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Today while playing a reading reading game my son was giggling giggling and said, “This is awesome!” LOE Foun @ 5/"16)$ ./$ >/5, ",/7.1)2 ,/$4 /)5 (')? ! <1$. !#5 ./5 ".1$ :-62-/> <.,) ",/7.1)2 >4 6".,- 915$* ! B1-$, 2+,-7;. =1',;3)11% >,&3),+
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Today my 5 year old daughter said, “Mom, I love English, you make everything fun!” I cannot put in <6-5$ .6< 2-/",('3 ! /> (6- D6217 6( E)231$.? E)231$. 1$ )6" >4 )/"10, "6)2', /)5 <,#0, $"-'223,5 <1". E)231$. ')"13 <, $<1"7.,5 "6 DBE? A6< >4 R /)5 M 4,/- 635 5/'2.",-$ :3,/5 (6- DBE? H.4 )6"S It is fun (even for me)! Not only is it a program p rogram with well laid out instructions for the teacher, it uses /33 $"43,$ 6( 3,/-)1)2 $6 )6 >/"",- "., /8131"1,$ 6( "., $"'5,)" ".,4 <133 3,/-)? ! 27+$&-& C5. =1',;3)11% 41'
! /> $6 "./)9('3 "6 ./0, 51$760,-,5 D6217 6( E)231$.? C,/7.1)2 >4 635,$" -,/51)2 $ 8,76>1)2 >6-, /)5 >6-, 7./33,)21)2 ,/7. 5/4? J"/-"1)2 F6')5/"16)$ ./$ -,/334 7./)2,5 "./" (6- '$; /)5 /$ / 86)'$ my younger daughter was interested, so she has joined in on our teaching time. The program is well 3/15 6'" /)5 ,)&64/83, "6 '$,? C./)9 46' (6- >/91)2 >/9 1)2 >, ,N71",5 "6 ",/7. E)231$. 1)$",/5 6( 5-,/51)2 1" ,/7. 5/4? – Rachel Walters, Homeschooler
L,1)2 ),< "6 .6>,$7.6631)2 /)5 ./01)2 $"-'223,5 <1". E)231$. /$ / $"'5,)"; ! $ /::-,.,)$10, about teaching our children to read. When I came across a cross LOE I knew why I had struggled so much; mu ch; the :.6)62-/>$ /)5 -'3,$ ./5 ),0,- 8,,) "/'2." "6 >,? +$ ! 8,2/) "6 ",/7. >4 $6); ) 6" 6)34 515 ., $6/9 up everything, but I found myself learning something new with every lesson. The Logic of English F6')5/"16)$ ,='1:$ :/-,)"$T",/7.,-$ <1". "., "663$ "6 ",/7. ".,1- 7.135 .6< "6 5,765, <6-5$ <.13, >/91)2 -,/51)2 (')? L-1331/)"* ! 6+$- 9<,D&+<. =1',;3)11%$-* 41' 1E F
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Teacher’s Manual
Foundations
Denise Eide Kimber Iverson
Foundations Level C Teacher’s Manual by Logic of English®
Copyright © 2013 Pedia Learning Inc. All rights reserved. Copyright Notice: Our digital downloads come with a limited reproduction license. Licensed users may use the files on any device or computer and may print them, but may not sell, share, copy, transfer, or distribute files or prints to people not covered by the license. Single Teacher Teacher License: L icense: This digital license is for 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.
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SCOPE & SEQUENCE Phonemic Awareness Review compound
Phonograms Spelling Rules
Vocab.
Spelling Words
Comprehension & Fluency
Writing Compare and contrast trains and cars.
81 words.
Learn 1- .
Compound Words
girl, bird, slow, long, though
Pre-reading Following directions
82
Learn '- .
Compound Words
hurt, rainbow, airplane, near, while
Reader 1 - Trains: A Blast of Fast
Learn ,/- .
Compound Words
learn, through, small, bread, outside
Re-reading Explore strategies for understanding unknown words.
84
Practice “say to spell” words that end with an unaccented /ä/.
When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L.
Compound Words
birthday, grandma, type, Reading riddles leave, warm
Dictation
85
Review the schwa sound.
Learn <6-.
Compound Words
speak, world, work, first, grandpa
High Frequency Words
Compare trains and airplanes.
Make a chart to brainstorm ideas.
83
Copywork
Review A Learn that suffixes
86 can be added to words.
87
Practice adding suffixes to words.
O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V.
-ing Words
from, love, turning, years, well
Following directions Pre-reading
Learn <- .
-ing Words Write & Right
write, into, young, growing, rowing
Reader 2 - Firefly: Nightlight with Wings
-ing Words
running, sitting, earth, count, these
Re-reading
Copywork
-est Words
biggest, hottest, home, pointing, hearing
Order a sequence of events
Dictation
soon, book, teeth, tooth, without
Identify keywords in a Write keywords text. High Frequency about fireflies. Words
Double the consonant.
88
Distinguish long and
89 short vowel sounds.
Read words with the 66 .
90 three sounds of
Double the consonant.
Learn 66 .
Review B
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Phonemic Awareness
Phonograms Spelling Rules
Vocab.
Spelling Words
Comprehension & Fluency
Model how to write a chart to brainstorm ideas.
Form new words with -OLD.
I and O may say / ī/ and /ō/ before two consonants.
Form new words
I and O may say / ī/ and /ō/ before two consonants.
-er Words
find, late kind, Reader 3 - Kids Can teacher, farmer Do Great Things!
To make a noun plural, add the ending -S, unless the word hisses or changes; then add -ES.
Plurals
move, both, today, gold, now
Re-reading Learn about credits on pictures.
Copywork
Learn 9) . To make a noun plural, add the ending -S, unless the word hisses or changes; then add -ES.
Plurals No & Know
myself, dresses, know, floor, door
Follow directions to complete a picture search activity.
Dictation
sign, those school, moon, starting
High Frequency Words
Write a list. Write a patterned sentence.
A, E, O, U usually say their long sounds at the end of the syllable.
over, beside, between, feather, going
Learn the importance of keywords. Read a description of a bird and match it to the correct picture.
97
Review open and closed syllables.
Learn 8' . Practice A, E, O, U usually say their long sounds at the end of the syllable.
open, buy, robot, other, front
Reader 4 - Ostriches
98
Practice reading words that begin with the schwa sound.
Learn 2' . about, guide, Review A, E, O, U usually Comparison above, before, say their long sounds at the afraid end of the syllable.
91
92 with -IND. 93
Listen for the /s/ and /z/ in plurals.
Listen for the /ĕ/ in
94 some plurals.
95
Learn 2) is used both at the beginning and the end of the word. Review syllables.
old, cold, cook, Pre-reading here, need Following directions
Writing
Learn 2) .
Review C
Learn about open
96 and closed syllables.
Create new words
99 that end in 52, . 100
Copywork
Learn 52, .
bridge, pretend, real, more, around
Read and follow directions.
Dictation
Learn :. .
again, phone, below, spell, our
High Frequency Words
Write keywords about ostriches.
Review D
!!
Re-reading
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Phonemic Awareness
Phonograms Spelling Rules
Vocab.
Spelling Words center, look, circus, computer, camera
101 Review syllables.
C softens to /s/ before an E, I, or Y.
Review: -ing words
102
Learn ,1 . The C says /s/ because of the E.
water, their, Morphemes race, eat, bounce
103
Learn ,4 . Practice reading silent final E words.
The prefix re-
Learn how to count
105 the syllables by
counting the vowels.
Writing
Read and follow directions.
Reader 5 - Robots
Re-reading
Copywork
G may soften to /j/ before an E, I, or Y.
eight, replace, gem, sound, gym
Keywords
Dictation. Learn how to write a list and use commas in a series.
Learn 7,1 . The G says /j/ because of the E.
even, large, ceiling, page, often
High Frequency Words
Write a list and use commas in a series.
Learn ,12. .
104
face, they, reuse, group, return
Comprehension & Fluency
Review E
Create new words that end in -LE.
Every syllable must have a written vowel.
apple, orange, little, together, food
Learn to identify the main idea in a paragraph.
107 and closed syllables.
Further explore open
Learn ,< . Practice silent E rules.
new, table, purple, letter, brown
Reader 6 - Dolphins
108
Learn '1 . Add a silent E to make the word look bigger.
are, were, fruit shape, huge
Identify the main idea in a paragraph. Use Copywork keywords.
Add an E to keep singular words that end in -S from looking plural.
horse, swimsuit, house, change, fisherman
Find th the ma main id idea.
Dictation
Learn 6, . Unseen reason for a silent E. Review silent final f inal E’s.
come, some, toes, mouse, uncle
High Frequency Words
Write a sentence from keywords.
106
109
110
Review the meaning of the -S in plurals.
The prefix un-
Review F
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Phonemic Awareness
111
Listen for the sounds of ,5 in past tense words.
Phonograms Spelling Rules
Spelling Words
Vocab.
Writing
Past tense
done, planted, pushed, called, tunnels
Practice reading three-syllable words. Pre-reading.
Write descriptive words.
missed, saw, draw, person, followed
Reader 7 - Ha Long Bay
Copywork
city, invented, happy, area, instead
Re-reading
Dictation
Read a myth
Write using descriptive words.
High Frequency Words
Write descriptive words to create a travel brochure.
fields, walking, talked, early, fullest
Pre-reading
Keywords
would, could, should, each, hold
Reader 8 - Rickshaws Draw a picture of a rickshaw based upon the descriptions in the book.
Copywork
Learn "1 .
better, action, station, away, across
Re-reading
Dictation
Learn $1 .
most, confusion, party, might, window
Read a non-fiction article about the history of bikes and answer questions.
Practice describing an object.
Learn 71 .
special, chicken, caution, never, country
Read and follow directions. High Frequency Words
Writing a description
Learn
,5
.
112
Learn /< .
Match the past and present tense forms of a word.
113
Y says /ē/ only at the end of a multi-syllable word.
Past tense Antonyms
114
Learn /' . Practice Y says /ē/ only at the end of a multi-syllable word.
baby, twelve, copy, because, story
Learn /'2..
laugh, many, taught, here, there
115
Comprehension & Fluency
Review Lesson G
116
Learn about words with a silent L.
Learn 1, .
Read words with a
The prefix un-
117 silent L.
118
119
120
The prefix un-
Review Lesson H
!W
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Foundations Equipping teachers to combine the art of teaching with the science of reading! Supplies Needed J1K-7&<$1-; ? >,&3),+L; 4&-K&% J1K-7&<$1-; ? 9
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Teacher Tip At the beginning of each lesson, Foundations includes a list of needed and optional materials. Te materials needed for each activity are listed in a box near the page margin, with optional items in italics. Many lessons include items commonly found in a classroom or home such as blocks, a mirror, toy cars, stuff ed ed animals, and chalk.
Optional Supplies 8)A<)' 1E =&-7D+$<$-* PK$3G 8,E,+,-3, S 1) >/)'$7-1:" 6- 7'-$10, N)1-$3; D$<) N)1-1*+&'; 2:: MA 01*$3 1E 6-*%$;) S /0/13/83, /" 1C'),$ L68 L669$ J," P 27T&-3$-* P 27T&-3$-* C,*$--,+; 84 C,*$--,+; 84 L6884 D4)) I/$3,)? J7.63/$"17 PZZM? L68 L669$ J," [ #1+7 J&'$%$,; 84 J&'$%$,; 84 L6884 D4)) I/$3,)? J7.63/$"17 \]]M? L68 L669$ J," O ?1':%,U #1+7; 84 #1+7; 84 L6884 D4)) I/$3,)? J7.63/$"17 \]^_?
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Spelling Analysis
Teacher Tip
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If students are ready for the challenge, teachers who desire to assign a spelling test can select five to ten words from the week's lessons for students to practice through activities and games. Ten give a spelling test at the end of the week. However, if students are still developing fluency with the phonograms they have learned, do not test spelling. Spelling is taught in Foundations as a way to strengthen reading fluency. It does not need to be mastered at this stage and is much less important than developing fluency in reading.
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HIGH FREQUENCY WORDS girl bird camp baseball hurt near cross still lot rail yard fell railroad speed search board earth yard shell s ea learn outside t yp e leave sharp teeth steel w ork w or l d worth birthday speak first without turn into myself inside today
bear ea c h group hear point mine reading from l ove years write s e en quick end grownup insect insects s ee m running swimming smell rub too good b o ok floor door s c ho o l food wood took stood soon moon look room foot zoo tooth
broom old cold co o k find hold gold wild s ol d told kind both teacher farmer wire shape care fill onto beat knife know move sign design than ground hard most such bl o ck paper began open music o v er beside between feather
going gray n ec k behind after secret basic happen hero buy other front cannot plants begin child guide a b ov e before afraid edge ledge bridge real around ho r s e again phone below spell upon enough even follow until zero yellow center under
cost cotton cent ice mice r a ce voice face their heard job itself useful build object whole test person bl o o d also f ac t sent a he a d twice chance price they return gather eight sound soft dust are desert large age charge page
stage strange village ceiling often place f l o we r garden river morning rabbit ticket away little settle bottle middle together apple orange surface sometimes t a bl e title peace simple ne w purple letter weigh thousand breath receive hunt were fruit huge ho u s e change
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mane talk some come cattle single done uncle please shoe few knew guess teach there several office summer winter many color mean leaves called asked threw ran ser ved saw draw area interesting instead living stay neighbor visit ev er forget
walked ba b y lady funny easy stor y happy yet city party study hurr y empty forty fifty twelve copy because ago enemy fear safe turned protect remember laugh something kitty number sister s e v en early aunt opened field broken potatoes hungry c o ul d
should touch would who walk distance invented powered motor only side almost every continent travel space better heavy since common collect energy driven action station across window metal however struck flew l ed rubber connected chain special never country c arr y W!!
PHONOGRAMS
W!!!
a
/ă-ā-ä/
ai
/ā/
laid
ar
/ ä r/
car
au
/ä/
author
augh
/ä-ăf/
taught
aw
/ ä/
saw
ay
/ā/
play
b
/b/
bat
bu
/b/
buy
c
/k-s/
cat
cei
/sē/
receive
ch
/ch-k-sh/
ci
/sh/
spacious
ck
/k/
back
d
/d/
dad
dge
/j/
edge
e
/ĕ-ē/
tent
be
ea
/ē-ĕ-ā/
eat
bread
steak
ear
/er/
ed
/ĕd-d-t/
pulled
picked
ee
/ē/
tree
ei
/ā-ē- ī/
their
protein
eisty f ei
eigh
/ā- ī/
eight
height
er
/er/
her
ew
/ö-ū/
flew
ew f ew
ey
/ā-ē/
they
key
f
/f/
f oot oot
g
/g-j/
big
gn
/n/
sign
gu
/g-gw/
h
/h/
i
/ĭ- ī-ē-y/
ie
/ē/
ield f ie
igh
/ ī/
night
ir
/er/
bird
child
laugh
cent
school
chef
early
traded
guide
g ym ym
language
hat it
iv y
stadium
onion
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j
/j/
job
k
/k/
k it it
kn
/n/
know
l
/l/
lap
m
/m/
me
n
/n/
nut
ng
/ng/
sing
o
/ŏ-ō-ö/
oa
/ō/
coat
oe
/ō-ö/
toe
oi
/oi/
boil
oo
/ö-ü-ō/
ood f oo
or
/ or/
lord
ou
/ow-ō-ö-ŭ-ü/
ough
/ŏ-ō-ö-ow-ŭf-ŏf/
ow
on
go
do
shoe
took
floor
house
soul
group
country
could
thought
though
through
bough
rough
/ow-ō/
plow
snow
oy
/oi/
boy
p
/p/
pan
ph
/f/
phone
qu
/kw/
queen
r
/r/
ran
s
/s-z/
sent
sh
/sh/
she
si
/sh-ZH/
t
/t/
tch
/ch/
th
/th-TH/
ti
/sh/
u
/ŭ-ū-ö-ü/
flute
put
ui
/ ö/
fruit
ur
/er/
hurts
v
/v/
van
w
/w/
wall
wh
/wh/
whisper
wor
/wer/
worm
wr
/r/
write
x
/ks-z/
fox
xylophone
y
/y-ĭ- ī-ē/
yard
gym
by
baby
z
/z/
session
trough
as
division
tip
butcher thin
this
partial up
pupil
zip
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MATERIALS NEEDED Needed
g
Optional
81
LOE Whiteboard, Phonogram Cards 1- , ,- , Bingo game game pieces, red and blue dry erase markers, scissors, glue, a toy train set with track, bridge, and cave
Phonogram Game Tiles, paper and markers, materials to create a train set
82
LOE Whiteboard, Phonogram Cards '- , 1- , ,- , toy train, 10-20 10-20 Phonogram Game Cards, red and blue dry erase markers, yellow and green highlighters, Reader 1
Phonogram Game Tiles, picture of a bow and arrow
83
LOE Whiteboard, Phonogram Cards ,- , 1- , '- , ,/- , poster board, red marker, marker, scissors, red and blue dry erase markers, Reader 1
Paper and markers or crayons, Phonogram Game Tiles
84
LOE Whiteboard, Phonogram Cards including / , scissors, yellow Phonogram Game Tiles, books about trains, a video and green highlighters, highlighters, red and blue dry erase era se markers, Lazy Vowel about trains Chart, scissors
85
LOE Whiteboard, Phonogram Card <6- , highlighter highlighter,, game pieces, Phonogram Cards learned so far, stopwatch or timer, Lazy Vowel Chart, /er/ Poster, high frequency words from Foundations B to practice, scissors
Phonogram Game Tiles, toy train
86
LOE Whiteboard, Phonogram Cards including 6 , poster board, board, markers, baskets, slips of paper, Lazy Vowel Chart, /er/ Poster, Poster, red and blue dry erase markers, scissors
Phonogram Game Tiles, flashlight
87
LOE Whiteboard, 20 Phonogram Cards including <- , highligh highlighter ter,, Reader 2
Wrench, wet washcloth, scissors, Phonogram Game Wrench, Tiles
88
LOE Whiteboard, Whiteboard, flashlight, Phonogram Cards, red and blue dry erase markers, scissors, /er/ / er/ Poster, Poster, Reader 2
Phonogram Game Tiles
89
LOE Whiteboard, Whiteboard, Phonogram Cards, red and blue dry erase markers, animal cards from Lesson 86
Phonogram Game Tiles, fly swatter, swatter, books about fireflies or other insects
90
LOE Whiteboard, Phonogram Card 66 , game board pieces, die, Phonogram Game Cards, scissors, highlight highlighter er
Phonogram Game Tiles, Bob Book: The Vet
91
LOE Whiteboard, Whiteboard, red and black dry erase markers, Phonogram Game Tiles, 2 sets of Phonogram Game Cards, scissors, hat, coat, chair,, ball, book chair b ook
92
LOE Whiteboard, Phonogram Game Tiles, game board pieces, die, several colored dry erase markers, /er/ Poster, Reader 3
Index cards, Phonogram Cards
93
LOE Whiteboard, Whiteboard, 3 or more toy cars, blocks, markers, 2-3 decks of Phonogram Game Cards, red and blue dry erase markers, world map poster, Reader 3
Phonogram Game Tiles, index cards and singular and plural items, recycled boxes, cans, and jars, quail picture, eggs to cook
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Ne e d e d
Optional
94
LOE Whiteboard, Phonogram Cards including 9) , highlighter highlighter,, Bingo game pieces, red and blue dry erase marker
Phonogram Game Tiles, books from book list
95
LOE Whiteboard, Phonogram Cards 2) and 9) , red and blue dry erase markers, sensory box, scissors, high frequency word cards from previous lessons
Phonogram Game Tiles, colored plastic plate, whipped cream, paper and markers
96
LOE Whiteboard, Phonogram Cards, stopwatch, highlighter, red and blue dry erase markers, /er/ Poster Poster
Phonogram Game Tiles, a book about birds
97
LOE Whiteboard, Phonogram Card 8' , 2 decks of Phonogram Phonogram Game Cards, scissors, red and blue dry erase markers, Lazy Vowel Chart, /er/ Poster, Reader 4
Phonogram Game Tiles, small prize, toy car
98
LOE Whiteboard, Phonogram Card 2' , 2 sets of Phonogram Game Cards, index cards, scissors, red and blue dry erase markers, Lazy Vowel Chart, tape measure, Reader 4
Phonogram Game Tiles, timer
99
LOE Whiteboard, Phonogram Cards including 52, , ball, Phonogram Game Tiles, game board tokens, die, Laz y Vowel Chart, red and blue dry erase markers, scissors
Books about ostriches, pictures of animals
100
LOE Whiteboard, Phonogram Card :. , Phonogram Game Game Cards, red and blue dry erase markers, Lazy Vowel Chart, scissors
Phonogram Game Tiles
101
LOE Whiteboard, Phonogram Cards including 7 , sidewalk chalk or 10-15 sheets of paper and markers, beanbag, red and blue dry erase markers, /er/ Poster, highlighter, scissors
Phonogram Game Tiles, trampoline, objects for workbook page 101.3
102
LOE Whiteboard, Phonogram Cards including 7 and ,1 , scissors, red and blue dry erase markers, /er/ Poster, Poster, Reader 5
Phonogram Game Tiles
103
LOE Whiteboard, Phonogram Cards including ,4 and ,1 , highlighter, highlight er, die, game pieces, red and blue dr y erase markers, /er/ Poster, paper and markers, Reader 5
Phonogram Game Tiles, short balance beam, tape line on the floor, f loor, robot vacuum cleaner, cleaner, picture of the solar system
104
LOE Whiteboard, Phonogram Cards ,12. , 7 and 2 , Bingo game pieces, toy cars, C words from Lesson 102, highlighter, scissors, glue, red and blue dry eras e markers, robot kits/books/ movies, blindfold
Phonogram Game Tiles
105
3 LOE Whiteboard Whiteboards, s, Phonogram Cards 7,1 and 2 , 6 blocks per student, red and blue dry erase markers, Lazy Vowel Chart, 4 dice, high frequency words from previous lessons, bag, timer
Phonogram Game Tiles, 3 clipboards with paper, squirt guns
106
LOE Whiteboard, Phonogram Game Cards, piece of paper, red and Timer blue dry erase eras e markers, Phonogram Game Tiles, /er/ Poster
107
LOE Whiteboard, Phonogram Card ,< , highlighter highlighter,, chalk, red and blue dry erase eras e markers, /er/ Poster, Reader 6
Phonogram Game Tiles, paper
108
LOE Whiteboard, Phonogram Card '1 , Phonogram Game Game Cards, 6 index cards, zipper, pipe cleaner, shirt with buttons, towel, jacket with snaps, lock, /er/ Poster, highlighter, Reader 6
Phonogram Game Tiles
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Needed
Optional
109
LOE Whiteboard, Whiteboard, 2 papers, 2 pencils, red and blue dry erase eras e markers, /er/ Poster
Phonogram Game Tiles, stamp and ink, books and videos about dolphins
110
LOE Whiteboard, Phonogram Cards 6, and , , Phonogram Game Cards, die, game piece, red and blue dry erase markers, Lazy Vowel Chart, scissors, basket, highlighter
Phonogram Game Tiles, slips of paper
111
2-4 LOE Whiteboards, Phonogram Cards including ,5 , 3 sheets of paper, scissors, index cards, red and blue dry erase markers, Laz y Vowel Chart, world map
Phonogram Game Tiles, finger paint, laser pointer pointer,, Bob Books from Sets 2 and 3
112
LOE Whiteboard, Phonogram Cards including /< , sidewalk chalk, beanbag, paper plates, crayons or makers, words from worksheet 111.2, red and blue dry erase markers, Lazy Vowel Chart, /er/ Poster, Reader 7, map
Phonogram Game Tiles, Bob Books from Set 2
113
LOE Whiteboard, playdough, popsicle sticks, Phonogram Card 4 , scissors, red, blue, and green dry erase markers, markers, Lazy Vowel Chart, map, highlighter, big and tiny stuffed animals, something soft and something hard, Reader 7
Phonogram Game Tiles, timer, limestone, 2-3 other rocks, dragon fruit, papaya, persimmons, jack fruit, pineapple, or mangoes, table, blanket, video about Vietnam, books about caves or Vietnam Vietnam,, Bob Books from f rom Sets 2, 3, and 4
114
LOE Whiteboard, Whiteboard, words from Lesson 113, scissors, towels or small blankets, small ropes or strings, Phonogram Cards including /' and /< , stick with with string and and magnet, paper paper clips, red and blue dry erase markers
Phonogram Game Tiles, timer, paper and markers
115
LOE Whiteboard, Phonogram Cards /'2. and /' , scissors, red and blue dry erase markers, game pieces, die, high frequency words from previous lessons, 111.4 Pre-Reading worksheet, a half sheet of paper
Phonogram Game Tiles, ziplock bag filled with tempera paint, timer, travel brochures
116
LOE Whiteboard, Phonogram Card 1, , Bingo game game pieces, 3 colors of highlighters, red and blue dry erase markers, /er/ Poste Poster,r, heavy box, wagon or cart, rug, rope
Phonogram Game Tiles, Bob Books from Sets 3 and 4
117
LOE Whiteboard, Whiteboard, 2 sets s ets of Phonogram Game Cards, Reader 8, paper and markers
Phonogram Game Tiles, Bob Books from Set 4
118
LOE Whiteboard, Phonogram Card "1 , large whiteboard, whiteboard, ball or Nerf ® gun, index cards, red and blue dry erase markers, Lazy Vowel Phonogram Game Tiles, squirt gun Chart, /er/ Poster, world map, highlighter, paper and pencil, Reader 8
119
LOE Whiteboard, Phonogram Cards $1 and "1 , box, Phonogram Game Cards, bags for half of the students, timer, timer, Lazy Vowel Chart, Rickshaw Girl by Mitali Perkins, Legos® , scissors, 4 colors of dry erase markers
120
LOE Whiteboard, Phonogram Cards including 71 , obstacles for obstacle course, red and blue dry erase markers, Lazy Vowel Chart, Phonogram Game Game Tiles, paper and clipboard /er/ Poster, highlighter, scissors, 4 dice, high frequency words from previous lessons, bag, timer
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Phonogram Game Tiles, wheels of various sizes, small rocks
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
COMMON CORE STANDARDS Lesson C (81-120) & Lesson D (121-160)
Standard
First Grade Reading Foundational Skills RF.1.1
Recognize the distinguishing distinguishing features of a sentence (e.g. first word, capitalization, ending punctuati punctuation). on).
121-155
RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds Demonstrate (phonemes).
81-160
RF.1.2a
Distinguish long from short vowel sounds in spoken single-syllable Distinguish words.
81-160
RF.1.2b
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
81-160
RF.1.2c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
81-160
RF.1.2d
Segment spoken single-syllable words into their complet completee sequence of individual sounds (phonemes).
81-160
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
81-160
RF.1.3a
Know the spelling-sound correspondences for common consonant digraphs.
81-160
RF.1.3b
Decode regularly spelled one-syllable words.
81-160
RF.1.3c
Know final -e and common vowel team conventions for representing long vowel sounds.
81-160
RF.1.3d
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
105, 106, 122
RF.1.3e
Decode two-syllable words following basic patterns by breaking the words into syllables.
81-160
RF.1.3f
Read words with inflectional endings.
86-89, 92-94, 101-102,111-113, 125, 132, 157
RF.1 RF .1.3 .3gg
Reccog Re ogni nize ze an and d re read ad gra rade de-a -app ppro ropr pria iate te ir irrreg egul ular arly ly sp spel elle led d wo word rds. s.
100, 10 0, 11 117, 7, 12 122, 2, 12 127, 7, 12 128, 8, 13 1300
RF.1 RF .1.4 .4
Read Re ad wi with th su suffi ffici cien entt ac accu cura racy cy an and d flu fluen ency cy to su supp ppor ortt co comp mpre rehe hens nsio ion. n.
81-1 81 -160 60
RF.1.4a
Read grade-level text with purpose and understanding.
81-160
RF.1.4b
Read grade-level text orally with accuracy, appropriate appropriate rate, and expression on successive readings.
81-160
RF.1.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
82, 87, 92, 97, 102, 107, 112, 117, 121-160
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Lesson C (81-120) & Lesson D (121-160)
Standard
Second Grade Reading Foundational Skills RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
81-160
RF.2.3a
Distinguish long and short vowels when reading regularly spelled Distinguish one-syllable words.
81-160
RF.2.3b
Know spelling-sound correspondences for additional common vowel teams.
81-160
RF.2.3c
Decode re regularly sp spelled tw two-syllable wo words wi with lo long vo vowels.
81-160
RF.2. RF .2.3d 3d
Decode Dec ode wor words ds wit with h comm common on pref prefixe ixess and and suffix suffixes. es.
86-89, 92-94, 101-103, 108, 111-113, 116-117, 125, 132, 136, 157
RF.2.3e
Identify words with inconsis inconsistent tent but common spelling-sound correspondences.
122, 127, 132, 133, 141, 145
RF.2 RF .2.3 .3ff
Reccog Re ogni nize ze an and d re read ad gr grad adee-ap appr prop opri riat atee ir irre regu gula larl rlyy sp spel elle led d wo word rds. s.
100, 10 0, 11 117, 7, 12 122, 2, 12 127, 7, 12 128, 8, 13 1300
RF.2 RF .2.4 .4
Read Re ad wit with h suff suffic icie ient nt acc accur urac acyy and and flue fluenc ncyy to sup suppo port rt com compr preh ehen ensi sion on..
81-1 81 -160 60
RF.2.4a
Read grade-level text with purpose and understanding.
81-160
RF.2.4b
Read grade-level text orally with accuracy, appropriate appropriate rate, and expression on successive readings.
81-160
RF.2.4c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
82, 87, 92, 97, 102, 107, 112, 117, 121-160
First Grade Language L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
81-160
L.1.1.a
Print all upper- and lowercase letters.
Foundations A-B, Rhythm of Handwriting
L.1.1.b
Use common, proper, and possessive nouns.
126-135 (and as observed by the teacher)
L.1.1c
Use personal, possessive, and indefinite pronouns (e.g. I, me, my; they, them, their, anyone, everything).
151-155 (and as observed by the teacher)
L.1.1d
Use the most frequentl f requentlyy occurring prepositions prepositions (e.g. to, from, in, out, on, off, for, of, by, with).
As observed during classroom discussion.
L.1.1e
Use verbs to convey a sense of past, pa st, present, and future (e.g. Yesterda esterdayy I walked home; Today I walk home; Tomorrow I will walk home).
As observed during classroom discussion.
L.1. L. 1.1f 1f
Usee fre Us frequ quen entl tlyy oc occu curr rrin ingg adj adjec ecti tive ves. s.
156-160 As observed during classroom discussion.
L.1.1 L.1 .1gg
Usee freq Us freque uent ntly ly occu occurr rrin ingg conj conjun unct ctio ions ns (e. (e.g. g. and, and, but but,, or, or, so, so, becau because) se)..
As obse observe rved d duri during ng clas classr sroo oom m disc discus ussi sion on..
L.1.1h
Use determiners (e.g. articles, demonstratives).
As observed during classroom discussion.
L.1.1 L.1 .1ii
Usee fre Us frequ quen entl tlyy occu occurr rrin ingg pre prepo posi siti tion onss (e. (e.g. g. du duri ring, ng, be beyo yond nd,, tow towar ard) d)..
As ob obse serve rved d dur durin ingg clas classr sroo oom m dis discu cuss ssio ion. n.
L.1.1j
Produce and expand complete simple and compound declarative, interrogative, interroga tive, imperative, and exclamatory sentences in response to prompts.
As observed during classroom discussion.
L1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, punctuation, and spelling when writing.
81-160
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!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Lesson C (81-120) & Lesson D (121-160)
Standard L.1.2a
Capitalize dates and names of people.
131-160 (not dates)
L1.2b
Use end punctuation for sentences.
121-125, 130, 135, 140, 145, 150, 155, 160
L.1.2c
Use commas in dates and to se sep parate single words in a series.
104-105, 154 (not dates)
L.1.2d
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular irregular words.
81-160
L.1.2e
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventio conventions. ns.
81-160
L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, content, choosing flexibly from an array of strategies.
117, 121-160
L.1.4a
Use sentence-level context context as a clue to the meaning of a word or phrase.
133, 145, 151, 156
L.1.4b L.1 .4b
Use fre freque quentl ntlyy occu occurri rring ng affix affixes es as as a clue clue to the the mean meaning ing of a wor word. d.
86-89, 92-94, 101-103, 108, 111-113, 116-117, 125, 132, 136, 157
L.1.4c
Identify frequently occurring root words (e.g. look) and their inflec inflec-tional forms (e.g. looks, looked, looking).
121-160
L.1.5
With guidance and support from adults, demonstrate understanding of 81-160 word relationships relationships and nuances in word meanings.
L.1.5a
Sort words into categories (e.g. colors, clothing) to gain a sense of the concepts the categories represent.
126-128
L.1.5b
Define words by category and by one or more key attributes attributes (e.g. a duck is a bird that swims; a tiger is a large cat with stripes).
145, 156
L.1.5c
Identify real-life connections between words and their use (e.g. note places at home that are cozy).
124
L.1.5d
Distinguish shades of meaning among verbs differing in manner (e.g. Distinguish look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g. large, gigantic) gigantic) by defining or choosing them or by acting out the meanings.
138, 139
L.1.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions conjunctions to signal simple relationships (e.g. because).
81-160
First Grade Reading Literature RL.1. 1 .1
Askk and As and answ answer er que quest stio ions ns abo about ut key key det detai ails ls in in a text text..
121, 123, 125, 126-129, 131-132, 134-135, 136, 138140, 141-144, 146-150, 152-155, 157-160
RL.1.2
Retell stories, including key details, and demonstra demonstrate te understanding of their central message or lesson.
121, 123, 125, 126-129, 131-132, 134-135, 136, 138140, 141-144, 146-150, 152-155, 157-160
RL.1.3
Describe characters, settings, and major events in a story, using key details.
121, 123, 125, 126-129, 131-132, 134-135, 136, 138140, 141-144, 146-150, 152-155, 157-160
RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
149-150, 152-153
RL.1.5
Explain major differences between books that tell stories and books that give information, drawing drawing on a wide reading of a range of text types.
122, 125
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Lesson C (81-120) & Lesson D (121-160)
Standard RL.1.6
Identif y who is telling the story at various points in a text.
135, 146
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
121, 123, 125, 126-129, 131-132, 134-135, 136, 138140, 141-144, 146-150, 152-155, 157-160
RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
138-140, 144
RL.1.10
With prompting prompting and support, read prose and poetry of appropria appropriate te complexity for grade 1.
121, 123, 125, 126-129, 131-132, 134-135, 136, 138140, 141-144, 146-150, 152-155, 157-160
First Grade Reading Informational Texts RI.1 RI .1.1 .1
Askk and As and ans answe werr que quest stio ions ns ab abou outt key key det detai ails ls in a te text xt..
82, 87, 92, 97, 102, 107, 112, 117, 122, 125, 130, 133, 137, 145, 151, 156
RI.1 RI .1.2 .2
Iden Id enti tify fy the the mai main n top topic ic and and ret retel elll key key det detai ails ls of of a tex text. t.
82, 87, 92, 97, 102, 107, 112, 117, 122, 125, 130, 133, 137, 145, 151, 156
RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
122, 129, 137, 145
RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
82, 87, 92, 97, 102, 107, 112, 117, 122, 125, 130, 133, 137, 145, 151, 156
RI.1.5
Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key f acts or informat information ion in a text.
82, 87, 92, 97, 102, 107, 112, 117, 122, 125, 130, 133, 137, 145, 151, 156
RI.1.6
Distinguish between information provided by pictures or other illustraDistinguish tions and information provided by the words in a text.
82, 87, 92, 97, 102, 107, 112, 117, 122, 125, 130, 133, 137, 145, 151, 156
RI.1.7 1.7
Use the ill illus ustra tratio tions ns and de detai tails ls in a tex textt to to desc describ ribee its its key key idea ideas. s.
82, 87, 92, 97, 102, 107, 112, 117, 122, 125, 130, 133, 137, 145, 151, 156
RI.1.8
Identify the re reas aso ons an an au author gives to su support po points in a text.
122, 133, 137, 14 145
RI.1.9
Identify basic similarities in and differences between two texts on the same topic (e.g. in illustratio illustrations, ns, descriptions, or procedures).
121 -122, 133-135
RI.1.10
With prompting and support, read informational texts appropriately complex for grade 1.
82, 87, 92, 97, 102, 107, 107, 112, 117, 122, 125, 130, 133, 133, 137, 145, 151, 156
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COMMON CORE STANDARDS 81
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
82
RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.1.4c, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, RF.2.4c, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6, RI.1.1, RI.1.2, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.10
83
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4.b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
84
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
85
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4.b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
86
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
87
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.1.4c, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, RF.2.4c, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6, RI.1.1, RI.1.2, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.10
88
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
89
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
90 91
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4.b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6 RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
92
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.1.4c, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, RF.2.4c, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6, RI.1.1, RI.1.2, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.10
93
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
94
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
95
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
96
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
97
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.1.4c, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, RF.2.4c, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6, RI.1.1, RI.1.2, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.10
98
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
99
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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100
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3g, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3f, RF.2.4, RF.2.4a, RF.2.4b, L1.1, L1.2, L1.2d, L.1.2e, L.1.5, L.1.6
101
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L1.1, L1.2, L1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
102
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.1.4c, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, RF.2.4c, L1.1, L1.2, L1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6, RI.1.1, RI.1.2, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.10
103
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L1.1, L1.2, L1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
104
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF .2.4, RF.2.4a, 2.4a, RF.2.4b, RF.2.4b, L.1.1, L.1.2, L.1.2c, L.1.2d, L.1.2e, L .1.5, L.1.6
105
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3d, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2c, L.1.2d, L.1.2e, L.1.5, L.1.6
106
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2.c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3d, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6, RI.1.2
107
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.1.4c, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, RF.2.4c, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6, RI.1.1, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.10
108
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
109
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
110
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
111
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
112
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.1.4c, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, RF.2.4c, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6, RI.1.1, RI.1.2, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.10
113
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3f, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
114
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
115
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
116
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3.c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4b, L.1.5, L.1.6
117
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.3g, RF.1.4, RF.1.4a, RF.1.4b, RF.1.4c, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.3d, RF.2.3f, RF.2.4, RF.2.4a, RF.2.4b, RF.2.4c, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.4, L.1.4b, L.1.5, L.1.6, RI.1.1, RI.1.2, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.10
118
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
119
RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3b, RF.2.3c, RF.2.4, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.6
120
RF.1.2, RF.1.2a, RF.1.2a, RF.1.2b, R F.1.2b, RF.1.2c, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3c, RF.1.3e, RF.1.4, RF.1.4a, RF.1.4b, RF.2.3, RF.2.3a, RF.2.3a, RF.2.3b, R F.2.3b, RF.2.3c, RF.2.4, RF.2.4, RF.2.4a, RF.2.4a, RF.2.4b, L.1.1, L.1.2, L.1.2d, L.1.2e, L.1.5, L.1.5 , L.1.6
gW!!!
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LESSON
81
Objectives PHONEMIC AWARENESS: "#$%#& '()*(+,- &(.-/0 PHONOGRAMS: 1#2.,
%. 0
VOCABULARY: 1#2., 3(& 4( .#2- '()*(+,- &(.-/0 SPELLING: 5%.67 8%.-7 /6(&7 6(,57 43(+53 COMPREHENSION: 9.#:.#2-%,57 ;(66(&%,5 -%.#'4%(,/0 WRITING: <()*2.# 2,- '(,4.2/4 4.2%,/ 2,- '2./0
Materials %. 7 #. 7 @%,5( 52)# *%#'#/7 .#- 2,- 86+# -.A #.2/# )2.B#./7 /'%//(./7 56+#7 2 4(A 4.2%, /#4 &%43 4.2'B7 8.%-5#7 2,- '2$# NEEDED: 1=> ?3%4#8(2.-7 93(,(5.2) <2.-/
OPTIONAL: 93(,(5.2) C2)# D%6#/7 *2*#. 2,- )2.B#./7 )24#.%26/ 4( '.#24# 2 4.2%, /#47
@(8 @((BE D3# F#4
Phonograms The Phonogram %.
Whiteboard Phonogram Cards %. , #.
G3(& 43# 93(,(5.2) <2.- %. 0
This says /er/. What does it say? /er/ Take out your whiteboard. Write /er/ three times on your whiteboard. What other phonogram do we know that says /er/? ER Write it on your whiteboard. There is more than one way to spell /er/. When you have an /er/ word on your spelling list, I will tell you which one to use. 81.1 Words with IR – page 1
Read each sentence aloud. Match it to the correct picture. 1
Teacher Tip When letters are written in all uppercase, it refers to the letter names. Slashes indicate to say the sounds. For example ER means the letter names E and R. /er/ is the sound /er/ as heard in her .
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
2
Lesson 81
Phonogram Practice Phonogram Bingo
Pennies, raisins, or other small items to
81.2 Phonogram Bingo – page 2
cover the Bingo squares
!"#$% '() *#$%+ %,-) ./+0#1)12 3,44 +5' "+5$1" 6(#4) '() "'51)$'" 3+0)/ '()-7 84,9 5$'#4 '() :+,/1 #" 3+0)/)17 ;#/)3' '() "'51)$'" '+ /),1 '() .(+$+%/,-" :,3< ," '()9 5$3+0)/ ),3( "=5,/) +$ '() :+,/17
Phonemic Awar Awareness eness Compound Words I will say two words. I want you to blend them together into one word. rain bow finger nail rain coat foot ball book shelf
rainbow fingernail raincoat football bookshelf
When two words are combined to form a new word, it is called a compound word.
Vocabulary Compound Words Today we are going to learn to read and spell compound words. A compound word is a word that is made up of two words that have been “glued” together. The first word is handstand. That was a great handstand! What are the two words that are stuck together to make the word handstand? hand stand How many syllables in the word handstand? two I will write handstand on the board. You will help me to write it by sounding it out. >/#')
!"#$ #$
Red and blue dry erase markers Scissors Glue
Teacher Tip If needed, review how to count syllables. Students may place their hand under their chin to feel how many times their mouth drops open, or hum the word.
:45) ,$1 %&"#$ #$ /)1 ," '() "'51)$' "+5$1" #' +5'7 (,$1 (,$1"',$1 "',$1 !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Lesson 81
handstand?? hand What is the first syllable of handstand hand as Sound out hand as I write it. /h-ă-n-d/ What is the second syllable? stand stand as Sound out stand as I write it. /s-t-ă-n-d/ When you see two words stuck together, together, the syllable breaks between the words. handstand mean? What does handstand mean? It means to stand on your hands. Let’s try another one. The next word is pickup is pickup.. My uncle has a blue pickup truck. What two words are in pickup in pickup?? pick up How many syllables in the word pickup word pickup?? two I will write pickup write pickup on on the board. Sound it out as I write it. !"#$% !"#$ !"#$ #' #' ()*% +', %! %! #' #' "%,- .#/0 .#/0*. *. What is the first syllable? pick -k/ Sound out pick out pick as as I write it. /p-ĭ -k/ What is the second syllable? up Sound out up up as as I write it. /ŭ-p/
What is a pickup a pickup?? It is a type of truck. What do you do with a pickup truck? You can carry things in the back. A pickup truck is for picking things up and moving them from place to place. 81.3 Compound Words – page 4
Cut out the words in your workbook. I will write a compound word on the board. Read the word and point to the picture in your workbook. Then find fin d the two words that join together to make the compound. Glue them in place under the picture.
Challenge Ask the student to write the compound word under each picture.
(+/0.+/0 /+1.2#"% (%%3#4% "56(5+$ (+7%(+)) 7+',(58
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3
4
Lesson 81
Spelling Spelling List
Teacher Tip
!"#$% '%" ()*+, -. '%" /-,' 0"/)(1 2,-.3 '%" ,'"4, 5)* 64"//7 -.3 8.#/9,-, 5)2.+ ). '%" 64"//-.3 8.#/9,-, :2-$; <"5"*".$"= >-*"$' ,'2+".', ') (*-'" '%" ()*+, ). '%"-* (%-'"0)#*+, )* (-'% ?%).)3*#@ A#@" !-/",= 64"//-.3 8.#/9,-, -, '%" 4*)$",, )5 +-$'#'-.3 # ()*+1 32-+-.3 ,'2+".', -. %"#*-.3 #.+ ,"3@".'-.3 -', ,)2.+,1 #44/9-.3 #4 4/9-.3 '%" 4%).)3*#@, #.+ ,4"//-.3 *2/", ') (*-'" -'1 #.+ #.#/9B-.3 '%" ,4"//-.3 ')3"'%"*=
Word
If you are new to Foundations, you can find samples of spelling dictation at ww w. LogicOfEnglish.com, in Foundations B, and in later spelling lists in Foundations C. See Lesson 82. Keep the Spelling Analysis Quick Reference close at hand by using it as a bookmark in your yo ur Teacher's Teacher's Manual!
Sentence
Say to Spell
Markings
Spelling Hints
1.
girl
The girl went down the slide.
gerl
girl
Underline the /er/.
2.
bird
The bird flew up into the tree.
berd
bird
Underline /er/.
3.
slow
A slow train rumbled by.
slō
slow
Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound.
4.
long
I watched for a long time.
lŏng
long
Underline /ng/.
5.
though
Though I went to bed early last night, I still feel tired.
THō
2
2
2
th ough
Underline /TH/. Put a 2 over it. /th-TH/ said its second sound. Underline /ō/. Put a 2 over it. /ŏ-ō-ö-ow-uff-off/ said its second sound.
Pre-Reading and Writing Trains For the next few lessons we will be learning about trains. In the next lesson, you will read a book that is all about trains. However,, before we read, it is good to think about what we However already know know about the subject. So today, I want us to think about trains. Pretend that I have never seen a train. How would you dePretend scribe it to me? answers vary How is a train different different from a car?
Paper and markers
Teacher Tip Each week students will read a nonfiction reader. Troughout the week, activities will prepare them to read, reinforce what they are learning, provide opportunities to dig deeper, and help them to write about the topic.
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Lesson 81
!"#$% $"'#( )( )(% *#+% ), $-% .)'"+ '(+ /'" )( $-% )$-%"0 !"#$% )(%1 $) $2)12)"+ *344'"#%* ), $-%#" *$'$%4%($* )( $-% .)'"+0 5$ #* )6'7 $) 3*% 8-)()9"'4* $-%7 +) ()$ 6()2 7%$0 :)+%; *)3(+#(9 )3$ %'/- 2)"+ '* 7)3 2"#$% #$0 5, #$ #(/;3+%* ' 8-)()9"'4 $-%7 -'<% ()$ .%%( $'39-$= ."#%,;7 /)44%($ )( $-% *)3(+* '(+ *$'$% $-'$ $-%7 2#;; ;%'"( $-'$ 8-)()9"'4 #( $-% ,3$3"%0
Train
Ca r
$"'/6*
")'+
.#9 ;)'+
*4';; ;)'+
*$%%; 2-%%;*
"3..%" 2-%%;*
;)$* ), /'"*
> / '"
5
Multi-Sensory Fun Ask the students to draw a picture of a train.
Teacher Tip Reading research has consistently demonstrated the value of pre-reading activities for helping students to better comprehend texts. Before a student reads the assigned Reader, activities will prepare them for success by helping them to explore or develop prior knowledge about the topic and practice vocabulary words found within the text.
Comprehension Reading Comprehension 81.4 Trains – page 7
Toy train set, including track, bridge, and cave
Read the instructions on the page, then act them out using the train and tracks.
Materials to create a train set
Teacher Tip If a train set is not available, have the child create tracks with construction paper, make a cave out of a cereal box, etc.
Challenge For an additional challenge, write these sentences on the board. If needed, help the student sound out the multi-syllable words.
Drive the train through the tunnel. Te train drives under the bridge. Te train drives on top
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of the tunnel.
LESSON
82
Objectives PHONOGRAMS: "#$%& '% ( 8 1 VOCABULARY: )%$*+,*# %#$-,&. */01/'&- 2/%-3( : @ 3 % 1 SPELLING: 4'%+5 %$,&6/25 $,%17$ $%5 24,7# ? < 5 3 % COMPREHENSION: 8#$-#% 9 : ;%$,&3< = >7$3+ /? @$3+ ; > 5 " = 8 1 < 5 1 NEEDED: "AB C4,+#6/$%-5 )4/&/.%$0 D$%-3 '% 5 ,% 5 #% 5 +/E +%$,&5 9F:GF )4/&/: 7 & 4 .%$0 H$0# D$%-35 %#- $&- 67'# -%E #%$3# 0$%I#%35 E#77/2 $&- .%##& 4,.47,.4+#%35 8#$-#% % 1 ( 9 7 3 1 ; OPTIONAL: )4/&/.%$0 H$0# ;,7#35 1,*+'%# /? $ 6/2 $&- $%%/25 +%$,& $*+,J,+,#3 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 '% / . Whiteboard , Phonogram Cards '% , ,% , #% '% ( +K4/2 +4# )4/&/.%$0 D$% ) ( This says /er/. What does it say? /er/ ' & % $ Take out your whiteboard. Write '% three times. # " ! What other phonograms do we know that say /er/? ER and IR
Materials
Phonograms
The Phonogram
Write them on your whiteboard. Hmm. I see a problem developing. Do you see it? There is more more than one way to to spell /er/. In the next lesson we will talk more about the /er/ sound. For now you simply need to know that we have three ways to spell it. When we have a word on our spelling list, I will cue you as to which /er/ to use so you do not need to guess.
