LESSON
111
Objectives PHONEMIC AWARENESS: Listen for the sounds of ed in past tense words. VOCABULARY: Learn the past tense. PHONOGRAMS: Learn ed . SPELLING: done, planted, pushed, called, tunnels COMPREHENSION: Practice reading three-syllable words. Pre-reading WRITING: Write descriptive words.
Materials NEEDED: 2-4 LOE Whiteboard, Phonogram Cards including ed , 3 sheets of paper, scis-
sors, index cards, red and blue dry erase markers, Lazy Vowel Chart, world map OPTIONAL: Letter tiles, finger paint, laser pointer, Bob Books from Sets 2 and 3
Phonograms The Phonogram ed Phonogram Card ed
Show the Phonogram Card ed . his 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
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C o p y ri g h t © 2 0 1 3 P e d ia L e a rn in g In c . F o r u se b y O N E t e a c h e r. N o n -T ra n sf e r a b l e . C o p y in g is N O T p e rm it te d .
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Phonemic Awarenes s Listening for the Sounds of ed I will say two words. ell me what is different between them.
Phonogram Card ed
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. jump jumped One means I jump now, the other means I jumped in the past. The sound /t/ 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.
/ed-d-t/ is called the past tense ending because it tells us that something happened in the past.
Past Tense Words Phonogram Card ed
111.1 ED Words
scissors 3 sheets of paper or
Show the Phonogram Card ed . Write "ed" on one piece of paper. Write "d" on a second piece of paper. Write "t" on a third piece of paper. Put the papers in three different areas in the room. Cut out the words from the worksheet. Place them in a pile face down in the center of the room.
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
started needed shouted
owned called filled
picked helped jumped
waited wanted
opened signed
asked locked missed
3 whiteboards
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.
Teacher Tip o 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 111.2 Reading Practice
Read each paragraph. Draw a line to match the correct picture to the words.
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Teacher Tip If your students do not know the sports 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 Hunt - Individual Hide the Phonogram Cards that need additional practice around the room. Direct students to run and find the hidden phonograms. When they find one, they should bring it to you, write the letter on the whiteboard, and read the sound(s).
Phonogram Treasure Hunt - Classroom Divide the class into two teams. Set up 2-4 whiteboards in the front of the room. Choose 2-4 students to check
Phonogram Cards Whiteboard
2-4 whiteboards Write the phonograms learned so far on 15-20 index cards.
the phonograms. Direct one team to cover their eyes. The second team should hide phonograms throughout the room. The first team then opens their eyes and searches for phonograms. When a student finds a phonogram, he must bring it to one of the checkers, read it, and write it on the whiteboard. If it was read correctly, the checker awards one point. If it was written correctly, the checker awards a second point.
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Spelling Spelling List Dictate the words for the students to write on their whiteboards or with letter tiles.
W o rd 1.
done
2. planted
3.
pushed
4.
called
5. tunnels
Red and blue dry erase markers Lazy Vowel Chart
Sentence
Say to Spell
Markings
What time will you be done?
dŏn
done
We planted beans.
plăn tĕd
ucker pushed the shopping cart.
püsht
plan ted
3
püshe d
Spelling Hints Double underline the silent final E. Unknown reason. Add done to the Lazy Vowel Chart. Underline /ed/. Put two dots over /ü/. /ŭ-ūoo-ü/ said its broad sound. Underline /sh/. Underline /t/ and put a 3 over it. /ed-d-t/ said its third sound.
"Wait for me!" I called.
käld
cälled
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.
We can make snow tunnels.
tŭn nĕlz
tun nel s2
Put a 2 over /z/. /s-z/ said its second sound.
2
done he 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. /dŏn/ Sound it out. /d-ŏ-n/ Add a silent final E. The student writes done on her whiteboard. It is now my turn to writedone. Drive my marker by sounding it out. The teacher writes done on the board.
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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/d-ŏ-n/ What do we need to underline? Double underline the silent final E. Why do we have a silent final E in done? We can't see the reason. Let’s read it together. /d-ŏ-n/ dŎne How do we usually say this word? done Let’s add it to our Lazy Vowel Chart.
planted he next word is planted. We planted beans. planted Place your hand under your chin and say planted. How many syllables in planted? two Now hum planted. /hm-hm/ How many syllables? two Sound out the first syllable plan. /p-l-ă-n/ Sound out the second syllable ted. /t-ĕ-d/ Use /ĕd-d-t/. Write the first syllable in red and the second syllable in blue. The student writes planted on her whiteboard.
Teacher Tip 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. Drive my marker by sounding it out. The teacher writes planted on the board.
/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 Cover up the -ED with your hand. What does this say? plant How are plant and planted different? ED means it happened in the past.
pushed he next word is pushed. ucker pushed the shopping cart. pushed Place your hand under your chin and say pushed. How many syllables in pushed? one Does pushed mean that it happened in the past? yes What is /ĕd-d-t-/ saying in pushed? /t/ What does pushed say if we take off the /t/? push Sound out pushed /p-ü-sh-t/ Use /ĕd-d-t/. The student writes pushed on her whiteboard. It is now my turn to write pushed. Drive my marker by sounding it out. Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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The teacher writes pushed on the board. /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. Cover up the -ED with your hand. What does this say? push How are push and pushed different? ED means it happened in the past.
Fluency Three-Syllable Words
Teacher Tip
111.3 Three-Syllable Words
You have been learning 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 find any multi-letter phonograms and underline them, then try to sound it out again. Read each of the words aloud. hen match it to the picture.
Comprehension Pre-Reading
World map
111.4 Pre-Reading
Look at the pictures. What do you see? his 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? Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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How would it be different from where you live now? How would you get from house to house? Would you be able to drive cars? Show the students where Vietnam is on a map. Point to Ha Long Bay. Compare this to where you live on the map.
What is a bay? A place where the land curves around the ocean (or a lake). Point to bays on the map. In the next lesson we will learn more about Ha Long Bay.
Readers Bob Books Set 2 Bed Bugs (If needed, help the student to read the contraction don't.) Bob Books Set 3 Red Car
Writing & Comprehension Descriptive Words Good writers use descriptive words to describe their subject. I will read a sentence. Put your thumbs up if it is a sentence 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. he clear blue water is surrounded by enormous rocks. thumbs up
Challenge 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 or will make a run-on sentence. Do not focus on this. Rather focus on whether they use descriptive language.
here is water. thumbs down It is a house. thumbs down he small blue house with a red roof is floating on the water. thumbs up he bird flew. thumbs down he 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
Teacher Tip
Let's look at the pictures again. his looks like a very beautiful place. ell me a sentence that describes something you see. Be sure to include descriptive words.
