Lesson 6

Multi-Session Phonics Short u; Consonants d, g, r

To the Tutor: Some students will require more time on these Target Elements: short u; consonants d, g, r
activities than others. Feel free to adjust the pace of the lesson Review Elements: short e; consonants j, v, w, y
Target High-Frequency Words: boy, come, fast,
and the amount of practice the student needs. You can track the make, to
student’s progress by placing a check and/or date next to each Review High-Frequency Words: are, blue,
part of a lesson that is completed. has, he

1
• Take away or turn over the pictures of the dog,
seed, and duck. Show the Picture Card of the goat
Part and have it identified. Then say: Our next sound
is /g/. Goat begins with /g/. Have the student
watch your mouth as you make the sound. Then
Materials: Picture Cards: dancer, desk, dog, doll,
have the student make the sound. Point to the
duck, feather, girl, goat, goose, rock, rug, seed;
goat and say: What sound do you hear at the
Letter Cards: d, g, r; Word Cards: boy, come, fast,
beginning of goat? (/g/)
make, to
• Place the Picture Cards of the feather and the
Step 1 Isolate Beginning Sounds goose below the goat. Point to each picture and
• Tell the student that you will learn some more have the student identify it. Then ask: Which
sounds and match them to letters of the alphabet. picture shows something that begins with the
sound you hear at the beginning of goat? (goose)
• Show the student the Picture Card of the dog What is that sound? (/g/)
and have it identified. Say: This is a dog. Say dog
with me. Then ask: What sound do you hear at • Introduce /r/ in the same way, using the Picture
the beginning of dog? (/d/) Card of the rug for /r/. Have the student watch
your mouth as you make the sound. Then have
Note to the Tutor: Remember, when you see a letter the student make the sound.
inside slashes (/d/), say the sound, not the name of
the letter: /d/, not dee. • Lay out the Picture Cards of the dog, goat, and
rug. Point to each picture, name it, and say its
• Point to the dog again and explain: Dog begins beginning sound. (dog, /d/; goat, /g/; rug, /r/)
with /d/. Have the student watch your mouth Then have the student point to each picture
as you make the sound. Then have the student and say its beginning sound.
make the sound.
• Finally, point to a picture and have the student
• Place the Picture Cards of the seed and the duck say its beginning sound. Repeat until the
below the dog. Point to each picture and have student can say these beginning sounds quickly
the student identify it. Ask: Which picture begins and confidently.
with the sound you hear at the beginning of dog?
(duck) What is that sound? (/d/) • Check to see if the student can match more
pictures with the same beginning sounds. Place
these Picture Cards on the table: desk, doll, girl,
goose, and rock.
• Ask the student to choose a card, identify the
picture, and match it to the dog, goat, or rug
according to its beginning sound. Model for the
student: This is a desk. Desk begins with /d/—the
same sound I hear at the beginning of dog.

continued on page 2

1
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 Lesson 6
Multi-Session Phonics (continued) Short u; Consonants d, g, r

Step 2 Isolate Ending Sounds Step 4 Read High-Frequency Words

• Hold up the Picture Card of the dog. Say: What • Show the student these Word Cards: boy, come,
sound does dog begin with? (/d/) fast, make, and to. Read each word aloud
several times.
• Show the student the Picture Card for seed. Say:
This is a seed. What sound do you hear at the end • Point out the letters in each word. Have the
of seed? (/d/) Have the student repeat the words student read each word with you as you point to
dog, and seed to listen for the /d/ sound. Help the it. Then echo read the words: you read a word
student understand that sounds can appear in and have the student read the word after you.
different positions in different words.
• Have the student say a simple sentence using one
• Lay out the Picture Cards of the goat, dog, and or more of the words. For example, The boy runs
rug. Ask the student to say where he/she hears fast. Help the student make similar sentences
the /g/ sound in goat, dog, and rug. using one or more of the high-frequency words.
• Show the Picture Card of the rug and ask the Note to the Tutor: Remember to collect all the Picture,
student to say where he/she hears the /r/ sound. Letter, and Word Cards and put them back in the
packet for use next time.
Step 3 Match Letters and Sounds