6
Lesson 82
7
Phonogram Practice Phonogram Train !"##$% '()*( +"#,#-./0 1/0% !/.2$ 3"/3 ,%%2 .%45%67 8/9 3"% :/.2$ #;3 $# 3"/3 %/:" #,% :/, <% :=%/.=9 $%%,7
Today you will use us e the game cards to make a track for your train. I will read a phonogram's sound(s). Find the card, then lay it down to begin to form a track. I will then read the next phonogram. Choose the card and set it above the card to form the next part of the track. >"%, /== 3"% :/.2$ "/4% <%%, ?=/:%2@ /$A 3"% $3;2%,3 3# 2.54% 3"% 3./5, #4%. 3"% :/.2$@ .%/25,- %/:" ?"#,#-./0 /$ "% ?/$$%$7
Toy train 10-20 Phonogram Game Cards
Teacher Tip Be sure that the cards are all facing the right direction so that the child can read them easily without visual confusion. In a classroom, ask groups of 2-4 students to work together. Students should all sit on the same side of the table so they are seeing the words in the right direction.
Vocabulary Compound Words I will say a compound word. Tell Tell me the two t wo words that are used to form the compound.
Red and blue dry erase markers Yellow and green highlighters
B$ 3"% $3;2%,3$ $/9 3"% 36# 6#.2$@ 6.53% %/:" 6#.2 5, / $%?/./3% :#=#.7
snowplow snow plow >.53% $,#6 $,#6?=#6 ?=#677 sunlight sun light >.53% $;, $;,=5-"3 =5-"377 raindrop rain drop >.53% ./5, ./5,2.#? 2.#?77 82.1 Compound Words – page 8
Read each compound word. Highlight the first f irst word in yellow. Highlight the second word in green. Match the compound words to the pictures.
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Lesson 82
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word 1.
2.
hurt
rainbow
3. airplane
4.
near
5. while
Red and blue dry erase markers
Picture of a bow and arrow
Sentence
Say to Spell
Markings
Are you hurt?
hert
hurt
The rainbow is beautiful.
The airplane landed on the runway.
My house is near the park.
While we wait, let's play a game.
rān bō
ār
plān
Spelling Hints Underline the /er/. Use our newest /er/ phonogram.
rain bow
Underline two-letter /ā/ that you may not use at the end of the word. Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound.
air plāne
Underline two-letter /ā/ that you may not use at the end of English words. Put a line over the /ā/. Double underline the silent final E. The vowel said its long sound because of the E.
2
nēr
wh īl
near
Underline /ē/.
wh īle
Underline /wh/. Put a line over the / ī/. Double underline the silent final E. The vowel said its long sound because of the E.
rainbow The next word is rainbow. The rainbow is beautiful. rainbow How many syllables in rainbow? two What two words combine to make rainbow? rain and bow Let's sound out the first syllable rain. /r-ā-n/ Use a two-lett t wo-letter er / ā/ that you may not use at the end of English words. Sound out the second syllable bow. /b-ō / Use /ow-o/. I will now write rainbow on the board. Sound it out as I write it. Notice N otice I will write each of the syllables in a differentt color. This will help us to clearly see the syllables. differen 8- $(& -$/,&0$- -*/0, "$ */$9 )+"$& +%"0 +%"02*) 2*) *0 *0 $(& )("$&2*%+,7 !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Lesson 82
What is the first syllable? rain /r-ā-n/ Use two-letter / ā / that you may may not use at the the end of English English words. What is the second syllable? bow /b-ō / Use /ow-ō /. rainbow on Now it is your turn to write rainbow on your whiteboard. Sound it out as you write it. !"# %&'(#)& *+,% +-,) +-,)./* ./* /) /) ",% *",./-+(0 How will we mark the word rainbow rainbow?? Underline two-letter /ā /; underline underline /ō / and put a 2 over it. /ow-ō / said its second sound.
What is a rainbow rainbow?? A colorful curve in the the sky Why do you think someone decided to combine the words rain and rain and bow bow to to name it? Rainbows come after it rains. A bow is a curve.
Multi-Sensory Fun Show the students a picture of a bow and arrow. Discuss how the bow is a similar shape to a rainbow.
airplane The next word is airplane airplane.. The airplane landed landed on the runway runway.. airplane How many syllables in airplane airplane?? two What two words combine to make airplane airplane?? air and plane Let's sound out the first syllable air . /ā-r/ Use a two-lette t wo-letterr / ā/ that you may not use at the end of English words. Sound out the second syllable plane syllable plane.. /p-l-ā-n/ Silent final E Now write airplane airplane on on your whiteboar whiteboard. d. As you write it, write each syllable in a different color. !"# %&'(#)& *+,% -,+ -,+12-)# 12-)# /) /) ",% *",./-+(0 Let's sound it out together. 3% &"# %&'(#)&% %/')( ,& /'&4 *+, -,+ -,+12-)# 12-)# /) /) &"# *",./-+(0 What is the first syllable? air /ā-r/ Use two-letter / ā / that you may may not use at at the end of English words. words.
What is the second syllable? plane /p-l-ā-n/ silent final E How will we mark the word airplane airplane?? Underline two-letter /ā /; Put a line over over the /ā /; Double underline underline the silent final E. A said its long sound because of the E. What is an airplane airplane?? Why do you think it is called c alled an airplane airplane?? It flies in the air.
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Lesson 82
Comprehension About Reader 1 - Trains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eader 1 '%-%( () , (+,%& 20-#026
Reader Teacher Tip !,8# )0( A#,.#+ C6 Can you find the title of the book? Trains: A Blast of Fast What does the title tells us? What the book is about.
Do you think this book will be about dogs? no Will it be about apples? no What will we learn about as we read this book? trains (or how fast trains go) The author of this book is the person who wrote it. Her name is listed on the bottom. Her name is Kimber Iverson. Point to the author’s name.
If the student misreads a word, stop and repeat the sentence to him aloud. Ask, does that make sense? Direct him to reread the sentence.
Teacher Tip Tere
is a set of 8 Reader booklets for Foundations C. Each reader will be used repeatedly within a unit. If you are teaching in a classroom, you can send s end Reader 1 home after Lesson 85.
Read the book aloud to me. What is something you learned that you did not know about trains?
Teacher Tip Some students will still struggle to direct their attention to the words on the page rather than the pictures. Allow the student to look at the picture on the page, then cover it with a blank piece of paper.
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LESSON
83
Objectives PHONOGRAMS: "#$%& #$% ' VOCABULARY: (%$)*+)# %#$,+&- )./0.1&, 2.%,3' SPELLING: 4#$%&5 *6%.1-65 3/$445 7%#$,5 .1*3+,# COMPREHENSION: 8#9%#$,+&-5 #:04.%# 3*%$*#-+#3 ;.% 1&,#%3*$&,+&- 1&<&.2& 2.%,3' WRITING: =.0>2.%<
Materials NEEDED: "?@ A6+*#7.$%,5 (6.&.-%$/ =$%,3 #% 5
+% 5 1% 5 #$% 5 0.3*#% 7.$%,5 %#, /$%<#%5 3)+33.%35 %#, $&, 741# ,%> #%$3# /$%<#%35 8#$,#% B OPTIONAL: ($0#% $&, /$%<#%3 .% )%$>.&35 (6.&.-%$/ C$/# D+4#3
Phonograms The Phonogram #
%$Whiteboard Phonogram Cards #% , +% , 1% ,
E6.2 *6# (6.&.-%$/ =$%, #$% '
This says /er/. What does it say? /er/ How many letters are in this spelling of /er/? /er/? three Write three-letter /er/ two times on your whiteboard. Write the other ways we have learned to spell /er/. ER, IR, UR
#$% Paper and markers
A%+*# !" 5 $" 5 %" 5 !&" .& .& *6# 7.$%,' What is the same about each of these? They all say /er/. They They all have an R. With these phonograms can you hear the vowel clearly? no Some people call these the Bossy R phonograms. The R is taking over and we cannot hear the vowel. ?& *6# 7.$%, 2%+*#5 '!" ($") *%"+ +*! +*! ,!&"-*. To help us remember the sounds of /er/ we will us e this sentence. Let’s read it together. Her bird hurt the search. F+3)133 *6# 0.33+74# /#$&+&-3 .; *6# 3#&*#&)# *.-#*6#%' 11
Multi-Sensory Fun Write the /er/ sentence on a piece of paper and ask the students to illustrate it.
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
12
Lesson 83
Notice that this sentence sentence uses each of the spellings of /er/. We will call ER the /er/ of her, IR the /er/ of bird, UR the /er/ of hurt, and EAR the /er/ of search. Show the Phonogram Card !" . What did we decide to call this phonogram? the /er/ of her Show the Phonogram Card #" . What did we decide to call this phonogram? the /er/ of hurt Show the Phonogram Card $" . What did we decide to call this phonogram? the /er/ of bird Show the Phonogram Card !%" . What did we decide to call this phonogram? the /er/ of search I will say a phonogram. Write it on your whiteboard. /er/ the /er/ of bird /er/ the /er/ of hurt /er/ the /er/ of search /er/ the /er/ of her /er/ Poster &"$'! ! !" !" #$"$ %#"& &%' (!%")% )* '+! '), )- % ,).'!"/ We will begin to collect words that use each of these spellings of /er/.
As we find words that have have a spelling of /er/, we will add them to this chart. We will then discover which spelling of /er/ is the most common.
Her
bir ird d
Poster board Red marker
Teacher Tip Save the /er/ Poster for use in future lessons. Each time the students encounter an /er/ word in their spelling words or reading, add it to the poster.
hur urtt
0$"1
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sear earch ch
Lesson 83
13
Phonogram Practice Phonogram Tic-Tac-Toe 83.1 Phonogram Tic-Tac-Toe – page 10
!"# %&'()*&% %+#',( "#-. /)&+)-0 #- &+) &)12+)- 314 "#- . "5&+ &+) %&'()*&6 7)25() "+# "5,, 8,14 9:% 1*( "+# "5,, 8,14 ;:%6
Choose a phonogram and read the sound(s) aloud. If you read it correctly, correctly, you may place an X or an O on the square. <-#2))( 1% 5= 8,145*/ !52>!12>!#) '*&5, %#3)#*) 8,12)% &+-)) 5* 1 -#" #- 1 &5) 5% ()2,1-)(6
Challenge Ask the students to create their own phonogram Tic-Tac-Toe game.
Vocabulary Compound Words
Scissors
83.2 Compound Words – page 13
Cut out the cards. Mix them up. Find the words that work together to form the compound word. Connect them to form two-car trains.
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Lesson 83
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word 1.
2.
3.
learn
through
small
4. bread
5.
outside
Sentence I like to learn ab out history.
We can go through the tunnel.
Say to Spell lern
thrö
Red and blue dry erase markers /er/ Poster
Markings learn
3
through
Spelling Hints Underline three-letter /er/. Use the /er/ of search. Add learn to the /er/ Poster. Underline /th/. Underline /ö/ and put a 3 over it. /ŏ-ōö-ow-ŭff-ŏff/ said its third sound. Put two dots over the /ä/. /ă-ā-ä/ said its third sound /ä/. We often double F, L, and S after a single vowel at the end of a base word. A often says /ä/ before an L.
I see a small fish.
smäl
smäll
The fresh bread smells delicious.
brĕd
bread
Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound.
out s īde
Underline /ow/. Put a line over the / ī/. Double underline the silent final E. The vowel said its long sound because of the E.
The dog is outside.
owt s īd
2
outside The next word is outside. The dog is is outside. outside How many syllables in outside? two What two words combine to make outside? out and side Let's sound out the first syllable out. /ow-t/ Use /ow-ō-ö-ŭ/. Sound out the second syllable side. /s-ī -d/ -d/ Silent final E. Now write outside on your whiteboard. Write each syllable in a different color. 8(& -$/,&0$ )+"$&- */$ */$-",& -",& *0 *0 ("- )("$&2*%+,7 Let's sound it out together. 9- $(& -$/,&0$- -*/0, "$ */$: )+"$& */$ */$-",& -",& *0 *0 $(& )("$&2*%+,7 !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Lesson 83
15
What is the first syllable? out /ow-t/ What is the second syllable? side /s-ī -d/ -d/ silent final E How will we mark the word outside? Underline /ow/; Put a line over the / /; ī Double underline underline the silent silent final E. I said its long sound because of of the E.
Fluency & Comprehension Re-Reading
Reader 1
Take out your train book. Show me the front cover. Show me the back cover. Read the first page of Trains.
Teacher Tip
In the past, why do you think it was slow to cross the land? People traveled by wagon or had to walk. Where on the page did you find that people traveled by wagon? in the picture Do the words say anything about wagons? no
Reading research has clearly demonstrated the value of re-reading for developing fluency. Today Today you will ask the student to re-read the book to practice fluency, dig deeper into the meaning, explore vocabulary, and enjoy the pictures. Guided questions will help students to dig deeper in their comprehension of the text.
The words simply tell us that people traveled slowly. The words provide us information about what we are reading. The pictures will often provide us with additional information. We should not use pictures to guess the words. But we should look l ook at the pictures pic tures and see why the author chose each picture. Often we can learn more about the topic by studying the pictures. Read page two. How did people feel about trains when they were invented? shocked What does shocked mean? People were surprised they could go so fast. Imagine living in a time when the only way to travel was by foot or by horse. People and horses get tired and they cannot go very fast. Do trains get tired? no Read page three. How else do people travel today? cars and airplanes Can you think of other ways that people travel today? boat, bicycle, motorcycle Read pages four and five. What do trains travel on? tracks
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16
Lesson 83
Read pages six and seven. Where can trains travel? way up high, up a hill, in the mountains, on flat land… On page six find the word landscape. What do you think landscape means? different places where trains can travel Do you see the word land in landscape? yes Underline the word land. A landscape refers to different different types of land. When you find a word that you are unsure unsure what it means what what can you do to help you? Think about the meaning of the rest of the sentenc s entence. e. Look for other words within the word that I know. Look at the pictures. You could also look lo ok it up in a dictionary. Let's look up the word landscape landscap e and see what it means. m eans. !""# %& '() !"#$%&"'( !"#$%&"'( *+, *+, -)*, '() ,)./+/'/"+0 Read pages eight through ten. What types of trains did you learn about on these pages? trains with snowplows, trains with beds, and high-speed trains Look at the pictures on these pages. What can you learn from the pictures about snowplows, trains with beds, and highspeed trains? answers vary
Challenge Give students a lesson in how to use a dictionary. Practice looking up one word per day for the next week.
Writing Copywork
Teacher Tip
83.3 Handwriting – page 17
Read the sentence aloud. Today you will copy the sentence on the lines below. When you write it, you will begin on the edge next to the paper. Point to where you will start your pencil. The sentence is written written in a font like a computer types. typ es. However you will write using your best b est cursive (manuscript). Remember sometimes the letters look a little bit different. Choose the line size you are most comfortable writing on. Copy it on the lines using your best handwriting. Be sure to start the sentence on the left edge of the page. p age.
In Foundations C some students will still need a handwriting model to follow to be successful at copywork. Supplemental copywork pages are available for purchase in both manuscript and cursive at www.LogicOfEnglish.com/st www.LogicOfEngli sh.com/store/foundaore/foundations.
Teacher Tip If a student struggles with handwriting, have him try a diff erent erent line size. Some students write more neatly on small lines; others find large lines easier. eas ier.
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LESSON
84
Objectives PHONEMIC AWARENESS: "#$%&'%( )*$+,&-,*.(//) 0-#1* 0'&2 $3 43*(**(1 5657 SPELLING RULE: 82(3 $ 0-#1 (31* 0'&2 &2( .2-3-9#$: ;< '& *$+* 5657 ; :$+ $/*- *$+
565 $=&(# $ 8 -# >(=-#( $3 ?7 VOCABULARY: "#$%&'%( #($1'39 %-:.-431 0-#1*7 SPELLING: >'#&21$+< 9#$31:$< &+.(< /($@(< 0$#: COMPREHENSION: A($1'39 #'11/(*7 WRITING: B'%&$&'-3
Materials NEEDED: ?CD 82'&(>-$#1< "2-3-9#$: E$#1* '3%/41'39
$ < *%'**-#*< +(//-0 +(//-0 $31 9#((3
2'92/'92&(#*< #(1 $31 >/4( 1#+ (#$*( :$#F(#*< *%'**-#* OPTIONAL: "2-3-9#$: G$:( H'/(*< >--F* $>-4& $'3*< $ @'1(- $>-4& $'3*
Phonogram Practice Phonogram Choo-Choo ;*F &2( *&41(3& &- *&$31 -3 -3( *'1( -= &2( #--:7 B(*'9, 3$&( $3 (31'39 *.-&7 I2-0 &2( *&41(3& $ .2-3-9#$:7 ;*F ; *F 2': &- #($1 &2( *-431*7 J= 2( #($1* '& %-##(%&/+< 2( :$+ &$F( -3( *&(. =-#0$#1 02'/( .#(&(31'39 &- >( $ $'37
Phonogram Cards
Spelling Rule A says /ä/ Phonogram Card
84.1 Spelling Mystery – page 19
Scissors
E4& -4& &2( 0-#1* /'*&(1 '3 KL7M $31 2'1( &2(: &2#-492-4& 17
$
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
18
Lesson 84
!"# %&&'( )"&* !"# +"&,&-%.' /.%0
. (
What does this say? /ă-ā-ä/ What is the first sound / ă/ called? the short sound What is the second sound / ā/ called? the long sound What is the third sound /ä/ called? the broad sound There are three places where A will say its broad sound. Today Today you will be a sound s ound detective and discover the three reasons. I have hidden clue cards around the room. Find the cards. Read the words. Mark the A with two dots. Then see if you can find why the A is saying /ä/. *.1" *.,! *.22 *.13
4.22 5.22 '.22 !.22
'. 3. -%.,0'. -%.,03.
The spelling rule says, “When “ When a word ends with the phonogram A, it says s ays /ä/. A may also say /ä/ after a W or before an L.”
Phonemic Awareness Unstressed /ä/ In some words ending in /ä/, the vowel is being lazy. What does it mean when a vowel is lazy? l azy? We do not pronounce it clearly. It will say / ә /. What is another name for a lazy vowel? schwa What makes schwa a lazy vowel? We do not need to open our mouths very much to say it. Let's do an experiment. I will say two sounds. Repeat them after me and feel how your mouth opens. Tell me which sound your mouth opens more to say.
Phonogram Card
.
Scissors
Teacher Tip If the student needs to re-learn the schwa sound, review the Phonemic Awareness section of Lesson 45 on p. 31 of the Foundations B Teacher's Manual.
Compare /ā/ and /ә/. /ā / opens more. more. /ә/ is a lazy sound. Compare /ē/ and /ә/. /ē / opens more. more. /ә/ is a lazy sound. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Lesson 84
19
Compare /ă/ and /ә/. /ă / opens more. more. /ә/ is a lazy sound. Write ә on the board.
Dictionaries write this sound like an upside down e. Schwa is so lazy it doesn't even stand up. Today, I will say a word that ends in a lazy /ä/. I want you to repeat the word and say the /ä/ sound clearly. sof ә grandmә grandpә pastә sod ә
sofä grandmä grandm ä grandpä pastä sodä
Teacher Tip Technically, schwa is an unstressed vowel sound. In English, syllables and words have varying amounts of stress. When a syllable is unstressed, the vowel is sometimes not clearly articulated. When we add affixes to a word, the stress may shift and the vowel may then be clearly pronounced. For more information, see Uncovering the Logic of English, pages 124127.
When we read and write schwa words, we will exaggerate the vowel.
Vocabulary Compound Words
Yellow and green highlighters
84.2 Compound Words – page 21
Read each compound word. Highlight the first word in yellow. Highlight the second word in green. Match the compound words to the pictures.
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20
Lesson 84
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word
1.
birthday
2. grandma
3.
type
Sentence
When is your birthday?
My grandma is a teacher.
What type of markers do you need?
Say to Spell
berth dā
grănd mä
t īp
Red and blue dry erase markers
Markings
Spelling Hints
bir th day
Underline /er/. Use the /er/ of bird. Underline /th/. Underline two-letter /ā/. AY usually spells the sound /ā/ at the end of a base word.
grand mä
Put two dots over the /ä/. /ă-ā-ä/ said its third sound /ä/. Notice the lazy vowel.
type
Put a line over the /y/. Y is saying its long vowel sound / ī/. Double underline the silent final E. The vowel s ays its long sound because of the E.
4.
leave
Leave the book on my desk.
lēv
lea v e
Underline /ē/. Underline the V and double underline the silent E. English words do not end in V, add a silent final E.
5.
warm
It is warm outside.
warm
warm
Underline /ar/.
Comprehension Riddles
Scissors
84.3 What Am I? – page 23
Cut along the dotted lines. Fold the paper in half. Read the riddle on the front. Guess what is being described. Open the flap and write the answer.
I have four legs. I have fur. I have sharp teeth. I am a pet. I bark. What What am am I? I? dog
Challenge Ask the students to create a riddle and say it aloud or write it.
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Lesson 84
21
I swim. I live by the lake. lake. I have wings. I can fly. I lay eggs. I quack. What am I? duck I am long. I have flat cars. c ars. I have tank cars. I have boxcars. I have steel wheels. I drive on rails. What am I? train
More about Tr Trains ains !"#$ &''() #&'*+ +,#-.) #/'*$0 1-)2*)) 3#,-'*) +45") '6 +,#-.)7 8#+29 # :'3-" #&'*+ +,#-.)7 /''( *5 3-$"') './-." #&'*+ $-66",".+ +45") '6 +,#-.)7 /"#,. +9" .#:") '6 +,#-. 2#,)7 6-.$ # )#6" 5/#2" +' 8#+29 +,#-.)7 3-)-+ # +,#-. :*)"*:0
Writing Dictation
Teacher Tip
84.4 Dictation – page 25
1-2+#+" +9" )".+".2" 6', )+*$".+) +' 8,-+" '. +9" 8',()9""+0
Choose which line size is most comfortable for you. I will read the sentence two times. Repeat it back to me, then write it on the paper.
Dictation is an important stepping stone to writing independently. With dictation the student must transfer a thought that has no visual representation onto paper. By regularly practicing dictation students develop more confidence in vital skills needed for their own writing success.
The train drives on the tracks. The train drives on the tracks. The train drives on the tracks. ;<9" )+*$".+) 8,-+"0=
Read the sentence back as I write it on the board. Give me hints about how to write the sentence s entence correctcorrectly. (Start the sentence with a capital letter.) TH- ē t-r-ā-n (use two-letter /ā / that may not be used at the the end of English words) d-r- ī -v -v (English words do not end in V; add an E) -z (use /s-z/) ŏ-n TH-ē t-r-ă-k-s (two-letter /k/ is used after a single, short vowel) (end the sentence with a period). p eriod). >*55/":".+ +9" )+*$".+)? )*@@")+-'.) &4 :'$"/-.@ 2',,"2+/4 #.4+9-.@ +9#+ +9" )+*$".+) /"#3" '*+ #) 4'* 8,-+" +9" )".+".2" '. +9" &'#,$0 A)( +9" )+*$".+) +' 2',,"2+ +9"-, '8. )".+".2"0
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LESSON
85
Objectives PHONEMIC AWARENESS: "#$%#& '(# )*(&+ ),-./0 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
PHONOGRAMS: 1#+2. &,2 0 VOCABULARY: 32+*'%*# 2#+/%.4 *,56,-./ &,2/)0 SPELLING: )6#+78 &,29/8 &,278 :%2)'8 42+./6+ FLUENCY: 32+*'%*# (%4( :2#;-#.*< &,2/)0 WRITING: =,56+2# '2+%.) +./ +%269+.#)0
Materials NEEDED: 1>? @(%'#A,+2/8 3(,.,42+5 =+2/ &,2 8 (%4(9%4('#28 4+5# 6%#*#)8 3(,.,42+5
=+2/) 9#+2.#/ ), :+28 )',6&+'*( ,2 '%5#28 B#2B 3,)'#28 (%4( :2#;-#.*< &,2/) :2,5 C,-./+D '%,.) E ', 62+*'%*#8 )*%)),2) OPTIONAL: 3(,.,42+5 F+5# G%9#)8 ',< '2+%.
Phonemic Awareness
The Schwa Sound
Teacher Tip
How do vowels sound when they are lazy? / ә / What is another name for a lazy vowel? schwa The symbol for schwa is even lazy. It looks lo oks like an E that is laying on its head.
Te schwa most commonly sounds like a
short /ŭ/. Schwa appears in unstressed syllables and therefore the vowel is not clearly articulated.
Write the symbol on the whiteboard: ә Show me some ways you might look when you are lazy.
I will say a word. Act like you are being lazy if you hear a lazy vowel sound. s ound. If you hear a clear vowel sound, stand up and repeat the vowel sound you hear in the word. seen /ē / right / / ī the lazy vowel rain /ā /
was lazy vowel from lazy vowel a lazy vowel sand /ă / 22
what lazy vowel done lazy vowel cone /ō /
Lesson 85
23
Phonograms The Phonogram !"#
Whiteboard
$%"! '%( )%"*"+#,- .,#/ !"# 0
Phonogram Card !"#
This says /wer/. What does it say? /wer/ Write /wer/ three times on your whiteboard.
Reading WOR Words
Highlighter
85.1 WOR Words – page 26
Pennies, chocolate chips, or small
Highlight the !"# in each word. I will read a word. Find it on your page and cover it. When we have found all the words, then uncover the words and read each one to me.
crackers to cover the game board
Multi-Sensory Fun Use chocolate chips or small crackers to cover the words. When the student has read the words, he may eat the snack.
Phonogram Practice Phonogram Race - Individual
Phonogram Cards learned so far
Today you will race yourself to see how fast you can read Stopwatch all the phonograms you have learned so far. I will show you a phonogram. Read the sounds. When you have read all of these phonograms, I will stop the stopwatch. stopwatch. Then we will try again and see s ee if you can c an beat your time.
Phonogram Race - Classroom 1232/( '%( 45,66 2*'" '!" '(,-60 72-( (,4% '(,-0
Phonogram Cards learned so far Timer
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24
Lesson 85
Vocabulary Compound Words
scissors
85.2 For My Birthday… – page 27
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
Teacher Tip Be sure that the cards are all facing the right direction and the kids are sitting on the same side so that everyone can read them easily without visual confusion.
Spelling Spelling List D6(#3#' #&' -%.,/ 4%. #&' /#",'+#/ #% -.6#' %+ #&'6. -&6#'E 5%3.,/ %. -6#& *&%+%F.3) #62'/0
/er/ Poster
Spelling Hints
Sentence
Say to Spell
Markings
1. speak
Please speak loudly and clearly.
spēk
speak
Underline /ē/.
2. world
Will he travel to the other side of the world?
werld
world
Underline /wer/.
3. work
We will work on it tomorrow.
werk
work
Underline /wer/.
First, we need to clean up this mess.
ferst
first
Word
4. first 5. grandpa
My grandpa fixes cars and trucks.
grănd pä
grand pä
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Underline /er/. Use the /er/ of bird. Add to the /er/ Poster. Put two dots over the /ä/. /ă-ā-ä/ said its third sound /ä/. Notice the lazy vowel.
Lesson 85
25
Writing Compare and Contrast !"#$% $"'#( )( )(% *#+% ), $-% .)'"+ '(+ '#"/0'(% )( $-% )$-%"1 2*3 *$4+%($* $) 5)6/'"% '(+ 5)($"'*$ $-%61 !"#$% )(%7 )" $8)78)"+ *466'"#%* ), $-%#" '(*8%"*1 2* 9)4 8"#$% %'5- 8)"+: 6)+%0 *)4(+#(; #$ )4$1 <, ' (%8 /-)();"'6 #* 4*%+: /)#($ #$ )4$ $) $-% *$4+%($*1
Train
Airplane
+"#=%
,09
,'*$
,'*$
() 8#(;*
8#(;*
*$%%0 8-%%0*
$#"%*
85.3 Trains and Airplanes – page 29
In your workbook you have a table to compare and contrast trains and airplanes. Write three words to describe trains and three words to describe airplanes. You can use ideas from the board, or make up your own.
Fluency Reading Train Train - Individual 85.4 Reading Train – page 31
>4$ )4$ $-% 8)"+*1 ?0'5% $-% -#;- ,"%@4%(59 8)"+* #( ' /#0%1 >-'00%(;% $-% *$4+%($ $) "%'+ %'5- 8)"+: $-%( /0'5% #$ #( 0#(% $) ,)"6 ' $"'#(1 A)8 0)(; 5'( -% 6'3% $-% $"'#(B C(5)4"';% $-% *$4+%($ $) 6'3% '( #($%"%*$#(; ")4$% 4(+%" 5-'#"*: '")4(+ 5)"(%"*: )=%" /#00)8*D
Reading Train - Classroom >4$ )4$ $-% 8)"+*1 E#=#+% $-% 50'** #($) /'#"* ), *$47 +%($*1 2*3 $-% /'#"* $) $'3% $4"(* ,)"6#(; 8)"+ $"'#(* 8-#0% "%'+#(; $-% 8)"+* '0)4+ $) )(% '()$-%"1
High Frequency Words from Foundations B which need practice Scissors Toy train
Multi-Sensory Fun Drive a toy train over the route. Ask the student to read each word as he passes it.
Teacher Tip Save the high frequency word cards for use with later lessons. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
REVIEW Area 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
Phonemic Awareness
Handwriting
Skill
1
Identif y the schwa sound.
3
Copy a sentence with an uppercase lette l etterr and
Spell words by choosing the correct phonograms from a limited set of options.
Phonograms
Reading
Mastery
Blend compound words auditorily.
punctuation.
Spelling
A
1
1
Read ea, oa.
1
Read ir, ur, ear, wor.
2
Read compound words.
2
Read words ending in /ä/.
2/3
Read 90% of the high frequency words.
1
Read sentences and follow simple directions.
2
26
Review A
27
Phonemic Awareness Assessment Blend Compound Words I will say two words. Blend them together into one word. cross walk grass hopper gold fish tooth paste
crosswalk grasshopper grassho pper goldfish toothpaste
Phonogram Assessment Reading Phonograms !"# %&' "%()'*%" %+ ,'-) '-.& +/ %&' 0&+*+1,-2 .-,)"3 4'-5 +-5 6,5 (,5 '-,5 7+,8
What's That Phonogram?
Phonogram Cards '- , +- , 6, ,
(, , '-, , 7+, Highlighter
A.1 What’s That Phonogram? – page 33
On your page are groups of four phonograms. I will say a phonogram's sound(s). Color the correct phonogram with your highlighter. 1. 2. 3. 4. 5. 6.
/er/ the the /er/ /er/ of bird /er/ the /er/ of search /er/ the the /er/ /er/ of hurt /wer/ /ō/ two-letter / ō/ /ē-ĕ-ā/
Challenge Dictate the phonograms and ask the student to write them on a whiteboard without a visual reference.
Handwriting Assessment Copywork A.2 Handwriting – page 34
Choose the line size that you prefer prefer.. Copy the sentence. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Review A
Spelling Assessment Spelling
Scissors
A.3 Spelling – page 35
!"# %"# #&' (&%)%*+,- #./'0 ,)1 (/,2' #&'- %) #&' #,3/' .) 4+%)# %4 #&' 0#"1')# 0% #&,# '5'+6 /'##'+ .0 %+.')#'1 2%++'2#/67 I will say a word. Using the phonogram tiles, drag them into place to spell the word.
Teacher Tip If students struggle to choose the correct phonograms from so many options, limit the phonogram choices to those needed for each word.
play first
Challenge
mine
Ask the student to write the words on a whiteboard. Do not, however, hold back a student from continuing to learn the phonograms and rules if they are unable to complete this challenge. Spelling with the tiles is appropriate at this stage.
Reading Assessment Compound Words
Teacher Tip
A.4 Matching – page 37
Read the words. Match them to the correct picture.
High Frequency Words
Reading the high frequency words in isolation is more difficult than reading them in context.
Index cards
A.5 High Frequency Words – page 39
Read each word aloud.
Multi-Sensory Fun Write the high frequency words on index cards. Hide them throughout the room for the child to find. When he finds one he must read it aloud.
Comprehension A.6 Car and Train – page 40
Read the directions and act them out using a train and a car on the road and tracks provided in your workbook. workbook .
Toy car Toy train
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Review A
Practice Ideas Handwriting !" $%& '$()&*$ +,*$-*(&' $, '$.(//0& 1-$% 1.-$-*/2 .&3-&1 %,1 $, ",.4 &5+% ," $%& 0&$$&.' ('-*/ &-$%&. !"#$%&'("$) &-$%&. !"#$%&'("$) + 5*) 5*) , , ,. ,. -./ 0.1'.2 "3 4&$%56('($7 6 !*+,.7,.5$& )5-08 %5*)1.-$-*/ /54&' 5' ",(*) -* !"#$%&'("$) -* !"#$%&'("$) + 5*) + 5*) , , $, $, 7.,3-)& 5))-$-,*50 7.5+$-+&6
Phonograms 9:%,*,/.54 ;-*/,9 ,* 75/& < 9:%,*,/.54 =.5-*9 ,* 75/& > 9:%,*,/.54 =-+?=5+?=,&9 ,* 75/& @A 9:%,*,/.54 B%,,?B%,,9 ,* 75/& @> 9:%,*,/.54 C5+& ? !*)-3-)(509 ,* 75/&
Compound Words 9B,47,(*) D,.)'9 ,* 75/& < 9B,47,(*) D,.)'9 ,* 75/& @A 9B,47,(*) D,.)'9 ,* 75/&
Spelling !" $%& '$()&*$ '$.(//0&' $, '7&00 1,.)' ('-*/ $%& 7%,*,/.54 $-0&'2 7.5+$-+& $%-' 'F-00 G8 705+-*/ ,*08 $%& 7%,*,/.54' *&&)&) $, '7&00 5 75.$-+(05. 1,.) -* ".,*$ ," $%& '$()&*$6 H'& 0-'$' ".,4 7.&3-,(' 0&'',*'2 G&/-**-*/ 1-$% I,(*)5$-,*' J2 -* ,.)&. $, G(-0) $%& '$()&*$K' +,*"-)&*+&6
Teacher Tip At this stage many students will misspell words that include sounds that have multiple options for spelling. For example, students may misspell first as furst or ferst.. Tis is developmentally appropriate. ferst words require students to Tese memorize which spelling of the sound /er/ is needed. Te goal with Foundations A-C is to introduce students to the phonograms for purposes of reading. For students with strong visual skills, they will also often master the spelling of these words at the same time. Some students, though, will misspell words such as these for a long time. However, their spelling should represent that they are attempting to identify each sound and represent it with a phonogram that says that sound. Foundations D will provide students with additional practice to develop spelling mastery. As part of the transition, in Foundations C we will assess the students' ability to spell words when presented with a limited choice of phonograms. In this way you will be able to observe the process the student is using to spell.
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LESSON
86
Objectives PHONEMIC AWARENESS: "#$%& '($' )*++,-#) .$& /# $00#0 '1 21%0)3 8 1 SPELLING RULES: O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V. : @ 3 % 1 VOCABULARY: "#$%& $/1*' 21%0) #&0,&4 ,& 5,&43 ? < 5 3 % SPELLING: +%167 819#7 '*%&,&47 :#$%)7 2#88 ; > 5 " = COMPREHENSION: ;18812,&4 0,%#.',1&)7 <%#5%#$0,&43 8 1 < 5 1 7 & 4 % 1 NEEDED: "=> ?(,'#/1$%07 @(1&14%$6 A$%0) ,&.8*0,&4 1 7 <1)'#% /1$%07 6$%B#%)7 /$)5 ( 7 3 B#')7 )8,<) 1+ <$<#%7 "$C: D12#8 A($%'7 E#%E @1)'#%7 %#0 $&0 /8*# 0%: #%$)# 6$%B#%)7 ).,))1%) 1 ; 1 : ' OPTIONAL: @(1&14%$6 F$6# G,8#)7 +8$)(8,4(' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , Phonogram Card 1 1 3 +H(12 '(# @(1&14%$6 A$%0 ) What does this say? /ŏ-ō-ö/ ( ' & % How will this sound when it says its lazy sound? ә $ # " Today we will learn a new way for the O to be lazy. !
Materials
Spelling Rules
The Phonogram O
There is an interesting story behind when O may say the ә sound. Long before there were computers and typewriters, all books were copied by hand. Monks would spend months copying the books word by word. Very Very few people knew how to read and even fewer could afford to buy a book. Books were very expensive. In some libraries, books b ooks were even chained to a table to keep people from stealing them when they read them. In one area of the world, the monks had a problem. problem. People began to complain about their handwriting. handwriting. People especially began to complain about words like: ?%,'# !"#$%&' )"*%' +",7 $&0 !",#$3 When they saw all the straight lines going up and down, they said, "Your handwriting makes it hard for me to read! What letters did you write?" So one day the monks 30
Lesson 86
had an idea. They decided that when they heard the sound /ŭ/ next to a W, TH, M, N or V, V, they would spell it with an O instead. !"#$% !"# "% "'# "(# '() ") *( *( $+% ,*'")- %./+'0#1#(2 $+% 0$"'#2+$ 3#(%04 When they would have written written wu, uth, um, un, and uv, they wrote wo, oth, om, on, and ov. They figured out that this made it easier for people peop le to tell the letters apart. When they changed the U to an O, it wasn't so hard to write it clearly or for others to read it correctly. !"#$% !*# *% *'# *(# '() *) *( *( $+% ,*'")- %./+'0#1#(2 $+% 0$"'#2+$ 3#(%04 Today, this means that many words with the sound / ŭ/ after a W or / ŭ/ followed by TH, M, N or V are spelled with a lazy O. Do you think the monks had a good idea? answers will vary
Lazy Vowel Chart !"#$% 56'17 8*9%305 '0 $+% $#$3% *( $+% /*0$%" ,*'")4 :#;#)% $+% /*0$%" #($* $9* <*3=.(0> ?+% 6'17 @<+9' '() Lazy O after W and before TH, M, N, V.
We will begin to watch for words that have a lazy O after a W or before a TH, M, N, or V. We We will collect these words on a chart. What is an example of a word with a lazy vowel that is not an O? Let's add it to the chart. was, the, a
Teacher Tip In this lesson students are introduced to the rule: O may say / ŭ/ in a stressed syllable next to W, TH, M, N, or o r V. Tis rule will be addressed in more depth in future lessons.
Teacher Tip Mother, love, won, month – Technically the O in these words is not a schwa, because the syllable is stressed. Tis is true for 134 words where /ŭ/ is spelled with an O. Linguistically it could be more accurate to add / ŭ/ to the sounds of O. However, since any vowel can already sound like /ŭ/ in an unstressed syllable and since most Foundations students will find the concept of stress to be abstract, LOE teaches / ŭ/ as an alternative, lazy sound of O. When a student misreads a word that includes a schwa or an O that is pronounced /ŭ/, o ff er er a clue by saying, "that vowel is being lazy."
Poster board Markers
Flashlight
Multi-Sensory Fun
Lazy Vowels ә
o
Lazy Schwa
After W; Before TH, M, N, V
9'0
31
Turn the lights off in in the room. Give students a flashlight. Ask them to light up the words on the Lazy Vowel Chart and read them.
' $+% $+ %
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Lesson 86
Phonogram Practice Phonogram Basketball - Individual !"# %& ' (')*"#+ ,")-./'#" ' &0'1" 234 #5" )#%6"/#) #3 )#'/6 #3 )533# (')*"#)+ 7"'6 ' &53/3.4'89) )3%/6:);+ <)* #5" )#%6"/# #3 =4-#" -# 3/ ' )0-& 32 &'&"4+ >2 5" =4-#") -# 1344"1#0?@ '='46 5-8 3/" &3-/#+ A5"/ 5" 8'? 14%8&0" %& #5" &'&"4 '/6 #4? #3 )533# ' (')*"#+ <='46 3/" &3-/# -2 5" 8'*") #5" (')*"#+
Phonogram Basketball - Classroom
Phonogram Cards Basket for each team Paper and pencil
Multi-Sensory Fun
,-B-6" #5" 10')) -/#3 #"'8)+ !"# %& ' (')*"# 234 "'15 Set up multiple baskets at varying dis#"'8+ C'B" #5" )#%6"/#) )#'/6 -/ ' 0-/" #3 #'*" #%4/)+ tances. Award more points for baskets 7"'6 ' &53/3.4'8 '/6 ')* #5" 2-4)# )#%6"/# -/ "'15 0-/" that are further away. #3 =4-#" -#+ <='46 3/" &3-/# #3 5-) #"'8 -2 5" =4-#") #5" &53/3.4'8 1344"1#0?+ A5" &0'?"4 8'? 14%8&0" %& #5" &'&"4 '/6 #4? #3 )533# ' (')*"#+ <='46 3/" &3-/# #3 5-) #"'8 -2 5" 8'*") #5" (')*"#+ 7"'6 ' /"= &53/3.4'8 234 #5" /"D# &0'?"4 #3 =4-#"+
Vocabulary Words with ING E4-#" !"#$ 3/ #5" (3'46+ What does this say? rain What happens if I change it like this?
Red dry erase marker
E4-#" 4'-/-/. 4'-/-/. 3/ #5" (3'46+ Now what does it say? raining How are rain and raining different? different? F"# #5" 15-064"/ 6-)1%)) #5" 8"'/-/.+ Let’s try another one. G3/#-/%" -/ #5" )'8" 8'//"4 =-#5 #5" 23003=-/. =346)H sing - singing singing feed - feeding feeding eat - eating eating drink - drinking drinking 86.1 Words with ING – page 42
I'#15 #5" )"/#"/1" #3 #5" &-1#%4"+
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Lesson 86
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Phonemic Aw Awareness areness Suffixes In this lesson we have been learning about adding -ing to to the end of a word to change its meaning. When we add letters to the end of a word, it is called a suffix. Say suffix. suffix Where do we add a suffix? at the end of the word I will say a word. Then I will say a suffix. I want you to blend them together and tell me the new word. /săd/ /bĕnd/ /plā/
/lē/ sadly /ĭng/ bending /ĭng/ playing
/quĭk/ /lănd/
/lē/ /ĕd/
quickly landed
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word 1. from
2.
love
3. turning
4.
years
5. well
Red and blue dry erase markers Lazy Vowel Chart /er/ Poster
Sentence
Say to Spell
Markings
The package is from Grandma.
frŏm
from
I love you!
lŏv
Spelling Hints See below.
love
Underline the V and double underline the silent E. English words do not end in V, add a silent final E. Underline /er/. Use the /er/ of hurt. Underline /ng/. Add to the /er/ Poster.
She kept turning around in her chair.
tern ĭng
turn ing
I have lived here for two years.
yērz
years
Underline /ē/. Put a 2 over /z/. /s-z/ said its second sound.
well
We often double F, L, and S after a single vowel at the end of a base word.
Well, I guess we are not finished yet.
wĕl
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Lesson 86
from fr om The first word is from is from.. The package package is from Grandma. from Did you hear a lazy vowel sound in from in from?? yes How do you think it will be spelled? with an O Why? It is before an M. We will exaggerate the vowel to say /fr ŏm/. Let's sound it out. /f-r-ŏ-m/ Now write from write from on on your whiteboard. Remember that it is spelled with an O. !"# %&'(#)& *+,% !"#$ -) ",% *",.-/+(0 Now help me to write it by sounding it out. /f-r-ŏ-m/ !"# /1"#+ *+,% !"#$ -) &"# .-/+(0 How do we usually say this word? /fr ŭm/ Why is the sound / ŭ/ spelled with an O here? The monks didn't want to write a U before an M because they would have so many straight up and down lines. So they used an O to spell the sound / ŭ /. O may say /ŭ / in a stressed stressed syllable syllable next to W, W, TH, M, N, or or V. V. Let's add from add from to to the Lazy Vowe Vowell Chart.
love The second word is love love.. I love you! love Place your hand under your chin and say, "love." How many syllables in love love?? love, one Do you hear a sound s ound that may be a lazy vowel sound? yes How do you think it will be spelled? with an O Why? It is before a V We will exaggerate the vowel to say /l ŏv/. Let's sound it out. /l-ŏ-v/ What will you need at the end? silent final E Why? English words do not end in V. Now write love. Sound it out as you write it. /l-ŏ-v/ !"# %&'(#)& *+,% %#&' -) ",% *",.-/+(0 It is now my turn to write love love.. Sound it out as I write it. /l-ŏ-v/ !"# /1"#+ *+,% %#&' -) &"# .-/+(0 How do we usually say this word? /lŭv/ Why is the sound / ŭ/ spelled with an O here? The monks didn't want to write a U before a V because they would have so many straight lines. So they used an O to spell the sound / ŭ /. O may say /ŭ / in a stressed syllable next to W, TH, M, N, or V. Why do we need a Silent Sil ent Final E? English words do not end in V. How do we mark it? Underline the V and double underline the silent E. Let's add love love to to the Lazy Vowe Vowell Chart. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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turning The next word is turning . She kept turning turning around in her chair chair.. turning How many syllables in turning ? two Let's sound out the first syllable turn. /t-er /t-er-n/ -n/ Use the /er/ of hurt.
-ng/ Sound out the second syllable -ing . /ĭ -ng/ Now write turning on on your whiteboard. whiteboard. As you write it, write each syllable in a differe different nt color. !"# %&'(#)& *+,% &'+) &'+),),)- .) .) ",% *",/.0+(1
/t-er-n-n-ĭ -ng/ -ng/ Now help me to write it by sounding it out. /t-er 2% &"# %&'(#)&% %.')( ,& .'&3 *+, &'+) &'+),),)- .) .) &"# *",/.0+(1 What is the first syllable? turn /t-er-n/ What is the second syllable? ing /ĭ -ng/ -ng/ How will we mark the word turning ? Underlin Underlinee the /er/ /er/ of hurt; hurt; underline /ng/. /ng/. Show me what it means to turn. What does -ing mean? We are turning now. Let's add turning to to the /er/ Poster under UR.
Comprehension Pre-Reading What are some of the types of bugs that you have seen? answers vary 4,%5'%% &"# 60+,.'% &78#% &"# 5",9(+#) "06# %##)1 :; 8.%%,/9# %".* 0 8,5&' +# 0)( &09< 0/.'& *"0& &"#7 <).*1 =.+ #>0?89#@ A##% 0+# /905< 0)( 7#99.*1 A##% %&,)-1 !"#7 ?0<# ".)#71 !"#7 (+,)< )#5&0+ ;+.? ;9.*#+%1 B.%C',&.#% /, !"#7 (+,)< /9..(D What is another name for bugs? insects E+, !"#$% .) &"# /.0+(1 Insects usually have antennae. antennae. What are antennae? They stick out of the bug's head. How many antennae does each bug have? two What other things have antennae? cars, radio towers, cell phone towers Antennae send and receive information. What information information does the antenna on your car receive? radio, music, news Antennae on a bug also provide the insect information about the world around it. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 86 86.2 Insects – page 44
Look at the pictures of insects. Circle the antennae antennae on each one. Insects also have three parts to their body bo dy.. !"#$% "'% %() %(*)) +,*%- #$ %() +#.%'*)-/ Look at the pictures and put a dot on each of the body parts.
All insects also have six legs. Look at each of the insects and count the legs.
Animal Card Game Scissors
86.3 Animal Card Games – pages 45-48
0'% "'% %() ,$#1,2 .,*3-/ Read the directions. Place each animal card where the directions say. 4,5) %() 6$#1,2 7,1) 0,*3- 8"* '-) 9#%( :;/< =() >,*1/
Challenge Ask students to write directions about where to place the cards.
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LESSON
87
Objectives PHONEMIC AWARENESS: Practice auditorily adding suffixes to words. PHONOGRAMS: Learn !" #
%&' &!"%' &!"%'## VOCABULARY: Practice reading ING words. Learn the homophones !"#$% %&' SPELLING: write, into, young, growing, rowing COMPREHENSION: Reader 2 - Firefly: Nightlight with Wings
Materials NEEDED: LOE Whiteboard, 20 Phonogram Cards including !" ( )*+),*+)-."( /.%'." 0 OPTIONAL: Wrench, wet washcloth, scissors, Phonogram Game Tiles
Phonograms The Phonogram !" Phonogram Card !"
1)2! -). 3)2&2+"%4 5%"' !" #
Highlighter Wrench
This says /r/. /r/
Wet washcloth
How many letters are in /r/? two We will call this two-letter /r/. Write two-letter /r/ three times on your whiteboard. Which one is the neatest? neatest? Put a smiley face next to it. 1)2! -). 3)2&2+"%4 5%"' !" # There is something interesting about this phonogram. 87.1 WR – page 49
In your workbook you have a list of four words that use WR. Highlight the WR. Then read the word aloud. All of these words have something to do with twisting. 37
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
38
Lesson 87
What does it mean to twist? Show me how to twist. Let's read the words again and think about how they relate to twisting. wrist !"#$%&'()'" +$, -$. /)% ',0&' -$.( ,(0&'1 wrench !"#$%&'()'" +$, ) ,("%/+ 0& .&"2 '$ ',0&'1 !"#$%&'()'" +$, '$ ,(0%3 $.' ) ,)&+/4$'+1 wring !"#$%&'()'" +$, ," ',0&' $.( ,(0&' )%2 50%3"(& ,+04" ,(0'0%31 write
Phonogram Practice Phonogram Sprint 6)- 78 9+$%$3()# :)(2& $% '+" 54$$(1 ;&< '+" &'.2"%' '$ +$= $% $%" 5$$' )%2 '+"% '+" %">' )& ?.0/<4- )& =$&&0@ A4" 5($# $%" =+$%$3()# '$ '+" %">' ,+04" (")20%3 ")/+ $5 '+" &$.%2B&C1 D5 '+" &'.2"%' #0&&"& ) &$.%2 +" &+$.42 3$ A)/< '$ '+" A"30%%0%3 )%2 '(- )3)0%1
20 Phonogram Cards
Teacher Tip Daily phonogram practice is a key to l ong term mastery. Even if the student knows the phonograms, without daily repetition the memory of some of them will begin to fade, making decoding more difficult.
Vocabulary ING Words
Scissors
87.2 Matching Words with ING – page 50
Match the sentence to the picture.