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 . d e tt i m r e p T O N si
112
Objectives PHONOGRAMS: Learn aw . VOCABULARY: Match the past and present tense forms of a word.
n g SPELLING: missed, saw, draw, person, followed i y p o C COMPREHENSION: Reader 7 - Ha Long Bay . e l b WRITING: Copywork ra e sf n Materials ra -T n o NEEDED: LOE Whiteboard, Phonogram Cards including aw , sidewalk chalk, beanbag, N .r paper plates, crayons or makers, words from worksheet 111.2, red and blue dry erase e h c markers, Lazy Vowel Chart, /er/ Poster, Reader 7, map a e t E OPTIONAL: Letter tiles, Bob Books from Set 2 N O y b e s u r o .F c n I g aw in n r Phonogram Card aw a e Show the Phonogram Card aw . L a i d his says /ä/. What does it say? /ä/ e P Is it a vowel or a consonant sound? vowel 3 1 0 How many letters are in this spelling of /ä/? two 2 © May we use it at the end of English words? yes t h g We will call this two-letter /ä/ that may be used at the end of English words. What is it called? two-letter ri y /ä/ that may be used at the end of English words p o C
Phonograms
The Phonogram
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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Phonogram Practice Phonogram Hopscotch - Individual Draw a hopscotch board without anything in the squares. Show the student a Phonogram Card. Have him read it, then write it in the square of his choice. Fill in all the squares in this manner. Direct the student to toss a beanbag onto one of the squares. He must hop to the bean-
Phonogram Cards Sidewalk chalk Beanbag
bag, reading each phonogram he passes, pick up the beanbag, and hop back again reading each of the sounds.
Indoor Phonogram Hopscotch Provide the student with seven pieces of paper. Show the student a Phonogram Card. Have him read it, then write one phonogram on each piece of paper. Continue until all seven phonograms have been used. Arrange the papers to play Phonogram Hopscotch or Phonogram Relay.
Phonogram Relay - Classroom Divide students into teams of 2-4 students. Each team should set out one set of Phonogram Plates on the floor.
Phonogram Cards Paper Crayons or markers Beanbag
One set of paper plate phonograms per team
Each team then lines their plates. the teacher says, “go,” the up firstbehind student should hop When onto each plate and read the sound(s). When he reaches the end, he turns around, runs back, and tags the next person in line.
Vocabulary Past Tense Memory Game Past Tense Words from 111.2
112.1 Past Tense Memory
Arrange the words from 111.2 and 112.1 upside down in rows on the table. We will play a game of memory. urn over a yellow card. Read
the word. hen 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 read cardsit,upside downofinaa senpile. Draw a card, then think tence that uses the word.
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Spelling Spelling List
Red and blue dry erase markers
Dictate the words for the students to write on their whiteboards or with letter tiles.
W o rd
1.
missed
2.
saw
3. draw 4.
person
5.
followed
Sentence
Say to Spell
Lazy Vowel Chart /er/ Poster
Spelling Hints
Markings
Yesterday I missed class because I was sick.
mĭst
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.
I saw a frog catch a fly.
sä
saw
Underline two-letter /ä/ that may be used at the end of English words.
Draw a picture of a tree.
drä
draw
Alex is a nice person.
per sŏn
I followed Mr. Fitz out of the room.
fŏl lōd
3
Underline two-letter /ä/. Underline /er/. Use the /er/ of her. Add to the /er/ Poster. Add to the Lazy Vowel Chart.
per son
2
2
fol lo w ed
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 he first word is missed. Yesterday I 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. his 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 the ED off of missed? miss Let's sound out miss. /m-ĭ-s/ /s/. Double the /s/ because it is after a single short vowel. What do we add to make it missed? /ed-d-t/ Emphasize the /t/ sound at the end of missed. The student writes missed on her whiteboard.
It is now my turn to writemissed. Drive my marker by sounding it out. Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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The teacher writes missed on the board. /m-ĭ-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/. Cover up the ed with your hand. What does this say? miss How are miss and missed different? ED means it happened in the past.
person he next word is person. Alex is a nice person. person Place your hand under your chin and say person. How many syllables in person? two Now 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. /persŏn/ Sound out the first syllable /per/. /p-er/ Use the /er/ of her. Sound out the second syllable /sŏn/. /s-ŏ-n/ Write persŏn with each syllable in a different color. The student writes person on her whiteboard. It is now my turn to write person. Drive my marker by sounding it out. The teacher writes person on the board. /p-er-s-ŏ-n/ What do we need to underline? Underline /er/. Let’s read it together. /p-er-s-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 Ha Long Bay is on the northern coast of Vietnam in the Gulf of Tonkin. With at least 1600 limestone islands and that are World's mostly New uninhabited, it has been listedAlthough as a UNESCO World Heritage Site andislets as one of the Seven Wonders of Nature. it is a popular tourist site, the four “floating” villages there still depend largely on fishing for their livelihood. Ha Long Bay is a perfect example of this world's amazing beauty and diversity in both geographical features and cultures! Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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Ha Long Bay
Map
Reader 7: Ha Long Bay
What is the title of this book? Ha Long Bay What is a bay? A body of water 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.
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.
Show the students where Ha Long Bay is located on a map.
What will we learn about as we read this book? We will learn about Ha Long Bay. Read the book aloud to me. Would you like to visit Ha Long Bay? What would you want to see there? Without reading the text, retell what you learned in this book.
Readers Bob Books Set 2 Pip and Pog Sox the Fox Te Red Hen OK, Kids Te Sad Cat
Writing Copywork 112.2 Handwriting
Read the sentence aloud. Copy it on the lines in your workbook using your best handwriting.
