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>>INSTRUCTOR: Ok, Christian, I'm just going to show you a few cards
and I want you to tell me the sounds.
>>STUDENT: A. O. I. E. U. SP. FR. TR. CR. TW. THR.
>>INSTRUCTOR: Say it again?
>>STUDENT: FR.
>>INSTRUCTOR: Cover up the "R". What does that say?
>>STUDENT: F.
>>INSTRUCTOR: Ah. It makes a sound that is very close to "F",
but where are your teeth when you say "F"? Where are they touching?
>>STUDENT: My teeth?
>>INSTRUCTOR: Your teeth are touching what?
>>STUDENT: My lip.
>>INSTRUCTOR: Your lip. OK. When you make this sound,
your teeth have to be squeezing your tongue together. THHHHHH.
So, your tongue has to come out between your teeth. Good. So this says "THHH." Now uncover this.
>>STUDENT: THR...
>>INSTRUCTOR: THR. THR. Good job. Let's write that 3 times and say "THR. THR. THR." Say it.
>>STUDENT: THR.
>>INSTRUCTOR: Say it again.
>>STUDENT: THR.
>>INSTRUCTOR: Good job.
>>STUDENT: THR.
>>INSTRUCTOR: Good.
>>STUDENT: THR.
>>INSTRUCTOR: Excellent. I like the way that you concentrated
on putting your tongue out through your teeth. That's good.
>>STUDENT: SP. NUT.
>>INSTRUCTOR: NT.
>>STUDENT: NT.
>>INSTRUCTOR: NT.
>>STUDENT: NT.
>>INSTRUCTOR: Write that one 3 times for me and say "NT".
>>STUDENT: NT.
>>INSTRUCTOR: Mhmm.
>>STUDENT: NT.
>>INSTRUCTOR: Mhmm.
>>STUDENT: NT.
>>INSTRUCTOR: Perfect.
>>STUDENT: NUD.
>>INSTRUCTOR: This would be "ND."
>>STUDENT: ND.
>>INSTRUCTOR: Can you write that one for me 3 times? ND.
>>STUDENT: ND.
>>INSTRUCTOR: Good.
>>STUDENT: ND.
>>INSTRUCTOR: Good.
>>STUDENT: ND.
>>INSTRUCTOR: Perfect. OK.
>>STUDENT: SK. MUP?
>>INSTRUCTOR: MP.
>>STUDENT: MP.
>>INSTRUCTOR: MP. Good job. Write that one for me 3 times and say "MP."
>>STUDENT: MP. MP. MP.
>>INSTRUCTOR: Excellent. I'm going to let you keep that for right now.
This time, I'm going to say the sounds and I want you to say the sound back and write it. AAH.
>>STUDENT: AAH.
>>INSTRUCTOR: AHH.
>>STUDENT: AHH.
>>INSTRUCTOR: Say it as you write it.
>>STUDENT: AHH.
>>INSTRUCTOR: EEH.
>>STUDENT: EEH.
>>INSTRUCTOR: EHH.
>>STUDENT: EHH.
>>INSTRUCTOR: UHH.
>>STUDENT: UHH.
>>INSTRUCTOR: SP.
>>STUDENT: SP.
>>INSTRUCTOR: Excellent. FR.
>>STUDENT: FR.
>>INSTRUCTOR: Read back to me what you wrote.
>>STUDENT: FUR. FR.
>>INSTRUCTOR: Where were your teeth when you said "FR"? Where were they?
>>STUDENT: On my lip.
>>INSTRUCTOR: On your lip. What letter is that when they're on your lip.
>>STUDENT: F.
>>INSTRUCTOR: Good job! How would you put your teeth for this one?
>>STUDENT: THR.
>>INSTRUCTOR: THR. OK, now listen one more time. Did I say "THR" or did I say "FR"?
I'll repeat it one more time, and you watch my lips, OK? FR.
>>STUDENT: FR.
>>INSTRUCTOR: Excellent job. Write that two more times for me and say "FR".
>>STUDENT: FR. FR.
>>INSTRUCTOR: Excellent. TR.
>>STUDENT: TR.
>>INSTRUCTOR: Excellent. CR.
>>STUDENT: CR.
>>INSTRUCTOR: TW.
>>STUDENT: TW.
>>INSTRUCTOR: Good job. Watch my mouth, now. THR.
>>STUDENT: THR.
>>INSTRUCTOR: SP.
>>STUDENT: SP.
>>INSTRUCTOR: NT.
>>STUDENT: NT.
>>INSTRUCTOR: ND.
>>STUDENT: ND.
>>INSTRUCTOR: SK.
>>STUDENT: SK.