Multi-Sensory Fun Cut out the pictures and the sentences. Place them on opposite sides of the room. Ask the student to choose a picture, then run to the other side of the room and find a sentence that matches it.
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Lesson 87
39
Phonemic Aw Awareness areness Suffixes What is a suffix? letters (sounds) added to the end of words I will say a word. Then I will say a suffix . I want you to blend them together and tell me the new word. /cār/ /k īnd/ /plā/
/fül/ careful /nĕs/ kindness /fül/ playful
/f ēr/ /bĭg/ /sĭng/
/lĕs/ fearless /er/ bigger /ĭng/ singing
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1*%+,- *+ )"$( 2(*0*3+%4 $"5&-6
Word
Sentence
1.
write
Write your name on the top of the paper.
2.
into
Put the toys into the box.
3.
young
4.
growing
5.
rowing
Say to Spell
Markings
Spelling Hints
wr īte
Underline two-letter /r/. Put a line over the / ī/. Double underline the silent final E. The vowel says its long s ound because of the E.
in tö
Put two dots over the /ö/. /ŏ-ō-ö/ said its broad sound.
r īt
ĭn
tö
4
There were young sparrows in the nest.
yŭng
you ng
Tomatoes are growing in my garden.
grō ĭng
grow ing
The oldest boy was rowing the boat.
rō ĭng
2
2
row ing
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Underline /ŭ/. Put a 4 over it. /ow-ō-ö-ŭ/ said its fourth sound. Underline /ng/. Underline the /ō/ and put a 2 over it. /ow-ō/ said its second sound /ō/. Underline /ng/. Underline the /ō/ and put a 2 over it. /ow-ō/ said its second sound /ō/. Underline /ng/.
40
Lesson 87
Vocabular ocabulary y Development write !"#$% '() "#&'$ *( *( $+% ,*'")What do these say? /r ī īt/ t / How are they the same? They both say /r ī īt/. t /. How are they different? They are spelled with different phonograms. phonogram s. They mean mean different things. things.
!"#
%$Teacher Tip Te
goal of this exercise is not to master the homophones but to become familiar with the concept and to help students understand one reason that words may sound the same but look diff erent. erent.
!"#$%I will use this in a sentence. I used a red marker to write my name. Now it is your turn to make a sentence using this write. Answers will will vary.
.*#($ $*
"#&'$ Here is an example using this word. I know the right answer. Now you make a sentence with right. Answers will will vary.
.*#($ $*
When two words sound the same but look differen different, t, they are called homophones means the same homophones.. HomoHomo- means and phone and means sound. So homophones are words that that have the same sound. Say S ay homophone with phone means homophone with me. homophone
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Lesson 87
41
Comprehension About Reader 2 - Firefly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
Reader
Reader 2
?)<$ 3.- D$)4$# E5 What is the title of this book? Firefly: Nightlight with Wings What will we learn about as we read this book? fireflies
Have you ever seen a firefly? answers will vary The author of this book is the person who wrote it. Her name is listed on the bottom. Her name is Kimber Iverson. Point to the author’s name.
Teacher Tip Develop the practice if a student misreads a word to ask him if that word makes sense in the paragraph. If a word does not make sense he should re-read, paying careful attention to the phonograms.
Read the book aloud to me. What is something you learned that you did not know about fireflies? answers will vary
Teacher Tip Some students will still struggle to direct their attention to the words on the page rather than the pictures. Allow the student to look at the picture on the page, then cover it with a blank piece of paper pap er..
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LESSON
88
Objectives SPELLING RULES: "#$%&' ()' &*+( ,#-+#-*-( .)'- *//0-1 * 2#.'& +$3304 (# .#5/+ '-/6 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
0-1 0- #-' 2#.'& 3#&.'/ %7 #-' ,#-+#-*-(8 VOCABULARY: 95*,(0,' 5'*/0-1 .#5/+ '-/0-1 0- 60-18 SPELLING: 5$--0-1: +0((0-1: '*5(): ,#$-(: ()'+' COMPREHENSION: ;'65'*/0-1 WRITING: <#=7.#5>
Materials NEEDED: ?@A B)0('%#*5/: 3&*+)&01)(: 9)#-#15*C <*5/+: 5'/ *-/ %&$' /57 '5*+' C*5>'5+:
+,0++#5+: D'5D 9#+('5: ;'*/'5 E OPTIONAL: 9)#-#15*C F*C' G0&'+
Phonogram Practice
Phonogram Light Up 9&*,' ()' =)#-#15*C+ *5#$-/ ()' 5##C8 95#20/' ,)0&6 /5'- .0() 3&*+)&01)(+8 H+> ()'C (# 30-/ * =)#-#15*C: +)0-' ()' &01)( #- 0( *-/ 5'*/ ()' +#$-/+8
Flashlight Phonogram Cards
Phonogram Light Up 2 B50(' ()' =)#-#15*C+ #- * .)0('%#*5/: #5 (*=' ()'C (# ()' .*&& #5 ,'0&0-18 95#20/' +($/'-(I+J .0() 3&*+)&01)(+8 H+> ()' +($/'-( (# $+' )0+ 3&*+)&01)( (# &01)( $= '*,) =)#-#15*C *-/ 5'*/ ()' +#$-/+8
42
Lesson 88
43
Spelling Rule Double the Consonant Today we will learn l earn a new spelling rule. You You will need to be detectives and figure out the rule. I will write a word on the board. I want you to read it. !"#$% "'() How do I change the word to mean I am doing it now? running So I add the suffix -ing. !"#$% "'(( "'((#(* #(*)) Hmm. What else did I add? You added an extra N.
Red and blue dry erase markers
Teacher Tip Te goal in this lesson
is to introduce students to reading words with double consonants. Te su ffixing rule will be taught in greater detail in later levels of Foundations. Te basic concept of doubling the consonant before a vowel suffix is introduced so that students understand there is a reason.
Let's try another. !"#$% +#$) How do I change it to mean I am doing it now? sitting Again I need to add -ing. !"#$% +#$$ +#$$#(* #(*)) What else did I add? You added an extra ex tra T. !"#$% +,#- . #(* / What do you think I need nee d before I put the -ing on swim? Add an extra M. !"#$% +,#- . #(* / +,#-+,#- -#(* #(*))
Let's look at one more. !"#$% $"#0 . #(* /
Teacher Tip
The rule is: When a word ends in one vowel 12#($ $2 $3% #) followed by one consonant, 12#($ $2 $3% 0)
Double the last consonant when adding a vowel suffix to words ending in one vowel followed by one consonant.
then double the last consonant before adding a vowel suffix . A vowel suffix is a suffix that begins with a vowel. !"#$% $"#0 . #(* / $"#00 $"#0 0#(* #(*)) We will learn more about this to help us with spelling in later lessons. What we need to know now is that sometimes when we read words, they will have two of the same consonant in a row row..
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44
Lesson 88
I will write a word. I want you to read it. !"##"
%$&'())"
%$* " ))" $ %
Vocabulary What Are You Doing? - Individual
Scissors
88.1 ING Words – page 51
+,# .,# #!/ 0.12*3 4'(5/ #!/6 &(5/ 2.0$3 7*8 #!/ 5!"'2 #. 21(0 ( 0.129 1/(2 "# *"'/$#':9 ($2 #!/$ (5# "# .,#3 ., #3 ;!/ 5!"'2 #!/$ (*8*9 <=!(# (6 > 2."$%?@ ;!/ #/(5!/1 ($2A.1 .#!/1 *#,2/$#* %,/**3 >& )'(:"$% 0"#! 6.1/ #!($ .$/ *#,2/$#9 #!/ *#,2/$# 0!. %,/**/* 5.11/5#': #!/$ #(8/* ( #,1$ 1/(2"$% ( 0.12 ($2 (5#"$% "# .,#3
ING Game - Classroom
Scissors
88.1 ING Words – page 51
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Lesson 88
45
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word
1.
2.
running
Sentence
The girl is running down the street.
Say to Spell
rŭn nĭng
sĭt tĭng
Red and blue dry erase markers /er/ Poster
Markings
Spelling Hints
run ning
Underline the /ng/. When a word ends in one vowel followed by one consonan consonant, t, double the last consonant before adding a vowel suffix.
sit ting
Underline the /ng/. When a word ends in one vowel followed by one consonan consonant, t, double the last consonant before adding a vowel suffix.
sitting
Dad is sitting on the porch.
3.
earth
The earth is about 240,000 miles from the moon.
erth
ear th
Underline three-letter /er/. Underline /th/. Add to the /er/ Poster.
4.
count
Count how many kids there are.
kownt
count
Use /k-s/. C says /k/ before an O. Underline /ow/.
5.
these
These are warm mittens.
2 2
THēz
thēse
Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Put a line over the E. Double underline the silent final E. The vowel said its long sound because of the E. Put a 2 over the /z/. /s-z/ said its second sound.
running The first word is running . The girl is running running down the street. running Say to to spell /run/ /ning/ How many syllables in /run/ /ning/ ? two Let's sound out the first syllable run. /r-ŭ-n/ Sound out the second syllable ning . /n-ĭ -ng/ -ng/ Now write running on on your whiteboard. As you write it, sound it out. Write each syllable in a differe different nt color. 8(& -$/,&0$ )+"$&- +/0 +/00"04 0"04 *0 *0 ("- )("$&2*%+,7
Teacher Tip Clearly articulate both /n/ sounds as part of the spelling dictation. At this time the focus should be on mastering how to read words with double consonants rather than how to spell them. Doubling consonants correctly is one of the most difficult rules in LOE as it requires students to understand stressed syllables.
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46
Lesson 88
Let's sound it out together. !" $%& "$'(&)$" "*')( +$ *'$, -.+$& .') .'))+)/ )+)/ *) *) $%& -%+$&0*1.(2 What is the first syllable? run /r-ŭ-n/ What is the second syllable? ning /n-ĭ -ng/ -ng/ How will we mark the word running ? Underline /ng/. Show me what it means to run. What does -ing mean? We are running now. Point to the two N's.
Why did we double the N? Because the rule says, "When "When a word ends ends in one vowel followed by by one consonant, double the last consonant before adding a vowel suffix."
sitting
Teacher Tip
The second word is sitting . Dad is sitting on the porch. sitting Say to spell, /sit/ /ting/ How many syllables in / sit/ /ting/ ? two Let's sound out the first syllable sit. /s-ĭ -t/ -t/ Sound out the second syllable ting . /t-ĭ -ng/ -ng/
Clearly articulate both /t/ sounds as part of the spelling dictation. Te average student should focus on mastering how to read these words.
Now write sitting on on your whiteboar whiteboard. d. As you write it, sound s ound it out. Write each syllable in a differe different nt color. 3%& "$'(&)$ -.+$&" "+$ "+$$+)/ $+)/ *) *) %+" -%+$&0*1.(2 Let's sound it out together. !" $%& "$'(&)$ "*')(" +$ *'$, -.+$& "+$ "+$$+)/ $+)/ *) *) $%& -%+$&0*1.(2 What is the first syllable? sit /s-ĭ -t/ -t/ What is the second syllable? ting /t-ĭ -ng/ -ng/ How will we mark the word sitting ? Underline /ng/. Show me what it means to sit. What does -ing mean? We are sitting now. 4*+)$ $* $%& $-* 35"2 Why did we double the T? Because the rule says, says, "When a word ends ends in one vowel followed followed by one consonant, double the last consonant before adding a vowel suffix."
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Lesson 88
47
Comprehension Re-Reading
Reader 2
Take out your firefly book. Show me the front cover. Show me the back cover. Read page 1. Have you seen small lights fly through the air at night? Answers will will vary. Read pages 2-4. Why do fireflies give off light? They give off light to talk to each other. Read pages 5-6. What is a young firefly called? It is called a glowworm. Have you ever seen a glowworm? Read page 7. Look at the pictures on page 7. What type of insect do you see in all these pictures? fireflies What do you notice about the different types of fireflies? Answers will vary. What is an insect? An insect has six legs, two antennae, antennae, and three body parts. Look at the picture of the firefly on page 3. Count the legs. Count the antennae. Count the body parts.
Teacher Tip Knowing that all the insects on page 7 are fireflies requires the student to make an inference from the text. If the child does not know what is shown in the picture, have him reread the first sentence. Ten ask him again. If he still does not know, then explain, "Since the book is telling us there are many types of fireflies in the world, the pictures are showing us a few of these types."
Read page 8. When is it best to see fireflies? at night Read pages 9-10. What is one way the author suggests you could look lo ok at fireflies more closely? Catch them in a jar. When you are done looking at them, what should you do? Let them go. Why do you think you should let them go? so they do not not die If we take care of the fireflies, then other people can enjoy them. them. What is the title of this book? Firefly: Nightlight with Wings Why do you think the author chose the words nightlight with wings? Answers will will vary. Without reading the text, retell what you learned in this book while showing me the pictures.
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48
Lesson 88
Writing Copywork
Teacher Tip
88.2 Handwriting – page 53
Read the sentence aloud. Today you will copy the sentence on the lines below. When you write it, you will begin on the edge next to the paper. Point to where you will start your pencil. The sentence is written written in a font like a computer types. typ es. However you will write using your best b est cursive (manuscript). Remember sometimes the letters look a little bit different. Choose the line size you are most comfortable writing on. Copy it on the lines using your best handwriting. Be sure to start the sentence on the left edge of the page. p age.
In Foundations C some students will still need a handwriting model to follow to be successful at copywork. Supplemental copywork pages are available for purchase in both manuscript and cursive at www.LogicOfEnglish.com/st www.LogicOfEngli sh.com/store/foundaore/foundations.
Teacher Tip If a student struggles with handwriting, have him try a diff erent erent line size. Some students write more neatly on small lines; others find large lines easier. eas ier.
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LESSON
89
Objectives PHONEMIC AWARENESS: "#$%#&'(#$) *+&' ,&- $)+.% /+01* $+(&-$2 VOCABULARY: 3.,4%#41 .1,-#&' 0+.-$ 1&-#&' #& 51$%2 SPELLING: 6#''1$%7 )+%%1$%7 )+817 9+#&%#&'7 )1,.#&' COMPREHENSION: :.-1. , $1;(1&41 +< 1/1&%$2 WRITING: "#4%,%#+&
Materials NEEDED: =:> ?)#%16+,.-7 3)+&+'.,8 @,.-$7 .1- ,&- 6*(1 -.A 1.,$1 8,.B1.$7 ,,*
4,.-$ <.+8 =1$$+& CD2E OPTIONAL: 3)+&+'.,8 F,81 G#*1$7 <*A $0,%%1.7 6++B$ ,6+(% <#.1<*#1$ +. +%)1. #&$14%$
Phonogram Practice Phonogram Slap 3*,41 H5IJ 9)+&+'.,8$ <,41 (9 +& , %,6*12 K1,- %)1 $+(&-L$M +< , 9)+&+'.,82 N$B %)1 $%(-1&% %+ $*,9 #% 0#%) )#$ ),&- +. 0#%) , <*A $0,%%1.2
Phonogram Cards
Fly swatter
Phonemic Aw Awareness areness Short and Long Vowels I will say a vowel sound. Write it on your whiteboard with with the marking. If it is a short vowel, sit down before you show me the answer. If it is a long sound, stand up before you show me the answer. /ō/ /ă/ /ā/
/ĕ/ / ī/ /ă/
/ŭ/
What are two reasons we know for a vowel to say its long s ound? a silent final E; A E O U usually say their long sounds at the end of the syllable. 49
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
50
Lesson 89
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word
1.
biggest
2. hottest
3.
4.
5.
home
pointing
hearing
Sentence
The biggest bike is my brother's.
We went swimming on the hottest day.
It is time to go home.
She was pointing at a bird in the tree.
I am hearing whispers.
Say to Spell
bĭg gĕst
hŏt tĕst
hōm
point ĭng
hēr ĭng
Red and blue dry erase markers
Markings
Spelling Hints
big gest
When a word ends in one vowel followed by one consonant, double the last consonant before adding a vowel suffix.
hot test
When a word ends in one vowel followed by one consonant, double the last consonant before adding a vowel suffix.
hōme
Put a line over the /ō/. Double underline the silent final E. The vowel says its long sound because of the E.
point ing
Underline /oi/. Underline /ng/. The base word ends in two consonants and has two letters working together to form the vowel. Therefore we do not double the last consonant.
hear ing
Underline /ē/. Underline /ng/. The vowel is spelled with two letters, therefore we do not double the last consonan consonantt before adding the vowel suffix.
Vocabulary The Suffix -est 89.1 The Suffix -est – page 54
Look at the picture pi cture in your book. Read each word. Circle the picture above that matches. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Lesson 89
51
What did you notice about each of the words? They all end in -est. What does -est mean? the most Read each of them again. Underline the -est.
Comprehension The Farm
Animal cards from Lesson 86.3
89.2 The Farm – page 55
!"# %&' "%()'*% %+ ,'-) %&' "%+,. -/+()0 1'/2 &34 %+ "+(*) +(% -*. (*#*+5* 5+,)"0
Teacher Tip
!"# %&' "%()'*% %+ ,'-) %&' "%+,. %+ &34"'/6 - "'7+*) %34'0 !" &' ,'-)"8 &' "&+(/) -,,-*9' %&' -*34-/ 7-,)" 6,+4 :'""+* ;<0= 3* %&' +,)', +6 %&' "%+,. >. 2/-73*9 %&'4 +* %&' 9,3)0
Reading text multiple times aids students in developing fluency. However, it is important to have a purpose for reading the text again.
?3,'7% %&' "%()'*% %+ ,'-) %&' "%+,. -/+() - %&3,) %34' 5&3/' .+( 2+3*% %+ '-7& -*34-/ 7-,) -" 3% 9'%" 4'*%3+*')0
Challenge
Digging Deeper about Fireflies @'-) >++#" ->+(% 63,'6/3'" +, +%&', 3*"'7%" -/+()0 @'-) ->+(% 63,'6/3'" -% 555063,'6/.0+,90 A+//'7% 63,'6/3'" +, +%&', 3*"'7%" -*) +>"',B' %&'40
Ask students to retell the story. Either write it down as a narration or ask the student to write the events in the order they occurred.
Writing Dictation 89.3 Dictation – page 58
?37%-%' %&' "'*%'*7' 6+, "%()'*%" %+ 5,3%' +* %&' 5+,#"&''%0 Choose which line size is most comfortable for you.
I will read the sentence two times. Repeat it back to me, then write it on the paper paper.. A firefly can give off light. A firefly can give off light. A firefly can give off light. light. Read the sentence back as I write it on the board. Give me hints about how to write the sentence corcorrectly. (Start the sentence with a capital letter) Ā f-ī -r -r (add an E to make the vowel say its long sound) -f-l-ī (use (use /y-ĭ -ī -ē /) kk-ă-n (use /k-s/) g-ĭ -v -v (English words words do not end in V; add a silent final E) ŏ-f-f l-ī -t -t (use three-letter / /) the sentence with with a period). ī (end the !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
LESSON
90
Objectives PHONEMIC AWARENESS: "#$% &'(%) &*+, +,# +,(## )'-.%) '/ '' 0 8 1 PHONOGRAMS: 1#$(. '' 0 : @ 3 % 1 SPELLING: )''.2 3''42 +##+,2 +''+,2 &*+,'-+ ? < 5 3 % COMPREHENSION: 1#$(. +' *%#.+*/5 4#5&'(%)0 ; > 5 " = WRITING: 6(*+# 4#5&'(%) $3'-+ /*(#/7*#)0 8 1 < 5 FLUENCY: 8($9+*9# ,*:, /(#;-#.95 &'(%)0 1 7 & 4 % 1 ( 7 3 1 ; NEEDED: 1<= 6,*+#3'$(%2 8,'.':($> ?$(% '' 2 1 : A$># ?$(%)2 )9*))'()2 ,*:,7*:,+#( ' 5 & 9 8 OPTIONAL: 8,'.':($> A$># B*7#) 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , '' + ) ( ' C,'& +,# 8,'.':($> ?$(% '' 0 & % $ # This says /ö-ü- ō/. How many sounds s ounds is that? three " ! Let’s say them together . /ö-ü-ō /
Materials
:$># 3'$(% @*#9#)2 %*#2 8,'.':($>
Phonograms
The Phonogram
Write /ö-ü- ō/ three times on your whiteboard.
52
Whiteboard Phonogram Card ''
Lesson 90
53
Phonogram Practice Phonogram Board Game 90.1 Phonogram Rock – page 59
!"## %&' ()'* !'+( %&' ,-./'0 1&"2, ", %&' ()'* 30+2 %&+% ,-./'0 "4 5&","60+.1* !'+( '+7& 5&","60+.* 8"9' 4"02+0( : 15+7' 4"0 '+7& 5&","60+. 0'+( 7"0; 0'7%#<*
Game board pieces Die 1 Set of Phonogram Game Cards
Challenge If the player rolls a 1, someone else draws the phonogram card and reads it aloud. Te player then writes the phonogram on his whiteboard. If he writes it correctly correctly,, he may move ahead 3 spaces.
Phonemic Aw Awareness areness The Phonogram ""
Scissors
90.2 High Frequency OO Words – page 61
Whiteboard
Phonogram Card "" =-% "-% %&' 2"0(1* Today we will sort words based on which sound of /ö-ü- ō/ you hear in the word. To read each each word you will need to try the three sounds of /ö-ü- ō/. Always begin by trying /ö/. If /ö/ makes sense, put the word in the /ö/ pile. If /ö/ does not make sense, try /ü/, then / ō/.
Teacher Tip Save the high frequency word cards to use with later lessons.
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Lesson 90
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1*%+,- *+ )"$( 2(*0*3+%4 $"5&-6
Word 1.
2.
soon
book
3. teeth
Sentence
Say to Spell
Markings
We will be there soon.
sön
soon
Spelling Hints Underline the /ö/.
What book are you reading?
bük
book
Underline the /ü/ and put a 2 over it. /ö-ü-ō/ said its second sound /ü/. We cannot use CK because two-letter /k/ is used only after a single, short vowel.
Go brush your teeth.
tēth
tee th
Underline /ē/. Underline /th/.
2
4.
tooth
John’s front tooth tooth fell out.
töth
too th
Underline /ö/. Underline /th/.
5.
without
She will go without a coat.
wĭth owt
with out
Underline /th/. Underline /ow/.
Comprehension What Am I?
Scissors
90.3 What Am I? – page 63
Highlighter
7*5, $(& 2%3& "0 (%5.6 8/$ %5*03 $(& .5%2-6 9&55 $(& #("5, $* 5".$ &%#( .5%2 %0, +&%, $(& -&0$&0#&6 8%0 (& 3/&-)(%$ "$ "-: It is a bear.
Readers Tese
What words helped you to know it was a bear? b ear? Highlight those words. These words are called keywords. They are the most important words in a book or story.
are optional readers the student may read independently. Due to a diff ererence in the order that some s ome concepts are introduced, most of the reader suggestions are found in the last 15 lessons of Foundations C. Bob Books Set 1
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Te Vet
Lesson 90
55
Writing Keywords
Challenge
We have been learning about fireflies. What are some words you would use to describe a firefly? !"#$% $'% ()*+%"* ,) $'% -,(". (* $'% *$/.%)$* 0(11 $'%2 ,/$3 45 $'% *$/.%)$ *(6* ( +,". $'($ #)01/.%* 7',),8"(2* $'%6 '(9% ),$ 1%(")%.: *,/). #$ ,/$ (* 6,/ +"#$% #$ (). -"#%516 %;71(#) $'% 7',),8"(2* $'($ ("% /*%.3 1#8'$ *2(11 -/8 516 #)*%0$ .("<
Ask the student to write one or more sentences describing fireflies. Remind the student to begin with an uppercase letter and end with and end mark. However, H owever, do not require that the student write a complete sentence or use proper grammar. Some students intuitively understand how to write a correct sentence, others need to be explicitly taught that a sentence must have a subject, a verb, and make complete sense. Tese concepts will be developed in Foundations D.
90.4 Firefly – page 65
Choose four of these keywords about fireflies to write in your workbook, or you can choose your own words.
Teacher Tip Te
goal of this activity is for children to explore descriptive language. At this stage, some children will be able to write a complete sentence to describe the picture, others will only write phrases or individual words. Affirm all attempts at expression. Do not overly emphasize correct spelling or usage. Writing correct sentences is a complex activity requiring students to understand subjects, verbs, and complete thoughts. Tis will develop with time and further instruction.
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REVIEW Area 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
Handwriting
Skill Copy a sentence with an uppercase lette l etterr and punctuation.
Phonograms
Spelling
Mastery
1
Read ir, ur, ear, wor.
1
Read wr, oo.
2
Spell words by choosing the correct phonograms from a limited set of options.
Reading
B
1
Read compound words.
2
Read words with a Lazy O.
3
Read words with the suffixes -ing and -est.
2
Read 90% of the high frequency words.
1
56
Lesson 90
57
Phonogram Assessment Reading Phonograms !"# %&' "%()'*%" %+ ,'-) '-.& +/ %&' 0&+*+1,-2 .-,)"3 45,6 (,6 '-,6 7+,6 7,6 ++8
What's That Phonogram?
Phonogram Cards 5, , (, , '-, ,
7+, , 7, , ++ Highlighter
B.1 What’s That Phonogram? – page 66
On your page are groups of four phonograms. I will say a phonogram's sound(s). Color the correct phonogram with your highlighter. highlighter. 1. 2. 3. 4. 5. 6.
/r/ two lette letterr /r/ /er/ the the /er/ /er/ of hurt /er/ the /er/ of search /ö-ü-ō/ /er/ the the /er/ /er/ of bird /wer/
Challenge Dictate the phonogram and ask the student to write it on a whiteboard without visual reference.
Handwriting Assessment Copywork B.2 Handwriting – page 67
Choose the line size that you prefer prefer.. Copy the sentence.
Reading Assessment Matching
Teacher Tip
B.3 Matching – page 68
Read the words. Match M atch them to the correct picture.
Many students may still be struggling with fluency but be able to match the pictures independently. If possible, listen to students read each sentence aloud. Note how the student reads the various types of words.
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Lesson 90
High Frequency Words
Multi-Sensory Fun
B.4 High Frequency Words – page 70
Read each word aloud.
Write each of the words on the board. Ask the student to read them as quickly as possible. Each time he reads a word correctly, erase it. See if you can write faster than he can read.
Spelling Assessment Spelling Teacher Tip
B.5 Spelling – page 71
!"# %"# #&' (&%)%*+,- #./'0 ,)1 (/,2' #&'- %) #&' #,3/' .) 4+%)# %4 #&' 0#"1')# 0% #&,# '5'+6 /'##'+ .0 %+.')#'1 2%++'2#/67
I will say a word. Using the phonograms, drag them into place to spell the word.
If students struggle to choose the correct phonograms from so many options, limit the phonogram choices to those needed for each word.
girl
Challenge
boy
Ask the student to write the words on a whiteboard. Do not, however, hold back a student from continuing to learn the phonograms and rules if they are unable to complete this challenge. Spelling with the tiles is appropriate at this stage.
out
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Lesson 90
59
Practice Ideas Handwriting !" $%& '$()&*$ +,*$-*(&' $, '$.(//0& 1-$% 1.-$-*/2 .&3-&1 %,1 $, ",.4 &5+% ," $%& 0&$$&.' ('-*/ &-$%&. !"#$%&'("$) &-$%&. !"#$%&'("$) + 5*) 5*) , , ,. ,. -./ 0.1'.2 "3 4&$%56('($7 6 !*+,.7,.5$& )5-08 %5*)1.-$-*/ /54&' 5' ",(*) -* !"#$%&'("$) -* !"#$%&'("$) + 5*) + 5*) , , $, $, 7.,3-)& 5))-$-,*50 7.5+$-+&6
Phonograms 9:%,*,/.54 ;.5-*9 ,* 75/& < 9:%,*,/.54 =%,,>=%,,9 ,* 75/& ?< 9:%,*,/.54 @5+& > !*)-3-)(509 ,* 75/& AB 9:%,*,/.54 C5'D&$E500 > !*)-3-)(509 ,* 75/& BA 9:%,*,/.54 F7.-*$9 ,* 75/& BG 9:%,*,/.54 H-/%$ I79 ,* 75/& JA 9:%,*,/.54 F0579 ,* 75/& JK 9:%,*,/.54 C,5.) L54&9 ,* 75/& MB
Two-Syllable Words 9=,47,(*) N,.)'9 ,* 75/& A 9=,47,(*) N,.)'9 ,* 75/& ?B 9=,47,(*) N,.)'9 ,* 75/& AJ "Words with ING" on page 32
Words Wor ds Where O Says the Schwa Sound @&$&00 $%& '$,.8 ," $%& H5O8 P6 :.5+$-+& .&5)-*/ $%& 1,.)' ,* $%& H5O8 Q,1&0 =%5.$ &5+% )58 ",. 5 4,*$%6 9;%& :%,*,/.54 P9 ,* 75/& BR
Multi-Sensory Fun Provide the student with a flashlight to highlight each word as he reads it.
Reading Comprehension 9S*-450 =5.) L54&9 ,* 75/& BT 9N%5$ S.& U,( V,-*/W > !*)-3-)(509 ,* 75/& JJ 9;%& X5.49 ,* 75/& M?
Spelling !" $%& '$()&*$ '$.(//0&' $, '7&00 1,.)' ('-*/ $%& 7%,*,/.54 $-0&'2 7.5+ $-+& $%-' 'D-00 E8 705+-*/ ,*08 $%& 7%,*,/.54' *&&)&) $, '7&00 5 75.$-+(05. 1,.) -* ".,*$ ," $%& '$()&*$6 I'& 0-'$' ".,4 7.&3-,(' 0&'',*'2 E&/-**-*/ 1-$% X,(*)5$-,*' S2 -* ,.)&. $, E(-0) $%& '$()&*$Y' +,*"-)&*+&6
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LESSON
91
Objectives PHONEMIC AWARENESS: "#$% &'( (#$)* (+,- ./012 8 SPELLING RULE: I and O may say /ī/ and /ō/ before two consonants. 1 : @ 3 % SPELLING: old, cold, cook, line, need 1 ? < 5 3 % COMPREHENSION: Read and follow directions. Pre-reading ; > 5 " WRITING: Make a chart to brainstorm ideas. = 8 1 < 5 1 7 & 4 % 1 NEEDED: LOE Whiteboard, red and black dry erase markers, Phonogram Game Tiles, ( 7 2 sets of Phonogram Game Cards, scissors, hat, coat, chair, ball, book 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 Whiteboard & 2 1 Black and red dry erase markers Today we have a new spelling rule to learn. You will be a word 0 / detective. I will write a word on the board and read it. Listen . , to the vowel. I want you to raise your hand when you find a + ) pattern. ( Teacher Tip ' & % $ Write the words on the board. Write the final two conso . # Allowing students to discover the rule on " ! nants in red. Read each word aloud as you write it.
Materials
Spelling Rule
I and O May Say / Ī / and /Ō/
ki&) fi&)
their own helps students to develop critical thinking skills. Due to the complexity of the English code, most students do not discover the patterns naturally. Carefully designed learning activities help students to discover the rules while learning the skills needed to analyze language. language.
(+3) (+ 3)
chi3)
The I is saying its long sound / /. ī Do you see why it is saying its long sound? Is there a silent E? no Is the vowel at the end of the syllable? no Do you have an idea why the vowel might be saying its long sound? s ound? There is one more vowel that does the same thing. S ee if you can figure it out.
Write the words on the board. Write the final two consonants in red. Read each word aloud as you ($+,' +,2 60
Lesson 91
bo!" co!"
61
co!$ %&!! %& !!
I and O may say their long sounds s ounds before two consonants. Do I and O ALWAYS say their long sounds before two consonants? Write the words on the board. Write the final two consonants in red. Read each word aloud as you '%($) ($* +%(,$ +%( ,$ "&!! "&!! golf go lf -(lk
No, I and O do not always say their long sounds before two consonants. Our rule is “I and O MAY say / ī/ and /ō/ before two consonants.” Do they always? no consonants. Let’s say the rule together in a silly voice. I and O may say / / ī and /ō / before two consonants. Let’s say it in a loud voice. I and O may say / / consonants. ī and /ō / before two consonants.
Phonemic Aw Awareness areness Forming Words Words with -OLD Today we will make new words that follow the rule: I and O may say / ī/ and /ō/ before two consonants.
Phonogram Game Tiles
What does this say? o
l
d
ōld
What could I add to the beginning to change it to a new word? bold, cold, fold, gold, hold, mold, sold, told
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Lesson 91
Phonogram Practice Go Fish
2 sets of Phonogram Game Cards for
Deal five cards per player. Place the remaining cards in each pair of students. Choose 20-30 the middle of the table face down and spread them out matching phonogram pairs. into a “fishing pond.” The first player chooses another player to ask, “Do you have a ___?” Students should ask for a phonogram that matches one in their hand by say ! ing the sound(s). If the answer is “yes,” the asking player receives the card and lays down the matched pair. The asking player then repeats her turn. If the answer is “no,” the player who was asked should say, “Go fish.” The asking player then draws a card from the pond. If a match is found, it is laid down dow n and the asking player repeats her turn. If no match is found, play moves to the next player on the left. Continue to play until all the cards have been matched. The player with the most matches wins.
Spelling Spelling List Dictate the words for the students to write on their white ! boards or with phonogram tiles.
Word 1.
old
2. cold
3.
cook
4. line
5.
need
Whiteboard and marker Phonogram Game Tiles
Sentence
Say to Spell
Markings
Spelling Hints
Cole and I are old friends.
ōld
ōld
Draw a line over the /ō/. I and O may say / ī/ and /ō/ before two consonants.
cōld
Draw a line over the /ō/. I and O may say / ī/ and /ō/ before two consonants.
I am cold.
We can cook noodles.
kōld
kük
cook
Underline the /ü/ and put a 2 over it. /ö-ü-ō/ said its second sound. Put a line over the / ī/. Double underline the silent final E. The vowel said its long sound because of the E.
2
Draw a line at the top of the page.
l ī īn
l ī īne
You need to tie your shoes.
nēd
need
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Underline /ē/ double /ē/ which always says /ē/.
Lesson 91
63
Comprehension Read and Do
Scissors
91.1 Read and Do – page 73
Hat
Cut out the sentences. Place them in a pile facedown. Ask the student to draw one, read it aloud, then act it out.
Coat Chair Ball Book
Pre-Reading Everyone has skills. Some people can play tennis. Some people can bake cakes. Some can write books. Others can teach you how to play a piano. What is a skill? A skill is is something that someone knows knows how to do well. Name someone you know who has a skill. Notice that when we write a person's p erson's name we always capitalize it. As the children name people who have skills, write the person's name and their skill on the board.
Na m e
S ki l l
Sue
play the flute
!"#$
fix bikes
Tom
%&'(
Let's use our chart to make sentences. For example: Sue can play the flute. Now it is your turn to choose a person on the chart and tell us what they can c an do.
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LESSON
92
Objectives PHONEMIC AWARENESS: "#$% &'( (#$)* (+,- ./012 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
SPELLING RULE: I and O may say /ī/ and /ō/ before two consonants. VOCABULARY: 3'4) (#$)* ,-4, '&) +& .532 SPELLING: find, late, kind, teacher, farmer COMPREHENSION: Reader 3 - Kids Can Do Great Things
Materials NEEDED: LOE Whiteboard, Phonogram Game Tiles, game board pieces, die, several col .
ored dry erase markers, /er/ Poster, Reader 3 OPTIONAL: Index cards, Phonogram Cards
Phonemic Awareness
Forming Words with -IND Today we will make new words that follow the rule: I and O may say / ī/ and /ō/ before two consonants.
Phonogram Game Tiles
What does this say? i
n
d
nd ī nd What could I add to the beginning to turn this into a word? bind, blind, find, kind, mind, rind, wind
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Lesson 92
65
Spelling Rule Practice Long Vowel Game
Game board pieces
92.1 Vowel Snake – page 77
Die
Roll the die. Then read the number shown on the die. I will write that many words on the board for you to read. Move forward one space for each word you read correctly, and one space for each time you correctly explain why the vowel says its long sound. In the classroom divide the students into two to three teams. Each team should take turns reading the words. gold cold *) save cone .#() go kind -'() "#$% (#&) $#&) &'() -*) *+$% *+,) /+$$ -+ -+$% +$% &+ came like /'.) both bike .+$% bone find .+$% cute () $'.) ,$'&)
Index cards
Challenge If you roll a 1, you must write the word on your whiteboard. If you write it correctly, you may move ahead 2 spaces.
Multi-Sensory Fun Write the words on index cards. Use the index cards to play the game.
Phonogram Practice Phonogram Collage Pick a colored marker. I will read a phonogram. Write it someplace on your whiteboard. You may write it large or small. Then choose a new color and I will read another phonogram. The goal is to fill your whiteboard. whiteboard. However, none of the phonograms can touch one another. another. If you write some big, big , you will need to write others small.
Whiteboard Dry erase markers with a variety of colors
Phonogram Cards
Read 15-25 phonograms for the student to write. If you are unable to check the student as she writes, show her the phonogram cards and ask her to self-correct any errors.
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Lesson 92
Vocabulary Words with -ER 92.2 Matching – page 78
Read the words. Match the word to the correct picture. What did you notice about each of the words? They all end in /er/. Underline the /er/. What do you think /er/ means in these words? It means someone who does something. A swimmer is someone who swims. A runner is someone who runs…
Spelling Spelling List Dictate the words for the students to write on their white ! boards or with phonogram tiles.
Word 1.
find
Sentence Did you find your keys?
2.
late
My friend came late.
3.
kind
My grandfather is very kind.
4. teacher 5.
farmer
Say to Spell
f īnd
lāt
k īnd
Red and blue dry erase markers /er/ Poster
Markings
Spelling Hints
f īnd
Put a line over the / ī/. I and O may say / ī/ and /ō/ before two consonants.
lāte
Put a line over the /ā/. Double underline the silent final E. The vowel said its long sound because of the E.
k īnd
Put a line over the / ī/. I and O may say / ī/ and /ō/ before two consonants.
Ask the teacher for help.
tē cher
tea ch er
Underline the /ē/. Underline /ch/. Underline /er/. Add to the /er/ Poster.
The farmer sells fresh eggs.
far mer
far mer
Underline /ar/. Underline /er/. Add to the /er/ Poster.
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Lesson 92
67
Comprehension & Fluency About Reader 3 - Kids Can Do Great Things! Children from all around the world have incredible skills. They may not be the skills we're used to seeing, but when we stop to notice them, even young children have great potential. The boy on page 2 has made something that in many places in Africa is called a “Galimoto." It is a perfect example of the incredible resourcefulness some kids have, to be able to reuse old things like wires and create a toy out of them. On pages 3, 4, and 6, children are obviously playing a significant role in helping their families through their work. Some families who live in poverty must maximize their skills a nd creativ ! ity out of necessity. These children contribute to the family's income through their work. In some cases the family depends so heavily on children's labor that they are n ot able to go to school. 61 million primary-aged children do not have access to education. 796 million people cannot read or write. Remind the children whom you are teaching how special it is to be able to learn to read, write, and learn about the world.
Reader
Reader 3
Take out Reader 3. What is the title of this book? Kids Can Do Great Things! What will we learn about as we read this book? what kids can do What are some of the things you know how to do? Brainstorm ideas of skills the kids have. Include sports, chores, and artistic skills. Write them on the board in a list.
The author of this book is the person who wrote it. Her name is listed on the bottom. Her name is Kimber Iverson. Point to the author’s name. Read the book aloud to me. In your own words what is this book about? Which page is your favorite one and why? Answers will will vary.
Teacher Tip Some students will still struggle to direct their attention to the words on the page rather than the pictures. Allow the student to look at the picture on the page, then cover it with a blank piece of paper pap er..
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LESSON
93
Objectives PHONEMIC AWARENESS: Listen for the /s/ or /z/ in plurals. 8 1 SPELLING RULE: To make a noun plural, add the ending -S, unless the word hisses or : @ 3 changes; then add -ES. % 1 ? < 5 WORDS: move, both, today, gold, now 3 % ; > 5 COMPREHENSION: Re-reading " = 8 1 < WRITING: Copywork 5 1 7 & 4 % 1 ( 7 3 NEEDED: LOE Whiteboard, 3 or more toy cars, blocks, markers, 2-3 decks of Phonogram 1 ; Game Cards, red and blue dry erase markers, poster size world map, Reader 3 1 : ' 5 & 9 OPTIONAL: Phonogram Game Tiles, index cards and singular and plural items, recycled 8 7 boxes, cans, and jars, quail picture, eggs to cook 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) 3 or more toy cars ( Arrange the items on a table so that there is one car by itself ' & % Blocks $ and then a group of cars in another place, one block and a # " Markers ! group of blocks, one marker and a group of markers.
Materials
Phonemic Awareness
Plurals
I will say a word. Point to what I am talking about. cars The student should point to the group of cars. If she does not, repeat the word and emphasize the /z/. block blocks
marker car
markers
How can you tell if I mean one car or many cars? There is a /s/ or /z/ sound at the end when it means more than one.
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Lesson 93
69
Write -s on the board. When a word means more than one, it is called a plural. I will say a word. If it means only one, then stand up and hold up one finger high over your head. If it means more than one, sit down and shout, "plural."
table balls bears
bell streets squirrel
Our rule says, "To make a noun plural, add the ending -S." Let's say this rule together. To make a noun plural, add the ending -S.
schools nests game
Teacher Tip We will discuss the second part of this spelling rule in the next lesson.
Spelling Rule Plurals
Index cards Singular and plural items
93.1 Plurals – page 79
Read the word. Look at the picture. Add an -S to make the word plural if it is needed. 93.2 Matching Plurals – page 80
Read the words. Match them to the pictures.
Multi-Sensory Fun Gather three or more of each of the following objects: forks, cups, spoons, plates, bowls, hats, shirts, gloves, toys, rings… and place them in a pile. Write each singular and each plural word on separate index cards. Stack the cards face down. Tell the students to draw a card, find the item or items in the pile, and line them up with their cards in a designated place.
Phonogram Practice Last One! Choose 10-15 matching phonograms from each deck of cards. Add the game cards listed here, and shuffle the cards together. Deal seven cards to each player. Place the remaining cards face down in the middle m iddle of the table as the draw pile. Turn one card face up to form the dis ! card pile.
2-3 decks of Phonogram Game Cards 10-15 phonograms pairs 2 Wild cards 2 Draw Two cards 2 Reverse cards
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Lesson 93
The first player should discard a card that matches the one on the discard pile either in color or in phonogram. The student must read the phonogram sound(s) as she discards. If the player misreads the sound(s), she must hold onto her card, and play moves to the next player. If a player does not have a matching card, she must draw one card from the draw pile. Play moves to the next player. Players may play a !"#$ &$' "# ()*)"+) card only if it matches in color. If a !"#$ &$' $% played, the next person must draw two cards from the draw pile. He may not lay down a card. If a ()*)"+) card is played, the play switches directions. If a ,-./ card is played, the player may select a new color. A player wins when she has discarded all her cards. Variation 1: For simpler play, remove the ()*)"+) &'()"# !"#$ &$' cards.
Spelling Spelling List Dictate the words for the students to write on their white * boards or with phonogram tiles.
Word
1.
2.
move
both
Sentence
Please move your books off the chair.
We both like to paint.
Say to Spell
möv
bōth
tö dā
Red and blue dry erase markers
Markings
Spelling Hints
möve
Put two dots over /ö/. /ŏ-ō-ö/ said its broad sound. Underline the V and double underline the silent final E. English words do not end in V.
bōth
Put a line over the /ō/. I and O may say / ī/ and /ō/ before two consonants. Underline /th/.
tö day
Put two dots over the /ö/. /ŏ-ō-ö/ said its broad sound. Underline the /ā/. AY usually spells the sound /ā/ at the end of a base word.
3.
today
They leave for the trip today.
4.
gold
Grandpa gave her a gold coin.
gōld
gōld
Put a line over the /ō/. I and O may say / ī/ and /ō/ before two consonants.
5.
now
Now you may play outside.
now
now
Underline /ow/.
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71
Comprehension & Fluency Re-Reading Take out Reader 3, Kids Can Do Great Things. The kids in this book bo ok are from around the world.
Reader 3 World map poster
Recycled items to build a toy
Show the kids the world map. Preferably use a large wall
Picture of a quail
!"#$
Eggs to cook
What is this? It is a map of the world. What city do we live in? What country do we live in? Where do we live on this map? Mark the spot where you live with a dot. The kids in our book, Kids Can Do Great Things, live in differen differentt countries. We will read a page, then mark where that child lives on our map.
Read page 1. What is this girl good at doing? She is rowing a boat. Have you ever rowed a boat? Look at the picture. When we use boats, b oats, what should we wear to keep us safe? a life jacket Does this girl have on a life jacket? no Probably people do not wear life jackets where she lives. Look under the picture. Do you see s ee some tiny words? It says that this picture was taken in Camb odia. Show the students where Cambodia is on the map. Mark Cambodia on the map.
Read page 2. What did this boy do? He made a toy out of cans and wires. Have you ever made a toy out of recycled things? In some countries this is called a Galimoto. Point to the word that shows where this picture was t aken. The picture was taken in Botswana.
Multi-Sensory Fun Gather recycled boxes, cans, and jars and provide a time for the children to invent a new toy.
Point to Botswana. Mark Botswana on the map.
Read page 3. What does this girl do? She cooks quail eggs. Look at the picture. Have you ever seen a pan like that? What is a quail? A quail is is a type of bird. bird. How do you know that? It has eggs.
Multi-Sensory Fun Look up a picture of a quail. Teach the student one way to prepare eggs and allow her to help with appropriate adult supervision.
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Lesson 93
Point to the word that shows where she lives. l ives. She lives in Thailand. Point to Thailand.
Mark Thailand on the map. Read page 4. What do these boys do? They take care of the sheep. Point to the word that shows where this picture was taken. These boys are from China.
Teacher Tip Tailand:
/t/ is an Advanced Phonogram sound of th It is also heard in Tomas. !
Point to China.
Mark China on the map. Read page 5. What is this girl good at? She is good at making her mom and grandma smile. How do you make people smile? Point to the word that shows where they live. They live in Thailand. Point to Thailand.
Mark Thailand on the map. Which other picture was from Thailand? the girl cooking quail eggs Read page 6. What can this girl do? She can carry a pail on her head. Can you carry things on your head? What do you think she is carrying in her pail? She is probably carrying water. Where do we get water? We get water from a faucet. What do we use water for? We use water to drink, to cook, and to wash clothes and dishes. In some places people peopl e do not have running water in their homes. Every day they nee d to go to a well to pump water and carry it back to their home. It is probably this girl's chore each day to carry c arry water. water. Do you have chores at your house? Point to the word that shows where this picture was taken. This girl is from Tanzania. Point to Tanzania.
Mark Tanzania on the map. Read page 7. What is this boy doing? He is blowing on pipes while standing upside down! This is probably a concert and he is playing an instrument. Have you been in a concert? Point to the words that show where this picture was taken. This boy is from China. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Point to China. Mark China on the map. Which other boys were from China? The ones who were tending the sheep.
Read page 8. What are these girls doing? They are riding on a skateboard. Point to the word that shows where this picture was t aken. These girls are from Ecuador. Point to Ecuador. Mark Ecuador on the map.
Read page 9. What is this boy doing? He is dancing. Point to the words that show where this picture was taken. This boy is from the United States. Point to the United States. Mark the United States on the map.
Read page 10. What is this boy doing? He is jumping into the water. Point to the words that show where this picture was taken. This boy is from Germany. Point to Germany. Mark Germany on the map.
Writing Copywork 93.3 Handwriting – page 81
Teacher Tip
Read the sentence in your workbook aloud. Copy it using your best handwriting on the lines below.
In Foundations C students should be able to copy a sentence that is written in a bookface font into either manuscript or cursive. Some students will still need a handwriting model to follow. Additional handwriting pages are available for purchase in both manuscript and cursive at www.LogicOfEnglish.com/store.
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LESSON
94
Objectives PHONEMIC AWARENESS: Listen for the /ĕ/ in some plurals. 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
PHONOGRAMS: "#$%& kn ' SPELLING RULE: To make a noun plural, add the ending -S, unless the word hisses or
changes; then add -ES. SPELLING: myself, dresses, know, floor, door VOCABULARY: Explore the difference between no and know. COMPREHENSION: Follow directions to complete a picture search activity. WRITING: Dictation
Materials NEEDED: LOE Whiteboard, Phonogram Cards including kn , highlighter, Bingo game
pieces, red and blue dry erase marker OPTIONAL: Phonogram Game Tiles, books from book list
Phonograms
The Phonogram kn
Whiteboard Phonogram Card kn
Show the Phonogram Card kn '
This says /n/. What does it say? say? /n/ How many letters letters are used to spell this form of /n/? two We will call it two-lette two-letterr /n/. Write two-letter /n/ three times on your whiteboard.
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Lesson 94
75
Phonemic Aw Awareness areness When to Use the Phonogram kn Phonogram Card kn
94.1 KN – page 82
It is time to be a spelling detective again! You You have a list of words in your workbook. Read each word. Underline the two-letter /n/. Where do we use two-lette two-letterr /n/? It is used only at the beginning of the word. Show the Phonogram Card kn ! This is two-letter /n/ used only at the beginning of the word. Whisper that with me. two-letter /n/ used only at the beginning of the word Let’s shout it. two-letter /n/ used only at the beginning of the word Let’s sing it. two-letter /n/ used only at the beginning of the word
Listen for the / ĕ/ in Plurals What does plural mean? It means more than one. What do we add to make a word plural? Add an -s. "#$%& %(& )*#+ !"# on
the board. What if we have more than one? What do we say when we make bus plural? buses Did you add just a /s/ sound? Try to say /bus-s/. /bus-s/ This is difficult to say without adding another sound. What other sound did we add to make buses? /ĕ / How do you write the sound / ĕ/? with an E
Add -ES in red to form !"# !"#$# $# on the whiteboard. The whole rule says: "T "To o make a noun plural, add the ending -S, unless the word hisses or changes; then add -ES." When a word hisses, we need to add -ES to make it easier to say.