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LESSON
113
Objectives SPELLING RULES: Y says /ē/ only at the end of a multi-syllable word. VOCABULARY: Past tense, antonyms SPELLING: city, invented, happy, area, instead COMPREHENSION: Re-reading WRITING: Dictation
Materials y , scissors, red, blue, and green dry erase markers, Lazy Vowel Chart, map, highlighter, big and tiny stuffed animals, something soft and something hard, Reader 7 NEEDED: LOE Whiteboard, playdough, popsicle sticks, Phonogram Card
OPTIONAL: Letter tiles, timer, limestone, 2-3 other rocks, dragon fruit, papaya, persim-
mons, jack fruit, pineapple, or mangoes, table, blanket, video about Vietnam, books about caves or Vietnam, Bob Books from Sets 2, 3, and 4
Phonogram Practice Texture Writing
Playdough
Provide students with playdough and a popsicle stick. Roll the playdough out flat. Call out a phonogram for the students to write in the dough using the popsicle stick.
Popsicle sticks
Vocabulary Past Tense 113.1 Past Tense
Read the sentence. Write the word that completes the sentence in the blank. 191
C o p y ri g h t © 2 0 1 3 P e d ia L e a rn in g In c . F o r u se b y O N E t e a c h e r. N o n -T ra n sf e r a b l e . C o p y in g is N O T p e rm it te d .
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Spelling Rule When Y Says /ē/ Phonogram Card
Show the Phonogram Card y . What does this say? /y-ĭ-ī-ē/ oday 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.
y
Red and blue dry erase markers
Write baby. /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. Write ugly. /ŭ-g-l-ē/ What does this say? ugly How many syllables in ugly? two
his is the new rule: Y says /ē/ only at the end of a multi-syllable word. Let's say it together. Write cry.
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-syllable word ends in Y it says /ī/. Write sandy. What does this say? sandy How many syllables in sandy? two What is the rule? Y says /ē/ only at the end of a multi-syllable word. Write fly. 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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Lesson 113
Reading Y Words
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Scissors
113.2 Y Words
Timer
Cut out the words. Put them in a pile face down. Designate a spot in the room to bring words where Y is saying /y/, a different place to bring words where Y is saying /ī/, and a third area for words where Y is saying /ē/.
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?
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. hen run back and pick up a new word.
In a classroom, form relay teams.
Teacher Tip Save the words for use with Lesson 114.
Spelling List Spelling List Dictate the words for the students to write on their whiteboards or with letter tiles.
Word
1.
Sentence
toSay Spell
Red, blue, and green dry-erase markers Lazy Vowel Chart
Markings
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.
city
his city has many good schools.
sĭtē
2. invented
You invented a new ice cream flavor.
ĭn vĕn tĕd
in ven ted
I am so happy to see you!
hăp pē
hap py
3. happy
4. area
Let's sit in this shady area.
ārēä
Spelling Hints
city
Underline /ed/.
Y says /ē/ only at the end of a multi-syllable word. 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.
ārēä
Add to the Lazy Vowel Chart.
5. instead
Let's take a hike instead.
ĭn stĕd
2
in ste ad
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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
he third word is area. Let's sit in 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-rē-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. The student writes area on her whiteboard. It is now my turn to writearea. Drive my marker by sounding it out. The teacher writes area on the board. /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/. o 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 unaccented 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 ofthe 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 ofthe 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.
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Comprehension & Fluency Re-Reading
Map
Reader 7: Ha Long Bay
Read page 1. What does enormous mean? huge, large, giant Locate Ha Long Bay on the map. What sea does Ha Long Bay border? South China Sea race 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.
Reader 7 Highlighter
Limestone Samples of 2-3 other types of rock Dragon fruit, papaya, persimmons, jack fruit, pineapple, or mangoes Table Blanket
Look at the picture. How does it relate 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 here are many types of rock. he rocks in Ha Long Bay are limestone.
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.
If available, show the students a piece of limestone and two or three other types of rock such as granite, sandstone, and quartz. Look at the picture. How does it relate 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 relate 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 to paddle a boat with your feet. Look at the picture. How does it relate 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 Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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Lesson 113
We do not use the word merchant very often. What are clues in the story that tell us what merchant means? The story says the merchant buys and sells Look at the pictures of the fruit in her boat. Do you recognize any of these fruits? here are 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 houses Look at the picture. What do you think it would be like to live in a houseboat? Read page 8. hat smaller boat is probably someone's home. 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 different from 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 traveled to your neighbor's house by boat. Your dad went fishing every day for his job. You fished off the side of your house to catch dinner. he lady with the fruit boat came by each week to sell fruits. his 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 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 students notice and appreciate the value in places outside of their own environment.
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 (Happily has I Te Swimmers saying /ĭ/ at the end of the syllable.)
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Lesson 113
Writing Dictation 113.3 Dictation
Dictate the sentence for students to write on their worksheet. In Ha Long Bay neighbors visit each other by boat
Vocabulary Antonyms Show the students the two stuffed animals. his one is big. his one is tiny. Big and tiny are the opposite. Show the students something hard and something soft. his is hard. his one is soft.
Big stuffed animal Tiny stuffed animal Something soft Something hard
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 that are somehow opposite.
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LESSON . d e tt i m r e p T O N si
114
Objectives PHONOGRAMS: Learn au . SPELLING RULES: Practice Y says /ē/ only at the end of a multi-syllable word.
n g SPELLING: baby, twelve, copy, because, story i y p o C COMPREHENSION: Read a myth. . e l b WRITING: Write using descriptive words. ra e sf n Materials ra -T n o NEEDED: LOE Whiteboard, words from 113.2, scissors, towels or small blankets, small N .r ropes or strings, Phonogram Cards including au and aw , stick with string and magnet, e h c paper clips, red and blue dry erase markers a e t E OPTIONAL: Letter tiles, timer, paper and markers N O y b e s u r o .F c n I g in n r a e Scissors L a 114.1 Y Words i Words from 113.2 d e Towels or small blankets P Cut out the words from 114.1. Add the words from 113.2. 3 1 Small ropes or strings 0 oday we will pretend that we live in a floating village of 2 Timer © houseboats in Ha Long Bay. Lay out the towels as if they are t h different houses. Use the ropes to tie some houses together. g ri y p o I will show you a word. Read it. If you read it correctly you C
Spelling Rule
Y Boats
Challenge
may step to the next houseboat.
Set a timer. See how many words the student long can sort in aCan given Or time? time how it takes. he time. beat his In a classroom, form relay teams.
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Phonograms The Phonogram au Phonogram Cards au and aw
Show the Phonogram Card au .
Whiteboard
his 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 Show the Phonogram Cards au and aw . 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, 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? Put a smiley face next to it.