2
• Display the Letter Cards d, g, and r and the
Picture Cards of the dog, goat, and rug. Point
to the letter d and say: This is the letter d. D
stands for the /d/ sound. Which picture shows Part
something that begins with /d/? (dog)
• Have the student locate the picture of the dog Materials: Picture Cards; Letter Cards: b, c, g,
and place it next to the Letter Card for d. Then h, j, m, p (2), r, t, u; Word Cards: are, boy, blue,
ask what sound the letter stands for. If the come, fast, has, he, make, to; Sound/Letter
student places a picture card that doesn’t begin Mat and markers, such as pennies; Student’s
with /d/, repeat the /d/ sound and the name of word ring (optional)
the picture and ask: Do you hear /d/ at the
beginning of (goat)? Step 1 Beginning and Ending Sounds Game
• Play a game to help the student review the
sounds you worked with last session. Display
three Picture Cards, such as dog, goose, and desk.
d Say: I see something that ends with /g/. What is it?
• When the student guesses the correct picture, he
or she can select two or three cards and ask the
question about a beginning or ending sound.
• Repeat this activity with the Letter Cards g and r. With the Picture Cards in Lesson 6 the student
Spend the time needed to make sure the student should be able to identify beginning /d/, /g/, and
can match the /d/, /g/, and /r/ sounds with the /r/ and the ending sounds /d/ (seed), and /g/
letters that stand for each sound. (dog, rug).
• When the student seems confident, have him/her
sort the remaining Picture Cards, matching their Step 2 Identify Short u
beginning sounds with the letters that stand for • Review with the student that he/she has learned
those sounds. Then have the student sort the to make lots of words using the short vowels /a/,
Picture Cards according to these ending sounds: /i/, /o/, and /e/ and that today he/she will learn
/d/, /g/, /r/. another vowel. Show the Picture Card of the rug
and have it identified. Ask: What sound do you
hear at the beginning of rug? (/r/) What sound
do you hear in the middle of rug? (/u/) Have the
student repeat the sound after you.
continued on page 3

2
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 Lesson 6
Multi-Session Phonics (continued) Short u; Consonants d, g, r

• Show the Letter Card u and explain that this letter • Slowly say the word rug, enunciating the three
stands for the sound you hear in the middle of sounds: /r/ /u/ /g/. Have the student say each
rug. Have the student hold the Letter Card u next sound in rug after you, pushing each letter up
to the picture of the rug and say the sound and to the corresponding box in the top row. Then
the object in the picture. have the student blend the sounds to say rug.
• Move the letters back down to their original
Step 3 Segment and Count Sounds
positions. Place the letter b in the first box in
• Display the Picture Card of the rug. Say: What the bottom row. Ask: What sound does the
is this? (rug) Ask: What sounds do you hear in letter b stand for? Let’s blend these three sounds
rug? Help the student identify and say the three together: bug.
sounds in rug: /r/, /u/, /g/. Ask: What sound do you
hear in the middle of rug? (/u/) What letter stands
for that sound? (u)
• Give the student the Sound/Letter Mat and place
a marker in each box in the bottom row. Explain
that you will say a word and the student is to
repeat the word and move a marker to the box b u g
above it for each sound he or she hears in
the word.
• Say the word rug and model moving the markers • Have the student push each letter up to the
up for each of the three sounds in the word rug. corresponding box in the first row, saying the
sound each letter stands for. Model blending the
• Move the markers back down. Have the student three sounds together as you move your finger
slowly say the word rug, and move a marker up under each letter to say bug. Then have the
for each of the three sounds in the word rug. student blend the sounds to make bug.
• Move the letters b, u, g down to the bottom
row. Ask: Suppose you want to make hug. What
sound/letter do you need to change in bug to
make hug? (b) Have the student substitute h for
b, move the letters up, and blend the sounds to
make hug. Repeat this procedure and have the
student blend and say jug, mug, and tug.
• Use the Sound/Letter Mat and have the student
blend and say up. Then have the student use c
Step 4 Blend Short u Words
and p to blend and say cup and pup.
• Give the student the Sound/Letter Mat and place
• Repeat this and have the student blend run
the letters r, u, and g in the boxes as shown.
and sun.