Say hiss with me. hiss These phonogram sounds hiss: /s/ Say /s/ with me. /s/ /ch/ /ch/ /ks/ /ks/ /sh/ /sh/ /z/ /z/ To make a word that hisses plural, we need to add -ES.
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Lesson 94
Spelling Rule Plurals
Highlighter
94.2 Plurals – page 83
Read the words. Look at the pictures. If the word needs to be plural, add -ES. Highlight the phonograms that hiss.
Phonogram Practice Phonogram Bingo
Pennies, raisins, or other small items to
94.3 Phonogram Bingo – page 84
Using the Bingo Game provided, call out sounds while the students cover them. Play until the board is covered. c overed. Direct the students to read the phonograms back as they uncover each square on the board.
cover the Bingo squares
Challenge Choose 16 phonograms to practice. Read the sounds aloud while the students write them on the blank Bingo card. Ten use these Bingo cards to play Phonogram Bingo.
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Spelling Spelling List Dictate the words for the students to write on their white ! boards or with phonogram tiles.
Word
1.
2.
3.
4.
5.
Sentence
myself
I gave myself a treat.
dresses
The girls wore blue dresses.
know
Do you know his name?
floor
Pick your jacket up off the floor.
door
Please close the door.
Say to Spell
m ī sĕlf
drĕs sĕz
nō
Red and blue dry erase markers
Spelling Hints
Markings
my self
2
dres ses
2
kn ow
flōr
Put a 2 over the /z/. /s-z/ said its second sound. To make a noun plural, add the ending -s, unless the word hisses or changes; then add -es. Underline the /n/. Two-letter /n/ used only at the beginning of the word. Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound.
3
Underline /ō/ and put a 3 over it. /ö-ü-ō/ said its third sound.
3
Underline /ō/ and put a 3 over it. /ö-ü-ō/ said its third sound.
floor
dōr
What two words combine together to make myself? my and self. Why did the Y say / ī/? When a one-syllable word ends in a single vowel Y, it says / /. /. Put ī Put a line over the long /y/.
door
Vocabular ocabulary y Development know "#$%& !"#$ ()* ()* "# on
the board. What do these say? /nō / How are they the same? They both say /n ō /. How are they different? They are spelled with different phonograms. phonogram s. They mean mean different things. things.
Teacher Tip Te
goal of this exercise is not to master the homophones but to become familiar with the concept and to help students understand a reason that words may sound the same but look diff erent. erent.
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Lesson 94
Point to !"! I will use this in a sentence. “No, I do not want to go to that movie.” movie.” Now it is your turn to make a sentence using this no. Answers will will vary. Point to #!"$ ! Here is an example using this word: “I know the answer.” know.. Answers will Now you make a sentence with know will vary.
When two words sound the same but look differen different, t, they are called homophones. Homo- means the same and phone means sound. So homophones are words that that have the same sound. Say S ay homophone with me. homophone
Comprehension Reading Comprehension
Read Aloud
94.4 Find It! – page 86
Read the sentences. Find the objects in the picture.
A Life Like Mine: Mine: How Children Children Live Around the the World by DK Publishing
Digging Deeper: Children Around the World
Children Just Like Me: A Unique Celebration of Children Around the World by Anabel Kindersley and Barnabas Kindersley
There are many great books about children in various cultures. Read a few of these aloud and discuss them. Or try a few of the following activities:
The Boy Who Harnessed the Wind: Young Readers Edition by Kamkwamba Mealer and Zunon
"
Go on a boat ride.
"
Visit a sheep farm and learn more about what is required to tend sheep.
"
Try carrying things on your head.
"
Visit a museum that displays cultural clothing.
"
Watch videos that show traditional dances or listen to music from other cultures.
Writing Dictation 94.5 Dictation – page 87
Dictate the sentence for students to write on their worksheets. Read the sentence aloud two times and have the students repeat it back and write it. Then have the students read the sentence back with spelling hints as you write it on the board.
The girl is good at finding birds. The girl is good at finding birds. The girl is good at finding birds. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
LESSON
95
Objectives PHONEMIC AWARENESS: !"#$% '(#' gn is used both at the beginning and at the end
of a base word. Practice syllables. PHONOGRAMS: !"#$% gn ) SPELLING: sign, those, school, moon, starting FLUENCY: Practice reading high frequency words. WRITING: Write a list. Write a patterned sentence.
Materials NEEDED: LOE Whiteboard, Phonogram Cards gn #%* kn , red and blue dry erase
markers, sensory box, scissors, High Frequency Word cards from previous lessons OPTIONAL: Phonogram Game Tiles, colored plastic plate, whipped cream, paper and
markers
Phonograms The Phonogram gn
Whiteboard
Show the Phonogram Card gn ) This says /n/. What does it say? say? /n/ How many letters are used to spell this form of /n/? two This says /n/. /n/ Is anything blocking the sound? yes, my tongue Is it a vowel or a consonant sound? consonant
We will call it two-lette two-letterr /n/. Write two-letter /n/ three times on your whiteboard.
79
Phonogram Card gn
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
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Lesson 95
Phonemic Awar Awareness eness When to Use the Phonogram gn Phonogram Cards gn and kn
95.1 GN – page 88
It is time to be a spelling detective again! You You have a list of words in your workbook. Read each word. Underline the two-letter /n/. Where do we use two-letter /n/? It is used both at the beginning and at the end of words. Show the Phonogram Card gn Vocabulary This is two-letter /n/ used both at the beginning and at the Discuss the meaning of the words gnat , , end of the word. and gnash.. gnaw , and gnash Whisper that with me. two-letter /n/ used both at the beginning and at the end of the word Let’s shout it. two-letter /n/ used both at the beginning and at the end of the word Let’s sing it. two-letter /n/ used both at the beginning and at the end of the word !
Show the Phonogram Card kn This is two-letter /n/ used only at the beginning of the word. Whisper that with me. two-letter /n/ used only at the beginning of the word I will show you a phonogram. Tell Tell me if it is used us ed only at the beginning or at the beginning and at the end. !
Show the Phonogram Card kn only at the beginning
!
Show the Phonogram Card gn both at the beginning and at the end !
Syllables 95.2 Syllables – page 89
Read the word. Circle the correct number of syllables.
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Phonogram Practice Sensory Box Call out phonogram sounds as students write the phono ! gram in a sensory box filled with sand or cornmeal.
Sensory box
Multi-Sensory Fun Provide each child with a colored plastic plate with whipped cream sprayed on it. Write the phonograms in whipped cream.
Spelling Spelling List Dictate the words for the students to write on their white ! boards or with phonogram tiles.
Word
1.
sign
2.
those
3.
Sentence
The sign is yellow.
Those are good drawings!
Say to Spell
Red and blue dry erase markers
Markings
Spelling Hints
s īgn
Put a line over the / ī/. I and O may say / ī/ and /ō/ before two consonants. Underline two-letter /n/.
s īn
2 2
THōz
thōse
Underline TH and put a 2 over it. /th-TH/ said its second sound. Put a line over the / ō/. Double underline the silent final E. The vowel said its long sound because of the E. Put a 2 over the /z/. /s-z/ said its second sound.
school
We read a great book at school.
sköl
sch ool
Underline /k/ and put a 2 over it. /ch-k-sh/ said its second sound. Underline /ö/.
4.
moon
The moon is bright tonight.
mön
moon
Underline /ö/.
5.
starting
They are starting the race!
stär tĭng
star ting
2
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Underline /ar/. Underline /ng/.
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Lesson 95
Writing Writing
Teacher Tip
95.3 Skills – page 90
The past few lessons l essons we have talked about skills that different kids can do. Name someone you know who has a skill. As the children name people who have skills, write the per ! son's name and their skill on the board.
In a classroom, ask the students to copy their sentence onto a piece of paper and draw a picture of the activity at the top. Group all the pages together and bind them into a "We Can Do Great Tings" class book.
Name
Skil l
"#
%$write books
Hannah
r u n fa s t
&
___________
On the chart in your workbook, write your name, then write a skill that you have. Let's use our chart to make sentences. For example: Josh can write books. Write the sentence on the whiteboard: Josh can write books. Notice I used an uppercase lette l etterr at the beginning of the sentence. I also put a period p eriod at the end. Now it is your turn to write a sentence about what you can do. It should begin: I can…
Fluency Reading Sort 95.4 Reading Sort – page 91
Scissors High Frequency Word Cards from
previous lessons Put the words face down in a pile in the middle of the room. Designate two places in the room for new word piles. One will be Easy/Mastered, the second will be Teacher Tip More Practice. Each place should require movement to get there. Tell the student to choose a word, run to you, Save the high frequency word cards for and read the word. Explain that you will point to the use with later lessons. pile she must add it to. She is to run there, then run to get another word. To send it to the Easy/Mastered pile you are looking for instant recognition. You may also tell the student at various moments to switch piles and read from the More Practice pile.
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REVIEW Area Handwriting
Skill Copy a sentence with an uppercase letter and punctuation.
Phonograms
Spelling
Mastery
1
Read wr, oo.
1
Read kn, gn.
2
Spell words by choosing the correct phonograms from a limited set of options.
Reading
C
1
Read compound words.
2
Read words with the suffixes -ing, -est, -er, -es.
2
Read words that that follow the rule: I and O may say / ī/ and /ō/ before two consonants. Read sentences and follow simple directions.
83
2
2
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
84
Review C
Phonogram Assessment Reading Phonograms Ask the students to read each of the phonogram cards. (wr, oo, kn, gn)
What's That Phonogram?
Phonogram Cards
!"
,
##
, kn ,
gn Highlighter
C.1 What’s That Phonogram? – page 93
On your page are groups of four phonograms. I will say a phonogram's sound(s). Color the correct phonogram with your highlighter. 1. /r/ two lette letterr /r/ 2. /n/ two-letter two-letter /n/ used both at the beginning and the end of the word. 3. /ö-ü-ō/ 4. /n/ two-letter two-letter /n/ used only at the beginning of the word. word.
Challenge Dictate the phonogram and ask the student to write it on a whiteboard without a visual reference.
Handwriting Assessment Copywork C.2 Handwriting – page 94
Choose the line size that you prefer prefer.. Copy the sentence.
Spelling Assessment Spelling
Scissors
C.3 Spelling – page 95
Cut out the phonogram tiles and place them on the table in front of the student so that every letter is oriented correctly.
I will say a word. Using the phonograms, drag them into place to spell the word. know book
will
Teacher Tip Some students may misspell will with only one L. If that happens, gently remind the student, "We often double F, L and S after a single, short vowel." However, do not count this as an error.
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Review C
85
Reading Assessment Comprehension Teacher Tip
C.4 Matching – page 97
Read the words. Match M atch them to the correct picture.
High Frequency Words
Many students may still be struggling with fluency but be able to match the pictures independently. If possible, listen to students read each sentence aloud. Note how the student reads the various types of words.
Slips of paper
C.5 High Frequency Words – page 99
Basket
Read each word aloud.
Multi-Sensory Fun Write the words on slips of paper. Ask the student to read each one, then crumple it up and shoot it at a basket.
Practice Ideas Handwriting If the student continues to struggle with writing, review how to form each of the letters using either !"#$%&'("$) either !"#$%&'("$) + !"# , %& -./ 0.1'.2 "3 4&$%56('($7 . Incorporate daily handwriting games as found in !"#$%&'("$) in !"#$%&'("$) + !"# , , to to provide additional practice.
Phonograms "Phonogram Sprint" on page 38 "Phonogram Light Up" on page 42 "Phonogram Slap" on page 49 "Phonogram Board Game" on page 53 "Go Fish" on page 62 "Phonogram Collage" on page 65 "Last One!" on page 69 "Phonogram Bingo" on page 76 "Sensory Box" on page 81
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Review C
I and O may Say / ī / and /ō/ "I and O May Say /Ī/ and /Ō/" on page 60 "Forming Words with -OLD" on page 61 "Forming Words with -IND" on page 64 "Long Vowel Game" on page 65
Words with the Schwa Sound Practice reading the words on the Lazy Vowel Chart each day for a month.
Multi-Sensory Fun Provide the student with a pointer to point to each word as he reads it.
Reading Comprehension "Reading Sort" on page 82 "What Are You Doing?" on page 44 "The Farm" on page 51 "Read and Do" on page 63
High Frequency Words "Reading Sort" on page 82
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LESSON
96
Objectives PHONEMIC AWARENESS: Learn about open and closed syllables. SPELLING RULES: A E O U usually say their long sounds at the end of the syllable. SPELLING: over, beside, between, feather, going COMPREHENSION: Learn the importance of keywords. Read a description of a bird and
match it to the correct picture.
Materials NEEDED: LOE Whiteboard, Phonogram Cards, stopwatch, highlighter, red and blue dry
erase markers, /er/ Poster from Lesson 83 OPTIONAL: Phonogram Game Tiles, a book about birds
Phonogram Practice Phonogram Race - Individual Today you will race yourself. I will show you some phonograms. You need to read the sounds. When you have read all of them, I will stop the stopwatch. Then we will try again and see if you can beat your time.
Phonogram Race - Classroom Divide the class into two teams. Time each team reading the phonograms.
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Phonogram Cards learned so far Stopwatch
Phonogram Cards learned so far Stopwatch
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Lesson 96
Phonemic Awar Awareness eness Short and Long Vowels
Whiteboard
I will say a vowel sound. Write it on your whiteboard with with the marking. If it is a short sound, crouch down and then show it to me; if it is a long sound, stand up tall and then show it to me. /ō/ /ū/ /ŏ/
/ĕ/ / ī/
Long Vowels at the End of Syllables I will write a word on the board. Read it to me. Then tell me if the vowel is long or short and why. why. !"
long - A E O U usually say their long sounds at the end of the syllable. Say, "no" and feel your mouth. Notice that at the end of the word your mouth is open for the vowel. This is sometimes called an open syllable.
/ă/ /ŭ/
Teacher Tip If you listen closely, the long vowels are comprised of two vowel sounds. Te second sound is produced as the mouth glides to a close to finish the syllable. Long vowels are sometimes called diphthongs or gliding vowels. However, you can also sustain the vowel and feel the mouth remaining open. For example: n-ō-ō-ō-ō.
!"#
short - the vowel is not at the end of the syllable. Say, "not" and feel your mouth. Your Your mouth closes to say the /t/ sound. The /t/ closes clos es the syllable so that the vowel says its short sound. This is sometimes called a closed syllable. I sometimes think of the consonant like a do or that is closing the syllable so that the vowel can only say s ay its short sound. Vowels can only say their long sound when the door is open.
%$long - A E O U usually say their long sounds at the end of the syllable. Is this an open or closed syllable? open $%#
short - the vowel is not at the end of the syllable. Is this an open or a closed syllable? closed The /t/ is closing the syllable. How do we know if a vowel will say its short sound or its long sound? It says its short sound in the middle of the syllable, or when the syllable is closed. It says its long sound at the end of the syllable, or when the syllable is open. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Lesson 96
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Spelling Rule AEOU
Highlighter
96.1 Discover the Rule – page 100
Today you will be b e a word detective. In your workbook you have a list of words. I will read each word to you. After I read a word, I want you to say the word aloud and count the number of syllables. paper paper two began began two
open open two music music two
I will read them again. I want you to listen for a long vowel sound. If you hear h ear a vowel say its long sound, s ound, put a line over it. paper mark /ā / began mark /ē /
open mark /ō / music mark /ū /
Now I want you to put your hand under you chin and read each word with me. Read the word, exaggeratexaggerating the break between the syllables. pa per be gan
o pen mu sic
Can you feel where the syllable breaks? It breaks after the long vowel. Let’s read them again and feel our mouths open for the syllable. We have a rule about this. Do you remember it? A E O U usually usually say their their long sounds sounds at the end of the syllable. These words have an open syllable. There is not a consonant to close it. Therefor Thereforee the vowel says its long sound.
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Lesson 96
Spelling Spelling List Dictate the words for the students to write on their white ! boards or with phonogram tiles.
Word
1. over
2.
3.
4.
beside
between
feather
5. going
Sentence
He rode his bike over the bridge.
May I sit beside you?
Please stand between the desk and the table.
I found a black feather.
Where are we going?
Say to Spell
ō
ver
bē s īd
bē twēn
f ĕTH er
gō ĭng
Red and blue dry erase markers /er/ Poster
Spelling Hints
Markings
ō
ver
Draw a line over the /ō/. A E O U usually say their long sounds at the end of the syllable. Underline /er/. Add to the /er/ Poster.
bē s īde
Put a line over the /ē/. A E O U usually say their long sounds at the end of the syllable. Draw a line over the / ī/. Double underline the silent final E. The vowel says its long sound because of the E.
bē tween
Put a line over the /ē/. A E O U usually say their long sounds at the end of the syllable. Underline /ē/ double /ē/.
2 2
fea th er
gō ing
Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline /er/. Add to the /er/ Poster. Put a line over the /ō/. A E O U usually say their long sounds at the end of the syllable. Underline /ng/.
over The first word is over . He rode his bike over the bridge. over Place your hand under your chin and say over. How many syllables in over ? two Now hum over . /hm-hm/ How many syllables? two The first syllable is / ō/. The second syllable is /ver/. Let’s Let’s sound it out syllable by syllable. First syllable /ō/. /ō / Second syllable /ver/. /v-er/ !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Lesson 96
Use the /er/ of her. Now write / ō-ver/. Write the first syllable in red and the second syllable in blue. The student writes !ver ver on on her whiteboard.
It is now my turn to write over. Sound it out as I write it. The teacher writes !ver ver on on the board.
First syllable /ō/. /ō / Second syllable /ver/. /v-er/ Why did the O say its long sound / ō/? A E O U usually say their long sounds at the end of the syllable. How should we mark the / ō/? Put a line over it. What do we need to underline? /er/ Let’s read it together. /ō-v-er/ over Let's add over to to the /er/ poster. What column should we write over under? under? ER beside The second word is beside. May I sit beside you? beside Place your hand under your chin and say beside. How many syllables in beside? two Now hum beside. /hm-hm/ How many syllables? two The first syllable is /bē/. The second syllable is /s īd/. Let’s sound it out syllable by syllable. First syllable /b ē/. /b-ē / -d/ Second syllable /s īd/. /s-ī -d/ Silent final E. Now write /bē-s īd/. Write the first syllable in red and the second syllable in blue. The student writes be be"#$% "#$% on on her whiteboard.
It is now my turn to write beside. Sound it out as I write it. The teacher writes be be"#$% "#$% on on the board.
First syllable /b ē/. /b-ē / Second syllable /s īd/. /s-ī -d/ -d/ What do I need to add to the end? a silent final E Why? What does it say without the E? bēsĭ d Why did the E say its long sound / ē/? A E O U usually say their long sounds at the end of the syllable. How do we mark the word? Put a line over the / ē /. Put a line over the / /. ī Double underline underline the silent final E. Let’s read it together. /b-ē-s-ī -d/ -d/ beside
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Lesson 96
Comprehension Birds
Book about birds
What is a bird? As the students describe birds, write keywords on the board:
Birds wings
Multi-Sensory Fun If possible go outside to observe birds. Discuss the size, color of the beaks, eyes, wings, heads. Or read a book about local birds. Look carefully at the pictures.
feathers lay eggs fly
Notice, as you described birds, I took notes. I only wrote down keywords. These are the most important words. !"#$% !"# on
the board. Do you think has is a keyword? no Does has tell us anything about birds? no
!"#$% $"# on
the board. Is was a keyword? no Why? It doesn't tell us anything about birds. Some words are important for making a correct sentence, but they are not the words that are most important to expressing an idea.
Matching
Teacher Tip
96.2 Birds – page 101
Read the description of the bird. Look at the picture closely. closely. Match it to the correct picture.
A student might read the T and H in nuthatch as the /th/ phonogram. If this happens, point out that it is two phonograms.
Underline the keywords in each sentence that helped you to match the pictures to the correct bird.
Vocabulary Point out the two words nut and hatch in nuthatch . Ask the students why the bird may possibly be named a nuthatch. Nuthatches are known for cracking open nuts.
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LESSON
97
Objectives PHONEMIC AWARENESS: Review open and closed syllables. PHONOGRAMS: "#$%& bu ' SPELLING RULE: Practice A E O U usually say their long sounds at the end of the syl (
lable. SPELLING: open, buy, robot, other, front COMPREHENSION: Reader 4 - Ostriches
Materials NEEDED: LOE Whiteboard, Phonogram Card bu , 2 decks of Phonogram Game Cards,
scissors, red and blue dry erase markers, Lazy Vowel Chart, /er/ Poster, Reader 4 OPTIONAL: Phonogram Game Tiles, small prize, toy car
Phonograms The Phonogram bu
Whiteboard Phonogram Card bu
Show the Phonogram Card bu '
This says /b/. What does it say? s ay? /b/ How many letters are in /b/? two Do we have other ways to spell /b/? Yes, we can spell it with a B. We will call this two-letter /b/. Can we use two-letter /b/ at the end of the word? No. Why not? English words do not end in I, U, V, or J. Write two-letter /b/ three times on your whiteboard.
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! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
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Lesson 97
Phonogram Practice Go Fish
2 decks of Phonogram Game Cards
Deal five cards per player. Place the remaining cards in Choose 20-30 matching pairs the middle of the table face down and spread them out into a “fishing pond.” The first player chooses another player to ask, “Do you have a ___?” Students should ask for a phonogram that matches one in their hand by say ! Challenge ing the sound(s). If the answer is “yes,” the asking a sking player receives the card and lays down the matched pair. The Include three or four of each phonogr am asking player then repeats her turn. If the answer is “no,” card. Students must then find sets of the player who was asked should say, “Go fish.” The ask ! three or four in order to lay them down. ing player then draws a card from the pond. If a matc h is found, it is laid down and the asking player repeats her turn. If no match is found, play moves to the next player on the left. Continue to play until all the cards have been matched. The player with the most matches wins.
Phonemic Awar Awareness eness Two-Syllable Words
Small prize
97.1 Two-Syllable Words – page 102
Let’s sound out each word. hotel ho tel
robot ro bot
basket bask et
rabbit rab bit
Read each word again. Mark each vowel as long or short. hōtĕl
r ōbŏt
băskĕt
r ăbbĭ t
Multi-Sensory Fun Find a small prize. Tell Tell the student that for each word he reads correctly and each question he answers correctly he will receive one point. When he has reached 10 points he earns the prize.
Place your hand under your y our chin. We will read each word again. Count the syllables. hotel two What is the first syllable? ho Notice it is in red. Why did the O say its long sound? It is at the end of the syllable. The syllable is open. What is the second syllable? tel Why did the E say its short sound? It is in the middle of the syllable. The syllable is closed. Continue by reading and discussing the reason for the long and short vowels in the remaining words.
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Spelling Rule Practice Long Vowel Hunt
Scissors Toy car
97.2 Long Vowel Hunt – page 103
Cut out the words. Hide them throughout the room. Ask the students to find a word, bring it to you, and read it. Each time ask the student to explain why the vowel said its long (or short) sound in each syllable.
Multi-Sensory Fun Line the words up along a wall. Provide the student with a toy car. Ask the student to read a word, then zoom the car at it.
Spelling List Dictate the words for the students to write on their white ! boards or with phonogram tiles.
Red and blue dry erase markers Lazy Vowel Chart /er/ Poster
Word
1.
2.
3.
open
buy
robot
Sentence
Please open the gate.
We need to buy some milk.
We built a robot.
4.
other
Try the other one.
5.
front
We sat in the front row.
Say to Spell
ō
pĕn
Markings
ō
b ī
buy
rō bŏt
ŏTH
pen
er
rō bot
2
oth er
frŭnt
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front
Spelling Hints Draw a line over the /ō/. A E O U usually say their long sounds at the end of the syllable. Underline two-letter /b/. When a one-syllable word ends in a single vowel Y, it says / ī/. Put a line over the long /y/. Draw a line over the /ō/. A E O U usually say their long sounds at the end of the syllable. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline /er/. Add to the /er/ Poster. Add to the Lazy Vowel Chart. O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V.
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Lesson 97
open The first word is open open.. Please open open the the gate. gate. open Place your hand under your chin and say open. open. How How many syllables in open open?? two The first syllable is / ō/. The second syllable is /p ĕn/. Let’s sound it out syllable by syllable. First syllable /ō/. /ō / Second syllable /p ĕn/. /p-ĕ-n/ Now write /ō-pĕn/. Write the first syllable in red and the second syllable i n blue. The student writes !"#$ on her whiteboard.
It is now my turn to write open. The teacher writes !"#$ on the board.
First syllable /ō/. /ō / Second syllable /p ĕn/. /p-ĕ-n/ Why did the O say / ō/? A E O U usually say their long sounds at the end of the syllable. Let’s read it together. /ō-p-ĕ-n/ open
robot The next word is robot robot.. We built a robot. robot Place your hand under your chin and say robot. robot. How How many syllables in robot robot?? two The first syllable is /rō/. The second syllable is /b ŏt/. Let’s sound it out syllable by syllable. First syllable /rō/. /r-ō / Second syllable /b ŏt/. /b-ŏ-t/ Now write /rō-bŏt/. Write the first syllable in red and the second syllable i n blue. The student writes %!bot bot on on her whiteboard.
It is now my turn to write robot. robot. Help Help me write it by sounding it out. The teacher writes %!bot bot on on the board.
First syllable /rō/. /r-ō / Second syllable /b ŏt/. /b-ŏ-t/ Why did the O say its long sound / ō/? A E O U usually say their long sounds at the end of the syllable. Let’s read it together. /r-ō-b-ŏ-t/ robot
other The next word is other . Try the other one. other Place your hand under your chin and say other. other. How How many syllables in other ? two Do you hear a lazy vowel sound? yes Where do you hear a lazy vowel? The first syllable says / ә /. I will say the word carefully so that you can hear the lazy vowel clearly. / ŏTH-er/ The first syllable is / ŏTH/. The second syllable is /er/. Let’s Let’s sound it out syllable by syllable. First syllable /ŏTH/. /ŏ-TH/ !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Second syllable /er/. /er/ Now write / ŏTH-er/. Write the first syllable in red and the second syllable in blue. The student writes !"# on her whiteboard. !"#$% $% on
It is now my turn to write other . Help me write it by sounding it out. The teacher writes !"# on the board. !"#$% $% on
First syllable /ŏTH/. /ŏ-TH/ Second syllable /er/. /er/ Why did the O say its schwa s chwa sound? Because it was next to TH. TH. O may say / ŭ / in a stressed stressed syllable next to W, TH, M, N, or V. What do we need to underline? /TH/ and put a 2 over it. /th-TH/ /th-TH/ said its second sound. sound. Underline /er/. /er/. Let’s add other to to our Lazy Vowe Vowell Chart.
front fr ont The last word is front is front.. We sat in the front row. row. front Did you hear a lazy vowel sound in front front?? yes How do you think it will be spelled? with an O Why? It is before an N. We will exaggerate the vowel and say /frŏnt/. Let's sound it out. /f-r-ŏ-n-t/ Now write front write front on on your whiteboard, sounding it out as you write. Remember Remember that it is spelled with an O. The student writes !"#$% on on his whiteboard. Now help me to write it by sounding it out. /f-r-ŏ-n-t/ The teacher writes !"#$% on on the board. How do we usually say this word? /fr ŭnt/ Why did the O say its schwa s chwa sound? O may say /ŭ / in a stressed stressed syllable next next to W, W, TH, M, N, or or V. V. Let's add front add front to to the Lazy Vowel Chart. Chart.
Comprehension & Fluency Reader
Reader 4
Take out Reader 4.
Read the title. Ostriches What do you think this book will be about? ostriches What is an ostrich? answers will vary Ask the student to read the book aloud.
What are two things you learned about ostriches? answers will vary
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LESSON
98
Objectives PHONEMIC AWARENESS: Practice reading words which begin with the schwa sound. 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " ! Show
PHONOGRAMS: "#$%& gu ' VOCABULARY: Practice comparison words. Review A E O U usually say their long sounds
at the end of the syllable. SPELLING: about, guide, above, before, afraid COMPREHENSION: Re-reading WRITING: Copywork
Materials NEEDED: LOE Whiteboard, Phonogram Card gu , 2 sets of Phonogram Game Cards,
index cards, scissors, red and blue dry erase markers, Lazy Vowel Chart, tape measure, Reader 4 OPTIONAL: Phonogram Game Tiles, timer
Phonograms
The Phonogram gu
Whiteboard Phonogram Card gu
the Phonogram Card gu '
This says /g-gw/. What does it say? s ay? /g-gw/ How many letters are in /g-gw/? two Do we have other ways to spell /g/? Yes, we can spell it with a G. Can we use /g-gw/ at the end of the word? No. Why not? English words do not end in I, U, V, or J. Write /g-gw/ three times on your whiteboard.
98
Teacher Tip In some dialects dialect s students may pronounce GU as /gy/ in words such as guess.
Lesson 98
99
Phonogram Practice Phonogram Memory
2 sets of Phonogram Game Cards
Mix the Phonogram Game Cards. Lay all the cards face down in rows in the middle of the table. The first player chooses a card and flips it upright so everyone may see. She then reads the sounds. She chooses a second card, flips it upright, and reads the sounds. If the phonograms match, she keeps the pair and goes again. If the phonograms do not match, she flips them back over and play passes to the next player. Play ends when all the phono ! grams are matched. The player with the most sets wins.
Vocabulary Comparison
Index cards
98.1 Comparison – page 105
Read the word. Circle the correct picture. Write these comparison words on index cards: !"#$%&'( *++,%&'( ,+-.%&'( &/+#'%&'( '/0*1%&'( '/0-2 -%&'( 3#0./'%&'( 40$$%&'( '",,%&'( &/+#'%&'( 30..%&'( &$",,%&'( &$++'/%&'( #+5./%&'( &+6'%&'( /"#4%&' " $% sure to use only phonograms that have been taught. Ask the student to choose a pair of com ! parison words, find two objects in the room to compare, and label each object.
Spelling Rules Long Vowel Sort
Scissors
98.2 Long Vowels – page 107
Timer
Cut out the words. We have learned three reasons for a vowel to s ay its long usually say their their long sounds sounds at the end of the syllable. The The vowel says its its sound. What are they? A E O U usually long sound because of the E. I and O may say / / consonants. ī and /ō / before two consonants.
Today we will play a game. I have a stack of words that all include long vowels. You will read a word, decide why the red vowel is long, then run and put the word in the correct pile. Show the students the green /ĭ/ and /ō/ card. This will be where we put words that follow the rule: I and O may say / ī/ and /ō/ before two consonants. Show the students the blue silent E card. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 98
This where we will put words that follow the rule: The vowel says its long sound because of the E. Show the students the orange A E O U card. This where we will put words that follow the rule: A E O U usually s ay their long sounds at the end of the syllable. Put the green, blue, and orange cards in three different locations in the room. Place the pile of word cards at the starting location. For students who like to race against the clock, time them.
Long Vowels - Classroom Cl assroom Variation Variation Divide the class into relay teams to play the game described above.
Phonemic Awar Awareness eness Schwa
Red and black dry erase markers
What is a schwa sound? It is a lazy vowel sound that says /ә / /.. When we have words with two syllables, often one of the syllables will have a lazy vowel sound.
I will write a word on the board. I will write the syllables in different colors so that you can see which vowel will say its long sound. First, sound out the word with the long vowel sound. Then blend the word word together. Finally, change the long vowel to a schwa sound. When you say the word correctly, run a lap around the room. !fraid
/ā-f-r-ā-d/ /ā fr ād/ /ә fr ād/ !bout
/ā-b-ow-t/ /ābowt/ /әbowt/ Continue with the following words: !cross
!round
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!#!$
Lesson 98
101
Spelling Spelling List Dictate the words for the students to write on their white ! boards or with phonogram tiles.
Word
1. about
2. guide
3.
above
4. before
5. afraid
Sentence
This book is about a hero.
Say to Spell
ā
g īd
The guide led us through the cave.
The cupboard is above the sink.
Please wash your hands before dinner.
I am not afraid.
bowt
ā
bŏv
bē f ōr
ā
frād
Lazy Vowel Chart Red and blue dry erase markers
Markings
ā
bout
gu īde
Spelling Hints Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. Underline the /ow/. Add it to the Lazy Vowel Chart. Underline /g/. Use /g-gw/. Put a line over the / ī/. Double underline the silent final E. The vowel said its long sound because the E.
bove
Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. Underline the V. Double underline the silent final E. English words do not end in V. Add to the Lazy Vowel Chart.
bē f ōre
Put a line over the /ē/. A E O U usually say their long sounds at the end of the syllable. Put a line over the /ō/. Double underline the silent final E. The vowel said its long sound because the E.
ā
Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. Underline /ā/ that may not be used at the end of English words. Add to the Lazy Vowel Chart.
ā
fraid
about This word will have two syllables and you will need to write each syllable in i n a different color. The first word is about. This book is about a hero. hero. about Place your hand under your chin and say about. How many syllables in about? two Now hum about. /hm-hm/ How many syllables? two !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 98
Do you hear a lazy vowel sound? yes Where do you hear a lazy vowel? The first syllable says / ә /. I will say the word carefully so that you can hear the lazy vowel clearly. / ā-bout/ What is the first syllable? /ā / What does the second syllable say? /bout/ The first syllable is / ā/. The second syllable is /bout/. Let’s Let’s sound it out syllable by syllable. First syllable /ā/. /ā / Second syllable /bout/. /b-ow-t/ Now write /ā-bout/. Write the first syllable in red and the second syllable in blue. The student writes
!bout bout on on
It is now my turn to write The teacher writes
her whiteboard.
about.
!bout bout on on
the board.
First syllable /ā/. /ā / Second syllable /bout/. /b-ow-t/ Why did the A say / ā/? A E O U usually say their long sounds at the end of the syllable. How should we mark the / ā/? Put a line over it. What do we need to underline? /ow/ Let’s read it together. /ā-b-ow-t/ about How do we usually say this word? әbout Let’s add it to our Lazy Vowel Chart. above For this word you will need two dry erase markers. This word will have two syllables and you will ne ed to write each syllable in a different color. The word is above. The cupboard cupboard is above the sink. above Place your hand under your chin and say above. How many syllables in above? two Now hum above. /hm-hm/ How many syllables? two Do you hear a lazy vowel sound? yes Where do you hear a lazy vowel? The first syllable says / ә / and in the second syllable syllable /bәv/. I will say the word carefully so that you can hear the lazy vowel clearly. / ā-bŏv/ What is the first syllable? /ā / What does the second syllable say? /bŏv/ The first syllable is / ā/. The second syllable is /b ŏv/. Let’s sound it out syllable by syllable. First syllable /ā/. /ā / Second syllable /b ŏv/. /b-ŏ-v/ What will you need at the end? a silent final E Why? English words do not end in V. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Now write / ā-bŏv/. Write the first syllable in red and the second syllable in blue. The student writes
!bove bove on on
her whiteboard.
It is now my turn to write above. The teacher writes
!bove bove on on
the board.
First syllable /ā/. /ā / Second syllable /b ŏv/. /b-ŏ-v/ What will you need at the end? a silent final E Why? English words do not end in V. Why did the A say its long sound / ā/? A E O U usually say their long sounds at the end of the syllable. How should we mark the / ā/? Put a line over it. Why do we have a silent final E? English words do not end in V. Underline the V once and the E twice. Let’s read it together. /ā-b-ŏ-v/ ābŏve How do we usually say this word? әbәv Let’s add it to our Lazy Vowel Chart. afraid This word will have two syllables and you will need to write each syllable in i n a different color. The word is afraid afraid.. I am am not afraid. afraid Place your hand under your chin and say afraid. afraid. How How many syllables in afraid afraid?? two Now hum afraid afraid.. /hm-hm/ How many syllables? two Do you hear a lazy vowel sound? yes Where do you hear a lazy vowel? The first syllable says / ә /. I will say the word carefully so that you can hear the lazy vowel clearly. / ā-frād/ What is the first syllable? /ā / What does the second syllable say? /fr ād/ The first syllable is /ā/. The second syllable is /fr ād/. Let’s Let’s sound it out syllable by syllable. First syllable /ā/. /ā / Second syllable /fr ād/. /f-r-ā-d/ Now write / ā frād/. Write the first syllable in red and the second syllable in blue. The student writes
!fraid fraid on on
her whiteboard.
It is now my turn to write afraid afraid.. The teacher writes
!fraid fraid on on
the board.
First syllable /ā/. /ā / Second syllable /fr ād/. /f-r-ā-d/ Why did the A say its long sound / ā/? A E O U usually say their long sounds at the end of the syllable. How should we mark the / ā/? Put a line over it. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 98
What do we need to underline? /ā / Let’s read it together. /ā-f-r-ā-d/ afraid How do we usually say this word? ә fraid Let’s add it to our Lazy Vowel Chart.
Comprehension & Fluency Re-Reading Take out Reader 4, Ostriches. Read page 1. What is the largest bird in the world? an ostrich How tall is an ostrich? nine feet tall Underline one keyword on the page. Measure nine feet along the wall. Can you imagine a bird that is nine feet tall?
Read page 2. What is unusual about ostriches? Though they have wings, they cannot fly. Underline one keyword on the page. Read page 3 and 4. How do ostriches travel? travel? They run. How big is an ostrich step? 10-16 feet Underline one keyword on each page. Have the child take a step. Measure how big her step is using a tape measure. Measure out 10 feet, then 16 feet. What it would be like to be able to take one step that is 16 feet long!
Read page 5. What does an ostrich do if it is mad or afraid? It kicks. Underline one keyword on the page.
Reader 4 Tape measure
Teacher Tip Some students may want to underline more than one keyword. Tat is fine, just be sure they are only underlining content words.
Teacher Tip Tere
are many keywords on every page. Te goal is to help students begin to identify what a keyword is and choose one that is interesting to them.
Teacher Tip 9 feet = approximately 2.7 meters 300 pounds = 136 kilograms
Read page 6. What do ostriches eat? plants, roots, seeds, seeds, and bugs bugs Underline one keyword on the page. Read page 7. How big is one ostrich egg? It is as big as 24 chicken eggs. Underline one keyword on the page. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Read page 8. Who takes care of the ostrich nest? both the mom and the dad Underline one keyword on the page. Read page 9. What is a baby ostrich called? a chick How much does a one-year-old ostrich ostrich weigh? up to 100 pounds Underline one keyword on the page. Discuss how much 100 pounds is.
Read page 10. How long do ostriches live? 30-40 years Underline one keyword on the page. Without reading the text, retell retell what you learned in this book while showing me the pictures.
Writing Copywork 98.3 Handwriting – page 109
Read the sentence aloud. Copy it using your best handwriting on the lines below b elow..
Teacher Tip In Foundations C students should be able to copy a sentence that is written in a bookface font into either manuscript or cursive. Some students will still need a handwriting model to follow. Additional handwriting pages are available for purchase in both manuscript and cursive at www.LogicOfEnglish.com/store.
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LESSON
99
Objectives PHONEMIC AWARENESS: Create new words that end in dge ! 8 1 PHONOGRAMS: #$%&' dge ! : @ 3 % 1 SPELLING: bridge, pretend, real, more, around ? < 5 3 % COMPREHENSION: Read and follow directions. ; > 5 " = WRITING: Dictation 8 1 < 5 1 7 & 4 % 1 NEEDED: LOE Whiteboard, Phonogram Cards including dge , ball, Phonogram Game ( 7 3 Tiles, game board markers, die, Lazy Vowel Chart, red and blue dry erase markers, scissors 1 ; 1 : ' OPTIONAL: Books about ostriches, pictures of animals 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 dge / . Whiteboard , Phonogram Card dge dge ! +Show the Phonogram Card ) ( This says /j/. What does it say? /j/ ' & % $ How many letters are there in /j/? three # " ! We will call this three-letter three-letter /j/.
Materials
Phonograms
The Phonogram
Write three-letter three-letter /j/ three times on your whiteboard. What other phonograms do we know that say /j/? Write them on your whiteboard. J and G
Phonogram Practice Phonogram Bowling Lean 4-5 phonogram cards against the wall. Ask the student to read the sound(s) of one of the phonograms, 106
Phonogram Cards Ball
Lesson 99
107
then roll a ball to see if she can hit the phonogram. If she reads it correctly and hits it with the ball, she may keep the phonogram.
Phonemic Aw Awareness areness The Phonogram dge
Phonogram Game Tiles
Let's discover some words that use three-letter /j/. What does this say? e dge
Multi-Sensory Fun
edge
What happens if I add an /l/? l e dge
ledge
What is a ledge? It is like the edge of something but it is up high.
If you are using letter tiles other than the Logic of English ones, use one color for the DGE and a diff erent erent color for the rest of the word. Tis will help train the child's eye to see DGE as a unit. Help children sound out the words. Point to each sound as you read the words.
Show the child a ledge in the room if there is one.
What does this say? b r i dge
bridge
Continue with: fudge budge
badge ridge
dodge
Spelling Rule Practice Long Vowel Board Game 99.1 Long Vowel Game – page 110
Game board marker Die
Today we will play a game to practice words that have long vowels. Place your game board marker before the first word. Roll the die. The numb er on the die tells you how many words you need to read for each turn. As you pass b y, read each each word. If you are able to read the words AND explain why the vowel says its long sound in each word, you may stay on the square where you end. If you y ou miss a word, you must stop on the space before the missed word. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 99
Spelling Spelling List Dictate the words for the students to write on their white ! boards or with phonogram tiles.
Word 1.
bridge
Lazy Vowel Chart Red and blue dry erase markers
Sentence
Say to Spell
Markings
The bridge is icy.
br j ĭj
bridge
2.
pretend
Pretend that you are a lion.
prē tĕnd
prē tend
3.
real
These flowers are not real.
rēl
real
4.
5.
more
around
mōr
Do you want more water?
We will ride our bikes around the block.
ā
rownd
mōre
ā
round
Spelling Hints Underline three-letter /j/. Put a line over the /ē/. A E O U usually say their long sounds at the end of the syllable. Add to the Lazy Vowel Chart. Underline /ē/. Put a line over the /ō/. Double underline the silent final E. The O said its long sound because of the E. Say to spell /ā-round/. Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. Underline /ow/. Add to the Lazy Vowel Chart.
pretend Teacher Tip The second word is pretend is pretend.. Pretend that you are a lion. pretend Schwa sometimes sounds more like a Place your hand under your chin and say pretend. say pretend. How How many short i than a short u, as in precise. syllables in pretend in pretend?? two Now hum pretend hum pretend.. /hm-hm/ How many syllables? syllables? two Do you hear a lazy vowel sound? yes Where do you hear a lazy vowel? The first syllable says /pr ә /. I will say the word carefully so that you can hear the lazy vowel clearly. /prē tĕnd/ What is the first syllable? /pr ē / What does the second syllable say? /tĕnd/ The first syllable is /pr ē/. The second syllable is /tĕnd/. Let’s Let’s sound it out syllable by syllable. First syllable /prē/. /p-r-ē / Second syllable /tĕnd/. /t-ĕ-n-d/ !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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109
Now write /prē tĕnd/. Write the first syllable in red and the second syllable in blue. The student writes !"# !"#$#%& $#%& on her whiteboard. It is now my turn to write pretend. write pretend. The teacher writes !"# !"#$#%& $#%& on the board. First syllable /prē/. /p-r-ē / Second syllable /tĕnd/. /t-ĕ-n-d/ Why did the E say its long sound / ē/? A E O U usually say their long sounds at the end of the syllable. How should we mark the / ē/? Put a line over it. Let’s read it together. /p-r-ē-t-ĕ-n-d/ pr ētend How do we usually say this word? pr әtend Let’s add it to our Lazy Vowel Chart.
Comprehension On the Farm
Scissors
99.2 Barn Activity – page 112
Pictures of animals
Cut out the animals. Read the directions. Put the ani ( mals on the picture of the barn.
Multi-Sensory Fun
Ostriches Find other books about ostriches to read, or watch a video about ostriches. Visit a zoo and observe ostriches. Make an ostrich craft; there are many great project ideas )%*+%#,
Print pictures of a variety of animals. Ask students to organize them in categories. Feathers - Scales - Fur; Farm Animals Pets - Wild Animals.
Writing Dictation 99.3 Dictation – page 116
Dictate the sentence for students to write on their worksheets. Read the sentence aloud two times and have the students repeat it back and write it. Then have the students read the sentence back with spelling hints as you write it on the board.
The ostrich is the biggest bird in the world. The ostrich is the biggest bird in the world. The ostrich is the biggest bird in the world. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
LESSON
100
Objectives PHONOGRAMS: "#$%& '( ) 8 1 SPELLING: again, phone, below, spell, our : @ 3 % 1 FLUENCY: Practice reading high frequency words. ? < 5 3 % WRITING: Write keywords about ostriches. ; > 5 " = 8 1 < 5 1 NEEDED: LOE Whiteboard, Phonogram Card '( , Phonogram Game Cards, 7 & 4 dry erase markers, Lazy Vowel Chart, scissors % 1 ( 7 3 OPTIONAL: Phonogram Game Tiles 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 '( & 2 Whiteboard 1 0 Phonogram Card '( / Show the Phonogram Card '( ) . , This says /f/. What does it say? say? / f/ + ) How many letters are are used in this phonogram? phonogram? two ( ' & We will call this this two-letter two-letter /f/. What is this this called? two-letter /f/ % $ # Write two-letter /f/ three times on your whiteboard. " !
Materials
red and blue
Phonograms
The Phonogram
Phonogram Practice Phonogram Slap - Individual Place the phonograms face up on the table facing the stu * dents. Call out a phonogram by its sound(s) and direct the students to race to slap the correct phonogram.
110
Phonogram Game Cards
Lesson 100
Phonogram Slap - Classroom Class room
111
Phonogram Game Cards
Divide students into groups of 2-4 and provide a set of cards for each group. Be sure that all the students can read the phonograms straight on. Call out a phonogram by its sound(s). Students race to slap the phonogram. The first one to slap it takes it.
Spelling Spelling List Dictate the words for the students to write on their white ! boards or with phonogram tiles.
Word
1.
2.
again
phone
3.
below
4. 5.
Sentence
I would like to try again.
Mom is talking on the phone.
My room is below my parents' room.
Say to Spell
ā
gān
f ōn
b ē lō
Red and blue dry erase markers Lazy Vowel Chart
Markings
Spelling Hints
gain
Say to spell /ā gān/. Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. Underline two-letter /ā/ that you may not use at the end of English words. Add to the Lazy Vowel Chart.
phōne
Underline two-letter /f/. Put a line over the /ō/. Double underline the silent final E. The vowel says its long s ound because of the E.
ā
bē low
Draw a line over the /ē/. A E O U usually say their long sounds at the end of the syllable. Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound.
2
spell
Can you spell your name, please?
spĕl
spell
We often double F, L, and S after a single vowel at the end of a base word.
our
Our grandpa is smart and kind.
owr
our
Underline /ow/.
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Lesson 100
again The first word is again. I would like to to try again. again Place your hand under your chin and say again. again How many syllables in again? two Now hum again. /hm-hm/ How many syllables? two Do you hear a lazy vowel sound? yes Where do you hear a lazy vowel? The first syllable says / ә /. For American dialects: There is actually a second vowel that we do not pronounce clearly. I will say the word carefully, and you listen for the vowels. /ā-gān/ What is the first syllable? /ā / What does the second syllable say? /g ān/ People in England and some parts of Canada say / әgān/.
For spelling purposes we need nee d to remember remember the first syllable is / ā/. The second syllable is /gān/. Let’s sound it out syllable by syllable. First syllable /ā/ /ā / Second syllable /gān/ /g-ā-n/ Use two-letter / ā/ that you may not use at the end of English words. Now write /ā-gān/. Write the first syllable in red and the second syllable i n blue. The student writes !gain gain on on her whiteboard. It is now my turn to write again. The teacher writes !gain gain on on the board. First syllable /ā/ /ā / Second syllable /gān/ /g-ā-n/ Why did the A say its long sound / ā/? A E O U usually say their long sounds at the end of the syllable. How should we mark the / ā/? Put a line over it. What do we need to underline? two-letter /ā / Let’s read it together. /ā-g-ā-n/ again How do we usually say this word? ә gain Let’s add it to our Lazy Vowel Chart.
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113
Fluency High Frequency Word Game
Scissors
100.1 High Frequency Words – page 117
Cut out the high frequency words and place in a stack on one side of the room. Designate a starting spot, a spot for words the student reads correctly, and a spot for words that the student misreads.
Today you will have a race. Pick a word. Read it. If you read it correctly run it to this spot. If you misread it or if I need n eed to help you read it, run and place the word in this spot. When the student has finished, take a short break. Then ask her to read all the words in the missed pile and run them to the complete pile.
Writing Ostriches
Multi-Sensory Fun
If I had never heard h eard of an ostrich before, before, how would you describe it to me? You may look at your reader to help you remember. Look at the keywords you underlined. These will also help you to rememberr what you have learned. remembe
If possible, go outside to observe birds. Discuss the size, color of the beaks, eyes, wings, heads. Or read a book about local birds. Look carefully at the pictures.
As the students describe ostriches, write keywords on the board:
Ostriches nine feet tall 300 pounds cannot fly run fast 100.2 Ostriches – page 119
Choose three of your favorite keywords about ostriches ostriches and write them on the chart in your workbook. workbook .
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REVIEW Area 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
Handwriting
Skill Copy a sentence with an uppercase letter and punctuation.
Phonograms
Spelling
Mastery
1
Read kn, gn.
1
Read bu, gu, dge, ph.
2
Spell words by choosing the correct phonograms from a limited set of options.
Reading
D
Read words that follow the rule: I and O may say / ī/ and /ō/ before two consonants. Read two-syllable words with long and short vowel sounds. Read two-syllable words with a schwa sound. s ound.