Phonogram Practice Phonogram Fishing Tie a string to the stick and add a small magnet to the bottom. Attach a paper clip to each phonogram game card. Place 4-8 cards face up on the floor facing the students. Call out a phonogram and direct the students to catch the correct phonogram on the magnet. If the student catches the correct one, he keeps it. Replace the card with a new phonogram.
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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Lesson 114
Spelling Spelling List Dictate the words for the students to write on their whiteboards or with letter tiles.
W o rd
Sentence
Say to Spell
1. baby
My sister is a tiny baby.
bābē
2.
We need twelve pencils.
twĕlv
twelve
3. copy
4.
because
5.
story
Copy the words onto your paper.
kŏpē
Rob ate a snack because he was hungry.
bē käz
ell me the story of how you got a pet turtle.
stor ē
Red and blue dry erase markers
Spelling Hints
Markings
bāby
twelve
copy
2 bē cau se
stor y
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. Underline the V and double underline the silent E. English words do not end in V; add a silent final E. Y says /ē/ only at the end of a multi-syllable word. C softens to /s/ only before an E, I, or Y. 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. Underline /or/. Y says /ē/ only at the end of a multi-syllable word.
Teacher Tip In baby the syllable breaks after the A because the A is saying its long sound. In copy the syllable breaks after the P because 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 are countless exceptions such as copy.
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201
Comprehension Reading
Paper and markers
114.2 The Myth of Ha Long Bay
Read the myth about Ha Long Bay. Is this a true story? no
Teacher Tip In Vietnamese, Ha Long literally means
What provides clues that The this story not true? There are dragons who spit jewels. jewelsisturn into rocks. his type of story is called a myth. Many cultures have myths that are told to explain parts of the world around them.
Descending Dragon. Tis has ages beenofsimplified to swooping due to the 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
There are many ways to learn more about the themes Long Bay. covered in Reader 7: Ha Long Bay. Read a book about caves. Visit a cave. Learn about stalagmites and stalactites. Eat Vietnamese food. Watch a travel video about Vietnam. Watch one of the many free online videos about Ha Long Bay. Go fishing.
Writing & Comprehension Descriptive Words 114.3 Descriptive Words
Look at the picture in your workbook. his picture was taken in Hoi An, Vietnam. Describe the picture to me. As the student describes the image, take notes on the board by writing down the keywords.
Man in Boat round boat
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.
basket of tiny fish green water pink round bucket Choose words that you think best describe the picture and write them on the lines. Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
LESSON . d e tt i m r e p T O N si
115
Objectives PHONOGRAMS: Learn augh . SPELLING: laugh, many, taught, here, there
n g FLUENCY: High frequency words i y p o C WRITING: Write descriptive words to create a travel brochure. . e l b ra Materials e sf n NEEDED: LOE Whiteboard, Phonogram Cards augh and au , scissors, red and blue dry ra -T erase markers, game pieces, die, High Frequency Words from previous lessons, 111.4 Pren o N Reading worksheet, 1/2 sheet of paper .r e h c OPTIONAL: Letter tiles, ziplock bag filled with tempera paint, timer, travel brochures a e t E N O y b e s u r o .F augh c n I Phonogram Cards augh , au g in Show the Phonogram Card augh . n r a e his says /ä-ăf/. What does it say? /ä-ăf/ L a i d e P Show the Phonogram Cards augh , au 3 1 How are these the same? They both say /ä/. They both have the letters A and U. 0 2 How are they different? One ends in GH and also says /ăf/. © t h g ri Write /ä-ăf/ three times on your whiteboard. y p o Which one is the neatest? C
Phonograms
The Phonogram
Put a smiley face next to it.
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Phonogram Practice Phonogram Flip 115.1 Phonogram Flip
Cut along the green dotted lines to create flaps. Stop at the solid red line. Fold the page in half along the solid red line. Ask the student to choose a flap, read the phonogram, then
Scissors
open the flap and write the phonogram on the line.
Spelling Spelling List
Red and blue dry erase markers
Dictate the words for the students to write on their whiteboards or with letter tiles.
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
Markings
lăf
laugh
2
1.
laugh
My baby brother makes me laugh.
2.
many
Many hands make light work.
mănē
3.
taught
Mike taught me a yo-yo trick.
tät
taught
We will eat here.
hēr
hēre
4. here
5. there
We will meet you there.
Hĕr
many
2
there
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Spelling Hints Underline /af/ and put a 2 over it. /ä-af/ said its second sound. Y says /ē/ only at the end of a multi-syllable word.
Underline /ä/.
Put a line over the /ē/. Double underline the silent final E. he vowel said its long sound because of the E. Underline /H/ and put a 2 over it. /th-H/ said its second sound. Double underline the silent final E. Unseen reason.
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Lesson 115
many he second word is many. Many hands make light work. many Place your hand under your chin and say many. How many syllables in many? two Hum many. How many syllables? /hm-hm/ two his word has a sound that is not pronounced clearly. I will say the word again. /măn ē/
Teacher Tip Be sure to exaggerate the /ă/ sound. Tere is not a known reason for the difference in pronunciation. Some teachers may choose to mark it with an X as an exception.
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. The student writes many on her whiteboard. It is now my turn to writemany. Sound it out as I write it on the board. The teacher writes many on the whiteboard. 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 end of a multi-syllable word. Let’s read it together. /m-ă-n-ē/ many
there he last word is there. We will meet you there. there Place your hand under your chin and say there. How many syllables in there? one Sound out there. /TH-ĕ-r/ Silent final E. The student writes there on her whiteboard.
It is now my turn to writethere. Sound it out as I write it on the board. The teacher writes there on the whiteboard. /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 his is an unseen reason. Write here on the board. 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 tohere. Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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Fluency High Frequency Board Game 115.2 High Frequency Words
Scissors Game pieces
Cut out the words and place them upside down alongside the game board. Add high frequency words from previous lessons that need additional practice. Ask each student to
Die
choose a game piece. Place them at the beginning of the board, on the blue sunburst.
Timer
oday we will practice reading words. Roll the die. hen choose a word. If you read it correctly you may move the number or spaces shown on the die in the direction of the small arrows. If you land on a long arrow going up, move up to where the arrow ends. If you land on a long arrow going down, follow it to where it lands. When you reach the white sunburst, you win!
High Frequency Words from previous lessons
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
Read what happened during the game. Draw a line to show where the ball is traveling.
