Now that you´ve learned the theories behind the interventions and the concepts of beginning word reading, it is time for you to synthesize those ideas into classroom application. Listed below are several exercises for you to complete. When you get into a classroom, you will need to know how to create and carry out exercises like these. You may want to look back at the lessons in this module to help you get started or to verify that the sequence you choose is appropriate for this activity. Try to do as much as you can without the help of those lessons - it´s good practice!!

1. Prepare one "Say It, Move It, Say It" activity that you could use with a student in each of the following levels: 1st grader, high school student, adult (three activities in all). Include the following for each:

• a picture or a line drawing of a common object whose name consists of two or three sound units.
• a row of squares that represent the number of sound units in the word, drawn below the picture.
• tokens (e.g., pennies, colored chips, M&Ms, etc.)
• the appropriate dialogue for the sound analysis and sound synthesis sequence for this activity.
• a list of 10 sample words to use that are appropriate in their sound structure, e.g., man, sit, fun, on.

2. Prepare one "Say It, Move It, Read It" activity that you could use with a student in each of the following levels: 1st grader, high school student, adult (three activities in all). Include the following for each:

• a picture or a line drawing of a common object whose name consists of two or three sound units.
• a row of squares that represent the number of sound units in the word, drawn below the picture.
• tokens (e.g., pennies, colored chips, M&Ms, etc.).
• the appropriate dialogue for the sound analysis and sound synthesis sequence for this activity. (Notice that the dialogue will be different for this activity).
• a list of 10 sample words to use that are appropriate in their sound structure. These words may include spelling words or vocabulary words that are being taught to the entire class, if they are appropriate in structure, e.g., am, sam, ham, jam; flat, fat.