114
1
2
2
2
Review D
115
Phonogram Assessment Reading Phonograms Ask the students to read each of the phonogram cards. (kn, gn, bu, gu, dge, ph)
What's That Phonogram?
Phonogram Cards kn , gn , bu ,
gu , dge , !" Highlighter
D.1 What’s That Phonogram? – page 120 120
On your page are groups of four phonograms. I will say a phonogram's sound(s). Color the correct phonogram with your highlighter. 1. /n/ two-letter two-letter /n/ used both at the beginning and the end end of the word. 2. /b/ two-lette two-letterr /b/ 3. /g/ two-lette two-letterr /g/ 4. /n/ two-letter two-letter /n/ used only at the beginning of the word. word. 5. /f/ two-lette two-letterr /f/ 6. /j/ three-let three-letter ter /j/
Whiteboard
Challenge Dictate the phonogram and ask the student to write it on a whiteboard without a visual referenc reference. e.
Spelling Assessment Spelling
Scissors
D.2 Spelling – page 121
Cut out the phonogram tiles and place them on the table in front of the student so that every letter is oriented correctly. I will say a word. Using the phonograms, drag them into place to spell the word.
farmer
buy
cold
Handwriting Assessment Copywork D.3 Handwriting – page 123
Choose the line size that you prefer prefer.. Copy the sentence. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Review D
Reading Assessment Comprehension
Teacher Tip
D.4 Matching – page 124
Read the sentence. Match it to the correct picture.
High Frequency Words
Listen to students read each sentence aloud. Note how the student reads the various types of words. Many students at this stage will still struggle with two-syllable words.
D.5 High Frequency Words – page 126 Index cards
Read each word aloud.
Multi-Sensory Fun Write each word on an index card. Ask the student to read it, then run across the room and put it in a pile.
Practice Ideas Handwriting If the student continues to struggle with writing, review how to form each of the letters using either Foundations A and B or The Rhythm of Handwriting. Incorporate daily handwriting games as found in Foundations A and B to provide additional practice.
Phonograms "Phonogram Collage" on page 65 "Last One!" on page 69 "Phonogram Bingo" on page 76 "Sensory Box" on page 81 "Phonogram Race - Individual" on page 87 "Go Fish" on page 94 "Phonogram Memory" on page 99 "Phonogram Bowling" on page 106 "Phonogram Slap - Classroom" on page 111
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Review D
117
Long Vowels "I and O May Say /Ī/ and /Ō/" on page 60 "Forming Words with -OLD" on page 61 "Forming Words with -IND" on page 64 "Long Vowel Game" on page 65 "A E O U" on page 89 "Long Vowel Hunt" on page 95 "Long Vowel Sort" on page 99 "Long Vowel Board Game" on page 107
Words with the Schwa Sound Practice reading the words on the Lazy Vowel Chart each day for a month.
Multi-Sensory Fun Provide the student with a pointer to point to each word as he reads it.
Reading Comprehension "Read and Do" on page 63 "On the Farm" on page 109
High Frequency Words "Reading Sort" on page 82 "High Frequency Word Game" on page 113
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LESSON
101
Objectives PHONEMIC AWARENESS: "#$%#& '())*+)#', 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
SPELLING RULE: - *)&*(' './0#1' 0. 2'2 +#/.3# *1 45 65 .3 7, VOCABULARY: "#$%#& &.38' #18%19 %1 :%19, SPELLING: ;#10#35 )..<5 ;%3;='5 ;.>?=0#35 ;*>#3* COMPREHENSION: "#*8 *18 /.)).& 8%3#;0%.1',
Materials ; 5 '%8#&*)< ;B*)< *18 +#*1+*9 +#*1+*9 .3 DE:DF 'B##0' ./ ?*?#3 *18 >*3<#3'5 3#8 *18 +)=# 83( #3*'# >*3<#3'5 2#32 C.'0#35 B%9B: )%9B0#35 ';%''.3' NEEDED: @A4 &B%0#+.*385 CB.1.93*> -*38' %1;)=8%19
OPTIONAL: CB.1.93*> G*># H%)#'5 03*>?.)%1#5 .+I#;0' /.3 &.3<+..< ?*9# DED,J
Phonogram Practice Phonogram Hopscotch - Individual K3*& * B.?';.0;B +.*38 &%0B.=0 &3%0%19 *1(0B%19 %1 0B# 'L=*3#', M*( * ?B.1.93*>N' '.=18O'P, HB# '0=8#10 'B.=)8 &3%0# %0 %1 * 'L=*3# ./ 0B# B.?';.0;B +.*38, Q%)) %1 *)) 0B# 'L=*3#', HB# '0=8#10 'B.=)8 0.'' * +#*1+*9 .10. * 'L=*3#5 B.? 0. 0B# +#*1+*9 3#*8%19 #*;B ?B.1.93*> B# 0.=;B#'5 ?%;< =? 0B# +#*1+*95 *18 B.? +*;< 3#*8%19 #*;B ?B.1.93*> *9*%1,
Indoor Phonogram Hopscotch - Individual C3.$%8# 0B# '0=8#10 &%0B DE:DF 'B##0' ./ ?*?#3, "#*8 * ?B.1.93*>N' '.=18O'P, HB# '0=8#10 'B.=)8 &3%0# 0B# ?B.1.93*> .1 * ?%#;# ./ ?*?#35 )*39# #1.=9B '. 0B*0 %0 /%))' 0B# ?*9#, R3%0# .1)( .1# ?B.1.93*> ?#3 ?%#;# ./ ?*?#3, A1;# *)) 0B# ?B.1.93*>' B*$# +##1 &3%00#15 *33*19# 0B# ?*?#3' %10. * B.?';.0;B +.*38, S'# 0B#> 0. ?)*( CB.1.93*> T.?';.0;B, O61 * ;)*''3..>5 B*$# *)) 118
Phonogram Cards Sidewalk chalk Beanbag
Multi-Sensory Fun Practice reading the phonograms while the student jumps on a trampoline one time for each sound.
Phonogram Cards 10-15 sheets of paper Markers
Lesson 101
119
!"# %!&'#(!% "#)* +,#-!# !"# %#!./
Phonogram Relay - Classroom
10-15 sheets of paper with one phono-
0121'# %!&'#(!% 1(!3 !#-4% 35 678 %!&'#(!%. 9-+" !#-4 gram written per sheet %"3&)' -,,-(:# - %#! 35 *"3(3:,-4% 3( !"# 5)33, 1( )1(#. 9-+" !#-4 ;1)) )1(# &*. <"#( !"# !#-+"#, %-=% >:3?> !"# 51,%! %!&'#(! %"3&)' "3* 3(!3 #-+" %"##! -(' ,#-' !"# %3&('@%/. <"#( "# ,#-+"#% !"# #(' "# !&,(% -,3&('? ,&(% A-+B? -(' !-:% !"# (#C! *#,%3( 1( )1(#.
Spelling Rule C Softens to /s/ Phonogram Card
D"3; !"# E"3(3:,-4 F-,'
+
+ .
What does this say? /k /k-s/ s/ Say the sound /k/. Now compare it to /s/. How are these different? different? /k/ is in the the back of the mouth. I can continue the sound /s/. Which sound is softer? /s/ We call /s/ the soft sound. What do you think we call /k/? the hard sound I will write a word on the board. I want you to read it. See if you can read the words as fast as I write them. cat cop cut
clap act picnic
What do you notice about the /k-s/? It is always saying /k/. Now I will write some new words with /k-s/. /k-s/. If the /k/ sound does not make sense, try the second sound s ound /s/. <,1!# #-+" 23;#) !"-! 53))3;% !"# F 1( ,#'. cent center
circus penciil penc
What letters letters do you see after the C when it is saying /s/? E and I. This leads to our new rule: C always softens softens to /s/ before an E, I, or Y. Y. Otherwise, C says /k/. We will learn some words where C softens to /s/ before Y in later lessons. Let say the rule together. C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 101
Let's whisper the rule. C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/. Let's sing the rule. C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/. Now I will write some words with a C on the board. I just want you to say the sound s ound the C will make. If it says /s/, pretend you are a snake and hiss. If it says /k/, s ay /k/ and clap your hands. arc lacee lac racee rac cider
cylinder circus lettucee lettuc cinder
Phonemic Awar Awareness eness Syllables 101.1 Syllables – page 127
Read the word. Circle the correct number of syllables.
Vocabulary -ING
Red dry erase marker
101.2 Matching – page 128
Highlighter
!"#$% !"#$ '( $)% *'+",Show me what this word means. .,, /#(0 #( "%, $' 1'"2 3425#(0 3425 #(0-How does adding -ING change the meaning? It means jumping right now. Read each of the sentences. Highlight the -ING. Match it to the correct picture. picture.
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Lesson 101
121
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word
1.
2.
3.
4.
5.
center
look
circus
computer
camera
Sentence
She is standing in the center of the circle.
We will look at the ducks.
Sandy is a circus clown.
Chris is a computer whiz.
Smile at the camera!
Say to Spell
Red and blue dry erase markers /er/ Poster
Markings
Spelling Hints
cen ter
Underline /er/. Use the /er/ of her. C always softens to /s/ before an E, I, or Y. Otherwise C says /k/. Add to the /er/ Poster.
sĕn ter
look
Underline /ü/ and put a 2 over it. /ö-ü-ō/ said its second sound.
cir cus
Underline /er/. Use the /er/ of bird. C always softens to /s/ before an E, I, or Y. Otherwise C says /k/. Add to the /er/ Poster.
com pū ter
Put a line over /ū/. A E O U usually say their long sounds at the end of a syllable. Underline /er/. Add to the /er/ Poster.
cam er ä
Underline /er/. Put two dots over /ä/. When a word ends with the phonogram A, it says /ä/. Add to the /er/ Poster.
2
lük
ser kŭs
kŏm pū te ter
kăm er ä
center The first word is center . She is standing standing in the center center of the circle. center Place your hand under your chin and say center. How many syllables in center ? two Now hum center . /hm-hm/ How many syllables? two Do you hear a lazy vowel sound? no /sĕn-ter/ What is the first syllable? syllable? /sĕn/ What does the second syllable say? /ter/ Let’s sound it out syllable by syllable. First syllable /s ĕn/. /s-ĕ-n/ Use a /k-s/. Second syllable /ter/. /t-er/ !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 101
Use the /er/ of her. Now write /sĕn ter/. Write Write the first syllable syllable in red and the second syllable in blue. !"# %&'(#)& *+,% -#) -#)+ + .) .) "#+ *",/.0+(1
It is now my turn to write
center .
Sound it out as I write it.
!"# -"#+ *+,% -#) -#)+ + .) .) &"# /.0+(1
First syllable /sĕn/. /s-ĕ-n/ Second syllable /ter/. /t-er/ Why did the C say /s/? It is is before an E. What is the rule? C always softens to /s/ before an E, I, or Y. Y. Otherwise, C says /k/. Is there anything else to mark? Underline the /er/. Let's read it together. /s-ĕ-n-t-er/ center Let's add center to to our /er/ Poster.
Comprehension Pre-Reading
Scissors
2+, !"#"$ .) .) &"# *",/.0+(1
Who has seen a robot? What did the robot do? Robots are designed to do a job.
Model or real bed, dresser, rug Pillow, blanket, doll, teddy bear Lamp, toy frog, clock
Can a robot think for itself? no How does a robot know what to do? People program a computer to tell it what to do, or people drive robots with remote controls.
Following Directions
Multi-Sensory Fun
101.3 Put It There! – page 129
Today we will imagine that you are a robot that helps you to clean your room. Cut out the objects from your workbook. Pretend Prete nd you are a robot. Read the directions. Then act them out.
Use real objects instead of the pictures from the workbook.
Challenge Cut out the phrases. Mix them up. Place them face down. Have the student draw a phrase, read it, then act it out.
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LESSON
102
Objectives PHONOGRAMS: !"#$% "' ( SPELLING RULE: ) *#+* ,*, -".#/*" 01 23" 4( VOCABULARY: !"#$% 23#2 50$6* 3#7" /%'2* 01 8"#%'%9 .#::"6 80$;3"8"*( SPELLING: 5#2"$< 23"'$< $#."< "#2< -0/%." COMPREHENSION: ="#6"$ > ? =0-02*
Materials NEEDED: !@4 53'2"-0#$6< A30%09$#8 )#$6* '%.:/6'%9
. #%6 "' < *.'**0$*< $"6 #%6
-:/" 6$+ "$#*" 8#$B"$< ,"$, A0*2"$< ="#6"$ > OPTIONAL: A30%09$#8 C#8" D':"*
Spelling Rule Words Ending in -CE Phonogram Card
.
E305 23" A30%09$#8 )#$6 . ( I have a problem for you to solve. Sound S ound out the word dance as I write it on the board. /d-ă-n-s/ F$'2" !"#$ 0% 23" -0#$6( Does this say /dans/? no Why not? There is no E, I, or Y after the C to make it say /s/. I can make the C say /s/ by adding a silent final E. G66 #% 4 20 !"#$%( Now what does it say? dance The C says /s/ because of the E. This is our third reason for a silent final E. The C says /s/ because of the E.
I will say a word, then write it on the board. board. Tell Tell me if I need an E or not and why. /ark/ F$'2" "&$ 0% 23" -0#$6( No, the C said /k/. 123
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
124
Lesson 102
/rās/ !"#$% !"# !"# '( '( $)% *'+",Yes, you need an E to make the A say / ā / and the C say /s/. /s/.
/vois/ !"#$% $% $% '( '( $)% *'+",Yes, you need an E to make the C say /s/.
C Says...
Scissors
102.1 C Softens to /s/ – pages 133-136
./$ '/$ $)% 0'",1- 23+4% $)% ' )"*) +)+ 4+", +)+ 4+", +$ '(% %(, '5 $)% "''6- 23+4% $)% ' )"*) +,+ 4+", +,+ 4+", +$ $)% '77'1#$% %(,-
Today we will play a game. Every word we will read has a C in it. If the C says s ays /k/ we will run and put the word in this stack. If the C says /s/, run and put the word in that stack. Look at the word. Then see if there is an E, I, or Y after the C. Tell Tell me if the C will say /k/ or /s/. Then read the word. After you read the word, run and put it in the correct stack. Look through the words where C says /k/. Do you ever see an E, I,I , or Y after the C? no In the pile where C says s ays /s/, which letters are after after the C? E and I We will soon learn some words where C says /s/ after a Y. This is because C always softens to /s/ before an E, I, or Y.
Teacher Tip
Let's say the rule together. C always softens to /s/ before an Save the words to use in Lesson 104. E, I, or Y. Otherwise, C says /k/. Let's whisper it. C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/. Let's sing it. C always softens to /s/ before bef ore an E, I, or Y. Y. Otherwise, C says /k/.
Phonograms The Phonogram %# Phonogram Card %#
8)'0 $)% 2)'('9"+6 .+", %# This says /ā-ē- ī/. What does it say? /ā-ē- / ī How many sounds is / ā-ē- ī/? three Write /ā-ē- ī/ three times on your whiteboard.
Whiteboard
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Lesson 102
125
Phonogram Practice Phonogram Kangaroo
Phonogram Cards
!"# %&' "%()'*% %+ "%,*) +* +*' "-)' +. %&' /++01 2345,-* 2345 ,-* %&,% 6+( 7-55 "&+7 &-0 , 8,/)1 9. &' /',)" -% 8+//'8%56: &' 8,* %,#' +*' #,*;,/++ &+4 .+/7,/)1 9. &' )+'" *+% /',) -% 8+//'8%56: &' *'')" %+ ;+ <,8# %+ %&' <';-**-*;1 =&'* &' /',8&'" %&' +%&'/ "-)' +. %&' /++0: &' 7-*"1
Vocabulary Morphemes We have been learning that words are built from phonograms. Every word has units of sound that combine together to form the word. Words also are built from morphemes. =/-%' 0+/ 0+/4&'0' 4&'0' +* %&' <+,/)1 =/-%' A morpheme is a unit of meaning. Let's sound out morpheme together. morpheme together.
Red dry erase marker
> -* /')1
!"#
?+-*% %+ %&' 5'%%'/" ," 6+( "+(*) -% +(%1 /m-or-f--ē-m/ /m-or-f Why is there a silent final E in morpheme morpheme?? to make the E say / ē / Sometimes we can look at a word and know something about what it means by looking at the morphemes. For example: =/-%' 8,%" 8,%" +* %&' <+,/)1 =/-%' %&' @ -* /')1 What does this word tell us? It means the animal cat and and that there is more than one. How did you know there was more than one? the /s/ sound on the end is a morpheme meaning the animal and /s/ is a morpheme meaning more than one. Cat is Cat =/-%' "%+04-*; "%+04-*; +* +* %&' <+,/)1 How many morphemes are in stomping ? two What are they? stomp and -ing Show me what stomp means. stomp means. What does -ing tell tell us? Someone is doing it now. now.
I will write a word on the board. Quietly read the word in your head. Then tell me how many morphemes are in the word. Then jump as you shout each morpheme. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 102
phones papers farmer
2 2 2
phone paper farm
/z/ /z/ /er/
2 2 1
tallest older school
tall old school
/est/ /er/
Spelling Spelling List
Red and blue dry erase markers
!"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word
1.
water
2. their
3.
race
4.
eat
5. bounce
Sentence
Say to Spell
/er/ Poster
Markings
Spelling Hints Put two dots over /ä/. /ă-ā-ä/ said its broad sound. A often says /ä/ after a W. Underline /er/. Add to the /er/ Poster.
Is the water cold?
wä ter
wä ter
Their house is next door.
THār
th eir
Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline /ā/.
2
Race me to the fence!
rās
rāce
Draw a line over the /ā/. Underline the C. Double underline the silent E. The vowel says its long sound and the C says /s/ because of the E.
It’s time to eat.
ēt
eat
Underline /ē/.
Bounce the basketball to Mike.
bowns
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bounce
Underline /ow/. Underline the C. Double underline the silent E. The C says /s/ because of the E.
Lesson 102
127
Comprehension & Fluency Reader
Reader 5
!"#$ &'( )$"*$+ ,-
What is the title of this book? Robots What will we learn about as we read this book? Have you ever seen a robot?
We will learn about robots.
Read the book aloud to me. Which robot did you find the most inter i nteresting? esting? Why? Without reading the text, retell what you learned in this book while pointing to the pictures.
Teacher Tip Visit www.sciencekids.co.nz/robots.html to learn more about robots.
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LESSON
103
Objectives PHONOGRAMS: !"#$% "' ( 8 1 VOCABULARY: !"#$% )*" +$",-. $"/( : @ 3 % 1 ? SPELLING RULES: 0$#1)-1" $"#2-%3 45$26 4-)* )*$"" $"#65%6 ,5$ # 6-7"%) ,-%#7 8( < 5 3 % ; SPELLING: ,#1"9 )*"'9 $":6"9 3$5:+9 $"):$% > 5 " = COMPREHENSION: ;"/$"#2-%3 8 1 < 5 1 WRITING: <5+'45$= 7 & 4 % 1 ( 7 3 1 ; NEEDED: !>8 4*-)"?5#$29 0*5%53$#@ <#$26 -%17:2-%3 "' #%2 "- 9 *-3*7-3*)"$9 2-"9 1 : ' 3#@" +-"1"69 $"2 #%2 ?7:" 2$' "$#6" @#$="$69 A"$A 056)"$9 +#+"$ #%2 @#$="$69 ;"#2"$ B 5 & 9 8 7 OPTIONAL: 0*5%53$#@ C#@" D-7"69 6*5$) ?#7#%1" ?"#@9 )#+" 7-%" 5% )*" ,755$9 $5?5) 5 6 E#1::@ 17"#%"$9 +-1):$" 5, )*" 657#$ 6'6)"@ ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , "' + ) Phonogram Cards "' and " ( ' & "' ( % F*54 )*" 0*5%53$#@ <#$2 Whiteboard $ # This says / /. What does it say? ā ē / / ā ē " !
Materials
Phonograms
The Phonogram
How many sounds is /ā-ē/? two Write /ā-ē/ three times on your whiteboard.
F*54 )*" 0*5%53$#@ <#$2 "- ( This says /ā-ē- ī/. What does it say? /ā-ē- / ī How many sounds is /ā-ē- ī/? three F*54 )*" 0*5%53$#@ <#$26 "' #%2 "- ( How are these the same? They both say /ā-ē /. They both both start with an E. How are they different? EY says only two sounds. EI says three sounds. One ends in I, the other ends in Y. Y. Which one may I use at the end of the word? ey Why can't I use EI? English words do not end in I, U, V, or J. Write /ā-ē/ three times on your whiteboard. 128
Lesson 103
129
Phonogram Practice Phonogram Tight Rope - Individual
Phonogram Cards
!"#$%& &($ )&*+$,& &- )&.,+ ./.",)& &($ 0.112 3(-0 ("4 Short balance beam . 5(-,-/#.42 6)7 ("4 &- #$.+ &($ )-*,+)2 89 ($ #$.+) "& Tape line on the floor %-##$%&1:; ($ 4.: &.7$ -,$ )&$5 9-#0.#+2 <") ($$1 4*)& &-*%( (") &-$ 9-# $.%( )&$52 =($, ($ )(-*1+ 0#"&$ &($ 5(-,-/#.4 ", &($ ."#2 89 ($ 0#"&$) "& %-##$%&1:; ($ 4.: &.7$ .,-&($# )&$52 >($, ($ #$.%($) ?%(--)$ . 1-%.&"-,@ 1-%. &"-,@ ($ 0",) &($ /.4$2 A-# $B. %(.11$,/$ *)$ . C.1.,%$ C$.4 -# . &.5$ . 1",$ -, &($ 91--#2 89 &($ )&*+$,&) 9.11) -99; ($ C$/",) ./.",2
Phonogram Stop and Go - Classroom
Phonogram Cards
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
Vocabulary The Prefix reToday we will learn a new morpheme. I need you to be a word detective and find what is the same about these words. When you know know,, raise your hand. >#"&$ &($ 9-11-0",/ 0-#+) -, &($ C-.#+2 redo reread recook
repaint rewrite remix
What do you notice about these words? They all start with /r ē /. What do you think /rē/ means? to do it again When we add letters to the beginning of the word it is called a prefix. 103.1 The Prefix re- – page 137 Highlighter
Add the prefix re- to each of the words. Read the new words aloud, then highlight the /rē/. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 103
Spelling Rule Silent E Ladders and Slides
Die Game piece
103.2 Ladders and Slides – page 138
!"## %&' ()'* +",' -&'-( %&' ./01'2 "3 45-6'4 4&"7.* !'-( '-6& 7"2( -4 8"/ 5-44 -.( %'## 7&8 %&' 7"2( .''(4 - 4)#'.% 3).-# 9* :3 8"/ '.( ". - 45-6' 7)%& - #-(('2; 6#)01 %" %&' 7"2( -% %&' %"5 "3 %&' #-(('2* :3 8"/ '.( ". - 45-6' 7)%& - 4#)('; 4#)(' ("7. %" %&' 7"2( -% %&' 1"%%"0*
Spelling Spelling List
Red and blue dry erase markers
<)6%-%' %&' 7"2(4 3"2 %&' 4%/('.%4 %" 72)%' ". %&')2 7&)%'= 1"-2(4 "2 7)%& 5&".">2-0 %)#'4*
Word
Sentence
1. face
Is your face clean?
2. they
They are not home yet.
3. reuse
4.
5.
group
return
We can reuse this bag.
There was a group of kids playing.
Please return the cookie jar to Aunt Cindy.
Say to Spell
/er/ Poster
Markings
Spelling Hints
f āce
Put a line over /ā/, underline the C, and double underline the silent E. The vowel said its long sound and the C said /s/ because of the E.
f ās
THā
rē
ūz
gröp
rē te tern
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2
th ey
rē
2 ūse
3
group
rē turn
Underline TH and put a 2 over it. /th-TH/ said its second sound. Underline /ā/. Put a line over /ē/. A E O U usually say their long sounds at the end of a syllable. Put a line over /ū/. Double underline the silent E. The vowel said its long sound because of the E. Underline /z/ and put a 2 over it. /s-z/ said its second sound. Underline /ö/ and put a 3 over it. /ow-ō-ö-ŭ/ said its third sound. Put a line over /ē/. A E O U usually say their long sounds at the end of a syllable. Underline the /er/. Use the /er/ of hurt. Add to the /er/ Poster.
Lesson 103
reuse
131
Teacher Tip
The next word is reuse. We can reuse reuse this bag. reuse Reuse has two vowels in a row. Place your hand under your chin and say reuse. How many syllables in reuse? two Now hum reuse. /hm-hm/ How many syllables? two What is the first syllable? /r ē / What does the second syllable say? /ū z/ Let’s sound it out syllable by syllable. First syllable /r ē/. /r-ē / Second syllable /ūz/. /ū-z/ Use a /s-z/. What will we need to add to the end to make the U say its long sound? Add a silent final E. Now write /rē uz/. Write the the first syllable in red and and the second syllable in blue. !"# %&'(#)& *+,% +# +#'%# '%# -) -) "#+ *",.-/+(0 It is now my turn to write reuse. Sound it out as I write it. !"# /1"#+ *+,% +# +#'%# '%# -) -) &"# .-/+(0 First syllable /rē/. /r-ē / Second syllable /ūz/. /ū-z/ silent final E Why did the U say / ū/? because of the E What is the rule? The vowel says its long sound because of the E. How will we mark it? Put a line over the /ū / and underline underline the silent silent E twice. twice. Is there anything else to mark? Put a 2 over the /z/. /s-z/ said its second sound. Let's read it together. /r-ē-ū-z/ reuse 2-3#+ '4 &"#
*,&" 5-'+ "/)(0
!"
Teacher Tip
What does this say? use What does use mean? answers vary 6)1-3#+ &"#
0
!"
What does this say? reuse What does re mean? to do it again How are use and reuse different? Reuse means to use it again. To use can mean to use it only one time. What does it mean to reuse something? It means to use it more than one time, or to use it again.
When dictating words with more than one morpheme, ask the student to identify the meaning of each morpheme and how the word meaning changes. Tis will help students to begin to identify that words are built not only of phonemes which encode sounds, but morphemes which encode meaning.
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132
Lesson 103
Comprehension & Fluency Re-Reading
Reader 5
Take out Reader 5, Robots. Read pages 1 and 2. Why do people make real robots? to do jobs Can robots think by themselves? no
Paper and markers
Robot vacuum cleaner Picture of the solar system
Read page 3. What tells the robot what to do? a computer Read page 4. What can robots build? cars and trucks Look at the picture. Do you think these robots are building a car or a truck? Read page 5. What does this robot do? It cleans the floors. Have you ever seen a robot like this?
Teacher Tip Tear out the reader from the back of the student workbook. Fold it in half and place a staple near the edge.
Multi-Sensory Fun If anyone in the class has a vacuum robot
Read page 6. at home, ask then to bring it to class for a demonstration. Find the word harmful on the page. Underline it. What does harmful mean? It can hurt someone. What does this robot do? It finds harmful objects. This robot does jobs that would be dangerous for a human to do, such as finding a bomb inside a building. Look at the picture. What do you notice about this robot? Read page 7. What does this robot do? It can test test blood. blood. Did you know that our blood can tell doctors a lot about our health? h ealth? Look at the picture. pi cture. What do you notice about this robot?
Multi-Sensory Fun
Read page 8. What do these robots do? They compete and play games. Have you ever seen a robot competition? Read page 9. Where is this robot? on Mars Where is Mars?
Show a picture of the solar system. Discuss how people sent a rocket into space with this robot to explore another planet.
Teacher Tip
Read page 10. If you were to invent a robot, what would it do? What would it look like? Draw a picture pi cture of your idea for a robot.
Visit http://mars.jpl.nasa.gov/msl/ to learn more about the robot on Mars.
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Lesson 103
133
Writing Copywork
Teacher Tip
103.3 Handwriting – page 140
Read the sentence aloud. Copy it using your best handwriting on the lines in your workbook.
In Foundations C students should be able to copy a sentence that is written in a bookface font into either manuscript or cursive. Some students will still need a handwriting model to follow. Additional handwriting pages are available for purchase in both manuscript and cursive at www.LogicOfEnglish.com/store.
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LESSON
104
Objectives PHONOGRAMS: !"#$% "'()* 8 1 SPELLING RULE: + ,#- ./01"% 1/ 232 4"0/$" #% 56 76 /$ 8* : @ 3 % 1 ? SPELLING: "'()16 $"9:#;"6 (",6 ./<%=6 (-, < 5 3 % ; COMPREHENSION: >$#;1';" '="%1'0-'%( ?"-@/$=.* > 5 " = WRITING: A';1#1'/%* B$'1" # :'.1* C." ;/,,#. '% # ."$'".* 8 1 < 5 1 7 & 4 % 1 ( NEEDED: !D5 @)'1"4/#$=6 >)/%/($#, E#$=. "'() 6 ; #%= ( 6 '1",. 1/ ;/F"$ 7 3 1 .H<#$".6 1/- ;#$.6 E @/$=. 0$/, IJK*I6 )'():'()1"$6 .;'../$.6 (:<"6 $"= #%= 4:<" =$ ; 1 ,#$?"$6 $/4/1 ?'124//?.2,/F'".6 4:'%=0/:= : ' 5 & 9 OPTIONAL: >)/%/($#, +#," L':". 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . "'() , + Phonogram Card "'() ) ( M)/@ 1)" >)/%/($#, E#$= "'()* Whiteboard ' & % This says /ā- ī/. What does it say? /ā- / ī $ # " How many sounds is /ā- ī/? two !
Materials
G'%(/ "$#."
Phonograms
The Phonogram
Write /ā- ī/ three times on your whiteboard.
Phonogram Practice Phonogram Bingo
Crackers or other treats to cover the
104.1 Phonogram Bingo – page 141
Bingo squares
C.'%( 1)" G'%(/ (#," 9$/F'="=6 ;#:: /<1 ./<%=. @)':" 1)" .1<="%1. ;/F"$ 1)",* >:#- <%1': 1)" 4/#$= '. ;/F"$"=* A'$";1 1)" .1<="%1. 1/ $"#= 1)" 9)/%/($#,. 4#;? #. 1)"- <%;/F"$ "#;) .H<#$" /% 1)" 4/#$=* 134
Lesson 104
135
Spelling Rule G Softens to /j/ Phonogram Cards
0 and *
0 1
!"#$ &"' ("#)#*+,- .,+/ What does this say? /k /k-s/ s/ What rule did we learn that tells us when C says /s/? C always softens to /s/ before an E, I, or Y. Y. !"#$ &"' ("#)#*+,- .,+/ * 1 What does this say? /g-j/ I will write a word. See if i f you can read it as fast as I write it.
gate gum
great glad
What did the G say in each of these words? /g/
Teacher Tip
I will write three new words on the board. Try both the sounds /g/ and /j/. gem ginger
gym
G always says /g/ before an A, O, U, or consonant, or at the end of a word. G can only soften to /j/ if it is followed by E, I, or Y.
What do you hear? G is saying /j/ before an E, I or Y. What does this remind you of? C always softens to /s/ before an E, I, or Y. Hmm. C ALWAYS softens to /s/ before an E, I, or Y. Do you think G ALWAYS softens to /j/ before an E, I, or Y? I will write two more words. Tell me what you discover. get
gift
No, G does not ALWAYS say /j/ before an E, I, or Y. So this is our rule. G MAY soften soften to /j/ before an E, E , I, or Y. Does it always? No Let's say the G rule together while we march around the room. G may soften to /j/ before an E, I, or Y. Let's say the rule while you slither on the ground like snakes. G may soften to /j/ before an E, I, or Y. Let's shout the rule. G may soften to /j/ before an E, I, or Y.
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Lesson 104
C and G
Scissors
104.2 G Softens to /j / – page 143
!"# %"# #&' (%)*+, -'# #&'. "/ 01%23 #&' '*3' %4 0 (011 %) 52 0 6)067 52 0 #081', 9+7 #&' +#"*'2# #% 6&%%+' 0 (%)*: )'0* 5# 01%"*: #&'2 ;%%. 0 60) 0# 5#,
Toy cars C Words from 102.1 Highlighter
Multi-Sensory Fun If the student struggles to read these words, ask him to highlight the letter that comes after each of the G's.
Comprehension Learning More About Robots
Items or activities about robots
<0#6& 0 =5*'% 08%"# )%8%#+, <0#6& 0 )%8%# 6%./'#5#5%2, Blindfold >"51* 0 )%8%# "+523 0 75#, ?&')' 0)' .02@ 3)'0# '*"60A #5%201 75#+ 4%) 6&51*)'2 03'+ BC 08%"# )%8%#+, D'0* %#&') 8%%7+ 08%"# )%8%#+, E07' 0 15+# %4 #@/'+ %4 )%8%#+ #&' 75*+ &0=' +''2 52 .%=5'+ %) 0# &%.', &%.', F%%7 4%) )%8%#+ 52 #&' 2'(+, G10@ #&' 4%11%(523 30.'H !"# %&' % (")"* A
-'# "/ 0 +5./1' %8+#061' 6%")+', >152*4%1* %2' +#"*'2#: (&% (511 8' #&' )%8%#, 9+7 #&' %#&') +#"*'2# #% *5)'6# #&' )%8%# #&)%"3& #&' 6%")+'I &' (511 8' #&' 6%./"#'), 9+7 #&' +#"*'2#+ (&0# 5# (0+ 157' #% (017 #&)%"3& #&' 6%")+' (5#&%"# +''523, J5+6"++ &%( +'2A +%)+ 0)' "+'* 52 )%8%#+ #% &'1/ #&' )%8%# 'K/')5'26' #&' (%)1*,
Matching
Highlighter
104.3 What Are They? – page 145
Read the description. Highlight the keywords that tell you what it is. Find the picture. Cut it out and glue it next to the description.
Scissors Glue
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137
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word 1.
eight
2. replace
3.
gem
4.
sound
5.
gym
Red and blue dry erase markers
Sentence
Say to Spell
Markings
She is eight years old.
āt
eight
Spelling Hints Underline /ā/.
We will replace the flat tire.
rē plās
rē plāce
Put a line over the /ē/. A E O U usually say their long sounds at the end of a syllable. Put a line over the /ā/, underline the C and double underline the E. The vowel said its long sound and the C said /s/ because of the E.
Her charm bracelet has a pink gem.
jĕm
gem
G may soften to /j/ before an E, I, or Y.
He made a quacking sound.
sownd
sound
I like to play basketball in the gym.
jĭm
gy m
Underline /ow/. G may soften to /j/ before an E, I, or Y.
Writing and Fluency Writing Lists
Red dry erase marker
The past few lessons we have been learning about robots. What are some of the jobs that robots can do? 8+"$& $(& 6"-$ *0 $(& 2*%+, %- $(& -$/,&0$- 0%5& $(& 9*2-7
Robots $&-$ 26**, #6&%0 .6**+36%: 4%5&-
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Lesson 104
We have made a list. Now I will write the list as a sentence. !"#$% $'% (%)$%)*% +) $'% ,+-"./ 01$ $'% *+22-( #) "%./ 3+,+$( *-) $%($ ,4++.5 ,4++.5 *4%-) 64++"(5 64++"(5 -). 74-8 9-2%(/
When we write a list in a sentence, we need to write a comma between each item in the list. It tells us to pause when we are reading. 3%-. $'% (%)$%)*% :#$'+1$ 7-1(#)9/
"Robots can test blood clean floors and play games." We do not read it like this. 3%-. $'% (%)$%)*% :#$' 7-1(#)9/
"Robots can test blood, clean floors, and play games." The pause helps us to understand the information better because it separates the items in a list. A comma does the same thing. Now it is your turn to read the sentence. Be sure to pause with the commas. Dictation 104.4 Dictation – page 149
;#*$-$% $'% (%)$%)*% 6+" ($1.%)$( $+ :"#$% #) $'% :+"<,++
Choose which line size is most comfortable for you. I will read the sentence two times. Repeat it back to me, then write it on the paper. A robot is run by a computer that tells it what to do. A robot is run by a computer that tells it what to computer that tells tells it what to do. do. do. A robot is run by a computer =>'% ($1.%)$( :"#$%/?
Read the sentence back as I write it on the board. Give me hints about how to write the sentence corcorrectly. (Start the sentence with a capital letter.) Ā r-ō-b-ŏ-t ĭ -z -z (use /s-z/) r- ŭ-n b-ī (use (use /y-ĭ -ī -ē ) ā k-ŏ-m p-ū-t-er (use /k-s/, /k-s/, use the /er/ of her) TH- ă-t t-ĕ-l-l-z (use /s-z/) ĭ -t -t wh-ä-t (use two-letter /wh/) /wh/) t-ö t-ö (use /ŏ-ō-ö/) d-ö (use / ŏ-ō-ö/) (end the sentence with a period). @1774%2%)$ $'% ($1.%)$(A (199%($#+)( ,8 2+.%4#)9 *+""%*$48 -)8$'#)9 $'-$ $'% ($1.%)$( 4%-B% +1$ -( 8+1 :"#$% $'% (%)$%)*% +) $'% ,+-"./ C(< $'% ($1.%)$( $+ *+""%*$ $'%#" +:) (%)$%)*%/
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LESSON
105
Objectives PHONEMIC AWARENESS: !"#$% '() *( +(,%* *'" -.//#0/"- 0. +(,%*1%2 *'" 3()"/-4 PHONOGRAMS: !"#$% +"1 4 SPELLING RULES: 5'" 6 -#.- 787 0"+#,-" (9 *'" :4 SPELLING: "3"%; /#$2"; +"1/1%2; <#2"; (9*"% WRITING: !"#$% '() *( )$1*" # /1-* #%= ,-" +(>>#-4 FLUENCY: ?$#+*1+" $"#=1%2 '12' 9$"@,"%+. )($=-4
Materials NEEDED: A !B: )'1*"0(#$=-; ?'(%(2$#> C#$=- +"1 #%=
2 ; D 0/(+E- <"$ -*,="%*; $"= #%= 0/," =$. "$#-" >#$E"$-; !#F. G()"/ C'#$*; H =1+"; I12' J$"@,"%+. K($=- 9$(> <$"31L (,- /"--(%-; 0#2; *1>"$ OPTIONAL: ?'(%(2$#> 6#>" 51/"-; A +/1<0(#$=-; -@,1$* 2,%-
Phonemic Aw Awareness areness Syllables
Teacher Tip
What is a vowel? A vowel is is a sound you can sing and your mouth is open. What is one way we have learned to count syllables? Feel how many times my mouth opens. Hum the word.
Te purpose of this lesson is to introduce
students to the idea that the number of vowels equals the number of syllables. Since written vowels are so complex in English, this concept will likely take a while to master.
Which type of sound do we open our mouth to say? vowels So another way to count the number of syllables syllabl es is to count the number of vowels. I will write a word on the board. b oard. Tell Tell me how many syllables are in the word, then tell me what the vowel sounds are. K$1*" !"#$% (% (% *'" 0(#$=4
paint
1 syllable
The vowel is /ā /. 139
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
140
Lesson 105
How many letters spell the vowel sound / ā/? two We will underline the vowel. !"#$%&'"$ )*$ +,-$& '" ./'")0
Teacher Tip
How many vowels are in the word paint? one How many syllables? one 1%')$ !"##$#% ," ," )*$ 2,/%#0
Read the word. Tell me how many syllables are in the word, then tell me what the vowel sounds are. running 2 syllables The vowels are /ŭ / and / /. ĭ
A vowel may be represented by one, t wo, three, or four letters. Tough most people learned that the vowels are A, E, I , O, U and sometimes Y, this is a gross oversimplification. English has 15 vowel sounds and 28 ways to write them. Te vowel in paint is the two-letter phonogram AI.
How many vowels in running ? two We will underline the vowels. !"#$%&'"$ )*$ +,-$&3 '" %4""'"50
How many vowels are in the word running ? two How many syllables? two 1%')$ &'%( &'%( ," ," )*$ 2,/%#0
Teacher Tip
Read the word. Tell me how many syllables are in the word, then tell me what the vowel sounds are. cage 1 syllable The vowel is /ā /
In the word cage , the silent final E is not a vowel; it is a diacritical marking.
How many vowels did you hear? one How is long /ā/ spelled in cage? with an A and a silent final E !"#$%&'"$ )*$ +,-$& '" 6/5$0
How many vowels are in cage? one How many syllables? one 1%')$ )(*+, )(*+, ," ," )*$ 2,/%#0
Read the word. Tell me how many syllables are in the word, then tell me what the vowel sounds are. below 2 syllables The vowels are /ē / and /ō /. We will underline the vowels. !"#$%&'"$ )*$ +,-$&3 '" 2$&,-0
How many vowels are in the word below? two How many syllables? two In English every syllable must have a vowel. Also, looking at how many vowels are in a word will give us a clue as to how many syllables are in the word. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
Lesson 105
Spelling Rule Words Ending in -GE Phonogram Card
*
!"#$ &"' ("#)#*+,- .,+/ * 0 I have a problem for you to solve. Sound out the word large as I write write it on the the board. /l-ar-j/ large as 1+2&' !"#$ #) #) &"' 3#,+/ ,4 5#6 4#6)/ 2& #6& 7#6/0 Does this say /larj/? no Why not? The G is at the end of the word. There is not an E, I, or Y after it. I can make the G say /j/ by adding a silent final E. 8// ,) 9 !"#$% !"#$%00 Now what does it say? large The G says /j/ because of the E.
Our third reason for a silent final E says, The C says /s/ and the G says /j/ because of the E. Let's shout the rule. The C says /s/ and the G says /j/ because of the E. E. Let's whisper it. The C says /s/ and the G says /j/ because of the E.
Reading Words Ending in -GE I will write a word on the board. If you read it correctly, you may place one block on the tower. When you have used all the blocks you are finished and may knock down the tower. large age charge cage hinge lunge
page stage strange plunge teenager village
6 blocks for each student
Teacher Tip Te
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
A in village says the schwa sound. village says
141
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Lesson 105
Phonograms The Phonogram !"#
Phonogram Card !"#
$%&' )%" *%&+&,-./ 0.-1 !"# 2 This says /sē/. What does it say? /sē / Why does the C soften to /s/ in this phonogram? C always softens to /s/ before an E, I, or Y. Write /s ē/ three times on your whiteboard. w hiteboard.
Whiteboard
Teacher Tip Technically the CEI phonogram is two phonograms: C and EI. Logic of English created this phonogram to replace the spelling rule beloved by many Americans. "Use I before E, except after C…" Tough the rule has too many exceptions to be added to the LOE rules, it does consistently explain that EI is used after C. Te students we surveyed all agreed that adding this as a phonogram aided them in simplifying the usage of EI and EY. Tis phonogram is found in only eight words: ceiling, deceive, conceit, conceive, perceive, deceit, receipt, receive.
Phonogram Practice The Phonogram Circuit - Individual $") 34 567 8).)#&+8 .-&3+1 )%" -&&/ '#)% '%#)"9&.-18 .+1 1-: "-.8" /.-;"-82 <"== 8)31"+)8 :&3 '#== !.== &3) . 4%&+&,-./>8 8&3+1?8@2 <%": +""1 )& -3+ )& ".!% 8).)#&+A '-#)" #)A )%"+ -".1 #)2 B%"+ )%": ,") 9.!; )& )%" 8).-)#+, 4+)A !.== &3) . +"' 8&3+12
Phonogram Circuit - Classroom C#D#1" )%" !=.88 #+)& )"./8 &E F67 8)31"+)82 *=.!" &+" '%#)"9&.-1 .) ".!% 8).)#&+ E&- ".!% )"./2 C#-"!) ".!% )"./ )& E&-/ . =#+"2 B%"+ :&3 -".1 )%" 4%&+&,-./A &+" 8)31"+) E-&/ ".!% )"./ -3+8 )& ".!% &E )%" 8).)#&+8A '-#)"8 )%" 4%&+&,-./ .) ".!% &+"A )%"+ -")3-+8 )& 8).-)A .+1 ).,8 )%" +"G) 8)31"+) '%& -3+8 )%" !#-!3#) '-#)#+, )%" +"G) 4%&+&,-./2
3 whiteboards or clipboards
Squirt guns
Multi-Sensory Fun Write phonograms on a waterproof whiteboard or chalkboard. Place the whiteboard outside, in a bathtub, or in another waterproof area. Provide students with squirt guns. Read a phonogram's sound(s). Students should squirt the correct phonogram.
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Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word
1.
even
2. large
3. ceiling
4.
page
5. often
Sentence
Even my dog thought it was funny.
Say to Spell
Red and blue dry erase markers Lazy Vowel Chart
Markings
vĕn
ē
ē
ven
That is a large bowl of cereal.
larj
lar ge
A spider crawled across the ceiling.
sē lĭng
cei ling
Look at the picture on page one.
We often play together after school.
pā j
ŏf
tĕn
pāge
of ten
Spelling Hints Put a line over the /ē/. A E O U usually say their long sounds at the end of a syllable. Underline the /ar/. Underline the /j/. Double underline the E. The G says /j/ because of the E. English words do not end in I, U, V, or J. Underline /sē/. Underline /ng/. Put a line over the /ā/. Underline the /j/. Double underline the silent E. The vowel says its long sound and the G says /j/ because of the E. All first sounds. Add to the Lazy Vowel Chart.
often The next word is often often.. We often play together after Teacher Tip school. often Some dialects pronounce the second sylPlace your hand under your chin and say often. often. How How many lable as /tĭn/. If this is the case, exaggerate syllables in often often?? two the /ĕ/ sound for spelling purposes. Some dialects say /ŏf ĕn/. If this is the case, Now hum often often.. /hm-hm/ double underline the silent sil ent T. How many syllables? syllables? two Do you hear a Lazy L azy Vowel in oft әn? n? yes If we exaggerate the vowel it sounds like / ŏf tĕn/ What is the first syllable? /ŏ f/ What does the second syllable say? /tĕn/ Let’s sound it out syllable by syllable. First syllable / ŏf/. /ŏ-f/ Second syllable /tĕn/. /t-ĕ-n/ Now write / ŏf tĕn/. Write the first syllable in red and the second syllable in blue. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 105
!"# %&'(#)& *+,% -. ) -) ) -) "#+ *",/-0+(1
It is now my turn to write often. Sound it out as I write it. !"# "#+ *+,% -. ) -) ) -) &"# /-0+(1 First syllable /of/. /ŏ-f/ Second syllable /tĕn/. /t-ĕ-n/ Is there anything to mark? No. Let's read it together. /ŏ-f-t-ĕ-n/ often Let's add often often to to the Lazy Vowel Chart.
Writing and Comprehension Writing Lists
Red dry erase marker
105.1 Writing – page 150
Today we will write a list about things we will do today today.. What are some things you will do today? 3+, &"# %&'(#)&4% ,(#0% -) &"# /-0+(1
Things To Do Today 5607 0 809# 8- &- &"# 50+: +#0( 0 /--: ;
In your workbook, workbook , write three things you plan to do today. We have made a list. Now we will write the list as a sentence. First I will write a sentence about what I plan to do today.
Teacher Tip Te
goal of this activity is for children to explore descriptive language. At this stage, some children will be able to write a complete sentence to describe the picture, others will only write phrases or individual words. Affirm all attempts at expression. Do not overly emphasize correct spelling or usage. Writing correct sentences is a complex activity requiring students to understand subjects, verbs, and complete thoughts. Tis will develop with time and further instruction.
Teacher Tip Some students will be ready to write sentences that follow a pattern. Other students may simply write the list.
3+, &"# %#))2# -) &"# /-0+(1 <'& &"# 2-990% ,) +#(1 !-(07 = *,66 5607 0 809#> 809#> 8- &- &"# 50+:> 50+: > 0)( +#0( 0 /--:1
Notice between each item I put a comma. The comma sits on the baseline. b aseline. When we are reading aloud and we see a comma, we should take a small pause. Read my sentence aloud. Be sure to pause for the commas. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
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Now it is your turn to write a sentence about what you plan to do today. You must include at least three things you plan to do in your sentenc s entence. e. Be sure to put a comma between b etween each one.
Fluency High Frequency Word Race 105.2 High Frequency Words – page 151
!"#"$% '(% (")( *+%,-%./0 12+$ /3+$4 5%'1%%. *2-+ 62/37 '"2.4 ". '(% +2289 :63/% 2.% $"% 3' %3/( 62/3'"2.9 I will set a timer for 2 minutes. When I say, s ay, "go," "go," run to the first spot, roll the die, then select that many cards. Read each card aloud. If you read it correctly the first time, you get to put it in your bag. b ag. If you do not read it correctly, put it back in the pile. Then run to the next station, roll the die, and read that many cards. Continue until the timer beeps. Then we will count how many words you have read.
Optional: High Fr Frequency equency Word Sentences ;4% '(% (")( *+%,-%./0 12+$4 *+28 <2-.$3'"2.4 => ?> 3.$ @9 =4A '(% 4'-$%.' '2 /(224% 12+$4 3.$ 3++3.)% '(%8 ".'2 4%.'%./%49
4 dice High Frequency Words from previous lessons Bag Timer
Teacher Tip Save the high frequency word cards for use with later lessons.
High Frequency Words from previous lessons
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REVIEW Area 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
Handwriting
Skill Copy a sentence with an uppercase letter and punctuation.
Phonograms
Spelling
Mastery
1
Read bu, gu, dge, ph.
1
Read ei, ey, eigh, cei.
3
Spell words by choosing the correct phonograms from a limited set of options.
Reading
E
Read words with a soft C and G. Read words with the first three reasons for a silent final E. Read two-syllable words with long and short vowel sounds. Read two-syllable words with a schwa sound. s ound.
146
1
2
2
2
2
Review E
147
Phonogram Assessment Reading Phonograms !"# %&' "%()'*%" %+ ,'-) '-.& +/ %&' 0&+*+1,-2 .-,)"3 45(6 1(6 )1'6 0&6 '76 '86 '71&6 .'79
What's That Phonogram?