Step 5 Read High-Frequency Words

• Show the student these Word Cards: boy, come,
fast, make, and to, and remind the student that
these are the words he/she needs to memorize
r u g this week.
• Read each word aloud and have the student read
it with you. Then have the student echo read the
word. Finally, hold up each word in turn and have
the student read it.

continued on page 4

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 Lesson 6
Multi-Session Phonics (continued) Short u; Consonants d, g, r

• Review these high-frequency words from the • Give the student the letter n and ask: Say run.
previous lesson: are, blue, has, and he, and have Does it begin with the same or a different sound
the student read them. as rug? (same) Does run end with the same
sound or a different sound as rug? Draw out the
• (Optional) If the student has a word ring of the
pronunciations of rug and run so that the student
high-frequency words from his/her tutoring
can hear the differences between the two words.
sessions so far, have the student read each word
(run ends with the /n/ sound) Ask the student to
on the ring.
use the letters r, u, n to make and blend run.
Note to the Tutor: Remember to collect all the Picture,
• Give the student the letter s and have him/her
Letter, and Word Cards and put them back in the
make and blend sun.
packet for use next time.

3
Step 3 Review High-Frequency Words
• Lay out all the Word Cards on the table. Point to
each word, read it, and have the student repeat
Part it with you.
• Turn the cards face down. Have the student pick
Materials: Picture Cards; Letter Cards: c, d, g, h, a card and read it. If a student cannot read the
j, m, n, p (2), r, s, t, u ; Word Cards: boy, come, word, read it for them and have them repeat it
fast, make, to; Tag board, hole punch, ring after you. Then put the card back in the pile for
fastener (optional); Phonics Practice Sheet additional practice.
• (Optional) Cut the tag board into word card-sized
Step 1 Alliteration Game pieces. Ask the student to select a Word Card
• Display all the Picture Cards and have the student and read the word on it. Write the word on the
identify each one. tag board. Connect the cards together on the
student’s word ring.
• Then challenge the student to make up a
phrase—silly or not—using one or more of the Note to the Tutor: Many of the high-frequency words
pictures and thinking of other words that begin do not follow phonics patterns. The student must
with the same sound. Model for the student: A memorize these words. Putting them on the ring will
giggly girl had a goose. The seed sits on the soil. make it easier to review and learn these words.

Step 2 Make Short u Words Step 4 Read Words

• Remind the student that a word needs a vowel, • Show the student the Phonics Practice Sheet. Point
such as u. Place the Letter Cards r, u, and g on to the section titled Words and ask the student
the table and have the student identify each one. to read each word in the first column. To correct a
Then ask the student to put the letters together misread word, tell the student to run his/her finger
to make rug and blend the sounds to say rug. under each letter in the word saying the sound at
• Take away the letter r. Give the student the letter the same time, then blending the letters together.
m and have him/her push the letter in front of u • Then have the student read the words in the
and g to make mug. Repeat this with the letters second column. To correct a misread of a high-
d, h, j, and t to make dug, hug, jug, and tug. frequency word, read the word and have the
• Repeat this activity, having the student first blend student read it after you.
the letters u, p to make up and then use the Note to the Tutor: Remember to collect all the Picture,
letters c and p to blend cup and pup. Have the Letter, and Word Cards and put them back in the
student say each word he/she makes. packet for use next time.
• Give the student the letters r, u, and g again
and have him/her push the letters together
and blend rug.

continued on page 5

4
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 Lesson 6
Multi-Session Phonics (continued) Short u; Consonants d, g, r

4
• Give the student the letters h, e, and n and have
him/her blend and say hen. Then provide m, p,
Part and t and have the student blend and say men,
pen, and ten. If necessary, model for the student:
Hen begins with /h/. To make men, I need to
Materials: Picture Cards; Letter Cards: a, b, d (5), replace /h/ with /m/. I can use the letter m to
e, f, g (3), h, i, j, l, m, n, o, p, r (2), s, t, w; Phonics do this.
Practice Sheet
• Give the student b, e, and d and
Step 1 Play Concentration have the student make and blend b e d