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Lesson 115
Writing & Comprehension Descriptive Words Get travel brochures and show them to the students. These may be about parks, attractions, hotels, museums, or anything else in your area. These are commonly found in gas stations, hotel lobbies, restaurants, and libraries. 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
Discuss the brochures. he past few lessons we have been learning about Ha Long Bay. Every year more than 1 million people visit Ha Long Bay as tourists.
oday 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.
enormous rocks dragon boats excellent fishing …
Teacher Tip Write the words on the board as the students describe Ha Long Bay. Leave the words as a reference while they create their travel brochures. 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 describes 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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G
REVIEW Area Handwriting
Skill
Mastery
Copy a sentence with an uppercase letter and
1
punctuation.
Phonograms
oe. Read ui, ew,
1
Read ed, aw, au, augh.
Spelling
2
Spell words by choosing the correct phonograms from
1
a limited set of options.
Reading
Readpasttensewordswhichuse thesuffix-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
Readthree-syllablewords.
3
207
C o p y ri g h t © 2 0 1 3 P e d ia L e a rn in g In c . F o r u se b y O N E t e a c h e r. N o n -T ra n sf e r a b l e . C o p y in g is N O T p e rm it te d .
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Review G
Phonogram Assessment Reading Phonograms Ask the students to read each of the phonogram cards. (ew, ui, oe, ed, aw, au, augh)
What's That Phonogram?
Phonogram Cards ew , ui , oe ,
ed , aw , au , augh
Highlighter
G.1 What's That Phonogram?
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.
/ō-oo/ /ed-d-t/ past tense ending. /ä/ that you may use at the end of English words. /oo-ū/ that you may use at the end of English words. /ä/ that you may not use at the end of English words. /ä-ăf/
Spelling Assessment Spelling
Scissors
G.2 Spelling
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.
saw
eight
give
planted
Handwriting Assessment Copywork G.3 Handwriting
Choose the line size that you prefer. Copy the sentence. Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
Review G
209
Reading Assessment Comprehension
Index cards
G.4 Matching
Match the sentences to the pictures.
Teacher Tip Listen to students read each sentence
High Frequency Words
aloud. the student reads the variousNote typeshow of words. Many students at this stage will still struggle with two-syllable words.
G.5 High Frequency Words
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 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 "Matching Phonograms" on page 150 "Blind Writing" on page 155 "Go Fish" on page 160 "Phonogram Tic-Tac-Toe" on page 164 "Dolphin Phonogram Hunt" on page 169 "Phonogram Treasure Hunt" on page 181 "Phonogram Hopscotch" on page 187 "Texture Writing" on page 191 "Phonogram Fishing" on page 199 "Phonogram Flip" on page 203
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Review G
Words with the Schwa Sound Practice reading the words on the Lazy Vowel Chart each day for a month.
Past Tense Words "Reading -ED Words" on page 181 "Past Tense Memory Game" on page 187 "Reading -ED Words" on page 205
Squirt gun
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.
Words Ending in Y "Reading Y Words" on page 193 "Y Boats" on page 198
Silent Final E Words "Silent E Ladders and Slides" on page 130 "Creating New Words" on page 152 "Silent Final E Game" on page 156 "Silent E Ladders and Slides" on page 170
Reading Comprehension Have the student re-read one of the readers or texts from the workbook. Discuss the text together. Practice reading the Bob Books listed in previous lessons. Discuss the stories together. "On the Farm" on page 109 "Following Directions" on page 122
High Frequency Words "High Frequency Word Game" on page 113 "High Frequency Word Race" on page 145 "Reading Basketball" on page 172 "High Frequency Board Game" on page 205
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LESSON
116
Objectives PHONOGRAMS: Learn ie . PHONEMIC AWARENESS: Learn about words with a silent L. VOCABULARY: Learn the meaning of the prefix UN-. SPELLING: fields, walking, talked, early, fullest COMPREHENSION: Pre-reading WRITING: Keywords
Materials NEEDED: LOE Whiteboard, Phonogram Card ie , Bingo game pieces, 3 colors of high-
lighters, red and blue dry erase markers, /er/ Poster, heavy box, wagon or cart, rug, rope OPTIONAL: Letter tiles, Bob Books from Sets 3 and 4
Phonograms The Phonogram ie Phonogram Card ie
Show the Phonogram Card ie .
Whiteboard
his 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. Which one is the neatest? 211
C o p y ri g h t © 2 0 1 3 P e d ia L e a rn in g In c . F o r u se b y O N E t e a c h e r. N o n -T ra n sf e r a b l e . C o p y in g is N O T p e rm it te d .
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Lesson 116
Phonogram Practice Phonogram Bingo
Bingo game pieces
116.1 Phonogram Bingo
Using the Bingo cards provided, call out sounds while the students cover them. Play until the board is covered. Direct the students to read the phonograms back as they uncover each square on the board.
Vocabulary The Prefix un-
3 colors of highlighters
116.2 The Prefix UN-
In the last lesson we learned about reading three-syllable words. oday 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? to take the plug out What part of the word means "not"? unHighlight the un-. Highlight the word plug in a different color. What does -ing mean? It is happening now. Highlight -ing in a third color. Unplugging has three morphemes or units of meaning.
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. hen highlight each of the morphemes in the three-syllable words. All the three-syllable words are in red.
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Phonemic Awareness Silent L
Teacher Tip
I will write three words on the board. ry to read them to yourself. I will give you two hints. First, these words all have one letter that is silent. Second, these words all rhyme. talk
Give students a chance to try to figure out the words on their own. ell them to try all the sounds of /ă-ā-ä/.
chalk
walk Let's sound out each word together. /t-ä-k/ Which sound of /ă-ā-ä/ do we hear in talk? /ä/ How do we mark /ä/? put two dots over it 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. /tälk/ /tälk/ /tälk/ /tälk/ It is difficult to pronounce the /l/ sound clearly and quickly. Maybe at one time people pronounced the /l/ but it was easier to pronounce it without the /l/. Continue in the same manner with walk and chalk. What do you notice about these words? /l/ is silent. /ă-ā-ä/ is saying /ä/.
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Lesson 116
Spelling Spelling List Dictate the words for the students to write on their whiteboards or with letter tiles.
Word 1.
fields
2. walking
3.
talked
4. early
5.
fullest
Sentence
Say
Red and blue dry erase markers /er/ Poster
Spelling
Markings
to Spell
Hints
he corn is growing in the fields.
fēldz
fields
Underline the /ē/. Put a 2 over the /z/. /s-z/ said its second sound.
