Second Edition
Essentials
Teacher’s Guide Volume 1
Essentials eacher’s Guide: Multi-Level Reading, Spelling, Grammar, and Vocabulary, Volume 1 Copyright © 2015 Pedia Learning Inc. All rights reserved. Copyright Notice: Our digital downloads comewith a limited reproduction license. Licensed users may use the iles on any device or computer and may print them, but may not sell, share, copy, transer, or distribute iles or prints to people not covered by the license. Single Teacher L icense: his digital license is or use by only ONE teacher. Multiple teachers in the same school or multiple parents in the same co-op must each have their own purchased license.
According to the United States Copyright Oice, “Copyright inringement occurs when a copyrighted work is reproduced, distributed, perormed, publicly displayed, or made into a derivative work without the permission o the copyright owner.” For urther inormation, see http://www.copyright.gov/help/aq/aq-deinitions.html. “he Logic o English” is a Registered rademark o Pedia Learning Inc. Printed in the United States o America. Pedia Learning Inc. 10800 Lyndale Ave S. Suite 181 Minneapolis, MN 55420 School Font: David Occhino Design Second Edition ISBN 978-1-936706-87-7 10
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www.LogicOEnglish.com
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about the English language while teaching this curriculum to my students. It is the most thorough—and —Language Arts curriculum I have used! I you are looking or a curriculum that will teach all the spelling rules (and thoroughly explain the “exceptions”) so that your students become more confident spellers—and one that your students will enjoy and that is easy to teach!—you will not be disappointed withEssentials. — Jennifer G., Certified Elementary eacher and Homeschool Mom
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, , to the hundreds o questions I was lef with afer receiving a “good” education rom one o the top schools in my state.Essentials provides accurate answers to the logical questions so many young bright minds ask o their teachers. Now, instead o hearing, “Tat's an exception,” they will hear, “Tis is the reason.” Tank you, Logic o English! — Susan Follansbee, Copy Editor and Private utor
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that systematically gives students the tools they need to spell, read, and write well … I would highly recommendEssentials to parents and teachers alike. — Stephen Slates, Public School Reading Specialist
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together. Tis new edition allows us to work together or the lesson, practice the rules together, play phonogram games together—and then I can teach each o my children a spelling list that will challenge them appropriately. Tis is a winner or a large homeschooling amily! — Heather A., Homeschool Parent and Author of OnlyPassionateCuriosity.com
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all o the things I want to teach my students when it comes to reading, and I don't have to say “that's an exception” all the time. …Essentials allows me to differentiate the lessons or the variety o needs within my class. It is a complete program that makes a difference in the lives o readers and teachers. — Dawn Schoenbein, Special Education eacher
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’ , but Pedia Learning has somehow made a great curriculum even better. Teir experience and insight into how Logic o EnglishEssentials has been implemented in homes and classrooms across the nation has helped them expand this program to meet the needs o even more students o all levels and strengths. Added levels o spelling and vocabulary lists will help the teacher o multiple levels work with all students and allow the program to be used or multiple years. Color-coded symbols and notes will make quick reerence and teaching even easier. By providing quick assessments and a flexible schedule, students will be able to work at an appropriate pace while having their individual needs met. We have seen tremendous success in the many students with whom we work who are using Essentials. Moms and teachers love the easy to use and understand ormat and share that they are ofen learning as much as their students. Tank you, Denise, or taking the mystery out o the English language or us. — Nancy Bjorkman, Heppner’s Legacy Homeschool Resources; Homeschool Veteran and Consultant
Praise for the First Edition C
, Te Logic o English , , , Essentials provides teachers a holistic way to teach English reading, spelling, writing and grammar. Whether a beginning, struggling, or adult student, you will find this an exciting and un guide to developing proficient readers and spellers. Tis is truly a “new paradigm” or teachers and students. —Dr. Robert Sweet, Jr., President, National Right to Read Foundation
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in helping native and non-native English students understand how our language works. Finally, I don’t have to keep saying, “Tat’s an exception.” Now I can give my students the tools to understand written English in a way that’s relevant and meaningul so they can read and write proficiently. —Homeschool Parent and ESL eacher
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My 14-year-old daughter, who has severe processing issues and who has , , had so much difficulty learning to read, is now reading on an upper middle school level! Last summer she was on a 3rd grade reading level. We started Logic o EnglishEssentials in January and are just finishing lesson 30. I can't wait to see how she is reading when she has finished with the entire program! —Kim W., eacher and Homeschool Parent
Welcome to Essentials! Logic o EnglishEssentials is designed to introduce students ages eight and above to the linguistic structure o English. Essentials improves spelling, develops vocabulary, and strengthens both decoding and comprehension in struggling readers. he phonetic system we use to write English words, while complex, is remarkably logical and consistent. In Essentials, you and your students will discover together the 74 written phonograms and 31 spelling rules that accurately describe 98% o English words. he program also teaches the linguistic and morphological actors inluencing many o the 2% o words that do not ully ollow the phonics rules. Not only will students discover these concepts, but they will also strengthen their critical thinking skills about language as they analyze words and practice applying the concepts to reading and spelling English words.
This Teacher's Guide he Essentials eacher’s Guideprovides ully scripted lessons, including activities, application, practice, assessment, and review, along with teacher supports and tips. he teacher’s guide or Volume 1 includes Essentials Lessons 1-15. Lessons 16-30 are contained in the teacher's guide or Volume 2, which introduces the remaining phonograms, concepts, and rules.
In the Introduction he introductory pages that ollow will guide you through some o the most important concepts and techniques you will need or teachingEssentials successully. (You will ind many more tips, in addition to the scripted instructions, within the pages o each lesson.) he Introduction includes a list o Materials needed to teach Essentials, the Scope and Sequence or the lessons, and a key to the the Symbols used in this teacher’s guide. In addition, sections on teaching the lessons include an explanation o how to use the Placement Test and Pre-Lessons, the reasons and best practices or teachingPhonograms, guidance about the Three Levels o spelling and vocabulary instruction included within Essentials, inormation about the role o Handwriting in reading and spelling instruction, how to choose betweenCursive and Manuscript, guidelines or using theAssessments, and tips or Scheduling the Lessons and adjusting the pace or the individual needs o your students.
Further Resources ables o phonograms, spelling rules, morphemes, and other concepts, a guide to the grammar taught in Essentials, and a comprehensive index are included at the back o this book. Essentials, requently Video teacher training, topic videos exploring a variety o the concepts taught in asked questions, and other resources can be ound at LogicOEnglish.com/Resources. A wealth o inormation and guidance on teaching the Logic o English can be ound at LogicOEnglish.com/Blog.
Table of Contents Welcome to Essentials! .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..5 Introduction Multi-Level Teaching .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..8 Scope and Sequence .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..1 0 Materials Needed .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..1 6 Symbols .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .17 Handwriting ... ... .. ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... . 18 Teaching Phonograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Spelling Analysis .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .20 Spelling Markings .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..3 7 Creating Your Schedule .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..3 9 Teacher Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Assessments ... ... .. ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... . 42 Placement Test and Pre-Lessons Placement Test . ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .44 Pre-Lesson A ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .49 Pre-Lesson B ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .57 Pre-Lesson C ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .61 Pre-Lesson D ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .65 Pre-Lesson E ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .69 Pre-Lesson F ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .73 Pre-Lesson G ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .77 Pre-Lesson H ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... . 81 Pre-Lesson I ... .. ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. 85 Pre-Lesson J ... ... .. ... ... .. ... ... .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .89
The Lessons Lesson 1 .....
.... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....9 3
Lesson 2 .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 125 Lesson 3 .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....1 57 Lesson 4 .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 189 Lesson 5 .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....2 19 Lesson 6 .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 253 Lesson 7 .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 287 Lesson 8 .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....3 15 Lesson 9 .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 347 Lesson 10 ... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 381 Lesson 11 ... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 421 Lesson 12 ... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 455 Lesson 13 .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ... 493 Lesson 14 ... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 527 Lesson 15 ... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... 565 Appendix: Tables and Reference Materials Basic Phonograms .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 603 Spelling Rules .. .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .. ... ... .. ... ... 607 Advanced Phonograms .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 609 List of Morphemes .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..6 11 Grammar .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ...6 16 Index of Spelling Words .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .623 General Index . .. ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... ... .. ... .. ... ... .. .. 627
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Multi-Level Teaching Essentials is designed to teach multiple levels o students and respond to student growth. Each lesson contains key concepts that should be taught to all students as well as three levels o spelling lists, grammar practice, and vocabulary instruction.
Concepts Taught to All Students Portions o each lesson are designated as All . hese sections include core content and are meant to be taught to all students. hough there may be content that is review or some students, every lesson includes concepts that are new to students who have not studied Logic o English® beore. For example, Lesson 1 includes the deinition o a vowel as a sound that can be sustained or sung, additional sounds o phonograms, and inormation about how phonograms will be cued that will be new to even advanced students. Students continuing toEssentials rom Logic o English®Foundations will also always need to complete these portions; some o it will be new content and much will be important review. Students studying Essentials or a second time at a more advanced level should complete these sections as well to review the concepts beore applying them to new words. eachers should NEVER skip the content taught in these sections. Homeschools & Tutors In a homeschool, tutoring, or co-op setting, these sections may be taught to multiple grade and ability
levels at one time. Classroom In a classroom setting, this section is intended or whole group instruction.
Levels A, B, and C Each lesson also includes three distinct levels: A B and C . Dierentiation begins with Spelling Analysis on Day 2, and the words taught in Spelling Analysis then determine the application and additional concepts students will encounter later in the lesson. Each level continues with Vocabulary, Grammar, and Dictation on Days 3 and 4. A Placement est is included on page 44 to help teachers place students into an appropriate initial level. However, these levels are designed to be lexible, and you may use them to adjust the level o challenge as you go. Homeschools & Tutors For example, a parent teaching a struggling ourth grade student may choose to teach both the Level A and Level B spelling words to provide needed fluency practice and then choose as much practice as is needed rom Level A and B grammar and vocabulary sections. Or a homeschool parent may opt to teach Level A to a second grade student, Level B to a third grade student, and Level C to a seventh grade student, in this manner teaching to the needs o each grade level with one curriculum. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. Non-Transferable.
Multi-Level Teaching
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Classroom In a classroom setting, the teacher may choose to teach Level B to the entire class. Level A may be used or pull out to support struggling students, and Level C instruction may be given to advanced students who need a urther challenge.
Consecutive Years Essentials may be taught or two or even three years in a row to the same students. Homeschools & Tutors
In a homeschool setting, a young student who completed Level A the first year could move on to Level B the ollowing year. An older student who had struggled with reading or spelling and completed A and B the first year could then complete Level C the ollowing year. Te next level will provide the student with a review o the phonograms and spelling rules and also teach the student new vocabulary. Te amily would even have the option o simultaneously teaching a younger student Level A or the first time. Ofen in homeschool amilies the older students can even help to teach some o the “ALL” sections, deepening their own mastery while helping younger siblings. Classroom In a school setting, the second grade may opt to teach Level A, the third grade Level B, and the ourth grade Level C. Te best placement or each grade will vary by school and class; many concepts taught in Level C may be appropriate or middle school. When students progress to the next grade, the content marked All may be either ully retaught to the whole class, as a way to encourage mastery, or taught as a quick review in schools where students have had Logic o English® or multiple years and
the language o phonograms and spelling rules have become part o the school culture. Schools who opt to review should organize a class or new students to thoroughly teach the “ALL” sections. Students in this class may be rom more than one grade.
Moving Between Levels As students grow in their abilities, teachers may also opt to include words rom a higher level. Spelling words rom a lower level may be used whenever a student needs additional practice or support.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. Non-Transferable.