Phonogram Cards 5( , 1( , )1' ,
0& , '7 , '8 , '71& , .'7 Highlighter
E.1 What’s That That Phonogram? – page 153
On your page are groups of four phonograms. I will say a phonogram's sound(s). Color the correct phonogram with your highlighter. 1. 2. 3. 4. 5. 6. 7. 8.
/ā-ē- ī/ that you may not use at the end of English words. /b/ two-lette two-letterr /b/ /g/ two-lette two-letterr /g/ /ā- ī/ four-letter / ā- ī/. /ā-ē/ that you may use at the end of English words. /sē/ /j/ three-let three-letter ter /j/ /f/ two-lette two-letterr /f/
Challenge Dictate the phonogram and ask the student to write it on a whiteboard without a visual referenc reference. e.
Spelling Assessment Spelling E.2 Spelling – page 155
:(% +(% %&' 0&+*+1,-2 %7;'" -*) 0;-.' %&'2 +* %&' %-5;' 7* /,+*% +/ %&' "%()'*% "+ %&-% '<',8 ;'%%', 7" +,7'*%') .+,,'.%;83 I will say a word. Using the phonograms, drag them into place to spell the word.
phone
large
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race
148
Review E
Handwriting Assessment Copywork E.3 Handwriting – page 157
Choose the line size that you prefer. Copy the sentence.
Reading Assessment Comprehension
Teacher Tip
E.4 Matching – page 158
Read the sentence. Match it to the correct picture.
High Frequency Words
Listen to students read each sentence aloud. Note how the student reads the various types of words. Many students at this stage will still struggle with two-syllable words.
Index cards
E.5 High Frequency Words – page 159
Read each word aloud.
Multi-Sensory Fun Write each word on an index card. Ask the student to read it, then run across the room and put it in a pile.
Practice Ideas Handwriting !" $%& '$()&*$ +,*$-*(&' $, '$.(//0& 1-$% 1.-$-*/2 .&3-&1 %,1 $, ",.4 &5+% ," $%& 0&$$&.' ('-*/ &-$%&. !"#$%&'("$) &-$%&. !"#$%&'("$) + 5*) 5*) , , ,. ,. -./ 0.1'.2 "3 4&$%56('($7 6 !*+,.7,.5$& )5-08 %5*)1.-$-*/ /54&' 5' ",(*) -* !"#$%&'("$) -* !"#$%&'("$) + 5*) + 5*) , , $, $, 7.,3-)& 5))-$-,*50 7.5+$-+&6
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
Review E
149
Phonograms !"#$%$&'() +(,-! $% .(&- /0 !1$ 234#! $% .(&- 56 !"#$%$&'() 7-)$'8! $% .(&- 55 !"#$%$&'() 9$:;3%&! $% .(&- <=> !"#$%$&'() ?;(. @ A%B3C3BD(;! $% .(&- <<= !"#$%$&'() E$.4,$F,# @ A%B3C3BD(;! $% .(&- < !"#$%$&'() G(%&('$$! $% .(&-
Long Vowels !M$%& N$:-; 1()-! $% .(&- >I !O P Q R! $% .(&- /5 !M$%& N$:-; ED%F! $% .(&- 5I !M$%& N$:-; ?$'F! $% .(&- 55 !M$%& N$:-; 9$('B 1()-! $% .(&- <=0
Words with the Schwa Sound "'(,F3,- '-(B3%& F#- :$'B4 $% F#- M(S8 N$:-; L#('F -(,# B(8 T$' ( )$%F#U
Words with Soft C and Soft G
Multi-Sensory Fun Write schwa words on a whiteboard. Provide the student with a Nerf® gun to "shoot" each word as he reads it.
!L ?$TF-%4 F$ V4V! $% .(&- <<5 !W$'B4 P%B3%& 3% @LP! $% .(&- !+-(B3%& W$'B4 P%B3%& 3% @1P! $% .(&- <6<
Silent Final E Words !?3;-%F P M(BB-'4 (%B ?;3B-4! $% .(&-
Reading Comprehension !+-(B (%B Y$! $% .(&- >K !Q% F#- 2(')! $% .(&- <=5 !2$;;$:3%& Y3'-,F3$%4! $% .(&-
High Frequency Words !+-(B3%& ?$'F! $% .(&- /H !E3 2'-ZD-%,8 W$'B 1()-! $% .(&- <;%351%3@ ="5>;%351%3@:18 :18
LESSON
106
Objectives PHONEMIC AWARENESS: "#$%&$ '$( ()#*+ &,%& $'* -' ./01 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
SPELLING RULE: 02$#3 +344%54$ 67+& ,%2$ % (#-&&$' 2)($41 SPELLING: %884$9 )#%':$9 4-&&4$9 &):$&,$#9 ;))* COMPREHENSION: /$%#' &) -*$'&-;3 &,$ 6%-' -*$% -' % 8%#%:#%8,1
Materials NEEDED: /<0 (,-&$5)%#*9 =,)'):#%6 >%6$ "%#*+9 8-$?$ ); 8%8$#9 #$* %'* 547$ *#3
$#%+$ 6%#@$#+9 =,)'):#%6 >%6$ A-4$+9 B$#B =)+&$# OPTIONAL: A-6$#
Phonogram Practice Matching Phonograms - Individual
Phonogram Game Cards
=4%?$ % (,-&$5)%#* %& )'$ $'* ); &,$ #))6 %'* *-+-57&$ Whiteboard &,$ :%6$ ?%#*+ %& &,$ )&,$# $'* -' % #%'*)6 8-4$1 A$44 Timer &,$ +&7*$'& 3)7 (-44 +%3 &,$ +)7'*C+D ); % 8,)'):#%61 E$ '$$*+ &) (#-&$ -& )' &,$ (,-&$5)%#*1 ",$?@ &) +$$ -; ,$ -+ ?)##$?&9 &,$' ,$ +,)74* #7' &) &,$ )&,$# $'* ); &,$ #))69 ;-'* &,$ 6%&?,-': =,)'):#%6 >%6$ "%#*9 #7' 5%?@ &) &,$ (,-&$5)%#*9 ,)4* -& 789 %'* #$%* &,$ +)7'*C+D1 <8&-)'%4F G+$ % &-6$#1
Matching Phonograms - Classroom
1 set of Phonogram Game Cards per team
H-2-*$ &,$ ?4%++ -'&) &$%6+ ); I.J +&7*$'&+9 (-&, % +8%?$ 1 whiteboard per team ;)# $%?, &$%61 =4%?$ % (,-&$5)%#* %& )'$ $'* ); &,$ #))6 Timer %'* +8#$%* &,$ :%6$ ?%#*+ -' % 8-4$ %& &,$ )&,$# $'*1 A$44 +&7*$'&+ 3)7 (-44 +%3 &,$ +)7'*C+D ); % 8,)'):#%61 A,$ ;-#+& +&7*$'& )' &,$ &$%6 '$$*+ &) (#-&$ -& )' &,$ (,-&$5)%#*1 ",$?@ &) +$$ -; ,$ -+ ?)##$?&9 &,$' ,$ +,)74* #7' &) &,$ )&,$# $'* ); &,$ #))69 ;-'* &,$ 6%&?,-': :%6$ ?%#*9 #7' 5%?@ &) &,$ (,-&$5)%#*9 ,)4* -& 789 %'* #$%* &,$ +)7'*C+D1 K,$' ,$ ;-'-+,$+ #$%*-': &,$ +)7'*+9 &,$ '$L& +&7*$'& -' 4-'$ :)$+1
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Lesson 106
151
Spelling Rule Every Syllable Needs a Vowel I will crumple the paper. !"#$%&' ) %*'+' ,- %)%'".
Piece of paper Red and blue dry erase markers
How many syllables in crumple? two Let’s write crumple on the board. Sound it out while I write each sound. /k-r /k-r--ŭ-m-p-l/
Multi-Sensory Fun For students who want to learn more about this rule, ask them to do the following experiment: Say the sound /l/. What is blocking it? My tongue. Can you sing it? Yes, this sound can be sustained. In this way /l/ is a bit like a vowel and a consonant. When /l/ is heard at the end of the word it is acting as if it wants to be a vowel. However, since our tongues block the sound, it is really a consonant. Terefore, we add a silent final E to be the last written vowel.
/"*0' +"#$ +"#$%& %& ,1 ,1 02' 3,)"4 )5 02' 50#4'105 5,#14 *0 ,#0. Let’s read this together. /k-r /k-r--ŭ-m-p-l/ That sounds right. How many syllables are in crumple? two How many vowels do you see? one That is a problem. Every syllable needs a vowel. Do you s ee a vowel in the first syllable /kr ŭm/? yes What is the vowel? ŭ Do you see a vowel in the second syllable /pl/? no Then we need to add a silent final E. Can we hear the E? no Why is it there? Because the syllable needs a vowel. This is our new Silent E rule: Every syllable must have a written vowel. Say it with me. Every syllable must have a written vowel.
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Lesson 106
Phonemic Awar Awareness eness Creating New Words Today we will make new words using phonogram tiles. tiles . I have arranged the letters in a pattern. What does this say? s ay?
Phonogram Game Tiles
t l e /tl/
What does it say when I add these letter letters? s? l i t t l e
little
How does this change it? s e t t l e
settle
!"#$%#&' )* )+",'- ."/ "&$ $0' 1"22"3%#4 3"5/*b o t t l e
p a d d l e
r a t t l e
p e d d l e
t a t t l e
s a d d l e
b a t t l e
r i d d l e
m i d d l e
w a d d l e
106.1 Matching – page 160
6')/ $0' *'#$'#7'- 8)$70 %$ $" $0' 7"55'7$ 9%7$&5'-
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Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word 1.
apple
2. orange
3. little
4.
together
5.
food
Sentence This is a delicious apple.
My favorite pair of shoes is orange.
That is a little kitten.
Say to Spell ăp
Red and blue dry erase markers /er/ Poster
Markings
Spelling Hints
ap ple
Double underline the silent final E. Every syllable must have a written vowel.
pl
or ănj
or ange
lĭt tl
lit tle
2
We like to play that game together.
tö gĕTH er
tö geth er
Bring your favorite picnic food.
föd
food
apple The first word is apple apple.. This is is a delicious apple. apple. apple Place your hand under your chin and say apple. apple. How How many syllables in apple apple?? two Now hum apple apple.. /hm-hm/ How many syllables? two What is the first syllable? /ă p/ What does the second syllable say? /pl/ Let’s sound it out syllable by syllable. First syllable / ăp/. /ă-p/ Second syllable /pl/. /p-l/ Add a silent final E. Now write / ăp pl/. Write the the first syllable in red and the second syllable in blue. 8(& -$/,&0$ )+"$&- %3 %336& 36& *0 *0 (&+ )("$&2*%+,7 It is now my turn to write apple. Sound it out as I write it. 8(& $&%#(&+ )+"$&- %3 %336& 36& *0 *0 $(& 2*%+,7 !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
Underline /or/. Underline /j/ and double underline the silent E. The G says /j/ because of the E. Double underline the silent final E. Every syllable must have a written vowel. Put two dots over the /ö/. /ŏ-ō-ö/ said its broad sound. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline /er/. Add to the /er/ Poster. Underline /ö/.
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Lesson 106
First syllable /ăp/. /ă-p/ Second syllable /pl/. /p-l/ Add a silent final E. How do we mark a silent final E? Underline it twice. Why do we need a silent final E? Every syllable must have a written vowel. Let's read it together. / together. /ă-p-p-l/ apple
Comprehension & Fluency Fred 106.2 Fred – page 162
Read the story. Notice this story is broken into seven parts. parts . Each part is called a paragraph. When writers express their ideas, they organize them into groups. Point to each of the paragraphs. How many paragraphs are in this story? seven Re-read the first paragraph. What is this paragraph about? It tells what the turtle looks like. Re-read the second paragraph. What is it about? It tells where the turtle lives. Re-read the third paragraph. What is it about? It tells what Fred does when he wants to eat. Re-read the fourth paragraph. What is it about? It tells what Fred eats. Re-read the fifth paragraph. What is it about? It tells about how Fred likes to take a bath. Re-read the sixth paragraph. What is it about? It tells about what Fred likes to do in the bathtub.
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LESSON
107
Objectives PHONEMIC AWARENESS: "#$%&'$ '()*+$' +)', -,. /*+0'. 01**-2*'03 PHONOGRAMS: 4'-$, '5 3 SPELLING RULES: 6$-/%7/' 07*',% 8 $#*'03 SPELLING: ,'59 %-2*'9 )#$)*'9 *'%%'$9 2$+5, COMPREHENSION: :'-.'$ ; < =+*)&7,0
Materials NEEDED: 4>8 5&7%'2+-$.9 6&+,+?$-@ A-$. '5 9 &7?&*7?&%'$9 /&-*B9 $'. -,. 2*#' .$1
'$-0' @-$B'$09 C'$C 6+0%'$9 :'-.'$ ; OPTIONAL: 6&+,+?$-@ D-@' E7*'09 )-)'$
Phonograms The Phonogram '5 Phonogram Card '5
F&+5 %&' 6&+,+?$-@ A-$. '5 3 This says /ö-ū/. What does it say? /ö-ū / Write /ö-ū/ three times on your whiteboard.
Whiteboard
Phonogram Practice Blind Writing A-** +#% - )&+,+?$-@ 21 %&' 0+#,.G0H3 I0B %&' 0%#.',%0 %+ 5$7%' 7% +, %&'7$ 5&7%'2+-$. 57%& %&'7$ '1'0 /*+0'.3 6$-/%7/' %&' )&+,+?$-@0 %&-% 0%#.',%0 &-J' ,+% 1'% @-0< %'$'.3
155
Whiteboard
Teacher Tip Tis
activity is good for practicing the muscle memory needed to master fluid handwriting.
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
156
Lesson 107
Phonemic Awar Awareness eness Double Consonants and Short Vowels
Highlighter
107.1 Silent E's – page 164
In your workbook you have two lists of words with a silent final E in the last syllable. You will be a detective and discover what is happening in each of these words. Read the words in the first column.
apple bubble paddle
bottle wiggle
Teacher Tip Tis
concept may be too abstract for some students. Others will recognize that the vowel will say its long sound before a single consonant and find it helpful for reading and spelling. For students who do not understand the pattern, move on. When sounding out words, they may simply try the various vowel vow el sounds in order of frequency until they find the one that makes sense.
What do you notice about these words? They all end in LE. They all have double letters. Highlight the double letters. Is the vowel short or l ong? short Mark each of the vowels with the short sound. Do you see se e the colors in the words? That is where the syllable divides. The syllable divides b etween the double letters. The double letters close the syllable so that the vowel is short. Read each of the words in the second column.
maple table
staple title
bugle
What is the same about these words? They all end in LE. What is different? They do not have double letters. The vowel says its long sound. How many syllables are in the word maple maple?? two Why does the A say its long sound in maple maple?? It is at the end of the syllable. What is the rule? A E O U usually usually say their their long sounds sounds at the end of the syllable. When there is only one consonant before the /l/, the syllable is open and the vowel says its long sound. Let's read the words again.
Spelling Rule Practice Silent Final E Game !"#$ # &'()*'+*& ,'#",'#" - $.+& /./+001 )23#"0)4 5".+0 '10 '/ +&0 /'66'$.17 ).601+ /.1#6 8 $'"-) '1 0#*& )23#"04 9/ :'3 #"0 (6#:.17 .1-''") 3)0 )&00+) '/ (#(0" +' *"0#+0 +&0 7#;04
Chalk
Paper
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
Lesson 107
157
!"#$% # '()*% )* )*% )+ (,% -)./'0 1'2 (,% '(3/%*( () ,)4 () 5(0 6%+).% ,% ,)4' )* %#$, '73#.% ,% ',)3"/ .%#/ (,% -)./0 8,%* ,% .%#$,%' (,% -)./ - )./ -5(, (,% '()*%9 ,% ',)3"/ .%#/ (,% -)./9 (%"" -,: (,% ; 5' *%%/%/9 (,%* ,)4 <#$20 (#<"% ')"=% (.3% $#>% $#<"% $#=% '#?% ,#=%
'#3$% 4#>% '(#>% +%*$% 4%#$% <"3% '5?4"%
Challenge Dictate the words for students to write before playing the game.
Spelling Spelling List @5$(#(% (,% -)./' +). (,% '(3/%*(' () -.5(% )* (,%5. -,5(%A <)#./' ). -5(, 4,)*)>.#? (5"%'0
Word 1.
2.
3.
new
table
purple
4. letter 5. brown
Red and blue dry erase markers /er/ Poster
Sentence
Say to Spell
Markings
I have a new coat.
nö
new
The plate is on the table.
tā bl
tā ble
Spelling Hints Underline /ö/. Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. Double underline the silent final E. Every syllable must have a written vowel.
The purple sweater is cute.
per pl
pur ple
Underline the /er/. Double underline the silent final E. Every syllable must have a written vowel. Add to the /er/ Poster.
What is the first letter in your name?
lĕt ter
let ter
Underline /er/. Add to the /er/ Poster.
The brown dog ran away.
brown
brown
Underline /ow/.
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Lesson 107
Comprehension & Fluency Reader
Reader 6
!"#$ &'( )$"*$+ ,-
What is the title of this book? Dolphins Have you ever seen a dolphin? If I have never seen a dolphin before, how would you describe it to me? Read the book aloud to me. What is something new you learned about dolphins? Without reading the text, retell retell what you learned in this book while pointing at the pictures.
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
LESSON
108
Objectives PHONOGRAMS: !"#$% '( ) SPELLING RULES: *++ # ,(-"%. / .0 1#2" .3" 40$+ -002 5(66"$) VOCABULARY: 73" 8$"9(: '%;) SPELLING: #$"< 4"$"< 9$'(.< ,3#8"< 3'6" READING COMPREHENSION: =$#>.(>" (+"%.(9?(%6 .3" 1#(% (+"# (% # 8#$#6$#83) @,"
2"?40$+,) WRITING: A08?40$2
Materials NEEDED: !B/ 43(."50#$+< =30%06$#1 A#$+ '( < =30%06$#1 C#1" A#$+,< D (%+": >#$+,<
E(88"$< 8(8" >-"#%"$< ,3($. 4(.3 5'..0%,< .04"-< F#>2". 4(.3 ,%#8,< -0>2< G"$G =0,."$< 3(63; -(63."$< H"#+"$ D OPTIONAL: =30%06$#1 C#1" 7(-",
Phonograms The Phonogram '( Phonogram Card '(
I304 .3" =30%06$#1 A#$+ '( ) This says /ö/. What does it say? s ay? /ö/ Can you use /ö/ at the end of the word? no Why? English words do not end in I, U, V, or J. Write /ö/ three times on your whiteboard.
Whiteboard
159
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
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Lesson 108
Phonogram Practice Go Fish
Phonogram Game Cards
!"#$ &'(" )#*+, -"* -$#."*/ 0$#)" 12" *"3#'4'45 )#*+, '4 Choose 20-30 matching phonogram 12" 3'++$" 6& 12" 1#7$" )" +684 #4+ ,-*"#+ 12"3 691 pairs. '416 # :&',2'45 -64+/; <2" &'*,1 -$#."* )266,", #4612"* -$#."* 16 #,=> :!6 .69 2#(" # ???@; A19+"41, ,269$+ #,= &6* # -26465*#3 12#1 3#1)2", 64" '4 12"'* 2#4+ 7. ,#.B '45 12" ,694+C,D/ E& 12" #4,8"* ', :.",>; 12" #,='45 -$#."* *")"'(", 12" )#*+ #4+ $#., +684 12" 3#1)2"+ -#'*/ <2" #,='45 -$#."* 12"4 *"-"#1, 2"* 19*4/ E& 12" #4,8"* ', :46>; 12" -$#."* 826 8#, #,="+ ,269$+ ,#.> :F6 &',2/; <2" #,='45 -$#."* 12"4 +*#8, # )#*+ &*63 12" -64+/ E& # 3#1)2 ', &694+> '1 ', $#'+ +684 +68 4 #4+ 12" #,='45 -$#."* *"-"#1, 2"* 19*4/ E& 46 3#1)2 ', &694+> -$#. 36(", 16 12" 4"G1 -$#."* 64 12" $"&1/ H641'49" 16 -$#. 941'$ #$$ 12" )#*+, 2#(" 7""4 3#1)2"+/ <2" -$#."* 8'12 12" 36,1 3#1)2", 8'4,/
Spelling Rule Silent Final E Today we will learn a new reason for a silent final E. Sometimes we add an E to very short words to make make them look bigger. I will write a word on the board. I want you to read it. !697$" 94+"*$'4" 12" ,'$"41 I '4 "#)2 86*+ #, .69 8*'1" '1/ are were axe owe
Why do we need a silent sil ent E in these words? to make them look bigger
Vocabulary The Prefix un-
Six index cards
J*'1" 12" &6$$68'45 86*+, 64 ,'G '4+"G )#*+,/ 94$6)= 94&6$+ 94K'94791164 947"4+ 94,4#-
Zipper Pipe cleaner Shirt with buttons Towel
0$#)" 12" 67L")1, 64 12" 1#7$"/ M,= 12" ,19+"41 16 )266," # 86*+> *"#+ '1> 12"4 #)1 '1 691 9,'45 64" 6& 12" 67L")1,/
Jacket with snaps Lock
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Lesson 108
161
What is the same about each of these words? They all start with un-. What does /ŭn/ mean? It means to do it in reverse or to undo an action. Point to the word unlock unlock.. How many morphemes are in unlock unlock?? two What are they? un and lock How many are in unsnap unsnap?? two un and snap
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word
1. are
2.
were
3. fruit
4. shape
5. huge
Sentence
Are you ready to go?
Say to Spell
/er/ Poster
Markings
Spelling Hints
are
Underline the/ar/. Double underline the silent final E. Add an E to make the word look bigger.
ar
We were at the park.
wer
were
Underline the /er/. Double underline the silent final E. Add an E to make the word look bigger. Add to the /er/ Poster.
We had a fruit salad for lunch.
fröt
fruit
Underline /ö/.
What is your favorite shape?
Wow, this statue is huge!
shāp
shāpe
Underline /sh/. Put a line over the /ā/ and double underline the silent final E. The vowel said its long sound because of the E.
hūge
Put a line over the /ū/. Underline the /j/. Double underline the silent final E. The vowel said its long sound and the G said /j/ because of the E.
hū j
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Lesson 108
Comprehension & Fluency Re-Reading Take out Reader 6, Dolphins has one Dolphins.. Each page of Dolphins Dolphins has paragraph. Each paragraph is about one idea. As we read the pages, I want you to think about what is the main idea of the paragraph.
Highlighter Reader 6
Read page 1. What is this page about? ab out? It describes dolphins. What are some keywords that describe dolphins? smart, playful, smile, swim Choose two keywords that describe dolphins and highlight them. Read page 2. What is this paragraph about? It is about how dolphins jump. Highlight the word jump. word jump. How high can dolphins jump? 16 feet Go outside and measure 16 feet. Compare it in height to a tree or building. building . Have you ever seen a dolphin jump? Where? Read page 3. What is this page about? ab out? It is about how dolphins breathe, or how dolphins get air. Highlight the word breath breath.. (Or highlight air .).) How do dolphins dolph ins breathe? They go up to the surface and breathe through a blowhole. Look at the picture. Find the blowhole in the top of the dolphin's head. Do you have a blowhole? no How do you breathe? through my nose Can you breathe water? no Can a dolphin d olphin breathe water? no Can a fish breathe water? yes What does a fish use us e to breathe? gills Read page 4. What is the main idea of this page? p age? It tells how dolphins spy hop. What does it mean to spy hop? The dolphins jump and look around. Highlight the words spy hop. hop. Read page 5. What is the main idea of this page? p age? Dolphins live in a pod. Is there a second idea? Dolphins speak to each other. Highlight pod Highlight and speak pod and speak.. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
Lesson 108
163
What is a pod? It is a group of dolphins. Do dolphins live alone? No, they they live in groups called pods. How do the dolphins talk to each other? They squeak. Read page 6. What is the main idea of this page? Dolphins help each other. other. Highlight the words care care and and help help.. How do dolphins help each other? If one is sick, they bring it to the surface to help it breathe. What would happen if they did not bring it up for air? It would drown. Read pages 7 and 8. Highlight the word prey word prey.. eat. What do you think prey think prey means? means? It is the food they eat. How do they find their prey? They make sounds and the sounds bounce off the prey. This is called echolocation. echolo cation. Do you hear the word echo in echolocation echo in echolocation?? Have you ever heard an echo? Dolphins send out noises and listen for the sound to echo back to them. Read page 9. What is the main idea on this page? Dolphins use a fish ball to hunt. Highlight one or two words that that show the main idea. How do dolphins hunt fish? They gather them into a fish ball. They hunt together. Read page 10. What is the main idea on this page? Dolphins can do tricks. Highlight one word that shows the main idea. What kind of tricks can a dolphin learn? catch balls, jump through hoops, swim in teams Look at the picture. What tricks do you see these dolphins doing? Have you ever seen a dolphin show?
Writing Copywork
Teacher Tip
108.1 Handwriting – page 165
Read the sentence aloud. Copy it on the lines in your work work-book using your best handwriting.
In Foundations C students should be able to copy a sentence that is written in a bookface font into either manuscript or cursive. Some students will still need a handwriting model to follow. Additional handwriting pages are available for purchase in both manuscript and cursive at www.LogicOfEnglish.com/store.
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LESSON
109
Objectives PHONEMIC AWARENESS: "#$%#& '(# )#*+%+, -. '(# /0 %+ 1234*256 8 1 : @ 3 % 1 ? < 5 3 % ; > 5 " = 8 1 < 5 1 7 & 4 % 1 ( 7 3 1 ; 1 : ' 5 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , + ) ( ' & % $ # " !
SPELLING RULES: 788 *+ 9 '- :##1 5%+,32*4 &-485 '(*' #+8 %+ /0 .4-) 2--:%+, 1234*26 SPELLING: (-45#; 5&%)53%'; (-35#; <(*+,#; .%5(#4)*+ COMPREHENSION: =%+8 '(# )*%+ %8#*6 WRITING: >%<'*'%-+
Materials NEEDED: ?@9 &(%'#A-*48; B 1*1#45; B 1#+<%25; 4#8 *+8 A23# 84C #4*5# )*4:#45; D#4D
E-5'#4 OPTIONAL: E(-+-,4*) F*)# G%2#5; 5'*)1 *+8 %+:; A--:5 *+8 $%8#-5 *A-3' 8-21(%+5
Phonogram Practice Phonogram Tic-Tac-Toe
Multi-Sensory Fun
109.1 Tic-Tac-Toe – page 166
>#<%8# &(- &%22 12*C HI5 *+8 &(- &%22 12*C @I56 @+# 1#4/ 5-+ <(--5#5 * 1(-+-,4*) *+8 4#*85 '(# 5-3+8J5K *2-386 L. (# 4#*85 %' <-44#<'2C; (# )*C 12*<# *+ H -4 *+ @ -+ '(# 5M3*4#6 E4-<##8 *5 %. 12*C%+, G%
Provide each player with a stamp and ink to use on the Tic-Tac-Toe boards instead of writing X's and O's.
Phonemic Awareness Listening for Plurals E2*<# '(# -AN#<'5 -+ '(# '*A2#6 I will write a word on the board. Using these objects, show me what the word means. 164
2 papers 2 pencils
Lesson 109
165
!"!#
%$The students holds up 2 papers. !#&'()
The student holds up 1 pencil. Why did you hold up 2 papers and only one pencil? The S makes it plural. The S means more than one. In other words, S is a morpheme that means more than one in English.
Spelling Rule Practice Silent E's For Words Ending in /s/ It is time to be a spelling detective again. I will write four words on the board. Read them quietly in your head. *+,%#
!,$%#
-+,%#
-++%#
Raise your hand if you see something that is the same between all these words. They all end in S and a silent E. Read each of the words aloud to me. Teacher Tip I wonder why there is a silent E in these words. Tis is an abstract concept for students. Does house house mean mean one or two? one Te
.$(/# !"#$ +& /*# 1+"$23 But if I wrote house house like like this, it would end in an S. Then it would look like it meant more than one. 4+(&/ /+ /*# 5+$2 !"#$%& We have a silent E in house house to to keep it from looking plural.
What do we say if I have three of these? houses How many times do you hear the /s-z/ phonogram in houses? two Do you hear another sound between the /s/ and /z/ sounds in houses? /ĕ / .$(/# !"#$%$ +& /*# 1+"$23 The new Silent E rule is: Add an E to keep singular words that end in S from looking plural.
goal is not mastery about why the E is needed but an understanding that there IS a reason. Te goal is familiarity with reading words with a silent E and understanding that it is there for a variety of reasons. Children may simplify the reason to: because it ends in S.
Teacher Tip Some people pronounce houses with two /z/ sounds.
Challenge If the students understand the concept, then discuss other examples such as: base, horse, nurse, purse.
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Lesson 109
Spelling Spelling List
Red and blue dry erase markers
!"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word
1.
horse
2.
swimsuit
3. house
4.
change
5. fisherman
Sentence
Say to Spell
/er/ Poster
Markings
Spelling Hints Underline /or/. Underline /s/ and double underline the silent final E. Add an E to keep singular words that end in S from looking plural.
The horse tossed his mane.
hors
hor se
My swimsuit is blue.
swĭm söt
swim suit
The gray house on the corner is for sale.
Leaves change colors in September.
The fisherman caught five fish.
hou se
Underline the /ow/. Underline the /s/. Double underline the silent final E. Add an E to keep singular words that end in S from looking plural.
chānge
Underline /ch/. Draw a line over the /ā/, underline the /j/, and double underline the silent final E. The vowel said its long sound and the G said /j/ because of the E.
fish er man
Underline /sh/. Underline /er/. Use the /er/ of her. Add to the /er/ Poster.
hows
chānj
f ĭsh er măn
Underline /ö/.
Comprehension & Fluency Learning More about Dolphins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Lesson 109
Star
167
Teacher Tip
109.2 Star – page 168
Read the story to yourself. Now let's reread the story together. Read paragraph one. What is the main idea of this paragraph? It describes how Star looks.
Research has shown that the ability to identify the main idea is an important part of reading comprehension as well as writing. By discussing the main idea in texts students begin to learn how written texts are organized and to develop skills to aid them in comprehending more complex texts in the future.
Read paragraph two. What is the main idea of this paragraph? It tells what Star eats. Read paragraph three. What is the main idea i dea of this paragraph? It talks about riding Star. Read paragraph four. What is the main idea of this paragraph? It tells how Star responds when she talks to her. Read paragraph five. What is the main idea of this paragraph? It tells about taking a nap with Star.
Writing Dictation 109.3 Dictation – page 171
!"#$%$& $(& )&*$&*#& +,- )$./&*$) $, 0-"$& ,* $(& 0,-1)(&&$2 Choose which line size is most comfortable for you.
I will read the sentence two times. Repeat it back to me, then write it on the paper. Dolphins hunt together in pods. Dolphins Dolphi ns hunt together in pods. Dolphins hunt together in pods. 34(& )$./&*$) 0-"$&25
Read the sentence back as I write it on the board. Give me hints about how to write the sentence s entence correctcorrect-n-z (use two-letter /f/, use /s-z/) h- ŭ-n-t t-ö-g-ĕ-TH-er ly. (Start the sentence with a capital letter.) D- ō-l-f- ĭ -n-z (use /ŏ-ō-ö/, use the /er/ of her) ĭ -n -n p-ŏ-d-z (use /s-z/) (end the sentence with a period). 6.778&9&*$ $(& )$./&*$): ).;;&)$",*) <= 9,/&8"*; #,--$8= %*=$("*; $(%$ $(& )$./&*$) 8&%>& ,.$ %) =,. 0-"$& $(& )&*$&*#& ,* $(& <,%-/2 ?)1 $(& )$./&*$) $, #,--$ $(&"- ,0* )&*$&*#&2
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LESSON
110
Objectives PHONOGRAMS: !"#$% '" ( 8 1 SPELLING RULES: )%*""% $"#*'% +'$ # *,-"%. /( 0"1,"2 *,-"%. +,%#- /3*( : @ 3 % 1 ? SPELLING: 4'5"6 *'5"6 .'"*6 5'7*"6 7%4-" < 5 3 % ; FLUENCY: 8$#4.,4" $"#9,%: ;,:; +$"<7"%4= 2'$9*( > 5 " = WRITING: >$,." # *"%."%4" +$'5 ?"=2'$9*( 8 1 < 5 1 7 & 4 % 1 ( NEEDED: !@/ 2;,."A'#$96 8;'%':$#5 B#$9* '" #%9 " 6 8;'%':$#5 C#5" B#$9*6 7 3 1 :#5" D,"4"6 $"9 #%9 A-7" 9$= "$#*" 5#$?"$*6 !#E= F'2"- B;#$.6 *4,**'$*6 A#*?".6 ;,:;G ; 1 -,:;."$ : ' 5 & 9 OPTIONAL: 8;'%':$#5 C#5" H,-"*6 *-,D* '+ D#D"$6 I'A I''?* G J". K #%9 J". L 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . '" , Whiteboard + ) ( J;'2 .;" 8;'%':$#5 B#$9 '" ( Phonogram Card '" ' & % This says /ō-ö/. What does it say? /ō-ö/ $ # " How many sounds is / ō-ö/? two !
Materials
9,"6
Phonograms
The Phonogram
Write /ō-ö/ three times on your whiteboard.
The Phonogram '"
Vocabulary
Words that use / ō-ö/ are very rare. I will write three of them on the board. I want you to read them. After you read the word, use it in a s entenc entence. e. .'" *;'" 4#%'"
168
If the students know the following words, introduce these as well: hoe, doe, aloe.
Lesson 110
169
Phonogram Practice Dolphin Phonogram Hunt - Individual
Phonogram Game Cards - 1 of each
!"#$% '(% )(*+*,-#./ 0+ # )0"%1 2)-%#3 '(%. *4'1 5(0/ phonogram that has been learned 60"" 7% 8*4- 90/( 7#""1 :%/0,+#'% #+ #-%# *9 '(% -**. 9*'(% /'43%+' '* 7-0+, '(% ;)-%8; <'(% 9*4+3 )(*+*,-#./=1 2#8 # )(*+*,-#.>/ /*4+3=1 5(% /'43%+' /(*4"3 ;/60.; '* '(% ;90/( 7#""?; 90+3 '(% )(*+*,-#.? '(%+ ;/60.; 7#$@ #+3 )"#$% 0' 0+ '(% ;)-%8; )0"%1
Phonogram Echolocation - Classroom Cla ssroom
Phonogram Game Cards
A"%#- # /)#$% 0+ '(% -**.1 B0C% %#$( /'43%+' # )(*+*D Pairs of phonograms ,-#.1 EC%-8 /'43%+' /(*4"3 (#C% #+ 4+@+*6+ )#-'+%'(#' (#/ # .#'$(0+, )(*+*,-#.1 2'43%+'/ /(*4"3 +#C0D ,#'% 9-*. )%-/*+ '* )%-/*+ 6(0"% /#80+, '(% /*4+3= *9 '(%0- )(*+*,-#.1 5(%8 .4/' /%%@ 9*- '(% )%-/*+ 60'( '(% .#'$(0+, )(*+*,-#.1
Spelling Rule Unseen Reason for a Silent E Phonogram Card
2(*6 '(% !(*+*,-#. A#-3 What does this say? /ĕ-ē /
%
% 1
What does it say at the end of some s ome words? /ē / and sometimes sometimes it is silent silent Hold your finger up to your mouth and whisper "silent." When a word ends in an E, it is more likely to be silent than a Teacher Tip sound than we can hear. What are some reasons we have learned for a silent final E? To make the vowel say its long sound. English words do not end in V. Every syllable must have a vowel. To make the word bigger. Sometimes we do not know the reason for the E. E . However, the E is still silent.
Students may sound out come as /k-ŏ-m/, Students some as /s-ŏ-m/, and done as /d-ŏ-n/. Many students will immediately recognize the words despite the fact they are pronounced with a schwa sound. If they do not, then say, "Tis is an example of a lazy vowel word. Te vowel is saying its lazy sound /ә/."
I will write a word on the board. I want you to read it. Remember, Remember, the E is silent sil ent and it is not doing any other job that we can see.
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Lesson 110
!"#$%&'"$ )*$ +'&$") , )-'.$ /+ )*$ +)0#$")+ %$/# )*$ -1%#+2 gone some there done come none
There are not many words where we cannot see the reason for the E. However, when we find one, we will simply call it an unseen reason.
Multi-Sensory Fun Some linguists suggest the E in these words was once pronounced. Speak in a funny voice and say the words with a long E at the end.
Spelling Rule Practice Silent E Ladders and Slides 110.1 Silent E Ladders and Slides – page 173
Die Game piece
31&& )*$ #'$2 415$ /*$/# )*$ "067$% 18 +9/.$+ +*1-"2 3$/# $/.* -1%# /+ :10 9/++ /"# )$&& -*: )*$ -1%# "$$#+ / +'&$") 8'"/& ,2 ;8 :10 $"# 1" / +9/.$ -')* / &/##$%< .&'67 )1 )*$ -1%# /) )*$ )19 18 )*$ &/##$%2 ;8 :10 $"# 1" / +9/.$ -')* / +&'#$< +&'#$ #1-" )1 )*$ -1%# /) )*$ 71))162
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Lesson 110
171
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word
Sentence
Say to Spell
Red and blue dry erase markers Lazy Vowel Chart
Markings
Spelling Hints
1.
come
When will you come back?
kŏm
come
Double underline the silent final E. Unseen reason. Add to the Lazy Vowel Chart.
2.
some
May I have some?
sŏm
some
Double underline the silent final E. Unseen reason. Add to the Lazy Vowel Chart.
3.
4.
toes
mouse
5. uncle
Touch your toes.
We have a mouse in the house.
My uncle is a fisherman.
toes
Underline /ō/. Use /ō-ö/. Put a 2 over /z/. /s-z/ said its second sound. To make a noun plural, add the ending -S.
mou se
Underline the /ow/. Underline the S. Double underline the silent final E. Add an E to keep singular words that end in S from looking plural.
un cle
Double underline the silent final E. Every syllable must have a vowel.
2
tōz
mows
ŭn
kl
come The first word is come. When will will you come back? come Place your hand under your chin and say come. How many syllables in come? one Now hum come. /hm/ How many syllables? one Do you hear a lazy vowel sound? yes I will say the word and pronounce the vowel clearly clearly.. /k ŏm/ Sound it out. /k-ŏ-m/ Use a /k-s/ and add a silent final E. 8(& -$/,&0$ )+"$&- !"#$ *0 (&+ )("$&2*%+,7 Now help me to write it by sounding it out. 8(& $&%#(&+ )+"$&- !"#$ *0 $(& 2*%+, )("6& $(& -$/,&0$- -*/0, "$ */$ %6*/,7 /k-ŏ-m/ What do we need to underline? Double underline the silent final E. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Lesson 110
Why do we have a silent final E in come? We can't see the reason. Let’s read it together. /k-ŏ-m/ cŏme How do we usually say this word? come Let’s add it to our Lazy Laz y Vowel Chart.
some The second word is some. May I have have some? some Place your hand under your chin and say s ay some. How many syllables in some? one Now hum some. /hm/ How many syllables? one Do you hear a lazy vowel sound? yes I will say the word and pronounce the vowel clearly. clearly. /s ŏm/ Sound it out. /s-ŏ-m/ Use a /s-z/ and add a silent final E. !"# %&'(#)& *+,% !"#$ -) "#+ *",.-/+(0 It is now my turn to write some. !"# /1"#+ *+,% !"#$ -) &"# .-/+( *",2# &"# %&'(#)&% %-')( ,& -'& /2-'(0 /s-ŏ-m/ What do we need to underline? Double underline the silent final E. Why do we have a silent final E in some? We can't see the reason. Let’s read it together. /s-ŏ-m/ sŏme How do we usually say this word? some Let’s add it to our Lazy Laz y Vowel Chart.
Fluency Reading Basketball - Individual 110.2 Reading Basketball – page 175
3'& -'& &"# *-+(%0 4'& &"#5 '6%,(# (-*) ,) / 6,2#0 3"--%# / %6-& 7-+ &"# ./%8#&0 9/8# / : 6-,)& 2,)# /)( / ; 6-,)& 2,)#0 <%8 &"# 1",2( &- (+/* / *-+(= +#/( ,&= 1+'562# ,& '6= &"#) &+> &- %"--& / ./%8#& 7+-5 #,&"#+ &"# : -+ ; 6-,)& 2,)#0 <*/+( ",5 -)# 6-,)& 7-+ +#/(,)? ,& 1-++#1&2> /)( &"# 1-++#1& )'5.#+ -7 6-,)&% 7-+ 5/8,)? / ./%8#&0
Scissors Basket
Slips of paper
Teacher Tip If you desire to save these words to use in future high frequency word games, copy the words onto slips of paper to crumple and throw in the basket.
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Lesson 110
Reading Basketball Relay - Classroom Cl assroom 110.2 Reading Basketball – page 175
173
Scissors Basket
!"#"$% '(% )'*$%+') "+', '%-.) ,/ 012 )'*$%+')3 4*' ,*' 0 )%') ,/ 5,6$) 7%6 '%-.3 86,#"$% %-9( '%-. 5"'( - 7":% ,/ Teacher Tip 5,6$) -+$ - ;-)<%'3 4(,,)% - )7,' /,6 '(% ;-)<%'3 =-<% - > 7,"+' :"+% -+$ - ? 7,"+' :"+%3 @"+% )'*$%+') *73 A)< Save the high frequency word cards for '(% /"6)' 9(":$ ', $6-5 - 5,6$B 6%-$ "'B 96*.7:% "' *7B use with later lessons. '(%+ '6C ', )(,,' - ;-)<%' /6,. %"'(%6 '(% > ,6 ? 7,"+' :"+%3 A5-6$ (") '%-. ,+% 7,"+' /,6 6%-$"+D "' 9,66%9':C -+$ '(% 9,66%9' +*.;%6 ,/ 7,"+') /,6 .-<"+D - ;-)<%'3 E(% +%F' )'*$%+' ,+ '(% '%-. )'%7) *7 ', 6%-$ - 5,6$ -+$ .-<% - ;-)<%'3
Comprehension Mice
Highlighter
110.3 Mice – page 177
Read the story to yourself. Highlight one or t wo keywords in each paragraph.
Teacher Tip
Who is telling us about mice in this story? the cat How do you know this? A cat is pointing to the mouse in the picture.
Diff erent erent children may select diff erent erent keywords. When evaluating keywords, the word should be a noun, verb, adjective, or adverb. Students should not select words such as the, is, have…
When we read, the words tell us key information. However, authors may also use pictures to provide further details.
Readers Bob Books Set 2 Go, Bus
Bob Books Set 3 Ten Men
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Lesson 110
Writing & Comprehension Giraffes
Teacher Tip
110.4 Giraffes – page 180
Look at the picture of the giraffe in your workbook . What are some keywords that describe this giraffe?
Discuss why the G says /j/ in giraff e. e. Also point to the silent final E. Discuss how this is an unseen reason for the E.
!"#$% $'% ($)*%+$,( #*%-( .+ $'% /.-"*0
Giraffes 1.+2 +%34 5'#$% 5#$' /".5+ (6.$( 7
Write your three favorite favorite keywords to describe a giraffe in your workbook. Now we will write one sentence that describes the giraffe. !"#$% $'% (%+$%+3% .+ $'% /.-"*0 8'% 2#"-99% #( 5'#$% 5#$' /".5+ (6.$(0
Read my sentence aloud. Now it is your turn to write a sentence about what a giraffe looks like. You may use ideas from the board or create your own.
Teacher Tip If the students list words that include phonograms or rules that have not been learned, provide a simple explanation while writing the word on the board.
Challenge Demonstrate how to write a description that includes a list. For example: A giraff e has a long neck, small ears, and long legs. Highlight the commas. Ask the student to write a sentence that includes a list.
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REVIEW Area Handwriting
Skill Copy a sentence with an uppercase letter and punctuation.
Phonograms
Spelling
Mastery
1
Read ei, ey, eigh, cei.
1
Read ew, ui, oe.
2
Spell words by choosing the correct phonograms from a limited set of options.
Reading
F
1
Read words with a soft C and G.
2
Read silent final E words with seven reasons for the E.
2
Read two-syllable words with long and short vowel sounds. Read two-syllable words with a schwa sound.
175
2
2
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
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Lesson 110
Phonogram Assessment Reading Phonograms !"# %&' "%()'*%" %+ ,'-) '-.& +/ %&' 0&+*+1,-2 .-,)"3 4'56 '76 '51&6 .'56 '86 (56 +'9
What's That Phonogram?
Phonogram Cards '5 , '7 , '51& ,
.'5 , '8 , (5 , +' Highlighter
F.1 What’s That Phonogram? Phon ogram? – page 181
On your page are groups of four phonograms. I will say a phonogram's sound(s). Color the correct phonogram with your highlighter. highlighter. 1. 2. 3. 4. 5. 6.
/ā- ī/ four-letter / ā- ī/. /ö-ū/ that you may use at the end of English words. /ō-ö/ /ā-ē- ī/ that you may not use us e at the end of English words. /ö/ the /ö/ of fruit, that that you may not use at the the end of English words. words. /sē/
Handwriting Assessment Copywork F.2 Handwriti Hand writing ng – page 182
Choose the line size that you prefer prefer.. Copy the sentence.
Spelling Assessment Spelling
Scissors
F.3 Spelling Spel ling – page 183
:(% +(% %&' 0&+*+1,-2 %5;'" -*) 0;-.' %&'2 +* %&' %-<;' 5* /,+*% +/ %&' "%()'*% "+ %&-% '=',7 ;'%%', 5" +,5'*%') .+,,'.%;73 I will say a word. Using the phonograms, drag them into place to spell the word.
morning
race
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fruit
Lesson 110
177
Reading Assessment Comprehension Teacher Tip
F.4 Matching Ma tching – page 185 1 85
!"#$ &'" (")&")*"+ ,#&*' -& &. &'" *.//"*& 0-*&1/"+
High Frequency Words
Listen to students read each sentence aloud. Note how the student reads the various types of words. Many students at this stage will still struggle with two-syllable words.
Index cards
F.5 High Hi gh Frequency Words – page pa ge 186
Read each word aloud.
Multi-Sensory Fun Write each word on an index card. Ask the student to read it, then run across the room and put it in a pile.
Practice Ideas Handwriting 23 &'" (&1$")& *.)&-)1"( &. (&/1445" 6-&' 6/-&-)47 /"8-"6 '.6 &. 3./9 "#*' .3 &'" 5"&&"/( 1(-)4 "-&'"/ !"#$%&'("$) "-&'"/ !"#$%&'("$) + #)$ #)$ , , ./ ./ -./ 0.1'.2 "3 4&$%56('($7 + 2)*./0./#&" $#-5: '#)$6/-&-)4 4#9"( #( 3.1)$ -) !"#$%&'("$) -) !"#$%&'("$) + #)$ + #)$ , , &. &. 0/.8-$" #$$-&-.)#5 0/#*&-*"+
Phonograms ;<'.).4/#9 =.0(*.&*' > 2)$-8-$1#5; .) 0#4" ??@ ;<'.).4/#9 A#)4#/..; .) 0#4" ?BC ;<'.).4/#9 D-4'& !.0" > 2)$-8-$1#5; .) 0#4" ?BE ;<'.).4/#9 F-)4.; .) 0#4" ?GH ;D'" <'.).4/#9 I-/*1-& > 2)$-8-$1#5; .) 0#4" ?HB ;,#&*'-)4 <'.).4/#9( > 2)$-8-$1#5; .) 0#4" ?CJ ;F5-)$ K/-&-)4; .) 0#4" ?CC ;L. M-('; .) 0#4" ?NJ ;<'.).4/#9 D-*>D#*>D."; .) 0#4" ?NH ;O.50'-) <'.).4/#9 =1)& > 2)$-8-$1#5; .) 0#4" ?NE
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Long Vowels !"#$% '#()* +,-)! #$ .,%) /0 !1 2 3 4! #$ .,%) 56 !"#$% '#()* 78$9! #$ .,%) 60 !"#$% '#()* :#;9! #$ .,%) 66 !"#$% '#()* <#,;= +,-)! #$ .,%) >?@
Words with the Schwa Sound A;,B9CB) ;),=C$% 9D) (#;=E #$ 9D) ",FG '#()* HD,;9 ),BD =,G I#; , -#$9DJ
Words with Soft C and Soft G
Multi-Sensory Fun Write schwa words on index cards. Provide the student with a car to zoom at each word as he reads it.
!H :#I9)$E 9# KEK! #$ .,%) >>6 !L#;=E 2$=C$% C$ MH2! #$ .,%) >NO !+ :#I9)$E 9# KPK! #$ .,%) >O0 !H ,$= +! #$ .,%) >O/ !Q),=C$% L#;=E 2$=C$% C$ M+2! #$ .,%) >R>
Silent Final E Words !:C*)$9 2 ",==);E ,$= :*C=)E! #$ .,%) >O? !H;),9C$% S)( L#;=E! #$ .,%) >0N !:C*)$9 TC$,* 2 +,-)! #$ .,%) >0/ !:C*)$9 2 ",==);E ,$= :*C=)E! #$ .,%) >@?