Dad is walking on the path.
wä kĭng
wäl king
Put two dots over the /ä/. /ă-ā-ä/ said its broad sound. Double underline the silent L. Underline /ng/.
he boys talked to their teacher.
I want to be home early.
he fullest cup is Ashley's.
täkt
erlē
fül lĕst
2
3
tälked
early
fül lest
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. Underline /er/. Use the /er/ of search. Y says /ē/ only at the end of a multi-syllable word. Add it to the /er/ Poster. Put two dots over the /ü/. /ŭ-ū-oo-ü/ said its broad sound. We often double F, L, and S after a single vowel at the end of a base word.
walking he next word is walking. Dad is walking on the 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 his 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/ Write the first syllable in red and the second syllable in blue. The student writes walking on her whiteboard. It is now my turn to writewalking. Sound it out as I write it on the board. Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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The teacher writes walking on the whiteboard. First syllable /wälk/. /w-ä-l-k/ Second syllable /ĭng/. /ĭ-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 Place a heavy object such as a large box of books in front of the child. The object should be too heavy for the child to carry. his is very heavy. I cannot carry it very far. I need to bring it to ____. (Choose a place about 100 yards away.) What are some options for how I could move it there?
Let's try to push it. ry 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 weyou could it on rug. Now try drag to drag it. a rug. I will put the box on the
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 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, wheelbarrow
Reading Comprehension 116.3 Move It
Read the words in the blue box. hink 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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Lesson 116
Writing & Comprehension Reading Comprehension and Writing 116.4 Gondola
Read the paragraph. Circle the picture that shows a gondola. Highlight the five words that helped you the most.
Highlighter
Point to the first picture. Why is this not a gondola? It is not a boat. The driver does not have a paddle. 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 the most helpful to you in learning how a gondola is different from other boats. Write the words on the board as students identify them.
Gondola long skinny boat long oar Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
LESSON
117
Objectives PHONEMIC AWARENESS: Read words with a silent L. VOCABULARY: The prefix UN-. SPELLING: would, could, should, each, hold COMPREHENSION: Reader 8: Rickshaws. Draw a picture of a rickshaw based on the
description in the book. WRITING: Copywork
Materials NEEDED: LOE Whiteboard, 2 sets of Phonogram Game Cards, Reader 8, paper and mark-
ers OPTIONAL: Letter tiles, Bob Books from Set 4
Phonogram Practice Phonogram Memory Mix two sets of 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 it and reads the sound(s). He then chooses a second card, flips it upright, and reads the sounds. If the phonograms match, he keeps the pair and goes again. If the phonograms do not match, he turns them face down and play passes to the next player. The game ends when all the pieces are matched. The player with the most phonograms wins.
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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.
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Phonemic Awarenes s 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 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
Did you figure out what these words say? the words on their own. Tese words are Let's sound out each word together. /k-ü-d/ an exception to ou 's usual sounds /ow-ō-oo-ŭ/. Which sound of /ow-ō-oo-ŭ/ do we hear in could? None of them. Most words will follow the rules. Sometimes there will be an exception. hese 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
co uld Continue in the same manner with would and should.
What do you notice about these words? The /l/ is silent. /ow-ō-oo-ŭ/ is saying /ü/.
Reading Could, Would, Should 117.1 Matching
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. oday you need to read the problem and match it to a possible solution.
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Vocabulary The Prefix UN117.2 The Prefix UN-
Read the sentence. Write the word that completes the sentence in the blank.
Spelling Spelling List Dictate the words for the students to write on their whiteboards or with letter tiles.
Word
1.
would
Sentence
Would you please close the door?
Say to Spell
wüd
Markings x
would
Spelling Hints Underline the /ü/ and put an X over it. /ow-ō-oo-ŭ/ said a sound that is an exception. Double underline the silent L. Underline the /ü/ and put an X over it. /ow-ō-oo-ŭ/ said a
2.
could
3.
should
4. each 5.
hold
You could invite your sister to come.
küd
x
could
x
sh o uld
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/. Underline /sh/. Underline the /ü/ and put an X over it. /ow-ō-oo-ŭ/ said a sound that is an exception. Double underline the silent L.
I should take a break now.
shüd
You will each need one sheet of paper.
ēch
ea ch
Underline /ē/. Underline /ch/.
Hold the ball over your head.
hōld
hōld
Put a line over the /ō/. I and O may say /ī/ and /ō/ before two consonants.
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Comprehension Rickshaws
Paper and markers
Reader 8: Rickshaws
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. When the students have finished reading the book ask: What is a rickshaw? Draw a picture of a rickshaw.
Readers Bob Books Set 4 Samantha! (Eyes is a highly irregular word. Help students to decode it.) Max and the om Cats
Writing Copywork 117.3 Handwriting
Read the sentence aloud. Copy it on the lines in your workbook using your best handwriting.
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LESSON
118
Objectives PHONOGRAMS: Learn
ti .
SPELLING: better, action, station, away, across COMPREHENSION: Re-reading WRITING: Dictation
Materials ti , large whiteboard, ball or nerf gun, index cards, red and blue dry erase markers, Lazy Vowel Chart, /er/ Poster, world map, highlighter, paper and pencil, Reader 8 NEEDED: LOE Whiteboard, Phonogram Card
OPTIONAL: Letter tiles, squirt gun
Phonograms The Phonogram ti Phonogram Card ti
Show the Phonogram Card ti . his 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 Write sh on the board next to ti. Since the is taller than the S, we will call this tall /sh/. Write tall /sh/ three times on your whiteboard. Which one is the neatest?
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Phonogram Practice Phonogram Target Read the phonogram sound(s) while the student writes them on a large whiteboard to create a target. When all the phonograms have been written, tell the student to step back 3-5 paces. Provide the student with a small, soft ball or a nerf gun. Read a phonogram. The student should try to hit the phonogram by throwing the ball at it or by shooting it with the nerf gun.
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.
Target Station Create a Phonogram Target Station. Write the phonograms on index cards and tape them on a blank wall. As an activity, have students read a phonogram and toss a ball at it. Award one point for reading it correctly and one point for hitting it with the ball.
Ball Index Cards
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Spelling Spelling List Dictate the words for the students to write on their whiteboards or with letter tiles.