Scope and Sequence Exploring Sounds
1
a-z
• Consonants 11 • Vowels
To make a noun plural, add…
ck ee
• Short Vowels
26
CK is used only after a single vowel…
ng
• Long Vowels
29
Z, never S, spells /z/ at the beginning…
th
3
18
SH spells /sh/ at the beginning…
ée
• Multi-Letter Vowels
er
• Syllables
or
• R-Controlled 4 Vowels
ea sh
4
• Open Vowels
cu
• Closed Vowels
oi
• Schwa: The Lazy Vowel
oy oi
21
3 21
A E O U usually say
Level A
Spelling Journal
Q always needs a U; therefore U…
21
• Multi-Letter Consonants
2
Spelling Rules
1
Nouns
1.1 Singular 1.2 Plurals
2
Adjectives
/k/
1.3 Non-Count
Nouns
/ē/
their long… To make a noun plural, add…
English words do not end in I, U… To make a noun plural, add…
Spelling
Grammar
2.1 Article
Adjectives
/oi/
31.1 Any vowel may say
Vocabulary
map dog hat fast bed
hand bag pink cat leg
bad soft bat quilt last
• Plurals
street sun three black strong
sick green truck string ten
pond long path tree rock
• Compound Words
quick song corn clean duck
six clock real paper milk
ship forest hero bread sport
• Compound Words
oil boy seven frozen stick
list trunk box toy dish
coin clover the a an
• Time
gray video bagel rain sheep
plain train short paint fish
day mail next man human
• British & U.S. Spelling
ones its schwa…
5
ai ay ai
• Broad Vowels
3
English words do not end in I, U…
9
AY usually spells…
10
When a word ends with theA… phonogram
21
To make a noun plural, add…
Irregular Plurals
/ā/
-er
Level B
Level C
Spelling skunk piglet kitten rabbit mitten
pumpkin canyon banquet splendid grand
Spelling
Vocabulary drab timid vast velvet damp
• Plurals
contest conflict content contract abstract
consistent insistent compact complex rustic
Vocabulary tranquil cabin dentist district public
conpact tract flict tent plex sist ab-
sweetest backpack weekend steep muffin
slick mammoth thick swing swift
pocket seedling exotic deep creek
-est
culprit myth volunteer puppeteer profits
profiteer hammock assistant athletic matinee
suspect unsuspecting aspect spectrum fantastic
-eer volunt spect subadculp
sleet robot feast clerk morning
neck clever track feelings eraser
selfish sunscreen butter acorn monster
basket cactus weak appointment wish
soil broken royal king baker
queen dear report silver least
detail spray order haircut ticket
evil head braids unit extra
poison chair zero laptop computer
-er -est
-er -est
• Compound Words
cruel biscuit persistent resistant membership
brash squeamish robust expert coffee
symptom symbol symmetric bleak strength
memoir memo development adjustment agreement
formal informal frequent infrequent discreet
indiscreet invalid monument lavish meager
index benefits benefactor benevolent inspector
quaint manuscript manual committee amendments
plaid export import government electronic
sym meter perre-
inmem -ment just
bene -or fact script manu -al inport ex-
Scope and Sequence Exploring Sounds
6
ar
• Schwa
ch
Spelling Rules 30
We often double F, L, S after a single…
31.1 Any vowel may say
oo
Level A
Spelling Journal
11.1 Commas in a
/ә/
Series 7
Conjunctions
ones of its schwa…
bt
7
oa
• Lazy O
31.2 O may say /ŭ/ in a
stressed syllable…
oe
2.2 A
/ō/
2.3 An
Definite Articles Indefinite Articles
mb
8
igh wh
• Unstressed 28 R-Controlled Phonograms
31.3 AR and OR may say
ot
9
au
Phonograms ending in GH… /er/ in a stressed…
• I and Y
5
aw
I and Y may say /ĭ/ or /ī/ at the end…
augh
au
10
ou ow
• Phonograms 22 with Multiple Sounds 24
To make a verb 3rd person singular… -FUL is a suffix…
Spelling
Grammar
11.1 Commas in a
Series
/w/ /wh/
glass cliff brush all ball
school poor car secret moon
book water class full sharp
• Compound Words
hill rich boat toe tall
road room river cheap coat
egg soap woman door floor
• Compound Words
program toothbrush night music wheat
block bright warm wheel light
yard good better best perfect
• Comparative
daughter aunt great corner raw
year right laughter law author
• Closed Compounds
sing
cough help wait touch
destroy think open fight
agree
sleep
pound
mother brother son 2.5 Singular PNA's father sister 2.6 Plural PNA's 2.4 Possessive
/ä/
Noun Adjectives
9
Sentences
play
shout /ow/ 1.7 Subject Nouns whisper Verbs
ough
3
mn
3.1 Action Verbs 12.1 Capitalization
of Sentences
Vocabulary
• Balloon
-est
• Superlative -ish -ness
• Hyphenated Compounds • Homophones
-less -ful
Level B
Level C
Spelling smooth seashell afternoon igloo stuff
sandwich bunch garden quart quarter
Spelling
Vocabulary quartet joyless painless fearless lizard
-less quart
apartment compartment partner spectator spectacular
witness sheriff plaintiff complaint doubt
Vocabulary frugal defendant dependant pendant suspenders
part -iff plaint de-ant fend pend -er
throat address scarlet breathless restless
ostrich front doe spinach raccoon
student teacher odd charming kindergarten
lightning thunderstorm tornado summer winter
fall spring hail blizzard flood
sweltering overcast weather heat cool
actor actress waiter waitress pilot
hawk automatic visitor artist director
fault awkward poem president doctor
-ness
• Homonyms
-or -ress
schooner canoe distant fluent affluent
influenza thumb character characteristic abundant
tolerant intolerant arrogant colossal compass
domain dominant freedom harbor wharf
rotund rotunda depot subway subsets
suppressant support terrain subterranean mayor
astronaut asteroid nautical medical lawyer
prominent sauerkraut restaurant dinosaur stegosaurus
tyrannosaurus authentic fossil malevolent malefactor
flue toler
dom rota terra
aster naut -oid -ic med saur tyran male
cheat quiver howl echo
crawl leap melt wail
vanish speak soar scowl
• Simple applaud Present Tense adapt condemn • Present Continuous marvelous
cartwheel
swallow
sweep
Tense • Future Tense -ing
despair
succumb protest flounder discover
disagree discredit credulous incredulous
demn
disappear
thorough
cumb
apt plaud
discred -ous
Scope and Sequence Exploring Sounds
11
tch
• Broad /ä/
sc
12
kn
Spelling Rules 27
TCH is used only…
10
When a word ends in the phonogram A…
• Vowel Types 8
gn
I and O may say /ī/ and /ō/…
Spelling Journal
Level A
Spelling
Grammar 3.2 Transitive Verbs follow
/ch/ 1.8 Direct
Objects
throw match teach want read
catch reach call walk talk
-er
find pick start pass pull
hold sell draw remember need
pre-
flower jump bird hurt ear
hear sail search wear thirteen
attend get own see pour
card lesson wonderful new beautiful
quiet smell letter hatch few
un-
cents germs excellent gift
different event check chart
finish fruit say says
re-
equal
dash
said
watch enjoy push eat
9.1 Sentence Parts sign
/n/
9.2 Simple Subject design 9.3 Complete
our
Subject
Vocabulary
know drink meet
re-
9.4 Simple
Predicate 9.5 Complete
Predicate
13
ir
child girl /er/ 1.5 Proper Nouns turn old Titles of cold Respect
• /r/ & /er/
1.4 Common
Nouns
ur ear eu
• Compound Words
2.5 PNA's and 2.6 Irregular Plurals
14
ed ew
• Dividing Syllables
rh
15
ui gh
• Hard & Soft C • Hard & Soft G
19
To make a verb past tense…
20
-ED, past tense ending…
1
C always softens…
2
G may soften to /j/ only…
/ĕ/
Irregular Past Tense Verbs 1.9 Indirect
Objects
11.2 Commas and
/k/ /s/
Quotes 12.3 Capitalization
and Quotes 13.1 Direct Quotes 13.2 Punctuating
Quotes 13.3 Indirect
Quotes
Level B
Level C
Spelling stretch overcook comfort shatter threatening
deliver pitch repair referee shrink
Spelling
Vocabulary repeat scratch select travel animal
• Verb Tense over-
customer scientist professor volcano carpenter
defend offend oppress corrupt interrupt
Vocabulary erupt disrupt instruct obstruct construct
struct obpress rupt interprofess
slither yawn mutter spread plummet
claw heal catapult devour sprint
peek clutch knock wonder look
signal assign • Synonyms journal • Strong Verbs loiter predict • Homonyms
contradict envelop embark enshroud entrust
encounter impress meander reprimand savor
sign dict precontraenvelop shroud bark
first second third squirrel sweatshirt
young scold return snow yogurt
grow feed earth explain cover
borrow shovel dirt view avoid
twirl roll idea join blow
jewel stand parent leader fill
parakeet agent ginger collect
allow cylinder cymbal generous
suit respond correct tweet
delay
recess
crash
• Cardinal Numbers • Ordinal Numbers
re-ed
-ful
publish murmur campaign absurd verdict
command maneuver align consent sentiment
dissent resent zealous earnest jealous
transform transport monitor rhythm environment
research surrender experiment retract attract
extract entertain contain retain sustain
taunt ancestor biannual bifocals
accept except intercept relevant
general proclaim exclaimed disclaimer
binoculars
irrelevant
ghost
ver mand sent
transrender tain
biannu ocul cept claim
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Materials Needed Logic of English (LOE) Materials •
Essentials eacher’s Guide
•
Essentials Workbook – 1 per student
•
he Logic of English® Spelling Journal – 1 per student
•
Phonogram Game Cards – 2 sets in different colors
•
Basic Phonogram Flash Cards
•
Spelling Rule Flash Cards
•
Advanced Phonogram Flash Cards
•
Grammar Flash Cards
•
Morpheme Flash Cards
•
Phonogram Game iles
•
Spelling Analysis Card
•
LOE Whiteboard
•
he Essentials Reader (optional) – 1 per student
•
he Essentials Reader eacher's Guide (optional)
•
he Essentials Reader Student Activity Book (optional) – 1 per student
Additional LOE Materials for Pre-Lessons •
Rhythm of Handwriting (ROH) Cursive or Manuscript book
•
actile Cards - Cursive or Manuscript
Additional Materials •
Student notebook – 1 per student
•
Colored pencils
•
Extra paper, timer (for games)
•
Index cards to create Spelling Cards
•
Whiteboard markers, eraser Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. Non-Transferable.
17
Symbols Key to Symbols wh
Basic Phonogram Flash Cards
ot
Advanced Phonogram Flash Cards
c
Cursive Tactile Cards
b
Manuscript Tactile Cards
-less
Level A Morpheme Cards
-less
Level B Morpheme Cards
sym-
Level C Morpheme Cards
t
ee
ear
Phonogram Game Tiles Essentials Student Workbook The Essentials Reader
A, IGH
Spelling Journal Letters written in all capital letters should be read as the letter names.
/s/
Letters enclosed in slashes represent the individual sounds.
/s-ĭ-t/
Letters enclosed in slashes and separated by dashes represent the individual sounds separated by a pause. This would be read as /s/ pause /ĭ/ pause /t/.
Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. Non-Transferable.
18
Handwriting Why Teach Handwriting Handwriting instruction is integral to reading and spelling instruction. By writing phonograms and words, students experience their shapes kinesthetically. Consequently, we strongly recommend teaching handwriting before starting Lesson 1 with any students who lack fluid and legible handwriting. For students who do not already have well developed handwriting skills, a suggested schedule of instruction from the Logic of English® Rhythm of Handwriting curriculum is incorporated into the Essentials pre-lessons.
Cursive or Manuscript Before beginning instruction in Essentials and before starting Rhythm of Handwriting instruction, teachers will need to determine if they are using cursive or manuscript writing. At Pedia Learning Inc., we strongly recommend instructing students in cursive handwriting. Cursive is especially beneficial for students with reading disabilities. It has eight primary advantages over manuscript:
Compared to
Manuscript
All lowercase cursive letters begin on the baseline.
Lowercase manuscript letters begin in seven different places.
Pick up pencil only between words.
Pick up pencil between each letter.
Cannot put too much space between letters within a word and too little space between words.
Too much space is commonly placed between letters within a word and too little space between words.
Emphasizes where words begin and end.
Commonly creates confusion about beginning and ending of words.
Cannot reverse b’s and d’s.
Historically taught first. Designed for the human hand.
Reversals are common.
Taught first only for the last 80 years. Designed for the printing press.
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19
Teaching Phonograms Helping Students Master the Sounds he heart o Logic o English® curriculum lies in teaching the phonograms, the most oundational element o our written language.Essentials teaches all the sounds o the seventy-our basic phonograms used in the spelling o 98% o English words. Phonograms are written, visual representations o sounds phono, ( sound + gram, something written). A phonogram is a single letter or a group o two or more letters working together as a team (such as ch, ea, and igh), that makes a distinct sound. Always refer to phonograms by their sounds, not their l etter names. While many reading and spelling programs ocus irst on letter names, it is knowing the sounds o the phonograms that is actually needed or success in both reading and spelling. he names o the letters are used only occasionally, such as to read eye charts or discuss spelling, but we rely on our knowledge o the sounds every time we read or write a word. By developing immediate and automatic recognition o all the sounds o each phonogram, students equip themselves to use this inormation luently as they read and write. Reerring to the phonograms by their sounds, in order, greatly accelerates this mastery. It also lends greater clarity to the process o spelling analysis. he sounds o the phonograms are listed in the order o requency, so that knowing all the sounds in order gives students additional tools or analyzing spelling and making an educated guess as to which sound is used in an unamiliar word.
For those unamiliar with the pronunciation symbols, sample words or each sound are provided on the back o each Basic Phonogram Flash Card and on the Phonogram and Spelling Rule Quick Reerence to help you learn the sounds as you teach them. In some speciic cases in the lessons and spelling rules, letter names need to be used or clarity. o indicate this, these letters are printed in capital letters. Otherwise, the ocus should be on the sounds. A, IGH
Letters written in all capital letters should be read as the letter names.
/s/
Letters enclosed in slashes represent the individual sounds.
/s-ĭ-t/
Letters enclosed in slashes and separated by dashes represent the individual sounds separated by a pause. This should be read as /s/ pause /ĭ/ pause /t/.