>>INSTRUCTOR: Good. And you know one more way to spell "SK". Excellent. MP.
>>STUDENT: MP.
>>INSTRUCTOR: Good job. Alright, now we're going to read some make-believe words.
>>STUDENT: Spant.
>>INSTRUCTOR: Nice job.
>>STUDENT: Frant. Frand. Frod? Front?
>>INSTRUCTOR: Cover this one up. What would that say?
>>STUDENT: Ond.
>>INSTRUCTOR: Good. Now put that on.
>>STUDENT: Frond.
>>INSTRUCTOR: Perfect.
>>STUDENT: Trond. Troks? Troks?
>>INSTRUCTOR: Cover this up. What would that say?
>>STUDENT: Oks.
>>INSTRUCTOR: Is this open or closed?
>>STUDENT: Closed.
>>INSTRUCTOR: So what will this say?
>>STUDENT: Oks. Oks. Ossk.
>>INSTRUCTOR: Mhmm.
>>STUDENT: Osk. Osk.
>>INSTRUCTOR: Good job.
>>STUDENT: Trosk.
>>INSTRUCTOR: Nice job. Trosk.
>>STUDENT: Croks.
>>INSTRUCTOR: Cover that up.
>>STUDENT: Oks. Osk.
>>INSTRUCTOR: Good job!
>>STUDENT: Crosk.
>>INSTRUCTOR: Good. That's a hard one, isn't it.
>>STUDENT: Cromp. Crip. Crimp. Twimp. Twemp. Twisp? Twesp. Twups? Twusp.
>>INSTRUCTOR: Good job.
>>STUDENT: Thrusp.
>>INSTRUCTOR: Say it again.
>>STUDENT: Frusp?
>>INSTRUCTOR: Where were your teeth when you said that?
>>STUDENT: Thrust?
>>INSTRUCTOR: Good.
>>STUDENT: Thrusp.
>>INSTRUCTOR: Excellent job, Christian! That was very good. Alright.
Now, I want you to just take a look at these two pages. You have been studying how to spell "OI", right?
Where do you notice that we use this spelling in the words?
Where does this come in the words?
>>STUDENT: The end.
>>INSTRUCTOR: At the end. And where does this spelling come?
>>STUDENT: The middle.
>>INSTRUCTOR: The middle. And sometimes it can even come at the beginning, like this one.
So when you're spelling, if you hear that "OI" sound at the end,
which one will you use? This one or this one?
>>STUDENT: This one.
>>INSTRUCTOR: Right. And if you hear it in the middle, which one will you use?
>>STUDENT: This one.
>>INSTRUCTOR: Good. OK. I'm going to give you some words and I want you
to finger-spell those words and then tell me which spelling you're going to use-
whether you're going to use the "OI"-the O-I or the O-Y. Alright, so let's try this. Say "point".
>>STUDENT: Point.
>>INSTRUCTOR: And finger-spell point.
>>STUDENT: P-OI-T
>>INSTRUCTOR: Ah. Is it P-OI-T or POINT?
>>STUDENT: P-OI-T.
>>INSTRUCTOR: P-OI-NT.
>>STUDENT: Point.
>>INSTRUCTOR: Good. Would you use O-I or O-Y?
>>STUDENT: O-I.
>>INSTRUCTOR: And why would you use O-I?
>>STUDENT: It's in the middle of the word.
>>INSTRUCTOR: Very good. How about in the word "void"? Finger-spell "void".
>>STUDENT: Void. V-OI-D.
>>INSTRUCTOR: Good. And which one would you use for that one?
>>STUDENT: O-I.
>>INSTRUCTOR: Why?
>>STUDENT: Because it's in the middle of the word.
>>INSTRUCTOR: Very good. If I said "Paperboy"- and you could do that by syllables,
you could go PA-PER-BOY. Which spelling would you use for "OY" in "Paperboy"?
>>STUDENT: Boy.
>>INSTRUCTOR: Which spelling would you use, the O-I or the O-Y?
>>STUDENT: O-Y.
>>INSTRUCTOR: And why?
>>STUDENT: Because it's at the end of the word.
>>INSTRUCTOR: Very good. Say "Employ".
>>STUDENT: Employ.
>>INSTRUCTOR: EM-PLOY. By syllables-which spelling would you use for "employ"?
>>STUDENT: Um...
>>INSTRUCTOR: Why don't we finger-spell "ploy"?
>>STUDENT: P-L-OY.
>>INSTRUCTOR: Which spelling would you use?
>>STUDENT: O-Y.
>>INSTRUCTOR: Why?
>>STUDENT: Because it's at the end of the word.
>>INSTRUCTOR: Very good. Thank you very much, Christian.