Word 1. better
Red and blue dry erase markers Lazy Vowel Chart /er/ Poster
Spelling Hints
Sentence
Say to Spell
he second picture is better.
bĕt ter
bet ter
Underline /er/. Use the /er/ of her. Add to the /er/ Poster.
Markings
2.
action
Lights, camera, action!
ăk shŏn
ac tion
C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/. Underline tall /sh/.
3.
station
We walked to the subway station.
stā shŏn
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/.
4.
away
Joe went away on a trip.
āwā
āway
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 Lazy Vowelwords. Chart.Add to the
5.
across
I waved to my teacher across the street.
ā krŏs
ā cross
away he next word is away. Joe went away on a 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. /āwā/ Sound out the first syllable /ā/. /ā/ Sound out the second syllable /wā/. /w-ā/ Use two-letter /ā/ that you may use at the end of English words. Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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.
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Write away with each syl lable in a different color. The student writes away on her whiteboard. It is now my turn to writeaway. Drive my marker by sounding it out. The teacher writes away on the board. /ā-w-ā/ What do we need to mark? 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 use at the end of English 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 he 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. The student writes across on her whiteboard. It is now my turn to writeacross. Drive my marker by sounding it out. The teacher writes across on the board.
/ā-k-r-ŏ-s-s/ What do we need to mark? Put a line over the /ā/. A E O U usually say their long sounds at 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
World map
Reader 8: Rickshaws
Highlighter
Read page 1. his is a picture of one of the first rickshaws. Where were rickshaws invented? Japan Find Japan on a map. Mark Japan.
Notice under the picture, it also says Japan. his 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 Mark Nepal on the map. Read page 3. What is different about this rickshaw? It is pushed from behind. his picture was taken in Indonesia. Mark Indonesia on the map. 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 Mark Sudan on the map. Read page 5. Where are rickshaws used? All over 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. Where was this picture taken? India Mark India on the map. Read page 7. What are rickshaws used for? Carrying people, bringing kids to school, carrying heavy loads. What do you think the man is carrying? Where was this picture taken? India
Teacher Tip Notice the phonogram /ē/ sound in India.
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i said its long
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Read page 8. What is unusual about the rickshaw on this page? It is going through water. Why is there water on the street? It is flooded. Where was this picture taken? Thailand Mark Thailand on the map.
Teacher Tip H 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.
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 Mark the Netherlands on the map. Read page 10. Vocabulary How is this rickshaw powered? by the sun Other words that use the root sol include: Sol means sun. Highlight SOL in solar. solarium and solstice. Solar panels can collect energy from the sun and turn it into electricity. Have you ever seen a solar panel? Where are the solar panels on this rickshaw? on the top, on 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 what you learned in this book.
Writing Dictation
Paper and pencil
118.1 Dictation
Dictate the sentence for students to write on their worksheet.
All rickshaws have three wheels.
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LESSON
119
Objectives PHONOGRAMS: Learn si . SPELLING: most, confusion, party, might, window COMPREHENSION: Read a non-fiction article about the history of bikes and answer
questions. WRITING: Practice describing an object.
Materials si and ti , box, Phonogram Game Cards, bags for half of the students, timer, Lazy Vowel Chart, Rickshaw Girl by Mitali Perkins, Legos®, scissors, 3 colors of dry erase markers NEEDED: LOE Whiteboard, Phonogram Cards
OPTIONAL: Letter tiles, wheels of various sizes, small rocks
Phonograms The Phonogram si Phonogram Cards si and
ti
Show the Phonogram Card si .
his says /sh-ZH/. /sh-ZH/ What is the same about /sh/ and /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. Can you sing the sound /sh/? no Is it a vowel or a consonant sound? consonant Can you sing the sound /ZH/? no Is it a vowel or a consonant sound? consonant Show the Phonogram Cards si and ti .
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? 227
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Phonogram Practice Phonogram Collection - Individual 119.1 Phonogram Collection
Box Phonogram Game Cards
Hide the 25 Phonogram Cards from Foundations C throughout the room. Provide the student with a box. He should go around the room collecting. Each time one is found, he must read it correctly to add it to his box. If he misreads the phonogram, he gives it to you to re-hide.
Phonogram Collection - Classroom 119.1 Phonogram Collection
Bags for half of the students 1 set of Phonogram Game Cards for
every 4 students. Organize the 25 Phonogram Game Cards from FoundaTimer tions C. There should be one set for every 4 students. Mix the sets together. Divide the class into two groups - the collectors and the sellers. Divide the Phonogram Game Cards evenly amongst the sellers. Provide the collectors with a list of phonograms. The collectors are to travel from seller to seller asking for phonograms by sound and spelling hint. If the seller has it, they are to give it to the collector. If the seller does not have that phonogram, they should say, "Go collect elsewhere." Set a timer. Who can collect the most phonograms?
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Spelling Spelling List Dictate the words for the students to write on their whiteboards or with letter tiles.
Word 1.
most
Say to Spell
Markings
Spelling Hints
Most trees are very tall.
mōst
mōst
Put a line over the /ō/. I and O may say /ī/ and /ō/ before two consonants.
kŏn fū ZHŏn
party
You are invited to my birthday party.
par tē
4.
might
I might ride my bike.
5.
window
confusion
3.
Lazy Vowel Chart
Sentence
Her question revealed her confusion.
2.
Red and blue dry erase markers
he man washed the window.
2
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. Add to the Lazy Vowel Chart. Underline /ar/. Y says /ē/ only at the end of a multi-syllable word.
party
mīt
might
wĭn dō
win do w
Underline three-letter /ī/. 2
Underline /ō/ and put a 2 over it. /ow-ō/ said its second sound.
Comprehension The History of Bikes 119.2 The History of the Bike
Wheels of various sizes Small rocks
Read the story. What was a boneshaker? 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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of them. What type of bike is the bike today based upon? 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 Ride a rickshaw. Many cities have rickshaws in parks or urban areas as a form of transport for tourists. Ask the students to build a model rickshaw using Legos® or other building toys.