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20
Spelling Analysis Key Steps for Students to Master Spelling Spelling Analysis is a key part o the Logic o English® approach and is central in each Essentials lesson. It diers rom traditional spelling lists in that rather than being asked to memorize each word by the letters that spell it, students are taught how to apply the phonograms and spelling rules to words. Spelling Analysis provides direct instruction or reading and spelling words and or understanding the reason or their spelling. Spelling Analysis is taught in a series o ten steps. For ease o instruction, each Spelling Analysis List in the lessons is laid out in a chart with a section corresponding to each step. he steps are also provided or teachers on theSpelling Analysis Quick Reference.eachers will ind it beneicial to keep theSpelling Analysis Quick Reference near them as they learn how to teach Spelling Analysis. Every lesson includes three levels o spelling: Levels A, B, and C. Choose the level that is best suited or your student. See “Where to Start” on page 44 or more inormation on the levels. he pages that ollow provide a step-by-step tutorial on how to teach Spelling Analysis. Start with the sample excerpt rom a Spelling Analysis chart rom Lesson 7 on the next page. Examine the inormation provided in the table and how it corresponds with the One-Syllable Words side o the Spelling Analysis Quick Reference.
Spelling Analysis with One-Syllable Words In the Spelling Analysis section o each lesson you will ind a chart like the one below. his chart includes all the inormation you need to teach each word. Notice how the colored numbers on the chart correspond to theSpelling Analysis Quick Reference.
Spelling Analysis
1.
List 1.A
1
2
Word
Sentence
map
Point to Los Angeles on the map.
88
99
q
Write Segment
Analyze
Read
map
All first sounds. Vocabulary
33 # Syllables
1
44
5
6
Say to Spell
Say syllable
Segment…
măp
/măp/
/m-a-p/
Part of Speech
N,V
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6 … Finger Spell & Cue
Plural Past / Tense
maps,mapped
7 Write
Spelling Analysis
21
ake out yourSpelling Analysis Quick Referencethat looks like this: One-Syllable Words
Quick Reference 1
Say the word.
2
Read the sentence. Repeat the word.
Teacher Tip
33
Used only for multi-syllable words and 44 one-syllable words that include say to spell. 5
The students say the word.
66 While the students segment the word, finger spell and cue which phonogram to use if there are multiple options. 7
The students write the word, sounding it out as they write.
88 Help me write it. Write the word as the students segment it aloud. 99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books. q
The students sound out the word and read it.
Let's apply the process with some one-syllable words likemap. 1
Say the word.
Teacher: map 2
Read the sentence. Repeat the word.
Teacher: Point to Los Angeles on the map. map 5
Steps 3 and 4 Steps 3 and 4 are not used with most one-syllable words. They will be introduced with multisyllable words.
The students say the word.
Students: map
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Teacher Tip Finger Spelling Finger spelling while students sound out a word provides a visual clue for them to see whether a single-letter phonogram or a multi-letter phonogram should be used to spell the sound. As the student sounds out the word, hold up fingers to indicate how many letters are in each phonogram in the word. When a sound is spelled with one letter, such as m saying /m/, the teacher holds up one finger. When a sound is spelled with two letters, such as qu saying /kw/, the teacher holds up two fingers. When a sound is spelled with three letters, such as igh saying /ī/, the teacher holds up three fingers. When a sounds is spelled with four letters, such as eigh saying /ā/, the teacher holds up four fingers.
22
Essentials Teacher’s Guide
66 While the students segment the word, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /m/ /a/ /p/ The phonograms in "map" do not need additional cues. There is only one way to spell each sound. 7
The students write the word, sounding it out as they write.
The students sound out /m-a-p/ as they write in their workbooks:
map
Teacher Tip Step 7
88 Help me write it. Write the word as the students segment it aloud.
Students: /m-a-p/ Teacher writes the word on the board:
map
99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books.
Notice the students have sounded out the word and written it down themselves before the teacher writes it in Step 8. The students will see the word for the first time in their own handwriting.
The word “map” does not need marking. We'll introduce markings in the next example. q
The students sound out the word and read it.
Students: /m-a-p/ map
Now let's try the wordnight. Notice that the students will not need any extra cues with this word; they will know to use three-letter /ī/ when you hold up three ingers during inger spelling. No additional clariication is needed to spell this word correctly.
3.
night
The city is so beautiful at night.
nigh t
Underline /ī/. 28 Phonograms ending in GH are used only at the end of a base word or before the letter T. The GH is either silent or pronounced /f/.
1
nīt
/nīt/
N
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/n-igh-t/
nights
Spelling Analysis
1
Say the word.
Teacher: night 2
Read the sentence. Repeat the word.
Teacher: The city is so beautiful at night. night 5
The students say the word.
Students: night 66 While the students segment the word, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /n/ 7
/ī/
/t/
The students write the word, sounding it out as they write.
The students sound out /n-ī-t/ as they write in their workbooks:
night
88 Help me write it. Write the word as the students segment it aloud.
Students: /n-ī-t/ Teacher writes the word on the board:
night
99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books.
Teacher Tip Markings
Students: Underline the /ī/. Teacher underlines /ī/ on the board: Students underline /ī/ in their workbooks:
Multi-letter phonograms are underlined to show that the letters are working together as a phonogram to say one sound. See “Spelling Markings”
The students sound out the word and read it. q Students: /n-ī-t/ night
on 37 for aThe complete list page of markings. various ways to mark words will be introduced in the lessons.
night night
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23
24
Essentials Teacher’s Guide
One-Syllable Sample Words with Cues At times in Spelling Analysis, a cue is needed to provide students with speciic hints about which phonogram to use when there are multiple options or spelling the same sound. For example, i the teacher holds up two ingers or the sound /ā/, it could be spelled in ive dierent ways: ai , ay , ea , ei , or ey . In this case the teacher will need to cue students urther about which phonogram to use. Sounds which include multiple options or spelling are highlighted in pink under the blue 6 “Segment" as a reminder that a cue is needed. (See the orange circle below.) he wording or the cue is provided or the teacher under the pink 6 “Finger Spell & Cue” on the Spelling Analysis chart. (See the blue circle below.) Study the example below with the wordplay, which has one sound that requires an additional cue.
Spelling Analysis
1.
List 10.A
1
2
Word
Sentence
play
Haley likes to play with her little brother.
88
99
Write Segment
Analyze
Underline /ā/.
play
33 # Syllables
1
44
5
6
Say to Spell
Say syllable
Segment…
/plā/
/p-l-ay/
plā
do not end in I, U, V, or J.
usually spells the sound /ā/ at the end of
a base word. Vocabulary
Part of Speech
Say the word.
Teacher: play Read the sentence. Repeat the word.
Teacher: Haley likes to play with her little brother. play 5
Use two-letter /ā/ that may be used at the end of English words.
q 9 AY
Now let's try working through the steps to teach the wordplay using Spelling Analysis.
2
7 Write
Read
3 English words
V,N
1
6 … Finger Spell & Cue
The students say the word.
Students: play
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Plural Past / Tense
plays,played
Spelling Analysis
66 While the students segment the word, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /p/ /l/ /ā/ Teacher: Use two-letter /ā/ that may be used at the end of English words. As the students sound out play, after they say /ā/ point to your two fingers and say, “Use two-letter /ā/ that may be used at the end of English words.” 7
The students write the word, sounding it out as they write.
The students sound out /p-l-ā/ as they write in their workbooks:
play
88 Help me write it. Write the word as the students segment it aloud.
Students: /p-l-ā/ Teacher writes the word on the board:
play
99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books.
Students: Underline the /ā/. Teacher underlines /ā/ on the board: Students underline /ā/ in their workbooks:
play
q
play
The students sound out the word and read it.
Students: /p-l-ā/ play
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Teacher Tip Markings Multi-letter phonograms are underlined to show that the letters are working together as a phonogram to say one sound. See “Spelling Markings” on page 37 for a complete list of markings.
25
26
Essentials Teacher’s Guide
Now let's try it with the wordcat. 9.
cat
That is a funny cat!
cat
1C
1
kăt
/kăt/
always softens to /s/ when followed by E, I, or Y. Otherwise, C says /k/. N
1
The Shaded Rows
Read the sentence. Repeat the word.
Teacher: That is a funny cat! cat 5
The students say the word.
Students: cat 66 While the students segment the word, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /k/ /ă/ /t/ Teacher: Use /k-s/. As the students are sounding out cat, interrupt them after the /k/ and point to your finger as you say “use /k-s/.” 7
cats
Teacher Tip
Say the word.
Teacher: cat 2
Use /k-s/.
/c-a-t/
The students write the word, sounding it out as they write.
The students sound out /k-ă-t/ as they write in their workbooks:
cat
88 Help me write it. Write the word as the students segment it aloud.
Students: /k-ă-t/ Teacher writes the word on the board:
cat
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The charts for each lesson's Spelling Lists also include grammar and vocabulary information in the last, shaded row for each word. Skip these rows during Spelling Analysis; you will return to them on Day 3 of the lesson.
Spelling Analysis
99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books.
The word “cat” does not need marking. q
The students sound out the word and read it.
Students: /k-ă-t/ cat
Practice Now pretend you are teaching a student the wordtree using the Spelling Analysis Chart below and theSpelling Analysis Quick Reference. When you have inished, check the example on the next page. 14. tree
tree
This redwood tree is huge!
1
trē
/trē/
/t-r-ee/
Use /ē/ double /ē/.
Underline /ē/ double /ē/. N,V
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trees,treed
27
28
Essentials Teacher’s Guide
1
Say the word.
Teacher: tree 2
Read the sentence. Repeat the word.
Teacher: This redwood tree is huge! tree 5
The students say the word.
Students: tree 66 While the students segment the word, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /t/ /r/ /ē/ Teacher: Point to your two fingers as you say "Use /ē/ double /ē/" after students say /ē/. 7
The students write the word, sounding it out as they write.
The students sound out /t-r-ē/ as they write in their workbooks:
tree
88 Help me write it. Write the word as the students segment it aloud.
Students: /t-r-ē/ Teacher writes the word on the board:
tree
99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books.
Markings Multi-letter phonograms are underlined to show the letters are working together
Students: Underline the /ē/. Teacher underlines /ē/ on the board: Students underline /ē/ in their workbooks:
tree tree
q
Teacher Tip
The students sound out the word and read it.
Students: /t-r-ē/ tree Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
as a phonogram. See “Spelling Markings” on page 37 for a complete list of markings.
Spelling Analysis
Spelling Analysis with Multi-Syllable Words When teaching multi-syllable words, use the second side o theSpelling Analysis Quick Reference. Steps 3 and 4 will now be included. Multi-Syllable Words
Quick Reference
1 2
Say the word. Read the sentence. Repeat the word.
33 How many syllables? The students count the syllables. Hum the word or feel under the chin. 44 Say to spell. Pause for syllable breaks and carefully enunciate each syllable as written in the Say to Spell column. The students repeat the say to spell.
Teacher Tip Key
5
The students say the first syllable.
66 While the students segment the first syllable, finger spell and cue which phonogram to use if there are multiple options. Repeat steps 5 and 6 with any additional syllables.
7
The students write the word, leaving a space between the syllables, and sounding it out as they write.
88 Help me write it. Write the word as the students segment it aloud. 99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books. q
The students sound out the word and read it.
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Teacher steps in violet. Student steps in blue.
29
30
Essentials Teacher’s Guide
Sweetest
Let's teach the two-syllable wordsweetest.
Spelling Analysis
1.
1
2
Word
Sentence
sweetest
This cake has the sweetest frosting I’ve ever tasted.
List 2.B 33 # Syllables
2
44
5
6
Say to Spell
Say syllable
Segment…
/swēt/
/s-w-ee-t/
/ĕst/
/e-s-t/
swēt ĕst
6
7
… Finger Spell & Cue
Write
Use /s-z/. Use /ē/ double /ē/. Use /s-z/.
88
99
q
Write Segment
Analyze
Read
swee t est
Underline /ē/ double /ē/. Vocabulary
-est superlative,adjective
1
Part of Speech
Plural Past / Tense
Adj
Say the word.
Teacher: sweetest 2
Read the sentence. Repeat the word.
Teacher: This cake has the sweetest frosting I've ever tasted. sweetest 33 How many syllables? The students count the syllables. Hum the word or feel under the chin.
Teacher: How many syllables? Students: hm-hm two syllables
Teacher Tip 44 Say to spell. Pause for syllable breaks and carefully enunciate each syllable as written in the Say to Spell column. The students repeat the say to spell.
Teacher: Say to spell sw ēt ĕst. Students: swēt ĕst 5
The students say the first syllable.
Students: sweet
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Step 4: Say to Spell Always leave a clear pause between the syllables. Through this tip, students know where the syllable breaks.
Spelling Analysis
66 While the students segment the first syllable, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Teacher Tip Cue
Students: /s/ /w/ /ē/ /t/ Teacher: Use /s-z/. Use /ē/ double /ē/. As the students are sounding out sweet, interrupt them after the /s/
Remember, sounds that require an additional cue are highlighted for you in pink under column 6 "Segment,
and point to your finger as you say, “Use /s-z/.” Interrupt them after the /ē/ and point to your two fingers as you say, “Use /ē/ double /ē/.”
Finger Spell, and Cue" for each word in the spelling list.
5
The students say the second syllable.
Students: est 66 While the students segment the second syllable, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /ĕ/ /s/ /t/ Teacher: Use /s-z/. As the students are sounding out est, interrupt them after the /s/ and point to your finger as you say, “Use /s-z/.” 7
The students write the word, leaving a space between the syllables and sounding it out as they write.