Reading Comprehension 7,U) 9D) E98=)$9 ;)M;),= #$) #I 9D) ;),=);E #; 9)V9E I;#- 9D) (#;WX##WJ YCEB8EE 9D) 9)V9 9#%)9D);J A;,B9CB) ;),=C$% 9D) !"# !""%& *CE9)= C$ .;)UC#8E *)EE#$EJ YCEB8EE 9D) E9#;C)E 9#%)9D);J !Q),= ,$= Y#! #$ .,%) /O !3$ 9D) T,;-! #$ .,%) >?6 !T#**#(C$% YC;)B9C#$E! #$ .,%) >NN
High Frequency Words !Q),=C$% :#;9! #$ .,%) 5N !7C%D T;)Z8)$BG L#;= +,-)! #$ .,%) >>O !7C%D T;)Z8)$BG L#;= Q,B)! #$ .,%) >R0 !Q),=C$% <,EW)9X,** M [$=CUC=8,*! #$ .,%) >@N
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LESSON
111
Objectives PHONEMIC AWARENESS: !"#$%& ()* $+% #),&-# )( %- "& ./#$ $%% 0)*-#1 VOCABULARY: !%/*& $+% ./#$ $%%1 PHONOGRAMS: !%/*& %- 1 SPELLING: -)&%2 .3/&$%-2 .,#+%-2 4/33%-2 $,&&%3# COMPREHENSION: 5*/4$"4% *%/-"&6 $+*%%7#833/93% 0)*-#1 5*%7*%/-"&6 WRITING: :*"$% -%#4*".$";% 0)*-#1
Materials NEEDED: <7= !>? :+"$%9)/*-2 5+)&)6*/@ A/*-# "&43,-"&6 %- 2 B #+%%$# )( ./.%*2 #4"#7
#)*#2 "&-%C 4/*-#2 *%- /&- 93,% -*8 %*/#% @/*D%*#2 !/E8 F)0%3 A+/*$2 0)*3- @/. OPTIONAL: 5+)&)6*/@ G/@% H"3%#2 ("&6%* ./"&$2 3/#%* .)"&$%*2 I)9 I))D# (*)@ J%$# <
/&- B
Phonograms The Phonogram %Phonogram Card %-
J+)0 $+% 5+)&)6*/@ A/*- %- 1 This says /ĕd-d-t/. What does it say? /ĕd-d-t/ How many sounds is / ĕd-d-t/? three Write /ĕd-d-t/ three times on your whiteboard.
Whiteboard
179
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
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Lesson 111
Phonemic Awar Awareness eness Listening for for the Sounds Sounds of !" Phonogram Card !"
I will say two words. Tell me what is different between them. need needed One means I need it now, the other means I needed it in the past. The sound /ĕd/ is different.
Teacher Tip want wanted One means I want it now, the other means I wanted it in the past. The sound /ĕd/ is different.
Young children will probably not use the word "past" but rather "yesterday" or "before." Tat is fine. Your goal is to be sure they understand the meaning of -ED.
jump jumped One means I jump now, the other means I jumped in the past. The sound sound /t/ is different. different. /ed-d-t/ is called the past tense ending because be cause it tells us that something happened in the past.
Past Tense Words Phonogram Card !"
111.1 ED Words – page 187
scissors 3 sheets of paper or
#$%& ($! )$%*%+,-. /-," !" 0
3 whiteboards
1,2(! 3!"3 %* %*! 42!5! %6 4-4!,0 1,2(! 3"3 %* - 7!5%*" 42!5! %6 4-4!,0 1,2(! 3(3 %* - ($2," 42!5! %6 4-4!,0 )8( ($! 4-4!,7 2* ($,!! "266!,!*( -,!-7 2* ($! ,%%.0 /8( %8( ($! &%,"7 6,%. ($! &%,97$!!(0 ):-5! ($!. 2* - 42:! 6-5! "%&* 2* ($! 5!*(!, %6 ($! ,%%.0
Challenge Place a whiteboard or a piece of a paper at each station. Ask the student to write the words at the station with the correct sound.
All of these words end in the phonogram /ĕd-d-t/. Read the word. Run and put the word in this pile if the ending ED says /ĕd/. Put the word in this pile if it says /d/. Put the word in this pile if the phonogram says /t/.
ed
d
t
7(-,(!" *!!"!" 7$%8(!" &-2(!" &-*(!"
%&*!" 5-::!" 62::!" %4!*!" 72+*!"
4259!" $!:4!" ;8.4!" -79!" :%59!" .277!"
Teacher Tip
To play a non-active version of this game, cut out the words and place them in a pile. Draw the three columns on the board. Ask the student to draw a word and write it under the correct column.
Teacher Tip Save the cards from 111.1 to use in Lesson 112.
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Lesson 111
Reading -ED Words
181
Teacher Tip
111.2 Reading Practice – page 189
Read each paragraph. Draw a line to match the correct picture to the words.
If your students do not know the sports court… terms: net, slam dunk, pitch, base, court… discuss the sports and words before assigning the activity by showing pictures of the various sports and discussing them.
Phonogram Practice Phonogram Treasure Treasure Hunt - Individual !"#$ &'$ (')*)+,-. /-,#0 &'-& *$$# -##"&")*-1 2,-3&"3$ -,)4*# &'$ ,)).5 6",$3& 0&4#$*&0 &) ,4* -*# 7"*# &'$ '"##$* 2')*)+,-.05 8'$* &'$9 7"*# )*$: &'$9 0')41# ;,"*+ "& &) 9)4: <,"&$ &'$ 1$&&$, )* &'$ <'"&$;)-,#: -*# ,$-# &'$ 0)4*#=0>5
Phonogram Treasure Treasure Hunt - Classroom
Phonogram Cards Whiteboard
2-4 whiteboards
Write the phonograms learned so far on 6"?"#$ &'$ 31-00 "*&) &<) &$-.05 @$& 42 ABC <'"&$;)-,#0 15-20 index cards "* &'$ 7,)*& )7 &'$ ,)).5 /'))0$ ABC 0&4#$*&0 &) 3'$3D &'$ 2')*)+,-.05 6",$3& )*$ &$-. &) 3)?$, &'$", $9$05 E'$ 0$3)*# &$-. 0')41# '"#$ 2')*)+,-.0 &',)4+')4& &'$ ,)).5 E'$ 7",0& &$-. &'$* )2$*0 &'$", $9$0 -*# 0$-,3'$0 7), 2')*)+,-.05 8'$* - 0&4#$*& 7"*#0 - 2')*)+,-.: '$ .40& ;,"*+ "& &) )*$ )7 &'$ 3'$3D$,0: ,$-# "&: -*# <,"&$ "& )* &'$ <'"&$B ;)-,#5 F7 "& <-0 ,$-# 3),,$3&19: &'$ 3'$3D$, -<-,#0 )*$ 2)"*&5 F7 "& <-0 <,"&&$* 3),,$3&19: &'$ 3'$3D$, -<-,#0 - 0$3)*# 2)"*&5
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Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1*%+,- *+ )"$( 2(*0*3+%4 $"5&-6
Word 1.
done
2. planted
3.
pushed
4.
called
5.
tunnels
Sentence
Say to Spell
Red and blue dry erase markers Lazy Vowel Chart
Markings
Double underline the silent final E. Unseen reason. Add done to the Lazy Vowel Chart.
What time will you be done?
dŏn
done
We planted beans.
plăn tĕd
plan ted
Tucker pushed the shopping cart.
püsht
Spelling Hints
3
püsh ed
Underline /ed/. Put two dots over /ü/. /ŭ-ū-ö-ü/ said its broad sound. Underline /sh/. Underline /t/ and put a 3 over it. /ed-d-t/ said its third sound. Put two dots over /ä/. /ă-ā-ä/ said its broad sound. Underline /d/ and put a 2 over it. /ed-d-t/ said its second sound.
2
"Wait for me!" I called.
källd
cälled
We can make snow tunnels.
tŭn nĕlz
tun nels
2
Put a 2 over /z/. /s-z/ said its second sound.
done The first word is done. What time will you be done? done Place your hand under your chin and say done. How many syllables in done? one Now hum done. /hm/ How many syllables? one Do you hear a lazy vowel sound? yes I will say the word and pronounce the vowel clearly. /d ŏn/ Sound it out. /d-ŏ-n/ Add a silent final E. 7(& -$/,&0$ )+"$&- !"#$ *0 (&+ )("$&1*%+,6 It is now my turn to write done. Drive my marker by sounding it out. 7(& $&%#(&+ )+"$&- !"#$ *0 $(& 1*%+,6
Multi-Sensory Fun Write the words with finger paint.
Multi-Sensory Fun Provide the student with a laser pointer. Ask him to point to a word on the Lazy Vowel Chart and read it.
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183
/d-ŏ-n/ What do we need to underline? Double underline the silent final E. done?? We can't see the reason. Why do we have a silent final E in done Let’s read it together. /d-ŏ-n/ dŏne How do we usually say s ay this word? done Let’s add it to our Lazy Vowel Chart.
planted
Teacher Tip
The next word is planted is planted.. We planted beans. planted planted.. How many Place your hand under your chin and say s ay planted syllables in planted in planted?? two Now hum planted hum planted.. /hm-hm/ How many syllables? two Sound out the first syllable plan syllable plan.. /p-l-ă-n/ Sound out the second syllable ted ted.. /t-ĕ-d/ Use /ĕd-d-t/. Write the first syllable in red and the second syllable in blue. !"# %&'(#)& *+,% -./) -./)( ( 0) 0) "#+ *",
/+(2
Mastering how to spell past tense words when the ED sounds like /d/ or /t/ requires a high level of linguistic sophistication. Te student must not only recognize the sounds, but also notice that it is a past tense verb. At this stage the goal is to help students to read these words correctly and become aware of them in writing. Later levels of Foundations will work towards developing greater accuracy while writing.
It is now my turn to write planted write planted.. Drive my marker by sounding it out. !"# /3"#+ *+,% -./) -./)( ( 0) 0) &"# 10/+(2 /p-l-ă-n-t-ĕ-d/ What do we need to underline? Underline the /ĕd/. Let’s read it together. /p-l-ă-n-t-ĕ-d/ planted 405#+ '- &"# 678 *,&" 90'+ "/)(2 What does this say? plant planted different? How are plant are plant and and planted different? ED means it happened in the past.
pushed The next word is pushed is pushed.. Tucker pushed the shopping cart. pushed pushed.. How many syllables in pushed Place your hand under your chin and say s ay pushed in pushed?? one Does pushed Does pushed mean mean that it happened in the past? yes What is /ĕd-d-t d-d-t-/ -/ saying in in pushed pushed?? /t/ What does pushed does pushed say say if we take off the /t/? push Sound out pushed out pushed /p-ü-sh-t/ Use /ĕd-d-t/. !"# %&'(#)& *+,% !"#$%& 0) "#+ *",
/+(2 It is now my turn to write pushed write pushed.. Drive my marker by sounding it out. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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!"# %#&'"#( )(*%#+ !"#$%& ,- %"# .,&(/0 /p-ü-sh-t/ What do we need to underline? Underline the / ĕd/ and put a 3 over it. /ĕd-d-t/ said its third sound. 1,2#( 34 %"# 567 )*%" 8,3( "&-/0 What does this say? push pushed different? How are push are push and and pushed different? ED means it happened in the past.
Fluency Three-Syllable Words
Teacher Tip
111.3 Three-Syllable Words – page 190
You have been learning l earning so many phonograms and rules that now you are ready to learn to read bigger words. When you see a big word there are different strategies you can try.
In later levels students will learn the syllabication rules. At this time, help the student to systematically sound out the word from left to right. If the student needs help, mark the multi-letter phonograms, vowels, silent E's… and have him try again.
First, begin at the beginning and try to sound out each phonogram. If you do not recognize the word, then look at the word and see if you can c an find any multi-letter phonograms and underline them, then try to sound it out again. Read each of the words aloud. Then match it to the picture.
Comprehension Pre-Reading
World map
111.4 Pre-Reading – page 192
Look at the pictures. What do you see? This is a place called Ha Long Bay which is in Vietnam. People in this part of the world live on houseboats and in floating houses.
Teacher Tip Save the images in this activity for use with Lesson 115.
Can you find a house in one of the pictures? What do you think it would be like to live on a houseboat? hous eboat? !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
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185
How would it be b e different from where where you live now? How would you get from house to house? Would you be able to drive cars? !"#$ &"' (&)*'+&( $"',' -.'&+/0 .( #+ / 0/12 3#.+& 4/ 5#+6 7/82 9#01/,' &".( $"',' 8#) :.;' #+ &"' 0/12
What is a bay? A place where where the land land curves around around the ocean ocean (or a lake). lake). 3#.+& 8( #+ &"' 0/12
Readers Bob Books Set 2 Bed Bugs (If needed, help the student to read the contraction don't. don't.)) Bob Books Set 3 Red Car
In the next lesson l esson we will learn l earn more about Ha Long Bay.
Writing & Comprehension Descriptive Words
Challenge
Good writers use descriptive words to describe their subject. I will read a sentenc s entence. e. Put your thumbs up if it is a sentence s entence that is descriptive and helps you to imagine the place. Put your thumbs down if the sentence does not give details and does not help you imagine the place. The clear blue water is surrounded by enormous rocks. thumbs up
Ask the students to make up sentences aloud that are descriptive and ones that are boring. Be aware that many children will not have a complete sentence s entence or will make a run-on sentence. Do not focus on this. Rather focus on whether they use descriptive language.
There is water. thumbs down It is a house. thumbs down The small blue house hous e with a red roof is floating on the water. water. thumbs up The bird flew. thumbs down The red bird with a black head darted from tree to tree in search of the perfect place to build its nest. thumbs up 111.4 Pre-Reading – page 192
Let's look at the pictures again. This looks like a very beautiful b eautiful place. Tell Tell me a sentence that that describes something you see. Be sure to include descriptive words.
Teacher Tip Accept any attempts to describe that include details. Do not worry about proper grammar, complete sentences, etc. at this time. Te goal is to encourage the student to explore descriptive language.
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LESSON
112
Objectives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honogram Card $' + ) ( L,1' *,# C,1&1:%$2 =$%/ $' ( ' & % $ This says /ä/. What does it say? s ay? /ä/ # " ! Is it a vowel or a consonant sound? vowel
Materials
Phonograms
The Phonogram
How many letters are are in this spelling of /ä/? two May we use it at the end of English words? yes We will call this two-letter /ä/ that may be used at the end of English words. What is it called? two-letter /ä/ that may be used at the the end of English English words words Write two-letter /ä/ three times on your whiteboard. Which one is the neatest? Put a smiley face next to it.
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Lesson 112
187
Phonogram Practice Phonogram Hopscotch - Individual
Phonogram Cards
!"#$ # &'()*'+*& ,'#"- $.+&'/+ #01+&.02 .0 +&3 )4/#"3)5 Sidewalk chalk 6&'$ +&3 )+/-30+ # 7&'0'2"#8 9#"-5 :#;3 &.8 "3#- .+< Beanbag +&30 $".+3 .+ .0 +&3 )4/#"3 '= &.) *&'.*35 >.?? .0 #?? +&3 )4/#"3) .0 +&.) 8#003"5 !."3*+ +&3 )+/-30+ +' +')) # ,3#0@ ,#2 '0+' '03 '= +&3 )4/#"3)5 :3 8/)+ &'( +' +&3 ,3#0@ ,#2< "3#-.02 3#*& (&'0'2"#8 &3 (#))3)< (.*A /( +&3 ,3#0,#2< #0- &'( ,#*A #2#.0 "3#-.02 3#*& '= +&3 )'/0-)5
Indoor Phonogram Hopscotch 7"';.-3 +&3 )+/-30+ $.+& )3;30 (.3*3) '= (#(3"5 6&'$ +&3 )+/-30+ # 7&'0'2"#8 9#"-5 :#;3 &.8 "3#- .+< +&30 $".+3 '03 (&'0'2"#8 '0 3#*& (.3*3 '= (#(3"5 9'0+.0/3 /0+.? #?? )3;30 (&'0'2"#8) 3 ,330 /)3-5 B""#023 +&3 (#(3") +' (?#1 7&'0'2"#8 :'()*'+*& '" 7&'0'2"#8 C3?#15
Phonogram Relay - Classroom
Phonogram Cards Paper Crayons or markers Beanbag
One set of paper plate phonograms per
!.;.-3 )+/-30+) .0+' +3#8) '= D@E )+/-30+)5 F#*& +3#8 team )&'/?- )3+ '/+ '03 )3+ '= 7&'0'2"#8 7?#+3) '0 +&3 =?''"5 F#*& +3#8 +&30 ?.03) /( ,3&.0- +&3." (?#+3)5 G&30 +&3 +3#*&3" )#1)< H2'
Vocabulary Past Tense Tense Memory Game
Past Tense Words from 111.2
112.1 Past Tense Memory – page 193
B""#023 +&3 $'"-) ="'8 MMM5D #0- MMD5M /().-3 -'$0 .0 "'$) '0 +&3 +#,?35 We will play a game of memory. Turn over a yellow card. Read the word. Then turn over an orange card and read it. If they are related words you may keep the cards and play again. Otherwise turn the cards over and the play moves to the next player.
Challenge Put the word cards upside down in a pile. Draw a card, read it, then think of a sentence that uses the word.
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Spelling Spelling List
Red and blue dry erase markers
!"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1*%+,- *+ )"$( 2(*0*3+%4 $"5&-6
Word
1.
missed
2.
saw
3.
draw
4.
5.
person
followed
Sentence
Yesterda esterdayy I missed class because I was sick.
Say to Spell
Lazy Vowel Chart /er/ Poster
missed
Double the S. We often double F, L, and S after a single vowel at the end of a base word. Underline /t/ and put a 3 over it. /ed-d-t/ said its third sound. Underline two-letter /ä/ that may be used at the end of English words.
3
mĭst
I saw a frog catch a fly.
sä
saw
Draw a picture of a tree.
drä
draw
Alex is a nice person.
I followed Mr. Fitz out of the room.
per sŏn
f ŏl lōd
Spelling Hints
Markings
Underline two-letter /ä/.
per son
2
2
fol low ed
Underline /er/. Use the /er/ of her . Add to the /er/ Poster. Add to the Lazy Vowel Chart. Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound. Underline /d/ and put a 2 over it. /ed-d-t/ said its second sound.
missed The first word is missed. Yester esterday day I missed missed class because I was sick. missed Place your hand under your chin and say missed . How many syllables in missed? one Yesterday I missed class. This happened in the past. What ending do I add to a word to make it past? /ed-d-t/ What do I get if I take t ake the ED off of missed? miss Let's sound out miss. /m-ĭ -s/ -s/ /s/. Double the /s/ because it is after a single short vowel. What do we add to make it missed? /ed-d-t/ 742(%-"8& $(& 9$9 -*/0, %$ $(& &0, *. !"##$% 6 :(& -$/,&0$ )+"$&- !"##$% *0 (&+ )("$&1*%+,6
It is now my turn to write
missed. Drive my marker by sounding it out.
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!"# %#&'"#( )(*%#+ !"##$% ,- %"# .,&(/0 /m-ĭ -s-s-t/ -s-s-t/ What do we need to underline? Underline the /t/ and put a 3 over it. /ed-d-t/ said its third sound /t/. 1,2#( 34 %"# #/ )*%" 5,3( "&-/0 What does this say? miss miss and missed different? How are miss and missed different? ED means it happened in the past.
person The next word is person is person.. Alex is a nice person. person person.. How many syllables in person Place your hand under your chin and say person in person?? two Now hum person hum person.. /hm-hm/ How many syllables? two Do you hear a lazy vowel sound? yes I will say the word and pronounce the vowel clearly clearly.. /pers ŏn/ Sound out the first syllable /per/. /per/. /p-er/ Use the /er/ of her . Sound out the second syllable /s ŏn/. /s-ŏ-n/ Write pers ŏn with each syllable in a different color. !"# +%3/#-% )(*%#+ 4#( 4#(+,+,- , ,- "#( )"*%#.,&(/0 It is now my turn to write person write person.. Drive my marker by sounding it out. !"# %#&'"#( )(*%#+ 4#( 4#(+,+,- , ,- %"# .,&(/0 /p-er-s-ŏ-n/ What do we need to underline? Underline /er/. Let’s read it together. /p-er /p-er-ss-ŏ-n/ persŏn How do we usually say this word? persәn Let’s add it to our Lazy Vowel Chart.
Comprehension More About This Reader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Reader
Reader 7
!"#$ &'( )$"*$+ ,What is the title of this book? Ha Long Bay What is a bay? A body of water water surrounded surrounded by land. What is the name of the bay we will learn about? Ha Long Do you think this is an English word? Ha Long is Vietnamese. ./&0 (/$ 1('*$2(1 0/$+$ 3" 4&25 6"7 81 9&:"($* &2 " ;"<-
Map
Teacher Tip Ha is pronounced Hä. If students mispronounce it, draw two dots over the A. Discuss how A usually says /ä/ at the end of a base word.
What will we learn about as we read this book? We will learn about Ha Long Bay.
Readers
Read the book aloud to me. Would you like to visit Ha Long Bay? What would you want to see s ee there? Without reading the text, retell what you learned in this book.
Bob Books Set 2 Pip and Pog Sox the Fox Te Red Hen OK, Kids Te Sad Cat
Writing Copywork 112.2 Handwriting – page 195
Read the sentence aloud. Copy it on the lines in your workbook using your best handwriting.
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Objectives SPELLING RULES: Y says /ē/ only at the end of a multi-syllable word. VOCABULARY: "#$% %&'$&( #'%)'*+$ SPELLING: ,-%*( -'.&'%&/( 0#11*( #2( -'$%/ COMPREHENSION: 3&42/-'5 WRITING: 6-,%#%-)'
Materials * ( $,-$$)2$( 2&/( ;<=&( #'/ 52&&' /2* &2#$& +#2>&2$( 7#@* A)B&< ?0#2%( +#1( 0-50<-50%&2( ;-5 #'/ %-'* $%=CC&/ #'-+#<$( $)+&%0-'5 $)C% #'/ $)+&%0-'5 0#2/( 3/&2 D NEEDED: 789 :0-%&;)#2/( 1<#*/)=50( 1)1$-,<& $%-,>$( "0)')52#+ ?#2/
OPTIONAL: "0)')52#+ E#+& F-<&$( %-+&2( <-+&$%)'&( G4H )%0&2 2),>$( /2#5)' C2=-%(
1#1#*#( 1&2$-++)'$( I#,> C2=-%( 1-'<&( )2 +#'5)&$( %#;<&( ;<#'>&%( .-/&) #;)=% A-&%'#+( ;))>$ #;)=% ,#.&$ )2 A-&%'#+( J); J))>$ C2)+ K&%$ G( H( #'/ L
Phonogram Practice Texture Writing
Playdough
"2).-/& $%=/&'%$ B-%0 1<#*/)=50 #'/ # 1)1$-,<& $%-,>M 3)<< %0& 1<#*/)=50 )=% C<#%M ?#<< )=% # 10)')52#+ C)2 %0& $%=/&'%$ %) B2-%& -' %0& /)=50 =$-'5 %0& 1)1$-,<& $%-,>M
Popsicle sticks
Vocabulary Past Tense 113.1 Past Tense – page 196
Read the sentence. Write the word that completes the sentence in the blank. 191
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
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Lesson 113
Spelling Rule When Y Says /ē/ Phonogram Card
!"#$ &"' ("#)#*+,- .,+/ 0 1 What does this say? /y-ĭ -ī -ē / Today we are going to talk about when Y says / ē/. I will write a word on the board. I will sound it out as I write it.
0
Red and blue dry erase markers
2+3&' 4, 4,40 4011 /b-ā-b-ē/ What does this say? baby What did Y say? /ē / How many syllables in baby? two I will write another word. 2+3&' 5* 5*60 6011 /ŭ-g-l-ē/ What does this say? ugly How many syllables in ugly? two
This is the new rule: Y says /ē/ only at the end of a multi-syllable word. Let's say it together. 2+3&' 7+01 What does this say? cry What did the Y say? / / ī How many syllables in cry? one
What is the rule that tells us what sound Y makes at the end of a one-syllable word? When a one-syllab one-syllable le word ends in Y it says / /. ī 2+3&' 8,) 8,)/0 /011 What does this say? sandy How many syllables in sandy? two What is the rule? Y says /ē / only at the the end of a multi-sy multi-syllable llable word. word. 2+3&' 9601 What does this say? fly How many syllables in fly? one What is the rule? When a one-syllable word ends in Y it says / /. ī
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Reading Y Wor Words ds Scissors
113.2 Y Words – page 197
Timer
!"# %"# #&' (%)*+, -"# #&'. /0 1 2/3' 415' *%(0, 6'+/78 01#' 1 +2%# /0 #&' )%%. #% 9)/07 (%)*+ (&')' : /+ +1;/07 <;<= 1 */44')'0# 2315' #% 9)/07 (%)*+ (&')' : /+ +1;/07 /ī/, and a third area for words where Y is saying /ē/.
Pick a word. Read it aloud. If the Y said /y/, run and put it here. If the Y said / ī/ put it here. If the Y said / ē/ put it here. Then run back and pick up a new n ew word.
Challenge Set a timer. See how many words the student can sort in a given time. Or time how long it takes. Can he beat his time? In a classroom, form relay teams.
Teacher Tip Save the words for use with Lesson 114.
Spelling List Spelling List 6/5#1#' #&' (%)*+ 4%) #&' +#"*'0#+ #% ()/#' %0 #&'/) (&/#'9%1)*+ %) (/#& 2&%0%7)1. #/3'+,
Word
1.
city
2. invented 3. happy
4.
area
5. instead
Sentence
Say to Spell
I am so happy to see you!
Let's sit in this shady area.
Let's take a hike instead.
Lazy Vowel Chart
Markings
Spelling Hints
ci ty
C softens to /s/ before an E, I, or Y. Otherwise C says /k/. Y says /ē/ only at the end of a multi-syllable word.
sĭ tē
This city has many good schools.
You invented a new ice cream flavor.
Red, blue, and green dry-erase markers
ĭn
vĕn tĕd hăp pē
ā
ĭn
rē ä
stĕd
in ven ted
Underline /ed/.
hap py
Y says /ē/ only at the end of a multi-syllable word.
rē ä
Put a line over the /ā/ and the /ē/. A E O U usually say their long sounds at the end of the syllable. Put two dots over /ä/. /ă-ā-ä/ said its broad sound. Add to the Lazy Vowel Chart.
ā
2
in stead
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Underline /ĕ/ and put a 2 over it. /ē-ĕ-ā/ said its second sound.
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area
Teacher Tip
The third word is area. Let's sit in this this shady area. area Place your hand under your chin and say area. How many syllables in area? three Now hum area. /hm-hm-hm/ How many syllables? three Do you hear a lazy vowel sound? yes I will say the word and pronounce the vowel clearly. / ā-rē-ä/ Say /ā-rē-ä/ with me. /ā-r ē-ä/ Sound out the first syllable / ā/. /ā / Sound out the second syllable /rē/. /r-ē / Sound out the third syllable /ä/. /ä/ How do we usually spell /ä/ at the end of the word? with an A Write each syllable in a different color. !"# %&'(#)& *+,% -+# +#- .) "#+ *",/.-+(0
It is now my turn to write it out.
area
. Drive my marker by sounding
!"# -1"#+ *+,% -+# +#- .) &"# /.-+(0
/ā-r-ē-ä/ How do we mark area? Put a line over the / ā /.
Some children may hear area as a twosyllable word pronounced /ār-yә/. To help them distinguish each syllable, clearly articulate each syllable. Dictionaries indicate three syllables in the pronunciation of this word.
Teacher Tip Remember schwa is technically an unstressed vowel sound. Terefore in multisyllable words the schwa is the most commonly heard sound.
Why did A say its long sound / ā/? A E O U usually say their long sounds at the end of the syllable. Put a line over the / ē /. Why did E say its long sound / ē/? A E O U usually say their long sounds at the end of the syllable. Put two dots over the /ä/. Why did the A say /ä/? When a word ends with the phonogram A it says /ä/. Let’s read it together. /ā-r-ē-ä/ area Let’s add area to our Lazy Vowel Chart. Chart.
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Comprehension & Fluency Re-Reading Take out Reader 7, Ha Long Bay. Read page 1. What does enormous mean? huge, large, giant !"#$%& ($ !")* +$, ") %-& .$/0 What sea does Ha Long Bay border? South China Sea Trace the edge of the land with your finger and show how the bay curves inward. Point out the islands. Imagine the enormous rocks on the islands.
Look at the picture. How does it relat relatee to what you read? The picture shows an enormous rock. Find one or two words on the page that describe Ha Long Bay and highlight them. Read page 2. What are the rocks made of? limestone There are many many types of rock. The rocks in Ha Long Bay are limestone.
Reader 7 Map Highlighter
Limestone Samples of 2-3 other types of rock Dragon fruit, papaya, persimmons, jack fruit, pineapple, pineapple, or mangoes mangoes Table Blanket
Multi-Sensory Fun Place a blanket over a table and read the book in the "cave." Imagine that you are in one of the limestone caves around Ha Long Bay.
12 $3$45$65&7 8-"9 %-& 8%:;&)%8 $ /4& "2 54.&8%")& $); %9" "< %-<&& "%-&< %,/&8 "2 <"#= 8:#- $8 *<$)4%&7 8$);8%")&7 $); >:$<%?0 Look at the picture. How does it relat relatee to what you read? The picture shows a cave. Find one or two words on the page that describe Ha Long Bay and highlight them.
Read page 3. Look at the picture. How does it relat relatee to what you read? There is a boat in a tunnel in the rock. Find one or two words on the page that describe Ha Long Bay and highlight them. Read page 4. How do people in Ha Long Bay travel? by boat How do you travel? by car, walking, bike, bus, train, airplane How is the man paddling his boat? with his feet Pretend Prete nd to paddle a boat with your feet. Look at the picture. How does it relat relatee to what you read? The picture shows a man paddling a boat with his feet.
Multi-Sensory Fun Buy dragon fruit, papaya, persimmons, jack fruit, pineapple, or mangoes to share with the children. Imagine how in Ha Long Bay someone would travel by boat selling the fruits. Discuss how the fruits are grown on land and sold to the people on Ha Long Bay who then sell fish to the people who live on the land.
Read page 5. What is a merchant? someone who sells things We do not use the word merchant very often. What are clues in the story that tell us what merchant !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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means? The story says the merchant buys and sells Look at the pictures of the fruit in her b oat. Do you recognize any of these fruits? There are many many different types of food in the world. Read page 6. What is the most common job in Ha Long Bay? fishing Read page 7. Where do people live in Ha Long Bay? in houseboats or in floating f loating houses Look at the picture. What do you think it would be like to live in a houseboat? hous eboat? Read page 8. That smaller boat is probably someone's home. hom e. Compare the houseboat on page 8 to the houseboat on page 9. Would you want to live in one? Read page 9. What did the people on this page do? They connected their houseboats together to make a village. What do you think it would be like to live in a village of houseboats? How would it be b e different from where where you live? How would it be the same? Read page 10. Would you want to visit Ha Long Bay? Why or why not? Close your eyes. Imagine that you grew up in a village in Ha Long Bay. You You traveled to your neighbor's n eighbor's house by b y boat. Your dad went fishing every day for his job. You fished off the side of your house h ouse to catch dinner. The lady with the fruit boat came by each week to sell fruits. This is all normal to you. You have always lived in Ha Long Bay. Now imagine that you came for a visit to _____ (fill in the blank with where you live). Which things would be strange and new to you?
Teacher Tip Ask students to consider the fact that for someone who is born b orn in Ha Long Bay and spends their whole life there, they are not likely to see anything unusual or particularly interesting about their own environment and culture. Use this reader as a starting point to help help students students notice and appreciate the value in places outside of their own environmen environment. t.
Readers Bob Books Set 2 0 to 10 Bob Books Set 3 Floppy Mop Summer Kittens Funny Bunny Bob Books Set 4 Bump! Cat and Mouse Te Swimmers (Happily Swimmers (Happily has I saying / ĭ/ at the end of the syllable.)
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Writing Dictation 113.3 Dictation – page 199
!"#$%$& $(& )&*$&*#& +,- )$./&*$) $, 0-"$& ,* $(&"- 0,-1)(&&$2 Choose which line size is most comfortable for you.
I will read the sentence two times. Repeat it back to me, then write it on the paper. In Ha Long Bay neighbors visit each other by by boat. In Ha Long Bay neighbors visit each other by boat. In Ha Long Bay neighbors visit each other by boat. 34(& )$./&*$) 0-"$&25
Read the sentence back as I write it on the board. Give me hints about how to write the sentence s entence corcor-n (use capital letters at the beginning of each word in a rectly. (Start the sentence with a capital letter.) Ĭ -n place name) H-ä H-ä L-ŏ-ng B-ā (use two-letter / ā / that may be used at the end of English English words) words) n- ā-b-or-z (use 4-letter / ā /, use /or/, use use /s-z/) v-ĭ -z-z-ĭ -t -t (use /s-z/) ē-ch (use /ē-ĕ-ā /, use /ch-k-sh/) /ch-k-sh/) ŏ-TH-er (use the /er/ of her) b- ī (use (use /y-ĭ -ī -ē /) b-ō-t (use two-letter / ō /) (end the sentence with with a period).
Vocabulary Antonyms
Big stuffed animal
6(,0 $(& )$./&*$) $(& $0, )$.++&/ %*"7%8)2 This one is big. This one is tiny. Big and tiny are the opposite.
Tiny stuffed animal
6(,0 $(& )$./&*$) ),7&$("*9 (%-/ %*/ ),7&$("*9 ),+$2 This is hard. This one is soft.
Something hard
Something soft
We call words which are opposites antonyms. Let's say antonym together. antonym What does antonym mean? opposite I will say a word. I want you to say a word that means the opposite. slow fast
opened closed
tall short
good bad
thin fat
hot cold
Look around the room and find two objects obje cts that are somehow opposite. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Objectives PHONOGRAMS: "#$%& $' ( 8 1 SPELLING RULES: Practice Y says /ē/ only at the end of a multi-syllable word. : @ 3 % 1 SPELLING: )$)*+ ,-#./#+ 012*+ )#0$'3#+ 3,1%* ? < 5 3 % COMPREHENSION: 4#$5 $ 6*,7( ; > 5 " = WRITING: 8%9,# '39&: 5#30%92,9/# -1%53( 8 1 < 5 1 7 & 4 % 1 NEEDED: ";< 879,#)1$%5+ -1%53 =%16 >>?(@+ 309331%3+ ,1-#.3 1% 36$.. ).$&A#,3+ 36$.. ( 7 3 %12#3 1% 3,%9&:3+ B71&1:%$6 C$%53 9&0.'59&: $' $&5 $- + 3,90A -9,7 3,%9&: $&5 6$:,+ 1 ; 2$2#% 0.923+ %#5 $&5 ).'# 5%* #%$3# 6$%A#%3 1 : ' 5 & 9 OPTIONAL: B71&1:%$6 D$6# E9.#3+ ,96#%+ 2$2#% $&5 6$%A#%3 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . , Scissors + ) 114.1 Y Words – page 201 Words from 113.2 ( ' & % C', 1', ,7# -1%53 =%16 >>F(>( G55 ,7# -1%53 =%16 >>?(@( Towels or small blankets $ # " Small ropes or strings ! Today we will pret pretend end that we live in a floating f loating village of
Materials
Spelling Rule
Y Boats
houseboats in Ha Long Bay Bay.. Lay out the towels as if they are differentt houses. Use the ropes to tie some houses together differen together.. I will show you a word. Read it. If you read it correctly you may step to the next houseboat.
Timer
Challenge Set a timer. See how many words the student can sort in a given time. Or time how long it takes. Can he beat his time? In a classroom, form relay teams.
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Phonograms The Phonogram !" Phonogram Cards !" and !&
#$%& ($) *$%+%,-!. /!-0 !" 1
Whiteboard
This says /ä/. /ä/ Can you sing the sound /ä/? yes Is it a vowel or a consonant sound? vowel Can you use it at the end of the word? no Why? English words do not end in I, U, V, or J #$%& ($) *$%+%,-!. /!-02 !" !+0 !& 1 How are these the same? They both start with an A. They both say /ä/. How are they different? One ends in a U and one ends in a W. Which one may I use at the end of the word? AW Why can't I use AU? English words do not end in I, U, V, V, or J.
Write two-letter /ä/ that you may not use at the end of English words three times on your whiteboard. Which one is the neatest? neatest? Put a smiley face next to it.
Phonogram Practice Phonogram Fishing 34) ! 2(-4+, (% ($) 2(456 !+0 !00 ! 2.!77 .!,+)( (% ($) 8%((%.1 9((!5$ ! :!:)- 574: (% )!5$ :$%+%,-!. ,!.) 5!-01 *7!5) ;<= 5!-02 >!5) ": %+ ($) >7%%- >!54+, ($) 2("< 0)+(21 /!77 %"( ! :$%+%,-!. !+0 04-)5( ($) 2("0)+(2 (% 5!(5$ ($) 5%--)5( :$%+%,-!. %+ ($) .!,+)(1 ?> ($) 2("< 0)+( 5!(5$)2 ($) 5%--)5( %+)@ $) 6)):2 4(1 A):7!5) ($) 5!-0 &4($ ! +)& :$%+%,-!.1
15-20 Phonogram Game Cards Stick with string and magnet tied to it Paper clips
Teacher Tip As students play the game, imagine together they are fishing in Ha Long Bay.
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Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1*%+,- *+ )"$( 2(*0*3+%4 $"5&-6
Word
1.
baby
2.
twelve
3.
copy
4.
5.
because
story
Sentence
My sister is a tiny baby.
We need twelve pencils.
Copy the words onto your paper.
Rob ate a snack because he was hungry.
Tell me the story of how you got a pet turtle.
Say to Spell
bā b ē
twĕlv
kŏp
ē
bē kä käz
stor
ē
Red and blue dry erase markers
Markings
Spelling Hints
bā by
Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. Y says /ē/ only at the end of a multi-syllable word.
twelve
Underline the V and double underline the silent E. English words do not end in V; add a silent final E.
cop y
Y says /ē/ only at the end of a multi-syllable word. C softens to /s/ only before an E, I, or Y.
bē cau se
Put a line over the /ē/. A E O U usually say their long sounds at the end of the syllable. Underline /ä/. Underline /z/, put a 2 over it, and double underline the silent final E. Add an E to keep singular words that end in -s from looking plural.
stor y
Underline /or/. Y says /ē/ only at the end of a multi-syllable word.
2
Teacher Tip In baby baby the the syllable breaks after the A because the A is saying its long sound. In copy the syllable breaks after the P becopy cause the O is saying its short sound. Some programs teach that a double consonant is needed to close the syllable. Tough this sometimes occurs, there would be countless exceptions, such as copy , to such a rule.
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Comprehension Reading
Paper and markers
114.2 The Myth of Ha Long Bay – page 203
Read the myth about Ha Long Bay B ay.. Is this a true story? no What provides clues that this story is not true? There are dragons who spit jewels. The jewels turn into rocks. This type of story is called a myth. Many cultures have myths that are told to explain parts of the world around them.
Teacher Tip In Vietnamese, Ha Long literally means Descending Dragon. Tis has been simplified to swooping due due to the ages of the students. Tere are many variations on the myth told about Ha Long Bay.
Multi-Sensory Fun
Digging Deeper
Ask students to illustrate the Myth of Ha
!"#$# &$# '&() *&)+ ,- .#&$( '-$# &/-0, ,"# ,"#'#+ Long Bay. 1-2#$#3 4( 5#&3#$ 67 8& 9-(: ;&)< 5#&3 & /--= &/-0, 1&2#+< >4+4, & 1&2#< 9#&$( &/-0, +,&.&:'4,#+ &(3 +,&.&1? ,4,#+< @&, >4#,(&'#+# A--3< B&,1" & ,$&2#. 243#- &/-0, >4#,(&'< B&,1" -(# -A ,"# '&() A$## -(.4(# 243#-+ &/-0, 8& 9-(: ;&)< C- A4+"4(:<
Writing & Comprehension Descriptive Words
Teacher Tip
114.3 Descriptive Words – page 204
Look at the picture in your workbook. workbook . This picture was taken in Hoi An, Vietnam Vietnam.. Describe the picture to me. D+ ,"# +,03#(, 3#+1$4/#+ ,"# 4'&:#E ,&=# (-,#+ -( ,"# /-&$3 /) *$4,4(: 3-*( ,"# =#)*-$3+<
Man in Boat $-0(3 /-&,
Te
goal of this activity is for children to explore descriptive language. At this stage, some children will be able to write a complete sentence to describe the picture, others will only write phrases or individual words. Affirm all attempts at expression. Do not overly emphasize correct spelling or usage. Writing correct sentences is a complex activity requiring students to understand subjects, verbs, and complete thoughts. Tis will develop with time and further instruction.
/&+=#, -A ,4() A4+" :$##( *&,#$ F4(= $-0(3 /01=#,
Choose words that you think best describe des cribe the picture and write them on the lines. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
LESSON
115
Objectives PHONOGRAMS: "#$%& $'() * 8 1 SPELLING: +$'(), -$&., /$'()/, )#%#, /)#%# : @ 3 % 1 FLUENCY: 01() 2%#3'#&4. 56%78 ? < 5 3 % WRITING: 9%1/# 7#84%1:/1;# 56%78 /6 4%#$/# $ /%$;#+ <%64)'%#* ; > 5 " = 8 1 < 5 1 7 NEEDED: "=> 9)1/#<6$%7, ?)6&6(%$- @$%78 $'() $&7 $' , 841886%8, %#7 $&7 <+'# 7%. & 4 #%$8# -$%A#%8, ($-# :1#4#8, 71#, 01() B%#3'#&4. 96%78 2%6- :%#;16'8 +#886&8, CCC*D ?%#E % 1 ( F#$71&( 56%A8)##/, CGH 8)##/ 62 :$:#% 7 3 1 ; OPTIONAL: ?)6&6(%$- I$-# J1+#8, K1:+64A <$( 21++#7 51/) /#-:#%$ :$1&/, /1-#%, /%$;#+ 1 : ' 5 <%64)'%#8 & 9 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / $'() . , Phonogram Cards $'() , $' + L)65 /)# ?)6&6(%$- @$%7 $'() * ) ( ' & % This says /ä-ăf/. What does it say? /ä-ă f/ $ # " !
Materials
Phonograms
The Phonogram
L)65 /)# ?)6&6(%$- @$%78 $'() , $' How are these the same? They both say /ä/. They both have the letters A and U. How are they different? One ends in GH and also says / ă f/.
Write /ä-ăf/ three times on your whiteboard. Which one is the neatest? Put a smiley face next to it.
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Phonogram Practice Phonogram Flip 115.1 Phonogram Flip – page 205
!"# %&'() #*+ ),++( -'##+- &.(+/ #' 0,+%#+ 1&%2/3 4#'2 %# #*+ /'&.- ,+- &.(+3 5'&- #*+ 2%)+ .( *%&1 %&'() #*+ /'&.- ,+- &.(+3 6/7 #*+ /#"-+(# #' 0*''/+ % 1&%28 ,+%- #*+ 2*'('),%98 #*+( '2+( #*+ 1&%2 %(- :,.#+ #*+ 2*'('),%9 '( #*+ &.(+3
Scissors
Spelling Spelling List
Red and blue dry erase markers
;.0#%#+ #*+ :',-/ 1', #*+ /#"-+(#/ #' :,.#+ '( #*+., :*.#+<'%,-/ ', :.#* 2*'('),%9 #.&+/3
Ziplock bag filled with tempera paint
Multi-Sensory Fun Write the words with your pointer finger on a ziplock bag filled with tempera paint.
Word
Sentence
Say to Spell
laugh
My baby brother makes me laugh.
2.
many
Many hands make light work.
măn
3.
taught
Mike taught me a yo-yo trick.
tät
here
5. there
We will eat here.
We will meet you there.
2
lăf
1.
4.
Markings laugh
ē
Spelling Hints Underline /af/ and put a 2 over it. /ä-af/ said its second sound.
man y
Y says /ē/ only at the end of a multi-syllable word.
taught
Underline /ä/.
hēr
THĕr
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hēre
2
there
Put a line over the /ē/. Double underline the silent final E. The vowel said its long sound because of the E. Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Double underline the silent final E. Unseen reason.
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Lesson 115
many The second word is many many.. Many hands make light Teacher Tip work. many Be sure to exaggerate the /ă/ sound. Place your hand under your chin and say many many.. How many Tere is not a known reason for the difsyllables in many many?? two ference in pronunciation. Some teachers may choose to mark it with an X as an Hum many many.. How many syllables? /hm-hm/ two exception. This word has a sound that is not pronounced clearly. clearly. I will say the word again. /măn ē/ What is the first syllable? /măn/ Sound out /măn/. /m-ă-n/ What is the second syllable? /ē / Use /y-ĭ- ī-ē/. Now write /măn ē/. Write the first syllable in red and the second syllable in blue. !"# %&'(#)& *+,% -.) -.)/ / 0) "#+ *",
.+(2 It is now my turn to write many many.. Sound it out as I write it on the board. !"# .3"#+ *+,% -.) -.)/ / 0) &"# *",
.+(2 First syllable /măn/. /m-ă-n/ Second syllable /ē/. /ē / Why did the Y say / ē/? Because it is at the end of a two-syllable word. What is the rule? Y says /ē / only at the the end of a multi-sy multi-syllable llable word. word. Let’s read it together. /m-ă-n-ē / many
there The last word is there there.. We will meet you there. there Place your hand under your chin and say there there.. How many syllables in there there?? one Sound out there there.. /TH-ĕ-r/ Silent final E. !"# %&'(#)& *+,%
!"#$# 0)
"#+ *",
.+(2
It is now my turn to write there there.. Sound it out as I write it on the board. b oard. !"# .3"#+ *+,% !"#$# 0) &"# *",
.+(2 /TH-ĕ-r/ silent final E. How do we mark it? Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Double underline the silent final E. Do you see a reason for the E? no This is an unseen reason. 4+, "#$# 0) &"# 10.+(2 How are here and there related? They are related in meaning. They are spelled the same except for the T. One way I remember that there is a silent final E in there is to remember that it is related to here. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
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Fluency High Frequency Board Game 115.2 High Frequency Words – pages 207-209
!"# %"# #&' (%)*+ ,-* ./,0' #&'1 ".+2*' *%(- ,/%-3+2*' #&' 3,1' 4%,)*5 6** &23& 7)'8"'-09 (%)*+ 7)%1 .)':2%"+ /'++%-+ #&,# -''* ,**2#2%-,/ .),0#20'5 6+; ',0& +#"*'-# #% 0&%%+' , 3,1' .2'0'5 ,0' #&'1 ,# #&' 4'32--2-3 %7 #&' 4%,)*= %- #&' 4/"' +"-4")+#5
Today we will practice reading words. Roll the die. Then choose a word. If you read it correctly correctly you may move the number or spaces shown on the die in i n the direction of the small arrows. If you land on a long l ong arrow going up, move up to where the arrow ends. ends. If you land on a long arrow going down, follow it to where it lands. When you reach the white sunburst, you win!
Scissors Game pieces Die High Frequency Words from previous lessons Timer
Multi-Sensory Fun Set a timer for each turn. Te student may read as many words as possible during his turn. He moves forward one space for each word he reads correctly.
Comprehension Reading -ED Words 115.3 Ball Game – page 210
Read what happened during the game. Draw a line to show where the ball is traveling.
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Writing & Comprehension Descriptive Words !"# #%&'"( )%*+,-%". &/0 .,*1 #,"2 #* #," .#-0"/#.3 4,"." 2&5 )" &)*-# 6&%7.8 #%&+#9*/.8 ,*#"(.8 2-."-2.8 *% &/5: #,9/; "(." 9/ 5*-% &%"&3 4,"." &%" +*22*/(5 <*-/0 9/ ;&. .# */.8 ,*#"( (*))9".8 %".#&-%&/#.8 &/0 (9)%&%9".3 What are these? Why did someone write these? They advertise various things to do, places to stay, and places to eat.
Scissors 111.4 Pre-Reading 4 1/4 X 11 sheet of paper (1/2 sheet) Glue or tape Travel brochures
=9.+-.. #," )%*+,-%".3 The past few lessons we have been learning about Ha Long Bay. B ay. Every Every year more than 1 million mi llion people visit Ha Long Bay as tourists.
Today we will write a travel brochure for Ha Long Bay. Let's think of words to describe Ha Long Bay together.
Ha Long Bay
Challenge Write a sentence that describes the picture.
"/*%2*-. %*+7. 0%&;*/ )*. ">+"(("/# <9.,9/; ?
Teacher Tip @%9#" #," 1*%0. */ #," )*&%0 &. #," .#-0"/#. 0".+%9)" A& B*/; C&53 B"&'" #," 1*%0. &. & %"<"%"/+" 1,9(" #,"5 +%"" #,"9% #%&'"( )%*+,-%".3 You have a piece of paper to create your own brochure to tell others about Ha Long Bay. Cut out pictures from 111.4. Glue them into your brochure and write words to describe Ha Long Bay.
Te
goal of this activity is for children to explore descriptive language. At this stage, some children will be able to write a complete sentence to describe the picture, others will only write phrases or individual words. Affirm all attempts at expression. Do not overly emphasize correct spelling or usage. Writing correct sentences is a complex activity requiring students to understand subjects, verbs, and complete thoughts. Tis will develop with time and further instruction.
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REVIEW Area Handwriting
Skill Copy a sentence with an uppercase letter and punctuation.
Phonograms
Spelling
Mastery
1
Read ew, ui, oe.
1
Read ed, aw, au, augh.
2
Spell words by choosing the correct phonograms from a limited set of options.
Reading
G
1
Read past tense words which use the suffix -ED.
2
Read silent final E words with seven reasons for the E.
2
Read two-syllable words ending in a single vowel Y.
2
Read three-syllable words.
3
207
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
208
Review G
Phonogram Assessment Reading Phonograms !"# %&' "%()'*%" %+ ,'-) '-.& +/ %&' 0&+*+1,-2 .-,)"3 4'56 (76 +'6 ')6 -56 -(6 -(1&8
What's That Phonogram?
Phonogram Cards '5 , (7 , +' ,
') , -5 , -( , -(1& Highlighter
G.1 What’s That Phonogram? – page 212
On your page are groups of four phonograms. I will say a phonogram's sound(s). Color the correct phonogram with your highlighter. highlighter. 1. 2. 3. 4. 5. 6.
