• Say the word Lurk and ask students to tell you the sound they hear in the middle (r-controlled /u/).
• Tell students that you are going to replace the r-controlled /u/ with short /o/. Pronounce the short /o/ sound. Ask students what new word you have made (lock).
• Ask students what word you would make if you changed the /o/ to /i/ (lick).
• Give students a series of oral medial sound changes from the word time. Start by switching /i/ to long /e/ to make team, and /e/ to long /a/ to make tame. Then begin with sit. Change the /i/ to /a/ (sat), and /a/ to /e/ (set). 

Identify s-family Blends

• Write the word story on the board and ask students to tell you the blend they hear at the beginning. Ask them what two letters make up the blend. Circle the st.
• Write the word Snag on the board and have students read it. Have them tell you what blend comes at the beginning and what two letters make up that blend. Repeat with the word smiles.
• Hand out worksheet 2. Explain to students that they are to identify the pictures and think about where they hear an s-blend in the word. In the space under the picture, they can either write the letters that make the blend, or if they know it, they can write the whole word and circle the letters that make the s-blend. 

High-Frequency Words

• Write the words once, there, was, that, and know on the board. Read each word with students. Explain that some words are used over and over again in books and it will help them read quickly if they know these words by heart.
• Play the "funny voice" game. Have students brainstorm funny voices such as monster voices, scared voices, robot voices, etc. Do a round in each voice, having students read one word from the board in that voice. Have each student read every high-frequency word at least once. 

Fluency

• Allow students to reread the book independently or with a partner. Partners may read the entire story or take turns reading parts of it.
• Let students take the books home to read with parents, caregivers, siblings, or friends.