The students sound out /s-w-ē-t/ /ĕ-s-t/ as they write in their workbooks:
sweet est
88 Help me write it. Write the word as the students segment it aloud.
Students: sweet /s-w-ē-t/ est /ĕ-s-t/ Teacher writes the word on the board:
sweet est
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31
32
Essentials Teacher’s Guide
99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books.
Teacher Tip Markings Multi-letter phonograms are underlined to show that the letters are working together as a phonogram to say one sound. See “Spelling Markings” on page 37 for a complete list of markings.
Students: Underline /ē/. Teacher underlines /ē/ on the board: Students underline /ē/ in their workbooks:
sweet est sweet est
q
The students sound out the word and read it.
Students: /s-w-ē-t/ /ĕ-s-t/
sweetest
Let's continue with the wordseedling.
12. seedling
see d ling
The seedling emerged overnight.
2
/sēd/
/s-ee-d/
/lĭng/
/l-i-ng/
sēd lĭng
Underline /ē/ double /ē/. Underline /ng/. N
1
Say the word.
Teacher: seedling 2
Use /s-z/. Use /ē/ double /ē/. Use /ĭ-ī-ē-y/.
Read the sentence. Repeat the word.
Teacher: The seedling emerged overnight. seedling 33 How many syllables? The students count the syllables. Hum the word or feel under the chin.
seedlings
Teacher Tip The Shaded Rows The charts for each lesson's Spelling Lists also include grammar and vocabulary information in the last, shaded row for each word. Skip these rows during Spelling Analysis; you will return to them on Day 3 of the lesson.
Teacher: How many syllables? Students: hm-hm two syllables
Teacher Tip 44 Say to spell. Pause for syllable breaks and carefully enunciate each syllable as written in the Say to Spell column. The students repeat the say to spell.
Teacher: Say to spell s ēd lĭng. Students: sēd
lĭng
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Say to Spell Leave a clear pause between the syllables.
Spelling Analysis
5
The students say the first syllable.
Students: seed 66 While the students segment the first syllable, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /s/ /ē/ /d/ Teacher: Use /s-z/. Use /ē/ double /ē/. As the students are sounding out seed, interrupt them after the /s/ and point to your finger as you say, “Use /s-z/.” Interrupt them after the /ē/ and point to your two fingers as you say, “Use /ē/ double /ē/.” 5
The students say the second syllable.
Students: ling 66 While the students segment the second syllable, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /l/ /ĭ/ /ng/ Teacher: Use /ĭ-ī-ē-y/. As the students are sounding out ling, interrupt them after the /ĭ/ and point to your finger as you say, “Use /ĭ-ī-ē-y/.” 7
The students write the word, leaving a space between the syllables and sounding it out as they write.
The students sound out /s-ē-d/ /l-ĭ-ng/ as they write in their workbooks:
seed ling
88 Help me write it. Write the word as the students segment it aloud.
Students: seed /s-ē-d/ ling /l-ĭ-ng/ Teacher writes the word on the board:
seed ling
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33
34
Essentials Teacher’s Guide
99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books.
Teacher Tip Markings Multi-letter phonograms are underlined to show the letters are working together as a phonogram. See “Spelling Markings” on page 37 for a complete list of markings.
Students: Underline /ē/. Teacher underlines /ē/ on the board: Students underline /ē/ in their workbooks: Students: Underline /ng/. Teacher underlines /ng/ on the board: Students underline /ng/ in their workbooks:
seed ling seed ling seed ling seed ling
q
The students sound out the word and read it.
Students: /s-ē-d/ /l-ĭ-ng/
seedling
Teacher Tip Some words will also use a technique called Say to Spell to help students hear sounds that are obscured or distorted in normal speech. Say to spell is most common with words that include a schwa sound or two consonants. Now we will try the wordmitten. Notice you will need to sound out both /t/ sounds and enunciate the /ĕ/ sound clearly.
5.
mitten
The mitten is hanging on the line.
2
mĭt tĕn
/mĭt/ /tĕn/
/m-i-t/ /t-e-n/
Say to Spell Enunciate both the /t/ at the end of the first syllable and the /t/ at the beginning of the second syllable.
Use /ĭ-ī-ē-y/.
Say to spell /ĕ/. 31.1 Schwa in an unstressed syllable or word.
mit ten
1
N
Say the word.
Teacher: mitten 2
Read the sentence. Repeat the word.
Teacher: The mitten is hanging on the line. mitten 33 How many syllables? The students count the syllables. Hum the word or feel under the chin.
Teacher: How many syllables? Students: hm-hm two syllables
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mittens
Spelling Analysis
44 Say to spell. Pause for syllable breaks and carefully enunciate each syllable as written in the Say to Spell column. The students repeat the say to spell.
Teacher: Say to spell mĭt t ĕn. Students: mit tĕn 5
The students say the first syllable.
Students: mit 66 While the students segment the first syllable, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /m/ /ĭ/ /t/ Teacher: Use /ĭ-ī-ē-y/. As the students are sounding out mit, interrupt them after the /ĭ/ and point to your finger as you say, “Use /ĭ-ī-ē-y/.” 5
The students say the second syllable.
Students: ten 66 While the students segment the second syllable, finger spell and cue which phonogram to use if there are multiple options.
Teacher:
Students: /t/ 7
/ĕ/
/n/
The students write the word, leaving a space between the syllables and sounding it out as they write.
The students sound out /m-ĭ-t/ /t-ĕ-n/ as they write in their workbooks:
mit ten
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Teacher Tip Say to Spell Say the red bold sounds as written, not as you would say them in the word in daily speech. These are sounds that are commonly distorted or unemphasized. By Saying to Spell the sounds clearly, you provide students with an auditory picture of the word.
35
36
Essentials Teacher’s Guide
88 Help me write it. Write the word as the students segment it aloud.
Students: mit /m-ĭ-t/ ten /t-ĕ-n/ Teacher writes the word on the board:
mit ten
99 How do we mark it? While the students analyze the spelling, mark the word on the board. The students also mark the word in their books.
Students: No markings. The word mitten does not need marking. q
The students sound out the word and read it.
Students: /m-ĭ-t/ /t-ĕ-n/
mitten
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37
Spelling Markings Single-Letter Phonograms First Sounds of a Phonogram – No marking. Tese are the most com-
Teacher Tip Why Aren’t Short
mon sounds.
Vowels Marked in the Spelling Lists?
hat Short Vowels – Mark with a breve. Te breve is used only in a ew
activities. We do not ask students to mark short vowels in Spelling Analysis.
măp
vĕnt
hĭnt
hŭnt
Long Vowels – Mark with a macron (line).
pāper
tītle
sō
cūte
Broad Vowels – Mark with two dots.
fäther
dö
püt
The Third Sound of U, /oo/ – Mark with a macron (line). U has two
long sounds. Tis one sounds the same as the /ö/ indo.
flūte
prūne
rūde
The Third and Fourth Sounds of I – Mark with a 3 or a 4 respectively. 3
piano
4
stallion
The Second Sound of Y – Mark with a breve. Tis is a short vowel
sound.
g˘ym The Third Sound of Y – Mark with a macron (line). Tis is a long vowel
sound.
t¯ype The Fourth Sound of Y – Mark with a 4. 4
baby
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We mark phonograms only when they are saying something besides their most common sound in order to keep the markings simple and minimal. In the spelling lists, short vowels are not marked because they are the first and most common sound of the phonogram. If a particular student or teacher prefers to mark short vowels in the spelling list, that is fine.
38
Essentials Teacher’s Guide
Multi-Letter Phonograms Multi-Letter Phonograms - Underline multi-letter phonograms.
eight
black
paint
Multi-Letter Phonograms with Multiple Sounds - Mark with a 2, 3, 4…
i the phonogram is not saying its first sound. 2
book
3
great
4
co untry
Silent Letters Silent Final E – Double underline the silent final E.
same
voice
title
Other Silent Letters - Double underline other silent letters.
talk
answer
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39
Creating Your Schedule Scheduling the Lessons
Each lesson is divided into five days, with each section designed to take 30-45 minutes. Short assessments and review activities are built into each lesson. In a typical classroom or homeschool setting, completing one lesson per week is a realistic starting goal. Adjusting Your Pace
Essentials lessons are easy to customize and adjust or a variety o students and settings. While teaching one section per day is a good starting point, the goal is always to support the learning o the individual student. It may be appropriate to split a section over multiple days, add in an occasional extra day or practice and review, or teach two sections in one day, as your student's progress dictates. Keep in mind that requent practice—daily i possible—is vital or mastery o oundational reading and spelling skills. In an intensive reading remediation, it may be possible to complete an entire lesson in two days. In this way it would be possible to complete all o Part 1 oEssentials in a month-long reading intensive. Students with dyslexia, working memory deficits, weak visual memory , and processing issues ofen need additional time or practice and review in order to master new concepts and spelling words. Be prepared to adjust your pace use additional review as needed.on Tepage student does not need to master everyand concept perectly games beore and moving on activities (see “Assessments” 42), but it is important to take note i the student starts to eel overwhelmed and to allow adequate practice and processing time. Dyslexic students, in particular, ofen struggle to remember which phonograms are used to spell a particular word when the sound has multiple options or spelling. In this case, provide plenty o practice through dictation, the Spelling Journal, and spelling games, and remember that learninghow spelling works and gaining the skills to read successully and spell unctionally is ar more important or students' lives than never misspelling a word. I you are teaching Essentials withyounger children, increase the number o games you play to practice the material in order to keep the lessons un and provide enough practice. Slow your pace through the lessons i needed. Most seven-year-olds, and all children age six and younger, will be best served by starting Logic o English with the playul and more gently paced lessons in Foundations. For Struggling Students
When students struggle, it is important to consider a ew options: 1) Te student is struggling to complete the lessons and eels overwhelmed. Students in this category need more practice to develop mastery. I this is the case, spend more time on phonogram games, spelling games, and dictation. Slow your overall pace through the lessons i necessary. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. Non-Transferable.
40
Essentials Teacher’s Guide
2) Te student is still struggling with reading texts outside o Essentials, but is mastering the material within the lessons. For students in this category, considering speeding up the lessons in Essentials by spending more time each day. Most students who are struggling readers begin reading outside material confidently afer about Lesson 20 o Essentials. Do not require these students to read rom texts outside oEssentials and Te Essentials Readeruntil either the student wants to on his own, or you have completed Lesson 20 or more. For other subjects, read the text aloud to the student or use audio books, and work on oral comprehension. 3) Te student does not believe the program will help. Many older students who have been struggling with reading or spelling or years will be cynical about a new program. Tis is a healthy response. Do not argue with the student. Simply assure the student that this program will offer logical explanations or English reading and spelling. Many struggling students need to see the patterns and phonograms in hundreds o words over the course o several weeks beore they begin to appreciate the program. With these students it is very important to keep moving and not get hung up on mastering every phonogram or word. Provide help by writing a orgotten phonogram on the board and gently reminding them about orgotten rules. Your goal is to inspire struggling students that there is a new, logical way to understand words.
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41
Teacher Tips Managing Flash Cards
Organize flash cards in three stacks, each secured with a rubber band. At the end o each lesson, move new or newly mastered cards into the appropriate category. •
Not yet taught
• •
Introduced Mastered
Managing Phonogram Game Cards
Manage the Phonogram Game Cards in the same manner as suggested ab ove. Beore each lesson, make sure that each stack o Phonogram Game Cards has been updated with that lesson's new phonograms. Managing Phonogram Game Tiles
Keep your tiles separated into two groups, phonograms that have been introduced and phonograms that have not. You may also find it helpul to organize those you have taught into subcategories, such as consonants and vowels or single- and multi-letter phonograms. Craf boxes, jewelry boxes, and Ziploc® bags work well or storage. You can also attach magnets to the backs o your tiles and store them on a metal board. Students Missing Spelling Words on the Assessment Many teachers worry when students miss more than wo t or three spelling words on the end o the week assessment. Use the review lesson to practice the words. Ten, especially i the student is cynical, move on. Do not get stuck early in the program. Rules and phonograms will continually reappear or practice. Many students need to see them used in hundreds o words beore they begin to click. Remember, Te Logic o English® is not about mastering individual sight words. Instead, students are learning to think about the language differently.
Many students will need additional practice on words that have sounds with several options or spelling. Te Logic o English®Spelling Journal is vital or these students. Using The Essentials Reader
Te Essentials Reader is an optional, phonics-controlled reading comprehension and composition supplement. Te Essentials Readerwill benefit struggling readers o any age and may also be used as a comprehension and composition program or students in second through fifh grade. Te passages in the reader are careully controlled to match the phonics content taught in the equivalently numberedEssentials lesson, so that students can successully read the passages, practice the tools they are learning, develop comprehension and composition skills, and grow in confidence and fluency as readers. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. Non-Transferable.