/ō-ö/ /ed-d-t/ past tense ending. /ä/ that you may use at at the end of English words. /ö-ū/ that you may use at the end of English words. /ä/ that you may not use at the end end of English words. words. /ä-ăf/
Spelling Assessment Spelling
Scissors
G.2 Spelling – page 213
9(% +(% %&' 0&+*+1,-2 %7:'" -*) 0:-.' %&'2 +* %&' %-;:' 7* /,+*% +/ %&' "%()'*% "+ %&-% '<',= :'%%', 7" +,7'*%') .+,,'.%:=3 I will say a word. Using the phonograms, drag them into place to spell the word.
saw
eight
give
planted
Handwriting Assessment Copywork G.3 Handwriting – page 215
Choose the line size that you prefer prefer.. Copy the sentence. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
Review G
209
Reading Assessment Comprehension
Index cards
G.4 Matching – page 216
Match the sentences to the pictures.
Teacher Tip Listen to students read each sentence aloud. Note how the student reads the various types of words. Many students at this stage will still struggle with two-syllable words.
High Frequency Words G.5 High Frequency Words – page 218
Multi-Sensory Fun
Read each word aloud.
Write each word on an index card. Ask the student to read it, then run across the room and put it in a pile.
Practice Ideas Handwriting !" $%& '$()&*$ +,*$-*(&' $, '$.(//0& 1-$% 1.-$-*/2 .&3-&1 %,1 $, ",.4 &5+% ," $%& 0&$$&.' ('-*/ &-$%&. !"#$%&'("$) &-$%&. !"#$%&'("$) + 5*) 5*) , , ,. ,. -./ 0.1'.2 "3 4&$%56('($7 6 !*+,.7,.5$& )5-08 %5*)1.-$-*/ /54&' 5' ",(*) -* !"#$%&'("$) -* !"#$%&'("$) + 5*) + 5*) , , $, $, 7.,3-)& 5))-$-,*50 7.5+$-+&6
Phonograms 9:5$+%-*/ ;%,*,/.54'9 ,* 75/& <=> 9?0-*) @.-$-*/9 ,* 75/& <== 9A, B-'%9 ,* 75/& 9;%,*,/.54 D-+ED5+ED,&9 ,* 75/& N
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210
Review G
Words with the Schwa Sound !"#$%&$' "'#)&*+ %,' -.")/ .* %,' 0#12 3.-'4 5,#"% '#$, )#2 6." # 7.*%,8
Squirt gun
Multi-Sensory Fun
Past Tense Words 9:'#)&*+ ;<= >.")/9 .* ?#+' @A@ 9!#/% B'*/' C'7."2 D#7'9 .* ?#+' @AE 9:'#)&*+ ;<= >.")/9 .* ?#+' FGH
Write words with a schwa on a whiteboard. Provide students with a squirt gun. Ask the student to read the word, then squirt it.
Words Ending in Y 9:'#)&*+ I >.")/9 .* ?#+' @JK 9I L.#%/9 .* ?#+' @JA
Silent Final E Words 9M&4'*% < 0#))'"/ #*) M4&)'/9 .* ?#+' @KG 95"'#%&*+ N'- >.")/9 .* ?#+' @HF 9M&4'*% O&*#4 < D#7'9 .* ?#+' @HP 9M&4'*% < 0#))'"/ #*) M4&)'/9 .* ?#+' @EG
Reading Comprehension Q#R' %,' /%S)'*% "';"'#) .*' .6 %,' "'#)'"/ ." %'T%/ 6".7 %,' -."UV..U8 =&/$S// %,' %'T% %.+'%,'"8 !"#$%&$' "'#)&*+ %,' !"# !""%& 4&/%') &* ?"'R&.S/ 4'//.*/8 =&/$S// %,' /%."&'/ %.+'%,'"8 9W* %,' O#"79 .* ?#+' @GJ 9O.44.-&*+ =&"'$%&.*/9 .* ?#+' @FF
High Frequency Words 9Q&+, O"'XS'*$2 >.") D#7'9 .* ?#+' @@K 9Q&+, O"'XS'*$2 >.") :#$'9 .* ?#+' @YH 9:'#)&*+ L#/U'%V#449 .* ?#+' @EF 9Q&+, O"'XS'*$2 L.#") D#7'9 .* ?#+' FGH
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LESSON
116
Objectives PHONOGRAMS: "#$%& '# ( PHONEMIC AWARENESS: "#$%& $)*+, -*%./ -',0 $ /'1#&, "( VOCABULARY: "#$%& ,0# 2#$&'&3 *4 ,0# 5%#4'6 +&7( SPELLING: 4'#1./8 -$19'&38 ,$19#.8 #$%1:8 4+11#/, COMPREHENSION: ;%#7%#$.'&3 WRITING: <#:-*%./
Materials '# 8 A'&3* 3$2# 5'#B#/8 C B*1*%/ *4 0'307 1'30,#%/8 %#. $&. )1+# .%: #%$/# 2$%9#%/8 D#%D ;*/,#%8 0#$E: )*68 -$3*& *% B$%,8 %+38 %*5# NEEDED: "=> ?0',#)*$%.8 ;0*&*3%$2 @$%.
OPTIONAL: ;0*&*3%$2 F$2# G'1#/8 A*) A**9/ 4%*2 H#,/ C $&. I
Phonograms The Phonogram '# Phonogram Card '#
H0*- ,0# ;0*&*3%$2 @$%. '# (
Whiteboard
This says /ē/. What does it say? /ē / How many letters are in / ē/? two Do we have other ways to spell long / ē/ that have two letters? yes What are they? ee, ea, ey So we need a name for this phonogram. I will write a word on the board. I want you to read it. field /f-ē-l-d/ field We will call this the /ē/ of field. Write the /ē/ of field three times on your whiteboard. whiteboard. Which one is the neatest? neatest? 211
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
212
Lesson 116
Phonogram Practice Phonogram Bingo
Bingo game pieces
116.1 Phonogram Bingo – page 219
!"#$% '() *#$%+ ,-./" 0.+1#/)/2 ,-33 +4' "+4$/" 5(#3) '() "'4/)$'" ,+1). '()67 83-9 4$'#3 '() :+-./ #" ,+1).)/7 , +1).)/7 ;#.),' '() "'4/)$'" '+ .)-/ '() 0(+< $+%.-6" :-,= -" '()9 4$,+1). )-,( ">4-.) +$ '() :+-./7
Vocabulary The Prefix un-
3 colors of highlighters
116.2 The Prefix un- – page 221
In the last lesson less on we learned about reading three-syllable words. Today Today we will practice reading three-syllable words. When you see a big word, it is a good idea to look for parts of the word you recognize. Read the first sentence aloud. Dad is unplugging the lights. What does unplugging mean? mean? to take the plug out What part of the word means "not"? unHighlight the unun-.. Highlight the word plug word plug in in a different color. What does -ing mean? mean? It is happening now. Highlight -ing in in a third color. has three morphemes or units of meaning. Unplugging has
Teacher Tip If a student struggles to read a three syllable word, cover the second and third syllable with a piece of paper and ask the student to read the first syllable. Ten uncover the second syllable, etc.
As you read each sentence, match the sentence to the correct picture. Then highlight each of the morphemes in the three-syllable words. All the three-syllable words are in red.
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213
Phonemic Aw Awareness areness Silent L
Teacher Tip
I will write three words on the board. Try to read them to yourself. I will give you two hints. First, these thes e words all have one letter that is silent. Second, these words all rhyme. talk walk
Give students a chance to try to figure out the words on their own. Tell them to try all the sounds of /ă-ā-ä/.
chalk
Let's sound out each word together. /t-ä-k/ Which sound of / ă-ā-ä/ do we hear in talk? /ä/ over it How do we mark /ä/? put two dots over Which letter is silent? /l/ I will double underline the L to show that it is silent. tälk Let's try to say talk with the /l/ sound. /tälk/ Now let's say it with the /l/ faster and faster. faster. /tälk/ /tälk/ /tälk/ /tälk/ It is difficult to pronounce the /l/ sound s ound clearly and quickly. Maybe at one time people pronounced the /l/ but it was easier to pronounce it without the /l/. !"#$%#&' %# $)' *+,' ,+##'- .%$) !"#$ +#/ %&"#$ !"#$ +#/ %&"#$00
What do you notice about these words? /l/ is silent. silent. /ă-ā-ä/ is saying /ä/.
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Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1 2*%+,- *+ )"$( 3(*0*4+%5 $"6&-7
Word 1. fields
2. walking
3. talked
4. early
5. fullest
Sentence The corn is growing in the fields.
Dad is walking on the path.
The boys talked to their teacher.
I want to be home early.
The fullest cup is Ashley's.
Say to Spell
f ēldz
wäk ĭng
täkt
er lē
fül lĕst
Red and blue dry erase markers /er/ Poster
Spelling Hints
Markings fields
Underline the /ē/. Put a 2 over the /z/. /s-z/ said its second sound.
wälk ing
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. Double underline the silent L. Underline /ng/.
2
tälked
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. Double underline the silent L. Underline /t/ and put a 3 over it. /ed-d-t/ said its third sound.
ear ly
Underline /er/. Use the /er/ of search.. Y says /ē/ only at the search end of a multi-syllable word. Add it to the /er/ Poster.
fül lest
Put two dots over the /ü/. /ŭ-ū-ö-ü/ said its broad sound. We often double F, L, and S after a single vowel at the end of a base word.
3
walking The next word is walking . Dad is walking on the path. path. walking Place your hand under your chin and say, walking . How many syllables in walking ? two Hum walking . How many syllables? /hm-hm/ two This word has a silent letter. What is it? /l/ What is the first syllable? /wälk/ Sound out /wälk/. /w-ä-l-k/ What is the second syllable? /ĭ -ng/ -ng/ Write the first syllable in red and the second syllable in blue . 8(& -$/,&0$ )+"$&- )%69 )%69"04 "04 *0 *0 (&+ )("$&2*%+,7 It is now my turn to write walking . Sound it out as a s I write it on the board. b oard. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
Lesson 116
215
!"# %#&'"#( )(*%#+ )&,)&,-*./ *./ 0. 0. %"# )"*%#10&(23 First syllable /wälk/. /w-ä-l-k/ Second syllable /ĭng/. /ĭ -ng/ -ng/
How do we mark it? Put two dots over the /ä/. / ă-ā-ä/ said its broad sound after a W and before an L. Double underline the /l/. It is silent. Underline the /ng/.
Comprehension Pre-Reading 4,&'# & "#&56 017#'% +8'" &+ & ,&(/# 109 0: 100-+ *. :(0.% 0: %"# '"*,23 !"# 017#'% +"08,2 1# %00 "#&56 :0( %"# '"*,2 %0 '&((63 This is very heavy. I cannot carry c arry it very far f ar.. I need to bring it to ____. (Choose a place about 100 yards away.).) What are some options for how I could move it there? away
Let's try to push it. Try to push the box across the room. Let's try to tie a rope around it and drag it. You try to pull it. Maybe we could drag it on a rug. I will put the box on the rug. Now you try to drag it.
Heavy box Rope Rug Wagon or cart with wheels
Readers
Bob Books Set 3 Lolly-Pops Bob Books Set 4 Willy's Wish Jumper and the Clown
Let's put it on this wagon (cart). Now N ow try to move it. Which way is the easiest? the wagon or cart Why? The wheels make it easier. Wheels are a great way to transport something that is heavy. Wheels make it easier to move a heavy load. What are some things that use wheels to help us move things more easily? stroller, car, train, truck, grocery cart, wheelbar wheelbarrow row
Reading Comprehension 116.3 Move It – page 222
Read the words in the blue box. Think what you would do if you had to move it a long distance. What would be the best way? Match the words in the blue box to the tool in the green box you would use.
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Writing & Comprehension Reading Comprehension and Writing
Highlighter
116.4 Gondola – page 223
Read the paragraph. Circle the picture that shows a gondola. Highlight the five words that helped you the most.
Point to the first picture. Why is this not a gondola? It is not a boat. The driver does not have a paddle. p addle. There is no one riding in it.
Point to the second picture. Why is this not a gondola? The driver is not paddling with a long oar. There is more than one driver.
Point to the third picture. Why is this a gondola? It is a long, skinny boat. The driver is standing in back with a long oar. People are sitting in front.
What words in this paragraph were were the most helpful to you in learning how a gondola is different from other boats? !"#$% $'% ()"*+ ), $'% -)."* .+ +$/*%,$+ #*%,$#01 $'%23
Gondola 4),5 +6#,,1 -).$ 4),5 )."
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117
Objectives PHONEMIC AWARENESS: !"#$ &'($) &*+, # )*-".+ /0 VOCABULARY: 1," 2("3*4 5.60 SPELLING: &'5-$7 8'5-$7 ),'5-$7 "#8,7 ,'-$ COMPREHENSION: !"#$"( 9: !*8;),#&)0 <(#& # 2*8+5(" '3 # (*8;),#& =#)"$ '. +,"
$")8(*2+*'. *. +," ='';0 WRITING: >'2?&'(;
Materials NEEDED: /@A B,*+"='#($7 C )"+) '3 D,'.'E(#F G#F" >#($)7 !"#$"( 97 2#2"( #.$ F#(;6
"() OPTIONAL: D,'.'E(#F G#F" 1*-")7 H'= H'';) 3('F I"+ J
Phonogram Practice Phonogram Memory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
217
Two sets of 15-25 Phonogram Game Cards in two different colors
Multi-Sensory Fun If teaching cursive, use one set of cards with cursive phonograms and one set with bookface.
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
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Lesson 117
Phonemic Awar Awareness eness Silent L I will quietly write three words on the board. I want you to try to read them to yourself. I will give you two hints. First, these words all have one letter letter that is silent. Second, these words all rhyme. Which letter would you guess is silent? answers will vary could would should
Teacher Tip Provide students a chance to figure out the words on their own. Tese are the
Did you figure out what these words say? only three words where ou says /ü/. Let's sound out each word together. /k-ü /k-ü-d/ -d/ Which sound of /ow-ō-ö-ŭ/ do we hear in could? None of them. Most words will follow the rules. rules . Sometimes there will be an exception exception.. These three words are an exception. When we hear a sound that does not match we will put an x over it. Which sound is silent? /l/ Let's double underline it to show that it is silent. X
could !"#$%#&' %# $)' *+,' ,+##'- .%$) !"#$% +#/ &'"#$% !"#$% +#/ &'"#$%00
What do you notice about these words? The /l/ is silent. /ow- ō-ö-ŭ / is saying /ü/. /ü/.
Reading Could, Would, Should 117.1 Matching – page 224
When we have a problem, it is a good idea to think of ways to solve it. For example, if I am hungry what should I do? You should eat something. If I am sick, what should I do? You could take some medicine. You could see a doctor. Today you need ne ed to read the problem and match it to a possible possib le solution.
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Vocabulary The Prefix un117.2 The Prefix un- – page 225
Read the sentence. Write the word that completes the sentence in the blank.
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1*%+,- *+ )"$( 2(*0*3+%4 $"5&-6
Word
1.
2.
would
could
3.
should
4.
each
5.
hold
Sentence
Would you please close the door?
You could invite your sister to come.
Say to Spell
wüd
küd
Markings x
would
x
could
Spelling Hints Underline the /ü/ and put an X over it. /ow-ō-ö-ŭ/ said a sound that is an exception. Double underline the silent L. Underline the /ü/ and put an X over it. /ow-ō-ö-ŭ/ said a sound that is an exception. Double underline the silent L. C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/.
I should take a break now.
shüd
sh ould
Underline /sh/. Underline the /ü/ and put an X over it. /ow-ō-ö-ŭ/ said a sound that is an exception. Double underline the silent L.
You will each need one sheet of paper.
ēch
ea ch
Underline /ē/. Underline /ch/.
hōld
Put a line over the /ō/. I and O may say / ī/ and /ō/ before two consonants.
Hold the ball over your head.
hōld
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x
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Lesson 117
Comprehension Reader
Reader 8
!"#$ &'( )$"*$+ ,What is the title of this book? Rickshaws What is a rickshaw? Look at the picture on the cover. What do you think a rickshaw is by looking at the picture? By reading this book you will learn more about rickshaws. ./$0 (/$ 1('*$0(1 /"2$ 34041/$* +$"*405 (/$ 6& "1#7 What is a rickshaw? Draw a picture of a rickshaw.
Paper and markers
Readers
Bob Books Set 4 Samantha! (Eyes Eyes is a highly irregular word. Help students to decode it.) Max and the Tom Cats
Writing Copywork 117.3 Handwriting – page 226
Read the sentence aloud. Copy it on the lines in your workbook using your best handwriting.
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118
Objectives PHONOGRAMS: !"#
%$'( )
SPELLING: *"''"$+ #,'(-%+ .'#'(-%+ #/#0+ #,$-.. COMPREHENSION: 1"2$"#3(%4 WRITING: 5(,'#'(-%
Materials '( + =#$4" /9('"*-#$3+ *#== -$ %"$> 4?%+ (%3"@ ,#$3.+ $"3 #%3 *=?" 3$0 "$#." ;#$A"$.+ !#B0 C-/"= <9#$'+ D"$D :-.'"$+ /-$=3 ;#E+ 9(49=(49'"$+ E#E"$ #%3 E"%,(=+ 1"#3"$ F NEEDED: !67 89('"*-#$3+ :9-%-4$#; <#$3
OPTIONAL: :9-%-4$#; G#;" H(=".+ .I?($' 4?%
Phonograms The Phonogram '( Phonogram Card
'(
J9-/ '9" :9-%-4$#; <#$3 '( ) This says /sh/. /sh/ Can you sing the sound /sh/? no Is it a vowel or a consonant sound? consonant
Can we use this /sh/ at the end of the word? no Why not? English words do not end in I, U, V, or J. What other way do we know to spell /sh/? SH 8$('" !" -% '9" *-#$3 %"@' '- #$) Since the T is taller t aller than the S, we will call this tall /sh/. Write tall /sh/ three times on your whiteboard. Which one is the neatest? neatest?
221
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
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Phonogram Practice Phonogram Target !"#$ &'" (')*)+,#- .)/*$0.1 2'34" &'" .&/$"*& 2,3&". &'"- )* # 4#,+" 2'3&"5)#,$ &) 6,"#&" # ,+"&7 8'"* #44 &'" (')*)+,#-. '#9" 5""* 2,3&&"*: &"44 &'" .&/$"*& &) .&"( 5#6; <=> (#6".7 ?,)93$" &'" .&/$"*& 23&' # .-#44: .)@& 5#44 ), # *",@ +/*7 !"#$ # (')*)+,#-7 A'" .&/$"*& .')/4$ &,B &) '3& &'" (')*)+,#- 5B &',)23*+ &'" 5#44 #& 3& ), 5B .'))&3*+ 3& 23&' &'" *",@ +/*7
Target Station C,"#&" # ?')*)+,#- A#,+"& D&3)*7 8,3&" &'" (')*)= +,#-. )* 3*$"E 6#,$. #*$ (" &'"- )* # 54#*; 2#447 F. #* #6&393&B: '#9" .&/$"*&. ,"#$ # (')*)+,#- #*$ &).. # 5#44 #& 3&7 F2#,$ )*" ()3*& @), ,"#$3*+ 3& 6),,"6&4B #*$ )*" ()3*& @), '3&&3*+ 3& 23&' &'" 5#447
Large whiteboard Small, soft ball or Nerf® guns with suction cup darts Squirt gun
Multi-Sensory Fun Write the phonograms on a whiteboard. Provide the students with a squirt gun to spray the phonogram.
Ball Index Cards
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Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1*%+,- *+ )"$( 2(*0*3+%4 $"5&-6
Word
Markings
Spelling Hints
bĕt ter
bet ter
Underline /er/. Use the /er/ of her. Add to the /er/ Poster.
ac tion
C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/. Underline tall /sh/.
stā tion
Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. Underline tall /sh/.
The second picture is better.
2.
action
Lights, camera, action!
away
5. across
/er/ Poster
Say to Spell
better
4.
Lazy Vowel Chart
Sentence
1.
3. station
Red and blue dry erase markers
We walked to the subway station.
Joe went away on a trip. trip.
I waved to my teacher across the street.
ăk
shŏn
stā shŏn
ā
ā
wā
krŏs
ā
ā
way
Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. Underline two-letter /ā/ that may be used at the end of English words. Add to the Lazy Vowel Chart.
cross
Put a line over the /ā/. A E O U usually say their long sounds at the end of the syllable. We often double F, L, and S after a single vowel at the end of a base word. Add to the Lazy Vowel Chart.
away The next word is away. Joe went away on a trip. trip. away Place your hand under your chin and say away. How many syllables in away? two Now hum away. /hm-hm/ How many syllables? two Do you hear a lazy vowel sound? yes I will say the word and pronounce the vowel clearly clearly.. / āwā/ Sound out the first syllable / ā/. /ā / Sound out the second syllable /w ā/. /w-ā / Use two-letter / ā/ that you may use at the end of English words. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
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Write away with each syllable in a different color. !"# %&'(#)& *+,% -*-. *-. /) /) "#+ *",/-+(1 It is now my turn to write away. Drive my marker by sounding it out. !"# -2"#+ *+,% -*-. *-. /) /) &"# 0/-+(1 /ā-w-ā / What do we need to mark? Put a line over the / ā /. A E O U usually usually say their their long sounds sounds at the the end of the syllable. Underline two-letter / ā / that you may may use at the the end of English English words. words. Let’s read it together. /ā-w-ā / āway How do we usually say this word? әway Let’s add it to our Lazy Vowel Chart. across
The next word is across. I waved to my teacher across the street. across Place your hand under your chin and say across. How many syllables in across? two Now hum across. /hm-hm/ How many syllables? two Do you hear a lazy vowel sound? yes I will say the word and pronounce the vowel clearly. / ākros/ Sound out the first syllable / ā/. /ā / Sound out the second syllable cross. /k-r-ŏ-s/ /s/. Double the /s/. Write across with each syllable in a different color. !"# %&'(#)& *+,% -2+/%% /) "#+ *",/-+(1 It is now my turn to write across. Drive my marker by sounding it out. !"# -2"#+ *+,% -2+/%% 2+/%% /) /) &"# 0/-+(1
/ā-k-r-ŏ-s-s/ What do we need to mark? Put a line over the / ā /. A E O U usually usually say their their long sounds sounds at the the end of the syllable. Let’s read it together. /ā-k-r-ŏ-s-s/ ācross How do we usually say this word? әcross Let’s add it to our Lazy Vowel Chart.
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Comprehension Re-Reading Take out Reader 8, Rickshaws . Read page 1. This is a picture of one of the first f irst rickshaws. Where were rickshaws invented? Japan !"#$ &'('# )# ' *'(+ ,'-. &'('#+
Reader 8 World map Highlighter
Notice under the picture, it also says Japan. This means the picture was taken in Japan. How were the first rickshaws pulled? They were pulled by a man walking or running in front. Read page 2. How did rickshaws change? They were pulled by bikes instead of by people. Where was this picture taken? Nepal ,'-. /0('1 )# 230 *'(+ Read page 3. What is different about this rickshaw? It is pushed from behind. This picture was taken in Indonesia. ,'-. 4#$)#05"' )# 230 *'(+ Read page 4. How are rickshaws with motors different from cars? They are smaller. They have only three wheels. They are open on the side. Where was this picture taken? Sudan ,'-. 67$'# )# 230 *'(+ Read page 5. Where are rickshaws used? All over the the world. Have you ever been in a place where the roads are packed with rickshaws? Read page 6. Why are rickshaws popular? They are quick. They can move through small spaces. They are cheap to buy and do not use much gas. g as. Where was this picture taken? India ,'-. 4#$"' )# 230 *'(+ Read page 7. What are rickshaws used for? Carrying people, bringing bringing kids to school, carrying heavy loads. What do you think the man is carrying? Where was this picture taken? India Read page 8.
Teacher Tip Notice the phonogram /ē/ sound in India.
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i
said its long
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What is unusual about the rickshaw on this page? It is going through water. Why is there water on the street? It is flooded. Teacher Tip Where was this picture taken? Thailand !"#$ &'"()"*+ ,* -'. /"01 Read page 9. What type of rickshaw is in this picture? a bike rickshaw What do you notice about this rickshaw? Where was this picture taken? Netherlands !"#$ -'. 2.-'.#)"*+3 ,* -'. /"01 Read page 10. How is this rickshaw powered? by the sun Sol means sun. Highlight SOL in solar. Solar panels can collect energy from the sun and turn it into electricity.. Have you ever seen a solar panel? electricity Where are the solar panels on this rickshaw? on the top, on
TH has an advanced phonogram sound /t/ as in Tailand and Tomas. Explain to students this does not occur in many words and will be taught later. later.
Vocabulary Other words that use the root sol include: solarium and solstice .
the roof Point to them. What do the solar panels do? Collect energy from the sun to power the rickshaw. Where was this picture taken? Netherlands Do you want to ride in or drive a rickshaw someday? What kind would you drive? Without reading the text, retell retell what you learned in this book. book .
Writing Dictation
Paper and pencil
118.1 Dictation – page 227
4(5-"-. -'. 3.*-.*5. 6,# 3-7+.*-3 -, 8#(-. ,* -'.(# 8,#$9 3'..-31 :."+ -'. 3.*-.*5. "),7+ -8, -(/.3 "*+ '";. -'. 3-7+.*-3 #.0."- (- <"5$ "*+ 8#(-. (-1 &'.* '";. -'. 3-7+.*-3 #."+ -'. 3.*-.*5. <"5$ 8(-' 30.))(*= '(*-3 "3 >,7 8#(-. (- ,* -'. <,"#+1
All rickshaws have three wheels. All rickshaws have three wheels. All rickshaws rickshaws have three three wheels. wheels. ?&'. 3-7+.*-3 8#(-.1@
(Start the sentence with a capital letter.) letter.) Ä-l-l r-ĭ -k-sh-ä-z -k-sh-ä-z (use two-letter /k/, use two-letter /ä/ that may be used at the end of English words, use /s-z/) h- ă-v (English words do not end in V, add a silent E) th-r- ē (use /ē / double /ē /) wh-ē-l-z (use two-letter /wh/, use / ē / double /ē /, use /s-z/) (end the sentence sentence with with a period). !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
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119
Objectives PHONOGRAMS: "#$%& '( ) SPELLING: *+',- .+&/0'(+&- 1$%,2- *(34,- 5(&6+5 COMPREHENSION: 7#$6 $ &+&8/(.,(+& $%,(.9# $:+0, ,4# 4(',+%2 +/ :(;#' $&6 $&'5#%
<0#',(+&') WRITING: =%$.,(.# 6#'.%(:(&3 $& +:>#.,)
Materials '( $&6 ,( - :+C- =4+&+3%$* D$*# B$%6'- :$3' /+% 4$9/ +/ ,4# ',06#&,'- ,(*#%- "$E2 F+5#9 B4$%,- !"#$%&'( *"+, :2 G(,$9( =#%;(&'- "#3+' H- '.(''+%'- I .+9+%' +/ 6%2 #%$'# *$%;#%' NEEDED: "?@ A4(,#:+$%6- =4+&+3%$* B$%6'
OPTIONAL: =4+&+3%$* D$*# J(9#'- 54##9' +/ K$%(+0' '(E#'- '*$99 %+.;'
Phonograms The Phonogram '( Phonogram Cards '( and
,(
L4+5 ,4# =4+&+3%$* B$%6 '( )
This says /sh-ZH/. /sh-ZH/ What is the same about /sh/ and /ZH/? The /ZH/? The position of my mouth. Place your hand on your throat as you say /sh/ and /ZH/. How are these sounds different? /ZH/ is voiced. /sh/ is unvoiced. unvoiced. Can you sing the sound /sh/? no Is it a vowel or a consonant sound? sound? consonant Can you sing the sound /ZH/? no Is it a vowel or a consonant sound? sound? consonant L4+5 ,4# =4+&+3%$* B$%6' '( $&6 ,( )
What is the same about these? They both say /sh/. They both end in an I. Write /sh-ZH/ three times on your whiteboard. Which one is the neatest? neatest? 227
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
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Lesson 119
Phonogram Practice Phonogram Collection - Individual 119.1 Phonogram Collection – page 228
Box Phonogram Game Cards
!"#$ &'$ () *'+,+-./0 1/.#2 3.+0 4+5,#/&"+,2 1 &'.+5-'+5& &'$ .++06 *.+7"#$ &'$ 2&5#$,& 8"&' / 9+:6 !$ 2'+5;# -+ /.+5,# &'$ .++0 <+;;$<&",-6 =/<' &"0$ +,$ "2 3+5,#> '$ 052& .$/# "& <+..$<&;? &+ /## "& &+ '"2 9+:6 @3 '$ 0"2.$/#2 &'$ A'+,+-./0> '$ -"7$2 "& &+ ?+5 &+ .$B'"#$6
Phonogram Collection - Classroom 119.1 Phonogram Collection – page 228
Bags for half of the students 1 set of Phonogram Game Cards for
every 4 students. C.-/,"D$ &'$ () *'+,+-./0 E/0$ 1/.#2 3.+0 4+5,#/B Timer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Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1*%+,- *+ )"$( 2(*0*3+%4 $"5&-6
Word 1. most
2. confusion
3.
party
4. might 5. window
Sentence Most trees are very tall.
Say to Spell
Red and blue dry erase markers Lazy Vowel Chart
Markings
Spelling Hints
mōst
Put a line over the /ō/. I and O may say / ī/ and /ō/ before two consonants.
mōst
Her question revealed her confusion.
kŏn f ū ZHŏn
con fū sion
C always softens to /s/ before an E, I, or Y. Put a line over the /ū/. A E O U usually say their long sounds at the end of the syllable. Underline /ZH/ and put a 2 over it. /sh-ZH/ said its second sound. sound. Add to the the Lazy Vowel Chart.
You are invited to my birthday party.
par tē
par ty
Underline /ar/. Y says /ē/ only at the end of a multi-syllable word.
I might ride my bike.
m īt
might
Underline three-letter / ī/.
The man washed the window.
wĭn dō
2
2
win dow
Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound.
Comprehension The History History of Bik Bikes es
Wheels of various sizes
119.2 The History of the Bike – page 229
Small rocks
Read the story. What was a boneshaker b oneshaker?? a bike that was very bumpy to ride Why were the first bikes so bumpy? They had metal wheels and a metal seat. How did people try to fix that problem? They made bikes with big wheels. What was wrong with the high wheeler bikes? People fell off
Multi-Sensory Fun Using various sizes of wheels and small rocks, conduct an experiment. Which size of wheel rolls over the bumps most easily?
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Lesson 119
of them. What type of bike is the bike today based upon? up on? the safety bike Have you ever ridden a bike? Do you own a bike? Describe your bike to me. What color is it? How many wheels does it have? Legos® or other building toys
Going Deeper !"#$ & '"()*+&,- .&/0 ("1"$* +&2$ '"()*+&,* "/ 3&')* 4' 5'6&/ &'$&* &* & 74'8 47 1'&/*34'1 74' 145'"*1*- 9*) 1+$ *15#$/1* 14 65":# & 84#$: '"()*+&, 5*"/; <$;4*= 4' 41+$' 65":#"/; 140*-
Read Aloud Rickshaw Girl by Mitali
Perkins
Writing & Comprehension Writing
4 colors of dry erase markers
Today we will learn a really big word! >'"1$ 1'&/* 1'&/*34' 34'1& 1&1"4/ 1"4/ 4/ 4/ 1+$ 64&'#Teacher Tip Let's read this word together. Sound it out syllable by syllable. What is transportat transportation? ion? ?/#$':"/$ !"#$ Port means to carry. ?/#$':"/$ $#%&'transportation is something s omething that carries across a distance. For example, ex ample, a Trans means across. Therefore transportation bus carries people from one place to the next. next . A bus is one form of transportation. transportation. What is another form of transportation? >'"1$ 1+$ *15#$/1*@ "#$&* 4/ 1+$ 64&'#-
travel (&' 64&1 1'5() &"'3:&/$ '"()*+&,
These are all different forms of transportation. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
Lesson 119
231
Describing 119.3 Transportation – page 231
!"# %"# #&' (%)*+, -./0' #&'1 2/0' *%(3 43 / 54.', Today we will play a game. You will choose a word. w ord. Read it quietly to yourself. Then write a clue on the board and I (or the class) will try to guess what kind of transportation you are describing. If we cannot guess, then write another clue. 6%) '7/15.'8 /4)5./3' wings
Scissors
Teacher Tip If this is difficult, modify the activity by either asking the student to give an oral description or asking the student to spell the clue using phonogram tiles.
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LESSON
120
Objectives PHONOGRAMS: "#$%& '( ) 8 1 SPELLING: *+#'($,- '.('/#&- '$01(2&- #%- '20&1%4 : @ 3 % 1 COMPREHENSION: 5#$6 $&6 72,,28 6(%#'1(2&*) ? < 5 3 % FLUENCY: 9%$'1('# %#$6(&: .(:. 7%#;0#&'4 82%6*) ; > 5 " = WRITING: <%(1# $ 6#*'%(+1(2&) 8 1 < 5 1 7 & 4 % 1 NEEDED: "=> <.(1#?2$%6- 9.2&2:%$@ A$%6* (&',06(&: '( - 2?*1$',#* 72% 2?*1$',# ( 7 3 '20%*#- %#6 $&6 ?,0# 6%4 #%$*# @$%/#%*- "$B4 C28#, A.$%1- D#%D 92*1#%- .(:.,(:.1#%- *'(*E 1 ; *2%*- F 6('#- G(:. H%#;0#&'4 <2%6* 7%2@ +%#3(20* ,#**2&*- ?$:- 1(@#% 1 : ' 5 & 9 OPTIONAL: 9.2&2:%$@ I$@# J(,#*- +$+#% $&6 ',(+?2$%6 8 7 5 6 ' 5 & 5 % 3 1 4 3 & 2 1 0 / . '( , Phonogram Card '( + ) ( K.28 1.# 9.2&2:%$@ A$%6 '( ) ' & % $ This says /sh/. /sh/ # " ! Can you sing the sound /sh/? no
Materials
Phonograms
The Phonogram
Is it a vowel or a consonant sound? consonant Can we use this /sh/ at the end of the word? no Why not? English words do not end in I, U, V, or J. What other way do we know to spell /sh/? SH, TI, SI Write ti on the board bo ard next to ci. Since the C is shorter than the T we will call this short /sh/. Write short /sh/ three times on your whiteboard. Which one is the neatest? 232
Lesson 120
233
Phonogram Practice Phonogram Obstacle Course - Individual
Whiteboard and marker
!"# %& '('" )#*#(+') *,+%'- #." ,++/0 1# "*2. )#*#(+' or blank paper and clipboard &%# * &.+'+3,*/ 2*,- *'- /*,4",0 5"#6""' "*2. +7 #." Phonogram Cards )#*#(+') &8*2" *' +9)#*28" #+ ,%' *,+%'-: * #*98" #+ 2 ,*68 Obstacles for obstacle course %'-",: )+/"#.('3 #+ 9*8*'2" +': +, )+/"#.('3 #+ 28(/9 +;",0 <"/+')#,*#" #+ #." )#%-"'#) .+6 #+ 3+ #.,+%3. #." +9)#*28" 2+%,)"0 =,+;(-" "*2. )#%-"'# 6(#. * 6.(#"9+*,+, * 28(&9+*,- 6(#. &*&",0 >."' #."? )"" * &.+'+3,*/: #."? '""- #+ )#+&: ,"*- (#: 6,(#" (# +' #." 6.(#"9+*,- 6.(8" )*?('3 #." ).+,# -(,"2#(+') *8+%-: *'- ).+6 (# #+ ?+%0 >."' ?+% '+@?"):@ #."? 2*' 3+ +' #+ #." '"A# +9)#*28"0
Obstacle Course - Classroom Clas sroom 1))(3' * )#%-"'# ,"7","" #+ "*2. &.+'+3,*/ )#*#(+'0 B." ,"7","" '""-) #+ /*4" )%," #." &.+'+3,*/ () ,"*- *'6,(##"' 2+,,"2#8?0 >."' +'" )#%-"'# 7('().") #." 2+%,)": ." #."' /+;") ('#+ #." &+)(#(+' +7 ,"7","" 7+, #." 7(,)# )#*#(+' *'- *88 #." ,"7","") /+;" 7+,6*,- +'" )#*#(+'0 B.() 6(88 7,"" +'" ,"7","" #+ /+;" ('#+ #." 8('" #+ 2+/C &8"#" #." +9)#*28" 2+%,)"0
Teacher Tip Students who act as referees gain a lot of repeated exposure to the phonogram at their station. Tis is a great way to help students who are struggling with a phonogram to gain additional practice and confidence.
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Lesson 120
Spelling Spelling List !"#$%$& $(& )*+,- .*+ $(& -$/,&0$- $* )+"$& *0 $(&"+ )("$&1*%+,- *+ )"$( 2(*0*3+%4 $"5&-6
2.
/er/ Poster
Say to Spell
Markings
Spelling Hints
special
Sam is my special guest.
spĕ shăl
spe cial
Underline /sh/. Use short /sh/. Add to the Lazy Vowel Chart.
chicken
The chicken sandwiches were delicious.
chick en
Underline /ch/. Underline /k/. Use two-letter /k/ used only after a single, short vowel. Add to the Lazy Vowel Chart.
3. caution
4.
Lazy Vowel Chart
Sentence
Word 1.
Red and blue dry erase markers
never
5. country
chĭk ĕn
The caution light was blinking.
kä shŏn
cau tion
Underline two-letter /ä/ that may not be used at the end of English words. Underline /sh/. Use tall /sh/. Add to the Lazy Vowel Chart.
Never play with fire.
nĕv er
nev er
Underline /er/. Use the /er/ of her. Add to the /er/ Poster.
My country has many rivers.
kŭn trē
4
coun try
C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/. Underline /ŭ/ and put a 4 over it. /ow-ō-ö-ŭ/ said its fourth sound. Y says / ē/ only at the end of a multi-syllable word.
special The first word is special is my my special special guest. guest. special special.. Sam is Place your hand under your chin and say special special.. How many syllables in special special?? two Now hum special special.. /hm-hm/ How many syllables? two Do you hear a lazy vowel sound? yes I will say the word and pronounce the vowel clearly. /sp ĕ-shăl/ Sound out the first syllable /sp ĕ/. /. /s-p-ĕ / Sound out the second syllable /shăl/. l/. /sh-ă-l/ Use short /sh/. Write special special with with each syllable in a different color. 7(& -$/,&0$ )+"$&- -2& -2"%5 #"%5 *0 *0 (&+ )("$&1*%+,6 !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3 ="5>;%351%3@:18 @:18
Lesson 120
235
It is now my turn to write special special.. Drive my marker by sounding it out. !"# %#&'"#( )(*%#+ +,# +,#'*&'*&- ./ ./ %"# 0.&(12 /s-p-ĕ-sh-ă-l/ What do we need to mark? Underline /sh/. Let’s read it together. /s-p-ĕ-sh-ă-l/ speciăl There is something special about the word special. Can y ou find it? The E says / ĕ / at the end of of the syllable. This does not happen very often. It is an exception. How do we usually say s ay this word? speciәl Let’s add it to our Lazy Vowel Chart.
Comprehension Reading
Highlighter
120.1 Matching – page 233
3#&1 %"# 1#+'(*,%*./ .4 %"# 0.&%2 5&%'" *% %. %"# '.((#'% ,*'%6(#2 7*8"-*8"% %"# 9#:).(1+ */ #&'" +#/%#/'# %"&% "#-,#1 :.6 %. ;&%'" *% '.((#'%-:2
Writing Rickshaws
Teacher Tip
120.2 Rickshaws – page 234
In the last few lessons l essons we have learned a lot about rickshaws. Though rickshaws are very common in some places in the world, they are quite rare in the United States. This means that many people do not know what a rickshaw is.
Some students may choose to write sentences, others may write only phrases. Tough you may choose to inform them about the need to capitalize the first letter in the sentence and use an end mark, be careful to not rob them of the creativity of writing.
Draw a picture of a rickshaw. Then in your own words describe what a rickshaw looks like and what it is used for.
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Lesson 120
Fluency High Frequency Word Race 120.3 High Frequency Words – page 235
Scissors 4 dice
High Frequency Words from previous !"# %"# #&' (%)*+, -./.*' #&' &.0& 1)'2"'345 (%)* 46)*+ lessons 7'#(''3 1%") 8%46#.%3+ .3 #&' )%%9, :864' %3' *.' 6# '64& 8%46#.%3, Bag I will set a timer for 2 minutes. When I say, "go," run to the first Timer spot, roll the die, then select that many cards. Read each card aloud. If you read it correctly the first time you get to put it in your bag. If you do not read it correctly, correctly, put it back in the pile. Then run to the next station, roll the die, and read that many cards. Continue until the timer beeps. Then we will count how many words you have read.
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REVIEW Area Handwriting
Skill Copy a sentence with an uppercase letter and punctuation.
Phonograms
Spelling
Mastery
1
Read ed, aw, au, augh.
1
Read ie, ti, ci, si.
2
Spell words by choosing the correct phonograms from a limited set of options.
Reading
H
1
Read words with a silent L.
3
Read two-syllable words ending in Y.
2
237
! " # $ % & ' ( ) + , - . / 0 1 2 & 3 4 1 3 % 5 & 5 ' 6 5 7 8 9 & 5 ' : 1 ; 1 3 7 ( 1 % 4 & 7 1 5 < 1 8 = " 5 >; % 3 5 < ? 1 % 3 @ : 1 8
238
Review H
Phonogram Assessment Reading Phonograms !"# %&' "%()'*%" %+ ,'-) '-.& +/ %&' 0&+*+1,-2 .-,)"3 4')5 -65 -(5 -(1&5 7'5 %75 .75 "78
Phonogram Cards ') , -6 , -( ,
-6 , -(1& , 7' , %7 , .7 , "7
What's That Phonogram? H.1 What’s That Phonogram? – page 237
Highlighter
On your page are groups of four phonograms. I will say a phonogram's sound(s). Color the correct phonogram with your highlighter. 1. 2. 3. 4. 5. 6. 7. 8.
/ē/ the /ē/ of field. /ä/ that you may not use at the end end of English words. words. /ä/ that you may use at at the end of English words. /ä-ăf/ /ed-d-t/ past tense ending. /sh/ tall /sh/ /sh/ short /sh/ /sh-ZH/
Spelling Assessment Spelling H.2 Spelling – page 239
9(% +(% %&' 0&+*+1,-2 %7:'" -*) 0:-.' %&'2 +* %&' %-;:' 7* /,+*% +/ %&' "%()'*% "+ %&-% '<',= :'%%', 7" +,7'*%') .+,,'.%:=3 I will say a word. Using the phonograms, drag them into place to spell the word.
unkind baby
might early
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Review H
239
Handwriting Assessment Copywork H.3 Handwriting – page 241
Choose the line l ine size that you prefer prefer.. Copy the sentence.
Reading Assessment Comprehension
Teacher Tip
H.4 Ball – page 242
Read the story. Draw a line to show how the players passed the ball.
High Frequency Words
Listen to students read each sentence aloud. Note how the student reads the various types of words. Many students at this stage will still struggle with two-syllable words.
Multi-Sensory Fun
H.5 High Frequency Words – page 244
Read each word aloud.
Write each word on an index card. Ask the student to read it, then run across the room and put it in a pile.
Practice Ideas Handwriting !" $%& '$()&*$ +,*$-*(&' $, '$.(//0& 1-$% 1.-$-*/2 .&3-&1 %,1 $, ",.4 &5+% ," $%& 0&$$&.' ('-*/ &-$%&. !"#$%&'("$) &-$%&. !"#$%&'("$) + 5*) 5*) , , ,. ,. -./ 0.1'.2 "3 4&$%56('($7 6 !*+,.7,.5$& )5-08 %5*)1.-$-*/ /54&' 5' ",(*) -* !"#$%&'("$) -* !"#$%&'("$) + 5*) + 5*) , , $, $, 7.,3-)& 5))-$-,*50 7.5+$-+&6
Phonograms 9:%,*,/.54 ;.&5'(.& <(*$ = !*)-3-)(509 ,* 75/& >?> 9:%,*,/.54 <,7'+,$+% = !*)-3-)(509 ,* 75/& >?@ 9;&A$(.& B.-$-*/9 ,* 75/& >C> 9:%,*,/.54 D-'%-*/9 ,* 75/& >CC 9:%,*,/.54 D0-79 ,* 75/& EFG 9:%,*,/.54 H-*/,9 ,* 75/& E>E !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9&5':1 ;137(1% 4&715<18 ="5>;%351%3@ ="5>;%351%3@:18 :18
240
Review H
!"#$%$&'() +,)$'-! $% .(&, /01 !"#$%$&'() 2('&,3! $% .(&, /// !"#$%$&'() 4$55,637$% 8 9%:7;7:<(5! $% .(&, //= !"#$%$&'() >?@3(65, 4$<'@, 8 9%:7;7:<(5! $% .(&, /AA
Words with the Schwa Sound "'(6376, ',(:7%& 3#, B$':@ $% 3#, C(D- E$B,5 4#('3 ,(6# :(- F$' ( )$%3#G
Words with a Silent L
Multi-Sensory Fun Write words with a schwa on a whiteboard. Provide students with a squirt gun. Ask the student to read the word, then squirt it.
!H75,%3 C! $% .(&, /0= !H75,%3 C! $% .(&, /0=
Past Tense Words !I,(:7%& 8JK L$':@! $% .(&, 0=0 !"(@3 2,%@, +,)$'- M(),! $% .(&, 0=1 !I,(:7%& 8JK L$':@! $% .(&, /NO
Words Ending in Y !I,(:7%& P L$':@! $% .(&, 0QA !P R$(3@! $% .(&, 0Q=
Silent Final E Words !H75,%3 J C(::,'@ (%: H57:,@! $% .(&, 0AN !4',(37%& S,B L$':@! $% .(&, 0O/ !H75,%3 T7%(5 J M(),! $% .(&, 0OU !H75,%3 J C(::,'@ (%: H57:,@! $% .(&, 01N
Reading Comprehension V(;, 3#, @3<:,%3 ',8',(: $%, $F 3#, ',(:,'@ $' 3,W3@ F'$) 3#, B$'X?$$XG K7@6<@@ 3#, 3,W3 3$&,3#,'G "'(6376, ',(:7%& 3#, !"# !""%& 57@3,: 7% .',;7$<@ 5,@@$%@G K7@6<@@ 3#, @3$'7,@ 3$&,3#,'G !>% 3#, T(')! $% .(&, 0NQ !T$55$B7%& K7',637$%@! $% .(&, 0//
High Frequency Words !V7 T',Y<,%6- L$': I(6,! $% .(&, 0ZO !I,(:7%& R(@X,3?(55! $% .(&, 01/ !V7 T',Y<,%6- R$(': M(),! $% .(&, /NO !V7 T',Y<,%6- L$': I(6,! $% .(&, /AU
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Index A A E O U Usually Say Their Long Sounds at the End of the Syllable 88 , 89
B Broad A 17
C Compound Words Words 2, 7, 13, 24 Comprehension Game 5 , 35, 51, 63, 122, 215 Could 218 C softens to /s/ 119 , 123, 124, 136
D Double Consonant 43
G G Softens to /j/ 135
H High Frequency Word Word Game 25 , 82, 113, 172, 205, 236
I I and O Before Two Two Consonants 60 , 61, 64
K Keywords 55, 92, 104, 136, 162, 173, 174, 216
L Long Vowel Vowel Game 65 , 95, 99, 107 Long Vowels Vowels 88
O O 30
P Past Tense 180 , 187, 191 Phonogram Games Basketball 32 Bingo 2, 76, 134, 212 Blind Writing 155 Board Game 53 Bowling 106 Choo-Choo 17 Ciruit 142
Collage 65 Collection 228 Dolphin Hunt 169 Fishing 199 Flip 203 Go Fish 62, 94, 160 Hopscotch 118, 203 Indoor Hopscotch 118 , 187 Kangaroo 125 Last One! 69 Light Up 42 Matching 150 Memory 99 , 217 Obstacle Course 233 Race 23 Relay 119 , 181 Sensory Box 81 Slap 49, 110 Sprint 38 Stop and and Go 130 Target 222 Texture Writing Writing 191 Tic-Tac-Toe Tic-Tac-T oe 13, 164 Tight Rope 129 Train 7 Treasure Tr easure Hunt Hunt 187 Phonograms AU 199 AUGH 202 AW 186 BU 93 CEI 142 CI 232 DGE 106 EAR 11 ED 179 EI 124 EIGH 134 EW 152 EY 128 GN 79 GU 98 IE 210 IR 1 KN 74 OE 168 OO 52, 53 PH 110 SI 227 TI 221 UI 159 UR 6 WOR 23 WR 37 Plurals 68, 164
Prefix RE- 129 UN- 160, 212, 219 R Race 87 Reader Dolphins 158 , 162 Firefly 41 , 47 Ha Long Bay 190 , 195 Kids Can Do Great Things 67 , 71 Ostriches 97, 104, 113 Rickshaws 220, 225 Robots 127, 132 Trains 10, 15 S Schwa 18, 22, 30, 100 Short and Long Vowels 49 Should 218 Silent Final E Every Syllable Needs a Vowel Vowel 151 , 156 The C says /s/ and the G says says /j/ 123 , 141 To Keep a Singular Word Word from Looking Plural 165 To Make a Word Word Look Bigger 160 Unseen Reason 169 Silent Final E Games 152 , 156 Ladders and and Slides Slides 130, 170 Silent L 213 , 218 Suffix -ED 180, 187 -ER 66 -EST 50 -ING 32, 38, 44, 120 Syllables 80, 139 T Three-Syll able Words 184 Three-Syllable Two-Syllable Words Words 94 W Would 218 Writing 25, 55, 82, 174, 185, 201, 206, 230, 235 Y Y at the End of a Two-Syllable Two-Syllable Word 192 , 193, 198