• Play a concentration game using Picture and bed. Make sure the student can
Letter Cards. Put all the Picture Cards and these hear the difference between the b a d
Letter Cards face down on the table: d (5), f, g (3), /b/ and the /d/ sounds in this word.
n, r (2), s. Ask: Suppose you made the word
d a d
bed and you want to make bad. Do
• Ask the student to turn over one Picture Card and you need to change the beginning
one Letter Card. The student may keep each pair sound? The middle sound? Or the d i d
if the letter names the sound the picture begins sound at the end? Stretch out the
with (d, dog). The player with the most correct sounds in bed and bad so that the h i d
pairs wins. student can hear the differences
between the middle sounds of the two words.
Step 2 Review Short e
• Have the student then substitute the beginning,
Note to the Tutor: This activity reviews skills taught middle, or ending sounds to make dad, did, hid.
earlier in the tutoring sessions. If the student has not
previously learned about the short vowel /o/ sound or Step 3 Finish the Phrase
consonant, then you may consider skipping to Step 3. • Show the student Phonics Practice Sheet and
• Show the student the letters a, i, o, and e and ask: point to the section titled Finish It! Explain that
What do we call a, i, o, and e? (vowels) Why are there are some sentences that are started but not
these letters important? (You need a vowel finished and the student is to finish each one.
to make a word.) Turn the cards for a, o, and i • Point to the first unfinished sentence and read
face down. it with the student: I can make a _____. Ask:
• Place the letter cards j, e, t face up on the table How would you finish this sentence? Let the
and review the sound each one makes. student use his or her own words to orally
finish the sentence. Repeat with the remaining
• Ask the student to blend the sounds and say jet. unfinished sentence.
Ask: Can you think of something that rhymes with
jet? If necessary, prompt with bet, let, met, net, Step 4 Read Words and Sentences
pet, and wet. Ask the student to select the correct • Have the student look at the section of the
letter and substitute it for j. Have the student Phonics Practice sheet titled Words. Randomly
blend and say each word he/she makes. point to the words in each list and ask the
student to read each one. To correct a misread
j e t word in the first column, tell the student to run
his/her finger under the letter in the word and
b e t blend the word aloud. To correct a misread of a
high-frequency word in the second column, read
the word and have the student read it after you.
n e t

continued on page 6

5
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 Lesson 6
Multi-Session Phonics (continued) Short u; Consonants d, g, r

• Ask the student to read the story at the bottom Step 2 Build Sentences
of the page. Give help as needed, using the same • Lay out the following Word Cards on the table:
strategies you used as the student read the are, blue, boy, come, fast, has, he, make, to.
words above. Review these words with the student.
Note to the Tutor: Remember to collect all the Picture, • Then lay out the words the student wrote in
Letter, and Word Cards and put them back in the Step 1. Have the student choose some words
packet for use next time. from the table and make a sentence.

5
• Write the sentence on a piece of paper for the
student. The student should write the words from
the Word Cards he/she has chosen. If the student’s
Part sentence includes words that are not on the Word
Cards, write them for the student. As you write,
ask the student to help you with any sounds
Materials: Letter Cards; Word Cards; Blank Word he/she may know. When the sentence is
Cards; Letter-sized envelope; Notebook paper complete, have the student read it to you.
• Cut apart the sentence and mix up the words.
Step 1 Mixed Review Have the student put the sentence back together
• Place Letter Cards b, h, j, r, t, and u face up in the correct order.
on the table. Have the student make the word
rug and say the word aloud.
• Then ask the student how to change rug to make
ction
hug. Have the student find the Letter Card h and
Home-Conne
put it in the place of the letter r. Tell him/her to pe so
ent an envelo
blend the sounds to make the word. Give the stud e Le tt er and
ke all th
he/she can ta them
• Have the student write the words rug and hug ome and use
Word Cards h and
on Blank Word Cards. Repeat this process and aking words
to practice m bers.
have the student make bug, jug, and hug. h family mem
sentences wit
• Have the student read all the ug words he/she
made and then wrote on Blank Word Cards.
• Ask the student to tell what the words have in
common. If the student doesn’t respond, point
out that all the words have the same ending.
Have the student circle the ug letter combination
on each word card. Tell the student that these
words belong to the -ug word family because
they have the same ending letters and the same
ending sound.
• Repeat the activity with the following word
families:
-ut: but, cut, hut, nut
-un: bun, fun, run, sun
-ed: bed, fed, red
-ip: dip, hip, rip, sip, tip

6
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 Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

are blue
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boy come

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

fast has

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

he make
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 Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

to
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Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

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 Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

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Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

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 Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

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Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

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Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

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Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

Multi-Session Phonics · Lesson 6 Multi-Session Phonics · Lesson 6

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 a b c d
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d d d d

e f g g

g h i j
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 l m n o
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p p r r

s t u w

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 Lesson 6
Multi-Session Phonics Phonics Practice

Words Finish It!

up boy I can make
a _____.
run make
bus come What can run
fast? A _____.
tug to
pup what
but have

The Pup
The boy has a pup.
It can run fast.
The boy can run fast.
The boy and the pup run to
the bus.

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 Lesson 6
Multi-Session Phonics Sound/Letter Mat

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