42
Assessments A Culture of Learning
Many students, especially those who have struggled with reading, become discouraged when they are assessed because they see the assessment as a judgement. When they do poorly, these students oten believe they are stupid and incapable, and then struggle emotionally to remain engaged with the lessons. It is vital that teachers help students develop a new perspective toward learning to read and toward assessments. here is no shame in needing to practice material again. In reality, learning is a process o remembering and orgetting. In order to master material or lielong retention, it must be practiced daily over a long period o time - years. o help the students gain this mastery, you need their input on what concepts you should review beore going on. Create an atmosphere where it is acceptable to make errors. Remark on and correct mistakes calmly, seeing them as a normal part o the learning process. In particular, remember that guessing an incorrect but phonetically reasonable spelling, one that ollows the spelling rules but with the wrong option or a particular word, still demonstrates a strong understanding o the language. Simply say "Good guess. In this word we actually use the phonogram __." hen move on. Model the attitude and strategies to move orward in practice. Used correctly,Essentials assessments are an opportunity to help students learn to assess their own level o mastery. Mature learners know that they need to examine their own learning routinely, determining which concepts need urther study and which ones can be reviewed less requently. Using the Assessments
he assessment activities and the instructions or correcting them are provided in the "Check Your Understanding" section (Day 5) o each lesson. most important partsimulates o the assessment is the dictation phraseshe or sentences. Dictation the writing process moreo eectively than spelling individual words does. It also integrates grammar and is the best predictor o how well the student will transer the concepts to their own writing and reading. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
Teacher Tip Mastery All students should be taught to mastery of the skills needed to read and spell. These are fundamental skills, so students should never be graded and then left to struggle.
Teacher Tip Misspelling Sounds that have Multiple Options If a student is primarily making spelling mistakes with the sounds that have multiple spellings, add the problem words to the Spelling Journal and play additional spelling games. Words with sounds that can be spelled multiple ways will require more practice. They are the only part of spelling that requires memorization once the spelling rules and phonograms have been learned. If a student needs a reminder of which phonogram to use for a sound while practicing, simply finger spell, give a verbal cue, or let him consult his Spelling Journal.
Assessments
Students Grade Their Own Assessments
Ater students have taken the assessment, model how to write each dictation phrase or sentence on the board. Ask the students to mark their mistakes. It is also beneicial or them to highlight words or punctuation which they guessed at during the assessment. Discuss with the students what concepts they would like to practice or review. Ask each student to evaluate the types o mistakes that he is making. •
Is the student consistently missing the same phonogram?
•
Is there a rule that is being misapplied?
•
Is the student misspelling asound that has multiple options, choosing another phonogram that is also permitted by the rules? his is the most common and least concerning type o mistake.
Reteach and review the content based upon the patterns observed. Let the students help decide which phonograms to keep in the "Not Mastered" category or ongoing practice, and which ones can be moved to "Mastered" and set aside or later review. Review and Move On
While it is important to provide needed review and clariication, you should resist the temptation to get stuck on one lesson or too long. Students do notmastered need to have every and particularly every he spelling word, beore theyconcept, can progress to new material. concepts will continue to appear in later lessons, because these are the tools needed to explain 98% o English words. Many students, especially older students, need to experience the tools applied to a large number o words in order to gain mastery. Provide review when students need it, but do not get bogged down.
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43
44
Essentials Teacher’s Guide
Placement Test Where to Start In order to be successul in mastering and applying the concepts taught in Essentials or reading and spelling, it is vital that students first have strong underlying skills in several important areas. Tese skills include: •
Well developed phonemic awareness skills
•
Knowing a majority o the sounds for a-z
•
Writing lowercase a-z consistently andlegibly
Teacher Tip Phonemic Awareness
Phonemic awareness is the Te Placement est, starting on page 45, will aid teachers in deterunderstanding that words are comprised of sounds. mining i students need to strengthen these skills with the PreStudents with strong phonemic Lessons, beginning on page 49, beore starting Lesson 1. Use the phonemic awareness, sounds o a-z, handwriting, and writing a-z sec- awareness skills will be able to blend sounds that a teacher tions o the Placement est to decide whether you will start with the has segmented into a word Pre-Lessons or with Lesson 1. I you are teaching multiple students, and segment words into their make a copy o the placement test or each student. individual sounds.
Te Placement est will also help teachers determine which level to ollow in the Guide: Level B, level or C.or Useyour the reading spelling sections o the Placement est to eacher's help you determine theA, best student. and Students who have completed Essentials once can use Level B or Level C in a second year to achieve greater mastery. Levels A, B, and C
Much o the instruction in each Essentials lesson is used or all students. Te Spelling Analysis, Grammar, and Vocabulary exercises are separated into three levels in order provide appropriate application or students o different ages, vocabulary levels, and reading and spelling abilities.
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Student Name
Phonemic Awareness
Segment a word aloud as written. Ask the student to blend (glue) the sounds together to make a word. E a s i l yb l e n d e d
S t r u g g l e db u ts u c c e s sf u l
C o u l dn o tb l e n d
1. /p-ĭ-g/ pig 2. /h-or-s/ horse 3. /p-l-ā/ play 4. /s-ĕ-n-d/ send 5. /g-ar-d-ĕ-n/ garden 6. /p-ŭ-m-p-k-ĭ-n/ pumpkin 7. /k-ŏ-m-p-ū-t-er/ computer 8. /b-ü-k-sh-ĕ-l-f/ bookshelf If students struggled to blend words 1-6, complete the Phonemic Awareness Activities in Pre-Lessons A-J before beginning Lesson 1.
Phonemic Awareness
Say a word aloud. Ask the student to segment the words into its individual sounds. E a s i l ys e g m e n t e d
S t r u g g l e db u ts u c c e s sf u l
C o u l dn o tse g m e n t
1. dog /d-ŏ-g/ 2. step /s-t-ĕ-p/ 3. trip /t-r-ĭ-p/ 4. stand /s-t-ă-n-d/ 5. basket /b-ă-s-k-ĕ-t/ 6. picnic /p-ĭ-k-n-ĭ-k/ 7. energy /ĕ-n-er-j-ē/ 8. watermelon /w-ä-t-er-m-ĕ-l- ŏ-n/ If students struggled to segment words 1-6, complete the Phonemic Awareness Activities in Pre-Lessons A-J before beginning Lesson 1. Using Basic Phonogram Flash Cards, ask knows the student to read the sounds of a-z. The sounds are provided on thethe back of the card. Note if the student all, some, or none of the sounds.
Read theof A-Z Sounds All
S ome
N one
All
S ome
N one
All
S om e
N on e
a
h
o
v
b
i
p
w
c
j
qu
x
d
k
r
y
e
l
s
z
f
m
t
g
n
u
All
Some
If the student knew fewer than 20 of the a-z phonograms, reteach and practice the sounds with the "Phonogram and Handwriting" and "Phonogram Practice" sections of Pre-Lessons A-J.
Handwriting
Evaluate a sample of the student’s handwriting. ye s
no
Are the letters formed consistently each time? Are are the letters sized appropriately? Are all the letters sitting correctly on the lines? Are all the letters legible? If you answered “no” to any of the questions above, teach how to write lowercase a-z using Rhythm of HandwritingCursive or Manuscript before beginning Lesson 1. (Pre-Lessons A-J contain a 10-day plan for teaching these.)
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N one
Write A-Z When Hearing the Sounds Yes
Read the sounds of a-z. Do not use the letter names. Ask the student to write the correct phonogram without a visual prompt. Did the student write the correct phonogram? Was it written neatly? Neat
/l/l
Yes
/ĕ-ē/ e
qu /kw/
Neat
Yes
/ŏ-ō-ö/ o
/m/ m
/ĭ-ĩ-ē-y/ i
/w/w
/p/ p
/z/ z
d/d/
/j/ j /k/k
/s-z/ s
/v/v
/t/t
/g-j/ g
/n/ n
Neat
/r/ r x/ks-z/
/ă-ā-ä/ a
Yes
/k-s/ c
/b/ b
/h/h
Neat
/ŭ-ū-ö-ü/ u /f/ f
/y-ĭ-ĩ-ē/ y
If the student wrote fewer than 20 of the a-z phonograms correctly, reteach the sounds of a-z with the "Phonogram and Handwriting" section and practice the sounds with the "Phonogram Practice" section of Pre-Lessons A-J . Choose a grade level text. Ask the student to read aloud for three minutes. Make a mark for each word read incorrectly. Count words the student self-corrects as right. Count the total number of words read, subtract the words read incorrectly, and divide by 3. This is the number of words read per minute. If the student struggles to read the text, provide a simpler text.
Reading
ye s
no
Was the student confident during reading? Ask the student to summarize what was read. Could the student summarize the text easily? Words per minute ________________ If the student cannot read the simpler text, begin with Pre-Lesson A. If the student is reading less than 75 words per minute, is not confident, and/or struggles to summarize the content of his reading, consider limiting the student's reading to the Essentials Readeruntil either the student begins to pick up uncontrolled books voluntarily or the student has completed Essentials Lesson 20. Ask the student to read the words on the following page without assistance. If the student misses two in a row, or more than three, stop and count the number of words read correctly.
Reading Words
ye s
no
ye s
dog 1.
no
afternoon 11.
dig 2.
12. thunderstorm
blob 3.
13. character
blend 4.
mauve 14.
quilt 5.
century 15.
6.strong
16. disadvantage
7.string
17. illustration
8. braids
18. elementary
bread 9.
19. delicious
10. paper
20. contagious
If the student read 18-20 words correctly, consider starting Lesson 1 with Level B or Level C, depending on the spelling portion of this placement test. If a student reads fewer then five words correctly, skip the spelling portion of the placement test and begin with Level A .
Spelling A
Read a word. Ask the student to spell it. If the student misses more than two words, stop. ye s
no
A
ye s
no
B
11. paper 12. walk
ye s
no
1. dip 2.trap
move 6. 7. they
3.quit
8. each
13. banquet
4.the
9.example
14.poison
19.manuscript
5.have
10. large
15.costume
20.spacious
C
ye s
no
16. massive 17. subterranean 18. audience
If the students misses more than two words, begin in the level (A, B, or C) indicated above the words where you stopped. If the student spells 16 or more words correctly, begin in Level C.
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47
Student Placement Test Reading Words
1.
dog
2.
dig
3. 4.
blob blend
5.
quilt
6.
strong
7.
string
8.
braids
9.
bread
10. paper 11. aternoon 12. thunderstorm 13. character 14. mauve 15. century 16. disadvantage 17. illustration 18. elementary 19. delicious 20. contagious Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. Non-Transferable.
48
Essentials Teacher’s Guide
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49
Pre-Lesson A Phonemic Awareness
Develop a kinesthetic awareness of sounds.
Phonograms
Cursive
i t u s
Manuscript
i t r l
Phonemic Awareness A Kinesthetic Awareness of Sounds •
Many people have not made a strong connection between the auditory and kinesthetic components o speech. his activity is designed to heighten students’ awareness o the dierences in the shape o their mouths as they produce a variety o sounds. his is particularly helpul or students who struggle with auditory processing and students who are kinesthetic learners.
Materials Needed Small mirror
Teacher Tip Why Do Students Guess When Reading? Students guess at words
See and Feel the Sounds •
Provide students with a small mirror so they can observe their mouths as they explore the sounds.
/p/ /p/. Say /p/ with me. /p/ What part of the mouth is used to say /p/? lips Put your hand in front of your mouth as you say /p/. What do you feel as you say /p/? air popping out Can you make /p/ louder and softer? no Make sure students are not saying /pŭ/; just say /p/.
/b/ /b/. Say /b/ with me. /b/ What part of the mouth is used to say /b/? lips Put your hand on your throat as you say /p/ and then /b/. What changes when you say /b/? My throat vibrates. This is your voice box. You turn your voice box on when you say /b/. /b/ is a voiced sound. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
because many programs teach reading using sight words. In that school of thought, students are taught that “the whole word” on paper is a visual representation of a spoken word, without understanding that the letters represent the sounds in the word sequentially. Students are often instructed to guess unknown words from context. This sort of teaching produces students who may have never even considered that words are made up of sounds. Their minds have been trained to focus on the word level. When students learn to sound out phonograms sequentially, there is no more need to guess at words.
50
Essentials Teacher’s Guide
Can you make /b/ louder and softer? no Make sure students are not saying /bŭ/ rather than /b/.
/f/ /f/. Say /f/ with me. /f/ What part of the mouth is used to say /f/? teeth and lips Put your hand in front of your mouth as you say /f/. What do you feel? air Keep your hand in front of your mouth. Say /f/ and /p/. How does the air feel different? With /p/ it explodes. It is fast and then stops. With /f/ it is softer and keeps blowing. Can you make /f/ louder and softer? no /v/ Say /v/. What part of the mouth is used to say /v/? teeth and lips Compare /f/ and /v/. Put your hand in front of your mouth as you say them, and put your other hand on your throat. What is the same and what is different between /f/ and /v/? The air is soft and blowing with both. /v/ is voiced and /f/ is unvoiced. Can you make /v/ louder and softer? no /ŏ/ Say /ŏ/. Say /ŏ/ with me. /ŏ/ How is your mouth shaped as you say /ŏ/? round and open Can you make /ŏ/ louder and softer? yes
Teacher Tip Stages of Language Development The problem of random guessing when reading is compounded by the students’ stage of language development. Babies are natural speech learners. They listen intently to the phonemes the mothertongue spoken in around them. First, they babble the individual sounds. Then they combine these into short one-syllable words, followed by twosyllable words, and then short sentences. By the time a child is ready to learn to read, he has mastered most if not all of the forty-five phonemes of English, and is focused on learning new words. In addition, words in the flow of speech are a blend of sounds with variations in color. We do not speak using pure, individual phonemes. It ishave no wonder many students never discovered that words are comprised of a sequential blend of individual sounds.
