As the name implies, New Words and New Sentences focuses on the new concept being learned in the lesson. Especially at the beginning of your instruction, you may be limited in your word choices. An instructor needs to be aware of which sight words (non-decodable words) a student does and doesn’t know. Any words that will need to be told to the student should be underlined, and they should be limited to 1-2 per sentence at the most.
A student is more likely to make errors in this section. I have previously written about how students with dyslexia are already used to hearing “No, that’s wrong.” So we use the same type of error correction as we did in Review Words and Sentences.
It is important again to note that some students will be more capable of generalizing than others. Don’t assume that because a student is older, or because they have higher cognitive skills, that they can generalize well. If they could, they might not require this type of intensive instruction in the first place.
What I mean is, know your students. When I teach the consonant-l blends (bl, cl, fl, gl, pl, sl), sometimes I teach 2-3 at a time, and sometimes I have to teach them one-by-one. You may find that you have to reteach the “new” concept next time if the student is struggling. This is usually the first consonant blend taught in the OG scope and sequence. Students need to understand that a consonant blend still has separate sounds, so you may have to do some extra work in the phonemic awareness area.