesterday we mapped the -ST blend. I'm going to say a word. If it ends in -ST, give me a thumbs up. If not, thumbs down. Ready? Fast... Mast... Fan... Best... Bell... "
2
New Lab Code: -mp
Think-Aloud Modeling Script
"Today's code is -MP . This one is tricky because the /m/ sound happens in your nose, and the /p/ sound happens at your lips. Watch me say JUMP . My lips close for the /m/—mmmm—and then they pop open for the /p/—pah! /j/ /ŭ/ /m/ /p/. It feels like one quick motion."
Articulating the Blend:
Step 1: Hum the /m/ through the nose.Step 2: Keep lips sealed, then release a puff of air for /p/.Step 3: Combine: /m-p/.
Common Error
Students often omit the /m/ and say "jup" instead of "jump." Emphasize the nasal vibration of the /m/ before the pop.
3
Mapping the Clump (Guided)
"Let's look at the word CLUMP . This word is complex! It has a blend at the start AND the end. Let's count the sounds: /k/ /l/ /ŭ/ /m/ /p/. Five sounds! Watch how I place them in the lab boxes."
c
l
u
m
p
4
Independent Lab Work
Mission Parameters:
Map: RAMP, LIMP, STUMP .
"Stump" check: remind them of Day 1's /st/ at the start!
Sentence Read: "The chimp can jump up the ramp."
Day 2 Decoding Slides吹吹吹吹吹吹吹吹 SENSORS ONLINE :: DL-02
The Clump Lab
Target Code: Ending Blend (-MP)
The Nasal Pop
M
Feel it in your nose!
P
Pop it at your lips!
M-P
Lab Protocol 02
Mapping: JUMP
JUMP
J
U
M
P
Complex Word Alert
CLUMP
Initial Blend
C + L
Ending Blend
M + P
5 sounds. 1 mission.
Lab Mission List
RAMP
LIMP
STUMP
Sentence Scanner
"The chimp can jump up the ramp."
Jump and Bump Reading Passage Decoding Lab
Unit 1: Blends | Lab Session: -mp
Name:
Date:
Reading Task: The Wet Pump
Instruction: Read the story. Find the words that end with -mp.
It was damp in the lab. A big clump of mud was on the ramp. I had to jump over the mud. I went to the water pump. I had to stomp on the handle to make it work. I got a stamp for my hard work! I am the champ.
Lab Analysis
1. What was on the ramp?
2. Why did the person have to jump?
3. List three words from the story that end with the -mp blend.
DECODING-LAB-MP-02
Day 2 Student Lab Sheet吹吹吹吹吹吹吹吹吹吹吹吹 Decoding Lab
Subject: Nasal Blends (-MP)
Decoder:
Date:
01. Nasal Pop Analysis
M
Lips Seal / Nose Hum
P
Air Release / Pop
-MP
Target Blend
02. Phoneme Mapping Protocol
Tap the sounds. Map the letters. Highlight the -MP blend.
JUMP
RAMP
CLUMP
STUMP
03. Context Analysis
1. The chimp had to jump the bump.
2. Put the lamp on the dump.
3. A clump of hemp is in the bin.
Write: Which word from the sentences means a small hill?
Status: Nasal Pop Optimized Protocol: DL-02-MP Decoder Unit Alpha
Final Assessment Presentation吹吹吹吹吹吹吹吹吹
Decoding Lab Phase 1
Master Decoder
Certification
Final Assessment & Lab Graduation
Equipment Check
Tools Ready?
Pencil / Pen
Final Lab Sheet
Focus Mode
Eyes & Ears
Listen for the target sounds in every word.
Hand-Brain
Map the letters to the sounds you hear.
The Mission
01
Isolate
Break the word into individual sounds.
02
Map
Write exactly one sound in each lab box.
03
Synthesize
Read the whole word back clearly.
"Speed is good, but accuracy is the Master Code."
Post-Lab Certification
Once your final data is submitted and verified, you will receive your Decoding Lab Certification and move to Level 2.
Begin Test
Final Lab Assessment Sheet Final Lab Assessment
Master Decoder Certification
Decoder:
Date:
Section 01
The Auditory Scan
Listen to your instructor. Isolate every sound and map the code into the lab boxes.
Section 02
Synthesis Analysis
Identify the correct code for each data set. (Circle your choice)
Word: "CRISP"
A. c-r-i-s-p
B. cr-i-sp
Word: "STRONG"
A. s-t-r-o-ng
B. str-o-ng
Section 03
Field Verification
Read each data log. Use the clues to verify the information.
Log #001
The grand lab stands on the clump of grass.
Analysis Question: Circle the word with an L-blend.
grand
stands
clump
Log #002
He spent the last cent in the trust fund.
Analysis Question: Which word has a 3-letter blend?
spent
trust
fund
Official Laboratory Assessment Verification Required for Level 2 Clearance
Final Lab Teacher Guide Key Instructor Manual
Final Assessment Protocol
Total Duration
45 Minutes
Core Focus
Comprehensive synthesis of Phase 1 Blends (-st, -mp, -nd, L, R, S, and 3-letter clusters).
Passing Score
85% Accuracy (Mastery) / 70% (Proficient with Support)
Next Steps
Proceed to Phase 2: Digraphs and R-Controlled Vowels.
Part 1: Auditory Scan Script
Teacher Instructions:
Pronounce each word clearly. Do not segment it for them. Students must isolate the sounds themselves and place each sound in its own lab box.
WORD 01
CLUMP
/k/ /l/ /u/ /m/ /p/
WORD 02
TRUST
/t/ /r/ /u/ /s/ /t/
WORD 03
STRAND
/s/ /t/ /r/ /a/ /n/ /d/
WORD 04
SPLIT
/s/ /p/ /l/ /i/ /t/
Answer Key & Grading
Section 02: Synthesis Analysis
Word: CRISP
Correct Answer: A (c-r-i-s-p)
Explanation: Mastery check for 1-letter-to-1-box mapping. Answer B incorrectly groups blends.
Word: STRONG
Correct Answer: A (s-t-r-o-ng)
Explanation: 'ng' is a digraph (one sound), 'str' are individual phonemes.
Section 03: Field Verification
LOG 001 CLUE
Correct Choice: CLUMP
Distractor analysis: 'grand' is R-blend, 'stands' is S-blend/ND-blend.
LOG 002 CLUE
Correct Choice: TRUST
Distractor analysis: 'spent' is 2-letter blend, 'fund' is 2-letter blend.