/ō/ /ō/. How is your mouth shaped as you say /ō/? round and open Compare /ŏ/ and /ō/. The mouth becomes rounder with /ō/. Can you make /ō/ louder and softer? yes
Teacher Tip /s/ Say /s/. How is your mouth shaped as you say /s/? slightly open, teeth close together What is your tongue doing? The tongue is curved on the sides near the front teeth. Do you feel the air blowing over your tongue? Place your hand in front of you mouth. Compare the air as you say /s/, /f/, /p/./s/ and /f/ are steady streams. /p/ is short and popping. Can you make /s/ louder and softer? no
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Phonemes Phonemes are the individual speech sounds which combine together in a language to form words. The English language has forty-five phonemes.
Pre-Lesson A
/z/ Say /z/. Compare the shape of your mouth and tongue to /s/. They are the same. What is different? /z/ is voiced and /s/ is unvoiced. Can you make /z/ louder and softer? no /th/ Say /th/ as in “thin.” Where is your tongue? Sticking out slightly between the teeth. Feel the air. Can you make /th/ louder and softer? no /TH/ Say /TH/ as in “this.” What is different from /th/? /TH/ is voiced, /th/ is unvoiced. Can you make /TH/ louder and softer? no /m/ Say /m/. How is your mouth formed? It is closed, and the lips are pressed together. Is air coming out of your mouth? no What happens if you plug your nose? I can’t say /m/. Where is the air coming out? my nose Can you say /th/, /s/ and /b/ if you plug your nose? yes /n/ Say /n/. How is your mouth formed? The tongue is pressing against the roof of the mouth. Where is the air coming out? the nose What happens if you plug your nose? I can’t say /n/. /ē/ Say /ē/. How is your mouth shaped as you say /ē/? It is opened and pulled back in a tense position, like a smile. My tongue is curled against my teeth in the back. /ĭ/ Say /ĭ/. How is your mouth shaped as you say /ĭ/? It is open, my lips are forward and relaxed. My tongue is curled against my teeth in the back. Compare /ē/ and /ĭ/. Is your tongue in the same place? yes What changes? The lips are pulled back further with /ē/, and they relax to say /ĭ/. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher License. Non-Transferable.
51
52
Essentials Teacher’s Guide
Phonograms and Handwriting (Choose Cursive or Manuscript) •
Students needing handwriting instruction should learn cursive or manuscript with he Rhythm o Handwriting. Each pre-lesson prompts you which Rhythm o Handwriting lessons to teach.
•
Students needing to learn only the phonogram sounds may skip the handwriting instruction but they should still write each letter as part o mastering the sounds.
•
he order o introduction or handwriting is based upon the initial stroke needed to orm each phonogram. By learning all the phonograms that begin with the same stroke, students develop the needed muscle memory more quickly. his is also the reason that the Cursive and Manuscript lessons teach the phonograms in a dierent order.
•
Students begin by learning the lowercase letters because they represent 95% o all we read and write. Uppercase is only used or proper nouns and the beginning o sentences.
•
Use the ollowing paragraphs to teach cursive handwriting or skip to the Manuscript section on p.52. hen do the inal section, Phonogram Practice, with all students.
Paper Position and Line Names
•
Position the LOE Whiteboard straight in ront o the student. Ask the student to make sweeping curves on the whiteboard by opening and closing his elbow. Notice that the curve does not line up with the lines on the whiteboard. Erase the whiteboard. Ask the student to tilt the whiteboard at the angle needed to match the lines to the natural curve made by opening and closing the elbow. he whiteboard should always be positioned at this angle or writing. (he whiteboard will be tilted the opposite direction or let handed students.) Reposition the whiteboard straight in ront o the student. Ask the student to notice how the shoulder and elbow become cramped when writing on the lines. Contrast this a second time with the slant tilted when angle.writing. It is the tilt o the whiteboard or paper that creates the
•
Rhythm of Handwriting Cursivep. 17. Introduce the student to the terms baseline, midline, and top line.
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Teacher Tip Begin with Sounds, Not Letter Names! Students should first be taught the sounds, not the names of the letters. Learning the letters names DEE-OH-GEE does not help a child read the word dog. Learning the sounds /d-ŏ-g/ provides the necessary information to decode and spell the word. Letter names are important for reading initials, communicating spellings, and reading eye charts; however, they are not foundational to the skill of reading words.
Materials Needed LOE Whiteboard and marker Rhythm of Handwriting (ROH) Cursive book Basic Phonogram Flash Cards: i , t , u , s Cursive Tactile Cards:
i , t , u, s
Pre-Lesson A
53
Teaching How to Read and Write a Phonogram
•
Introduce the sounds o i
with the Basic Phonogram Flash Card.
•
Show the actile Card i . Ask the student to compare and contrast how the phonogram is written in bookace vs. cursive. Discuss the connector strokes and how it is easier to write connected letters. Demonstrate how to tilt the actile Card at an angle or writing.
•
Demonstrate how to write i using the actile Card and the ull instructions, ending with the sounds. Start at the baseline, swing up to the midline, down to the baseline, pick up your pencil, dot. /ĭ-ī-ē-y/.
•
he student repeats the instructions while tracing the phonogram. Start at the baseline, swing up to the midline, down to the baseline, pick up your pencil, dot. /ĭ-ī-ē-y/.
•
Demonstrate how to write i while saying the bold, rhythmic directions, ollowed by the sounds. Swing. Down. Dot. /ĭ-ī-ē-y/.
Teacher Tip
•
he student traces the phonogram as many times as needed while saying: Swing. Down. Dot. /ĭ-ī-ē-y/.
Repeat each step until the student demonstrates mastery.
•
he student writes the phonogram using his pointer inger on the LOE Whiteboard while saying:
•
he student writes the phonogram ive times using a whiteboard marker on the LOE Whiteboard while saying: Swing. Down. Dot. /ĭ-ī-ē-y/.
Swing. Down. Dot. /ĭ-ī-ē-y/.
•
Continue with t , u , and s , ollowing the same steps. Use the ull instructions and the bold rhythmic instructions that are ound in Rhythm of Handwriting Cursivep. 22, 25.
Independent Work
•
•
•
Rhythm of Handwriting Cursivep. 23 – Ask the student to write the phonogram our times on each size o lines. hen ask: Which size is the easiest for you? Which size looks the best? What size is your favorite line size? Rhythm of Handwriting Cursivep. 24, 26, 27 – he student writes each phonogram on his avorite line size ten times while saying the bold directions and the sounds.
Ask the student to circle the neatest letters. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
Mastery
Teacher Tip Left-Handed Students • The whiteboard is tilted the opposite direction for lefthanded students. Otherwise, all other aspects of writing are the same. • Left-handed students may prefer using whiteboard crayons instead of markers. They do not wipe off as easily as the hand moves across the board.
54
Essentials Teacher’s Guide
Manuscript Paper Position and Line Names
•
Position the LOE Whiteboard straight in ront o the student. Ask the student to make sweeping curves on the whiteboard by opening and closing his elbow. Notice that the curve does not line up with the lines on the whiteboard. Erase the whiteboard. Ask the student to tilt the whiteboard at the angle needed to match the lines to the natural curve made by opening and closing the elbow. his is the angle the whiteboard be positioned while whiteboard will be tilted theshould opposite direction or letwriting. handed(he students.) Reposition the whiteboard straight in ront o the student. Ask the student to notice how the shoulder and elbow become cramped when writing on the lines. Contrast this a second time with the whiteboard tilted. It is the tilt o the whiteboard or paper that creates the slant when writing.
•
Rhythm of Handwriting Manuscriptp. 13. Introduce the student to the terms baseline, midline, and top line.
Teaching How to Read and Write a Phonogram
•
Introduce the sounds o i
with the Basic Phonogram Flash Card.
• Show the actile Card i . Ask the student to compare and contrast how the phonogram is written in bookace vs. manuscript. Discuss
Materials Needed LOE Whiteboard Rhythm of Handwriting (ROH) Manuscript book Basic Phonogram Flash Cards: i , t , r , l Manuscript Tactile Cards
i
,
t, r
,
l
Teacher Tip Left-Handed Students • The whiteboard is tilted the opposite direction for lefthanded students. Otherwise, all other aspects of writing are the same. • Left-handed students may prefer using whiteboard crayons instead of markers. They do not wipe off as easily as the hand moves across the board.
how tilting the paper to make words low naturally along the lines also causes the letters to be naturally slanted. •
Demonstrate how to write i using the actile Card and the ull instructions, ending with the sounds. Start at the midline, straight to the baseline, pick up the pencil, dot. /ĭ-ī-ē-y/.
•
he student repeats the instructions while tracing the phonogram. Start at the midline, straight to the baseline, pick up the pencil, dot. /ĭ-ī-ē-y/.
•
Demonstrate how to write i while saying the bold, rhythmic directions, ollowed by the sounds. Start at the midline. Straight. Dot. /ĭ-ī-ē-y/.
•
he student traces the phonogram as many times as needed while saying: Start at the midline. Straight. Dot. /ĭ-ī-ē-y/.
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Teacher Tip Mastery Repeat each step until the student demonstrates mastery.
Pre-Lesson A
•
he student writes the phonogram using his pointer inger on the LOE Whiteboard while saying: Start at the midline. Straight. Dot. /ĭ-ī-ē-y/.
•
he student writes the phonogram ive times using a whiteboard marker on the LOE Whiteboard while saying: Start at the midline. Straight. Dot. /ĭ-ī-ē-y/.
•
Continue with t , r , l , ollowing the same steps. Use the ull instructions and the bold rhythmic instructions that are ound in Rhythm of Handwriting Manuscriptp. 18, 21.
Independent Work
•
Rhythm of Handwriting Manuscriptp. 19 – Ask the student to write the phonogram our times on each size o lines. hen ask: Which size is the easiest for you? Which size looks the best? What size is your favorite line size?
•
Rhythm of Handwriting Manuscriptp. 20, 22, 23 – he student writes each phonogram on his avorite line size ten times while saying the bold directions and the sounds.
•
Ask the student to circle the neatest letters.
•
Practice reading the phonograms using the Basic Phonogram Flash Cards.
•
Say a phonogram's sound(s). Ask the student to write it on the whiteboard.
Phonogram Practice
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Materials Needed
Basic Phonogram Flash Cards taught so far
55
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Essentials Teacher’s Guide
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57
Pre-Lesson B Phonemic Awareness
Blending compound words
Phonograms
Cursive
j p r w
Manuscript
b p k h
Phonemic Awareness Blending Compound Words •
•
he second step to developing phonemic awareness is learning to hear the individual speech sounds which make up words and then blend or “glue” them back together into words. hese lessons guide you to develop blending skills in a systematic manner, beginning with compound words, then short, one-syllable words, and increas ing the diiculty until students are blending three- and our-syllable words. Explain that you are thinking o a word made o two words that are stuck together. Say the two words. Ask the student to blend the words together to make the new word. rain bow rainbow water fall waterfall foot ball football head ache headache after noon afternoon sail boat sailboat
back bone backbone base ball baseball sun shine sunshine back yard backyard moon light moonlight air port airport
Teacher Tip Multi-Sensory Learning All students learn faster and deeper when engaging all four areas of the brain through the four learning modes: hearing, seeing, doing, and speaking. By learning the phonograms through seeing the shape, hearing the sounds, saying the sounds, and writing them, students are able to use their strongest learning mode while strengthening areas of weakness. In addition, the four learning modes are located in different regions of the brain. When all four regions are activated during learning, synapses are built across the regions and learning is more effective.
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Essentials Teacher’s Guide
Phonograms and Handwriting (Choose Cursive or Manuscript) Materials Needed Lesson
•
Introduce how to read and write j , p , r , w using the steps in Pre-Lesson A. he cursive directions are ound inRhythm
of Handwriting Cursivep. 28, 31. Review •
Practice reading the phonograms that were taught previously, using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
LOE Whiteboard ROH Cursive book Basic Phonogram Flash Cards j , p , r , w Cursive Tactile Cards: j , p, r,w
Independent Work
•
Rhythm of Handwriting Cursivep. 29, 30, 32, 33 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Ask the student to circle the neatest letters.
Manuscript Lesson
•
Introduce how to read and write b , p , k , h using the outline provided in Pre-Lesson A. he manuscript directions are ound in Rhythm of Handwriting Manuscriptp. 24, 27.
Materials Needed LOE Whiteboard ROH Manuscript book Basic Phonogram Flash Cards: b , p , k , h Manuscript Tactile Cards:
b, p, k, h
Review
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
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Pre-Lesson B
59
Independent Work
•
Rhythm of Handwriting Manuscriptp. 25, 26, 28, 29 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Ask the student to circle the neatest letters.
Phonogram Practice
Materials Needed 2 sets Phonogram Game Cards
•
Play Phonogram – Select the phonograms taught Mix in PreMemory Lessons A and B rom two sets o Phonogram Game Cards. the cards together. Lay the cards ace down on the table. he student chooses two cards, lips them ace up, and reads the sound(s). I the phonograms match, the student keeps the cards and plays again. I the phonograms do not match, the student lips the cards ace down and play passes to the next player.
