When you look at the script column, you will see that there are 5 types of supplemental scripts. This is because the lesson goal changes from initial sounds to ending sounds, to both initial and ending sounds, middle sounds, and then putting it all together with CVC words. Though the goals do change, the basic procedure of the lesson remains the same.

Worksheet Format

Here is an example of a missing letter student page. The missing letter lessons provide practice in the skills of identifying the sounds of a word, then writing the missing letter, and at the same time, correctly writing the letter. The sound boxes at the top can be used to stretch or tap out the sounds in words. Or, teachers may use whatever sound stretching technique the children use in reading class, such as tapping out sounds on the fingers.

The two icon choices in this example are first sound, which is circled if the student needs to rethink the first sound, or thumbs up, if the student gets the sound correct. If the student picked the wrong letter, the Fix It Line is used to write the correct letter. If the writer picked the correct letter, then the coach gives a thumbs up. Then, the coach can look at the handwriting of that letter. If the letter can be made better, the coach circles the letter, provides feedback, and then the writer uses the Fix It Line to try again. By this time, the students no longer need the place, size, and shape icons to circle, and they are able to vocalize the feedback. However, teachers can remind the students of these icons, which are printed on the student card. It is really important that the kids do not work ahead, because they will not know what to call some of the pictures. For example, on this page, #3 is for tin, not can. The PAWS team spent lots of time going through and finding appropriate words and pictures for these. You should have the kids repeat the words and sound out loud to support the sound/symbol relationship here. This also stimulates their phonological processors for reading, and keeps them engaged in the lesson as well!

Sound Icons

As we process through the lessons, students will be listening for and writing in letters for different positions in a consonant-vowel-consonant word. First, they will do initial sound, then ending, then initial and ending together, then middle sounds. Finally, they will write the entire CVC word. So, the number in front of the sound icon will change.

Initial Sound
Ending Sound
Initial and Ending Sound
Middle Sound
CVC Word

Watch the Missing Letters Lesson 1 video below to see how this lesson flows. The next video is from Missing Letter Lesson 11, which deals with the missing vowel sound. You can see how this lesson follows the same format as Lesson 1.

ML-1 I Do

ML-11 I Do

Watch the short videos below to observe students coaching one another.