Teacher Tip The Benef its of Teaching all the Sounds of the Phonograms • All the sounds are readily available to read any word. • It prevents discouragement. Students who know only one sound are often discouraged when they try to read words in real books. • It eliminates exceptions. Otherwise, 30-50% of words become exceptions. • Students develop a realistic understanding that English phonograms represent more than one sound. Students who learn only one are often frustrated and disappointed when they realize the language is much more complex than they were srcinally told. • It brings relief to struggling students who noticed the discrepancies. • It provides students with information about which sound to try first, since the sounds are listed in the order of frequency.
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Essentials Teacher’s Guide
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61
Pre-Lesson C Phonemic Awareness
Blending one-syllable words
Phonograms
Cursive
a d g
Manuscript
n m j
Phonemic Awareness Blending •
•
Explain that you are thinking o a word made o two words that are stuck together. Say the two words. Ask the student to blend them together to make the new word. sand box sandbox bean bag beanbag cup cake cupcake flash light flashlight
sun set sunset row boat rowboat skate board skateboard key board keyboard
birth day birthday note book notebook
fire fly firefly foot print footprint
Explain that you will say a word with each sound segmented (unglued). Ask the student to blend (glue) the sounds back together and say the word. Be sure to pronounce each sound with a clear break in between. he objective is to pronounce each sound, not each letter. /d-ŏ-g/ dog /ĕ-g/ egg /b-oi/ boy /m-ŏ-m/ mom /t-ī-m/ time /h-ō-m/ home
/k-ŭ-p/ cup /k-ar/ car /f-ō-n/ phone /m-ă-n/ man /p-ĕ-n/ pen /w-ĭ-g/ wig
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Teacher Tip Blending Tip If a student struggles to blend a word together, ask him to say the sounds, then say them faster until he hears the word.
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Essentials Teacher’s Guide
Phonograms and Handwriting (Choose Cursive or Manuscript) Materials Needed Lesson
•
Introduce how to read and write a , d , g using the steps in Pre-Lesson A. he cursive directions are ound inRhythm of
Handwriting Cursivep. 40, 43. Review •
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
LOE Whiteboard ROH Cursive book Basic Phonogram Flash Cards: a , d , g Cursive Tactile Cards: a, d, g
Independent Work
•
Rhythm of Handwriting Cursivep. 41, 42, 44 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Cursive p. 34 – Practice writing the phonograms that were taught previously.
•
Ask the student to circle the neatest letters.
Manuscript Lesson
•
Introduce how to read and write n , m , j using the steps provided in Pre-Lesson A. he manuscript directions are ound in Rhythm of Handwriting Manuscriptp. 30, 38.
Materials Needed LOE Whiteboard ROH Manuscript book Basic Phonogram Flash Cards: n , m , j Manuscript Tactile Cards:
n , m, j
Review
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
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Pre-Lesson C
Independent Work
•
Rhythm of Handwriting Manuscriptp. 31, 32, 39 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Manuscriptp. 40 – Practice writing the phonograms that were taught previously.
•
Ask the student to circle the neatest letters.
•
Play Phonogram Snatch – Select all the Basic Phonogram Flash Cards that have been taugh in Pre-Lessons A-C. Lay our o them ace up on the table. Read the sound(s) o one o the phonograms. he student races to snatch the correct phonogram. Replace the card and continue.
Phonogram Practice
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Materials Needed Basic Phonogram Flash Cards
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64
Essentials Teacher’s Guide
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65
Pre-Lesson D Phonemic Awareness
Blending one-syllable words
Phonograms
Cursive Manuscript
� c o u w y
Phonemic Awareness Blending One-Syllable Words •
•
Segment the words. Ask the students to blend the sounds together and say each word. Be sure to pronounce each sound with a clear break in between. /p-l-ā-t/ plate /d-ă-d/ dad /p-r-ī-z/ prize /t-ŏ-p/ top
/p-l-ā-s/ place /g-r-ā-t/ great /s-k-r-ă-p/ scrap /t-ĕ-n-t/ tent
/l-ŭ-n-ch/ lunch /l-ī-t/ light
/h-ow-s/ house /t-oi-z/ toys
Charades – Segment the words into their individual sounds. Ask students to blend them together, then act out the word. /s-ĭ-t/ sit /s-ĭ-ng/ sing /s-t-ă-n-d/ stand /d-ă-n-s/ dance /j-ŭ-m-p/ jump /s-p-ĭ-n/ spin /r-ŭ-n/ run /s-m-ī-l/ smile /n-ē-l/ kneel /k-r-ī/ cry /k-l-ă-p/ clap /k-ĭ-k/ kick
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Essentials Teacher’s Guide
Phonograms and Handwriting (Choose Cursive or Manuscript) Materials Needed Lesson
•
Introduce how to read and write qu , c , o using the steps in Pre-Lesson A. he cursive directions are ound inRhythm of
Handwriting Cursivep. 43, 46. Review •
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
Independent Work
•
Rhythm of Handwriting Cursivep. 45, 47, 48 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Cursive p. 49 – Practice writing the phonograms that were taught previously.
•
Ask the student to circle the neatest letters.
Manuscript Lesson
•
Introduce how to read and write u , w , y using the steps provided in Pre-Lesson A. he manuscript directions are ound in Rhythm of Handwriting Manuscriptp. 46, 49.
LOE Whiteboard ROH Cursive book Basic Phonogram Flash Cards: qu , c , o Cursive Tactile Cards: �, c , o
Teacher Tip
� Q always needs a U in English. Teach students to write qu.
Teacher Tip Flash Cards Vary the order of the flash cards during practice so that students memorize each phonogram and its sounds, not the order the phonograms were taught in.
Materials Needed LOE Whiteboard ROH Manuscriptbook Basic Phonogram Flash Cards: u , w , y Manuscript Tactile Cards:
u , w, y
Review
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
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Pre-Lesson D
Independent Work
•
Rhythm of Handwriting Manuscriptp. 47, 48, 50 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Manuscriptp. 51 – Practice writing the phonograms that were taught previously.
•
Ask the student to circle the neatest letters.
•
Play Phonogram Basketball - Using the lash cards or the phonograms that have been taught so ar, read a phonogram's sound(s). he student writes the phonogram on a slip o paper. I the phonogram is written correctly, award one point. he student then crumples the paper and tries to make a basket. I the student makes a basket, award another point.
Phonogram Practice
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Materials Needed Basic Phonogram Flash Cards Slips of paper Basket or box
67
68
Essentials Teacher’s Guide
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69
Pre-Lesson E Phonemic Awareness
Blending two-syllable words
Phonograms
Cursive: Connecting letters Manuscript: Correct spacing
Phonemic Awareness Blending Two-Syllable Words •
Segment the words. Ask the students to blend the sounds together and say the word. Be sure to pronounce each sound with a clear break in between. /ă-p-l/
/m-ŏ-TH-er/
apple
/t-ā-b-l/ /w-ĭ-n-er/
mother
/k-ŭ-z-ĭ-n/ cousin
table winner
/w-ĭ-n-d-ō/ window /l-ā-d-ē/ lady
/k-ĭ-t-ĕ-n/
kitten
/p-ŏ-p-k-or-n/ popcorn /t-ĭ-k-l/ tickle
Phonograms and Handwriting (Choose Cursive or Manuscript) Materials Needed Review
• •
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards. Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
•
Rhythm of Handwriting Cursive p. 50 – Practice writing the phonograms that were taught previously.
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ROH Cursive book Basic Phonogram Flash Cards LOE Whiteboard
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Essentials Teacher’s Guide
Lesson
•
•
Rhythm of Handwriting Cursivep. 51-53 – Learn to connect letters which end on the baseline. First, ask the student to say the irst sound o each phonogram in the word and then read the word./s-ă-t/ sat. Second, have the student trace each letter with his pointer inger while saying the directions or each letter. Notice how the letters low into one another. Swing, scoop, glide, curve, roll, swing, down, swing tall, down, cross.
Teacher Tip Connector Strokes Demonstrate how connector strokes facilitate writing.
Rhythm of Handwriting Cursivep. 54 – Practice reading and writing each word. Emerging readers will need to use their phonemic awareness skills to blend the words together. All the words use the irst phonogram sound. (I the student struggles to read the words, continue moving. his will be practiced extensively in theEssentials lessons. he primary ocus here should be handwriting.)
Independent Work
•
Rhythm of Handwriting Cursivep. 55-56 – Practice reading and writing each word.
•
Ask the student to circle the neatest words.
Manuscript Review • Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
•
Rhythm of Handwriting Manuscriptp. 52 – Practice writing the phonograms that were taught previously.
Lesson
•
Rhythm of Handwriting Manuscriptp. 53-54 – Learn to space letters within a word correctly. First, ask the student to say the irst sound o each phonogram in the word and then read the word./h-ĭ-m/ him. Second, have the student trace each letter with his pointer inger while saying the directions or each letter. Notice the small space between each letter.Straight, bump, straight. Straight, dot. Straight, bump, straight, bump, straight.
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Materials Needed ROH Manuscript book Basic Phonogram Flash Cards LOE Whiteboard
Pre-Lesson E
•
71
Rhythm of Handwriting Manuscript p. 55 – Practice reading and writing each word. Notice the larger space between words. Emerging readers will need to use their phonemic awareness skills to blend the words together. All the words use the irst phonogram sound. (I the student struggles to read the words, continue moving. his will be practiced extensively in the Essentials lessons. he primary ocus here should be handwriting.)
Independent Work
•
Rhythm of Handwriting Manuscript p. 56 – Practice reading and writing each word. Emphasize that there is little space between letters in a word, and more space between words.
•
Ask the student to circle the neatest words.
Phonogram Practice •
Play Go Fish – Mix two sets o Phonogram Game Cards using all the phonograms taught in previous lessons. Deal seven cards to each player. Place the remaining cards ace down in the center o the table to orm a “ish pond.” he players ind any matching phonograms and lay them down in ront o them, while saying the sound(s). he irst player chooses another player and asks, “Do you have a __?” Students should ask or the phonogram by sound(s). I the answer is “yes,” he gives it to the asking player who then lays it down as a match. he asking player then repeats his turn. I the answer is “no,” he should tell the asking player to “Go ish.” he asking player then draws a card rom the “ish pond.” I a match is ound, it is laid down and the player repeats his turn. I no match is ound, plays moves to the next player on the let. Play continues until all the cards have been matched. he player with the most matches wins.
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
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Materials Needed 2 sets Phonogram Game Cards Basic Phonogram Flash Cards
72
Essentials Teacher’s Guide
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73
Pre-Lesson F Phonemic Awareness
Blending two-syllable words
Phonograms
Cursive
l b f
Manuscript
a d g c
Phonemic Awareness Blending Two-Syllable Words •
•
Segment the words. Ask the students to blend the sounds together and say the word. Be sure to pronounce each sound with a clear break in between. /t-ĭ-k-l/ tickle
/b-ă-s-k-ĕ-t/
/p-l-ā-er/ player
/p-l-ā-g-r-ow-n-d/ playground
/d-ŏ-k-t-or/
/k-ar-t-ö-n/
doctor
basket cartoon
Find the Object. Choose a group o objects or pictures and place them on the table. Explain to students that you will segment a word. hey need to blend the sounds back together and choose the correct object or picture. For example: /p-ĕ-n/ /h-ă-t/
/s-p-ö-n/
pen hat
/p-ā-p-er/
paper
/p-ĕ-n-s-ĭ-l/ pencil
spoon
/b-ŏ-x/
box
/k-ō-t/
coat
/ē-r-ā-s-er/
eraser
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Materials Needed Objects or pictures
74
Essentials Teacher’s Guide
Phonograms and Handwriting (Choose Cursive or Manuscript) Materials Needed Lesson
•
Introduce how to read and write l , b , f using the steps in Pre-Lesson A. he cursive directions are ound inRhythm of
Handwriting Cursivep. 62, 65. Review •
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
LOE Whiteboard ROH Cursive book Basic Phonogram Flash Cards: l , b , f Cursive Tactile Cards: l, b, f
Independent Work
•
Rhythm of Handwriting Cursivep. 63, 64, 66 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Cursivep. 57-58 – Practice reading and writing the words. Emphasize that the pencil is lited between words.
•
Ask the student to circle the neatest letters and words.
Manuscript Lesson
•
Introduce how to read and write a , d , g , c using the steps provided in Pre-Lesson A. he manuscript directions are ound in Rhythm of Handwriting Manuscriptp. 62, 65.
LOE Whiteboard ROH Manuscriptbook Basic Phonogram Flash Cards: a , d , g , c Manuscript Tactile Cards:
a, d
Review
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
Independent Work
•
Materials Needed
Rhythm of Handwriting Manuscriptp. 63, 64, 66, 67 – he student Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
,
g, c
Pre-Lesson F
75
writes each phonogram ten times while saying the bold directions and the sounds. •
Rhythm of Handwriting Manuscriptp. 57-58 – Practice reading and writing the words. Emphasize that there is little space betwe en letters in a word, and more space between words.
•
Ask the student to circle the neatest letters and words.
Phonogram Practice •
Play Dragon. Set Up: From the Phonogram Game Cards,select two o each phonogram rom Pre-Lessons A-F plus one Dragon card and shuffle them together. Deal out all the cards to the players (2-4 players per game). Some players may have one more or one less card than others. Players should hold their cards in a an in their hand. How to Play: Players look through their hand and lay down any matches. As they lay down a match, they must read the sound(s). o begin play, the first player chooses another player rom whom to draw a card. I he draws a card that matches one in his hand, he reads the sound(s), lays the match down, and takes another turn. I a match is not ound, the player adds the new card into his hand. Play then moves to the next player on the lef. Play ends when someone
lays down all his cards. Te player lef holding the Dragon card loses.
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Materials Needed 2 sets Phonogram Game Cards 1 Dragon card
76
Essentials Teacher’s Guide
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77
Pre-Lesson G Phonemic Awareness
Blending multi-syllable words
Phonograms
Cursive
e h k
Manuscript
o qu s f
Phonemic Awareness Blending Multi-Syllable Words •
Segment the words. Ask the students to blend the sounds together and say the word. /m-ō-t-or-s-ī-k-l/
motorcycle /b-ī-s-ĭ-k-l/ bicycle
/r-ĕ-s-t-ä-r-ä-n-t/
restaurant /k-ŏ-m-p-ū-t-er/
/p-ī-n-ă-p-l/
•
pineapple
/ĕ-l-ĕ-f-ă-n-t/
computer
elephant
Identiy objects in the room. Explain to students that you will segment the word. hey are to ind the object someplace in the room and bring it to you.
Phonograms and Handwriting (Choose Cursive or Manuscript) Materials Needed Lesson
•
Introduce how to read and write e , h , k using the steps in Pre-Lesson A. he cursive directions are ound inRhythm of Handwriting Cursivep. 65, 68.
LOE Whiteboard ROH Cursive book Basic Phonogram Flash Cards: e , h , k Cursive Tactile Cards:
e, h, k
Review
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
78
Essentials Teacher’s Guide
and ask the student to write the correct phonogram on a whiteboard. Independent Work
•
Rhythm of Handwriting Cursivep. 67, 69, 70 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Cursive p. 71 – Practice writing the phonograms that were taught previously.
•
Rhythm of Handwriting Cursivep. 75-76 – Practice reading and writing the words. Emphasize that the pencil is lited between words.
•
Ask the student to circle the neatest letters and words.
Manuscript Lesson
•
Introduce how to read and write o , qu , s , f using the steps provided in Pre-Lesson A. he manuscript directions are ound in Rhythm of Handwriting Manuscriptp. 68, 71.
Materials Needed LOE Whiteboard ROH Manuscript book Basic Phonogram Flash Cards: o , qu , s , f Manuscript Tactile Cards:
o , qu , s , f
Review
•
Practice reading the phonograms which have been taught using the
•
Basic Phonogram Flash Cards. Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
Independent Work
•
Rhythm of Handwriting Manuscriptp. 69, 70, 72, 73 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Manuscriptp. 74 – Practice writing the phonograms that were taught previously.
•
Ask the student to circle the neatest letters.
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Teacher Tip
qu Q always needs a U in English. Teach students to write qu.
Pre-Lesson G
Phonogram Practice •
Play Last One! Set Up: Mix the two sets o PhonogramGame Cards rom Pre-Lessons A-G plus two Wild cards, two Reverse cards, and two Draw 2 cards together. Deal seven cards to each players. Place the remaining cards ace down to orm a draw pile. urn one card ace up to orm the discard pile. How to Play: Te first player discards a card that matches the pho-
nogram or color o the card on the discard pile. Te student must read the phonogram’s sound(s) as he discards. I the player misreads the sound(s), he must take the card back in his hand. I a player does not have a matching card, he must draw one card rom the draw pile. Play then continues with the next player. Players may playDraw 2 or Reverse cards only i they match in color. I aDraw 2 is played, the next person must draw two cards. I aReverse card is played, the direction o play reverses. I aWild card is played, the next player may play any phonogram or color. A player wins when he has discarded all his cards.
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Materials Needed 2 sets Phonogram Game Cards 2 Wild cards 2 Reverse cards 2 Draw 2 cards
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Essentials Teacher’s Guide
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Pre-Lesson H Phonemic Awareness
Blending multi-syllable words Initial sounds Segmenting Cursive: Connecting from the midline
Phonograms
Manuscript: Spacing after roll letters
Phonemic Awareness Blending Multi-Syllable Words •
Segment the words. Ask the students to blend the sounds together and say the word. /f-or-g-ĕ-t-f-ŭ-l/ /k-ă-m-er-ä/
forgetful
/k-ar-p-ĕ-n-t-er/
/h-ar-m-ŏ-n-ĭ-k-ä/ harmonica /h-ŏ-l-ĭ-d-ā/
camera carpenter
holiday
/l-ĕ-m-ŏ-n-ā-d/
lemonade
Initial Sounds •
Say the word. Ask the student to say the irst sound. he student should then think o a word that begins with the same sound. It does not matter how the sound is spelled. cards
table
quick
purple
money
rose
Segmenting •
Ask the student to collect 10-15 objects and place them on the table. he student segment and the teacher should pointshould to the then correct object.(un-glue) Studentsainword a classroom setting may work in pairs.
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Essentials Teacher’s Guide
Phonograms and Handwriting (Choose Cursive or Manuscript) Materials Needed Lesson
•
Rhythm of Handwriting Cursivep. 77-79 – Learn how to connect letters that end at the midline. Practice reading each word. hen trace
ROH Cursive book Basic Phonogram Flash Cards LOE Whiteboard
each word thewhich pointer how the letters connect. Notice thatwith letters endinger, on theeeling midline always connect to the next letter rom the midline with a dip connector. Review
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
Independent Work
•
Rhythm of Handwriting Cursive p. 72 – Practice writing the phonograms that were taught previously.
•
Rhythm of Handwriting Cursivep. 81-82 – Practice reading and writing the words. Emphasize that the pencil is lited between words.
•
Ask the student to circle the neatest letters and words.
Manuscript Review
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
Lesson
•
Rhythm of Handwriting Manuscriptp. 77-78 – Learn how to correctly space words that include a roll letter. Many students struggle to plan the space correctly when the pencil is moving back toward the preceding letter. Read each word. hen trace each word with the pointer inger. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
Materials Needed ROH Manuscript book Basic Phonogram Flash Cards LOE Whiteboard
Pre-Lesson H
Independent Work
•
Rhythm of Handwriting Manuscriptp. 75 – Practice writing the phonograms that were taught previously.
•
Rhythm of Handwriting Manuscriptp. 79-80 – Practice reading and writing the words.
•
Ask the student to circle the neatest letters and words.
•
Play Eraser Race – Write phonograms on a whiteboard as quickly as possible. When a student reads a phonogram correctly, the teacher must erase it, while continuing to write additional phonograms aster than the students are reading them. When the student catches the teacher, the game is over.
Phonogram Practice
In a classroom, ask the students to take turns in a set pattern, each student reading one phonogram. Or play in small groups with one student taking the role o the teacher.
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Materials WhiteboardNeeded
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Essentials Teacher’s Guide
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Pre-Lesson I Phonemic Awareness
Final sounds Segmenting Cursive
Phonograms
Manuscript
n m y e x
Phonemic Awareness Final Sounds •
Say the word. Ask the student to say the last sound. he student should then think o a word that ends with the same sound. lock
baby
lip
pass
print
true
school mom
pop milk
dad
win
live
duck
Teacher Tip
Segmenting Words •
I-Spy. Ask the student to segment a word or an object in the room by saying, “I spy a /k-l-ŏ-k/,” etc. he teacher blends the word back together.
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Segmenting Segmenting is more difficult than blending. Students may sometimes lump sounds together. For example, they may say /tr-ē/ instead of /t-r-ē/. If this occurs, simply model it correctly, segmenting the word into each separate sound, and keep going.
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Essentials Teacher’s Guide
Phonograms and Handwriting (Choose Cursive or Manuscript) Materials Needed Lesson
•
Introduce how to read and write n , m , y using the steps in Pre-Lesson A. he cursive directions are ound inRhythm of
Handwriting Cursivep. 88, 91. Review •
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
LOE Whiteboard ROH Cursive book Basic Phonogram Flash Cards: n , m , y Cursive Tactile Cards: n , m, y
Independent Work
•
Rhythm of Handwriting Cursivep. 89, 90, 92 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Cursivep. 83-84 – Practice reading and writing the words. Emphasize that the pencil is lited between words.
•
Ask the student to circle the neatest letters and words.
Manuscript Lesson
•
Introduce how to read and write e , x using the steps provided in Pre-Lesson A. he manuscript directions are ound inRhythm of Handwriting Manuscriptp. 86, 96.
LOE Whiteboard ROH Manuscript book Basic Phonogram Flash Cards: e , x Manuscript Tactile Cards:
e, x
Review
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
Independent Work
•
Materials Needed
Rhythm of Handwriting Manuscriptp. 87, 97 – he student writes Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
Pre-Lesson I
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each phonogram ten times while saying the bold directions and the sounds. •
Rhythm of Handwriting Manuscriptp. 89 – Practice writing the phonograms that were taught previously.
•
Rhythm of Handwriting Manuscriptp. 91-92 – Practice reading and writing the words.
•
Ask the student to circle the neatest letters and words.
Phonogram Practice •
Blind Writing – Say the sound(s) o a phonogram rom Pre-Lessons A-I. Ask the students to close their eyes and write the phonogram on their whiteboards.
Materials Needed Basic Phonogram Flash Cards LOE Whiteboard
Teacher Tip Blind Writing Blind writing is an excellent way to develop muscle memory for handwriting.
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Essentials Teacher’s Guide
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Pre-Lesson J Phonemic Awareness
Segmenting Syllables
Phonograms
Cursive Manuscript
v x z v z
Phonemic Awareness Segmenting •
Play I Spy. ake turns saying, “I spy a ...” Segment the word that is spied. he other person should blend it back together.
Syllables •
he ollowing activities will aid students in becoming more proicient at counting the number o syllables in words. (his will be practiced urther in the Essentials lessons.)
•
•
Feel the Chin – Place your hand under your chin. Say a word. Count the syllables by counting the number o times the mouth opens. For more inormation, see Chapter 4 inUncovering the Logic of English. Have the students practice with the ollowing words: ba by
mu sic
pants
grand pa
cop y
tel e phone
ti tle
tooth brush
ros es
fath er
Hum the word – Firmly close the mouth, hum each word, and count the number o syllables. ap ple hm-hm two syllables friend ship hm-hm two syllables pro fes sor hm-hm-hm three syllables hip po pot a mus hm-hm-hm-hm-hm five syllables Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
Teacher Tip Continue to Lesson 1 Students do not need to have mastered all the A-Z Phonograms to move forward to Lesson 1. Rather, students should be able to auditorily blend and segment one- and two-syllable words, know a majority of the sounds of A-Z, and be able to write lowercase A-Z.
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Essentials Teacher’s Guide
Phonograms and Handwriting (Choose Cursive or Manuscript) Materials Needed Lesson
•
Introduce how to read and write v , x , z using the steps in Pre-Lesson A. he cursive directions are ound inRhythm of
Handwriting Cursivep. 91, 94. Review •
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard.
LOE Whiteboard ROH Cursive book Basic Phonogram Flash Cards: v , x , z Cursive Tactile Cards: v, x, z
Independent Work
•
Rhythm of Handwriting Cursivep. 93, 95, 96 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Cursive p. 97 – Practice writing the phonograms that were taught previously.
•
Rhythm of Handwriting Cursivep. 101, 102 – Practice reading and writing the words. Emphasize that the pencil is lited between words.
•
Ask the student to circle the neatest letters and words.
Manuscript Lesson
•
Introduce how to read and write v , z using the steps provided in Pre-Lesson A. he manuscript directions are ound inRhythm of Handwriting Manuscriptp. 96, 106.
Materials Needed LOE Whiteboard ROH Manuscript book Basic Phonogram Flash Cards: v , z Manuscript Tactile Cards:
v, z
Review
•
Practice reading the phonograms which have been taught using the Basic Phonogram Flash Cards.
•
Say the sound(s) oreach o the phonograms which have been taught and ask the student to write the correct phonogram on a whiteboard. Copyright © 2015 Pedia Learning Inc. All Rights Reserved. Single Teacher L icense. Non-Transferable.
Pre-Lesson J
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Independent Work
•
Rhythm of Handwriting Manuscriptp. 98, 107 – he student writes each phonogram ten times while saying the bold directions and the sounds.
•
Rhythm of Handwriting Manuscriptp. 108 – Practice writing the phonograms that were taught previously.
•
Rhythm of Handwriting Manuscriptp. 109-110 – Practice reading and writing the words.
•
Ask the student to circle the neatest letters and words.
Phonogram Practice •
Phonogram Game Card Bingo– Sort one set o Phonogram Game Cards taught in Pre-Lessons A-J into a eacher Set. Sort another set o Phonogram Came cards taught in Pre-Lessons A-J into a Game Set. (You will need one game set or every two students.) Each student chooses nine cards and lays them ace up to orm a square. he teacher then randomly chooses a phonogram rom the eacher Set and reads the sound(s). I the student has a match, the student covers the card with a penny. Play continues until the irst student has covered all nine squares.
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Materials Needed 2 sets Phonogram Game Cards Pennies or other small items to cover the cards
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Essentials Teacher’s Guide
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