Read Aloud Rickshaw Girl by Mitali Perkins
Writing & Comprehension Writing
4 colors of dry erase markers
oday we will learn a really big word! Write transportation on the board. Teacher Tip Let's read this word together. Sound it out syllable by syllable. What is transportation? Underline port. Port means to carry. Underline trans. rans means across. herefore transportation is something that carries across a distance. For example, a bus carries people from one place to the next. A bus is one form of transportation. What is another form of transportation? Write the students' ideas on the board.
travel car boat truck airplane rickshaw
hese are all different forms of transportation. Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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Describing 119.3 Transportation Scissors
Cut out the words. Place them face down in a pile. oday we will play a game. You will choose a word. Read it quietly to yourself. hen 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. For example: airplane wings
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 letter tiles.
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LESSON . d e tt i m r e p T O N si
120
Objectives PHONOGRAMS: Learn ci . SPELLING: special, chicken, caution, never, country
n g COMPREHENSION: Read and follow directions. i y p o C FLUENCY: Practice reading high frequency words. . e l b WRITING: Write a description. ra e sf n Materials ra -T n o NEEDED: LOE Whiteboard, Phonogram Cards including ci , obstacles for obstacle N .r course, red and blue dry erase markers, Lazy Vowel Chart, /er/ Poster, highlighter, scise h c sors, 4 dice, High Frequency Words from previous lessons, bag, timer a e t E OPTIONAL: Letter tiles, paper and clipboard N O y b e s u r o .F c n I ci g in n Phonogram Card ci r a Show the Phonogram Card ci . e L a i his says /sh/. /sh/ d e P Can you sing the sound /sh/? no 3 1 Is it a vowel or a consonant sound? consonant 0 2 © t Can we use this /sh/ at the end of the word? no h g ri Why not? English words do not end in I, U, V, or J. y p o C
Phonograms
The Phonogram
What other way do we know to spell /sh/? SH, TI, SI Write ti on the board next to ci. Since the C is shorter than the we will call this short /sh/. Write short /sh/ three times on your whiteboard. Which one is the neatest? 232
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Phonogram Practice Phonogram Obstacle Course - Individual Set up nine stations around the room. At each station put a phonogram card and marker. Between each of the stations place an obstacle to run around, a table to crawl under, something to balance on, or something to climb over. Demonstrate to the students how to go through the
Whiteboard and marker
or blank paper and clipboard Phonogram Cards Obstacles for obstacle course
obstacle course. Provide each student with a whiteboard or a clipboard with paper. When they see a phonogram, they need to stop, read it, write it on the whiteboard while saying the short directions aloud, and show it to you. When you nod "yes," they can go on to the next obstacle.
Obstacle Course - Classroom Assign a student referee to each phonogram station. The referee needs to make sure the phonogram is read and written correctly. When one student finishes the course, he then moves into the position of referee for the first station and all the referees move forward one station. This will free one referee to move into the line to complete the obstacle course.
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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Spelling Spelling List Dictate the words for the students to write on their whiteboards or with letter tiles.
W o rd 1.
special
2. chicken
3.
caution
4. never
Red and blue dry erase markers Lazy Vowel Chart /er/ Poster
Spelling Hints
Sentence
Say to Spell
Sam is my special guest.
spĕ shăl
spe cial
Underline /sh/. Use short /sh/.
he chicken sandwiches were delicious.
chĭk ĕn
chick en
Underline /ch/. Underline /k/. Use two-letter /k/ used only after a single, short vowel. Add to the Lazy Vowel Chart. 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.
Markings
he caution light was blinking.
kä shŏn
cau tion
Never play with fire.
nĕv er
nev er
Underline /er/. Use the /er/ of her. Add to the /er/ Poster. C always softens to /s/ before
5.
country
My country has many rivers.
kŭntrē
4
co un try
an E, I, or Y. Otherwise, C says /k/. Underline /ŭ/ and put a 4 over it. /ow-ō-oo-ŭ/ said its fourth sound. Y says /ē/ only at the end of a multi-syllable word.
special he first word is special. Sam is my special guest. special Place your hand under your chin and say special. How many syllables in special? two Now hum 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. /spĕ-shăl/ Sound out the first syllable /spĕ/. /s-p-ĕ/ Sound out the second syllable /shăl/. /sh-ă-l/ Use short /sh/. Write special with each syllabl e in a different color. The student writes special on her whiteboard. Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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It is now my turn to write special. Drive my marker by sounding it out. The teacher writes special on the board. /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 here is something special about the word special. Can you find it? The E says /ĕ/ at the end of the syllable. This does not happen very often. It is an exception. How do we usually say this word? speciәl Let’s add it to our Lazy Vowel Chart.
Comprehension Reading
Highlighter
120.1 Reading
Read the description of the boat. Match it to the correct picture. Highlight the keywords in each sentence that helped you to match it correctly.
Writing Rickshaws
Teacher Tip
120.2 Rickshaws
In the last few lessons we have learned a lot about rickshaws. hough rickshaws are very common in some places in the world, they are quite rare in the United States. his 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. hen in your own words describe what a rickshaw looks like and what it is used for.
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Fluency High Frequency Word Race 120.3 High Frequency Words
Cut out the words. Divide the high frequency word cards between four locations in the room. Place one die at each location.
Scissors 4 dice High Frequency Words from previous lessons Bag
Timer I will set a timer for 2 minutes. When I say, "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. If you do not read it correctly, put it back in the pile. hen run to the next station, roll the die, and read that many cards. Continue until the timer beeps. hen we will count how many words you have read.
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H
REVIEW Area Handwriting
Skill
Mastery
Copy a sentence with an uppercase letter and
1
punctuation.
Phonograms
Read ed, aw, au, augh.
1
si. Read ci,ti,ie,
Spelling
2
Spell words by choosing the correct phonograms from
1
a limited set of options.
Reading
Read words with silent a L.
3
Readtwo-syllablewordsendinginY.
237
2
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Review H
Phonogram Assessment Reading Phonograms Ask the students to read each of the phonogram cards. (ed, aw, au, augh, ie, ti, ci, si)
Phonogram Cards ed , aw , au ,
aw , augh, ie , ti , ci , si
What's That Phonogram? H.1 What's That Phonogram?
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 of English words. /ä/ that you may use 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
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.
unkind baby
might early
Handwriting Assessment Copywork Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
Review H
239
H.3 Handwriting
Choose the line size that you prefer. Copy the sentence.
Reading Assessment Comprehension
Teacher Tip
H.4 Ball
Read the story. Draw a line to show how the players passed the ball.
High Frequency Words H.5 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 Write each word on an index card. Ask the student to read it, then run across the room and put it in a pile.
Read each word aloud.
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 Treasure Hunt - Individual" on page 181 "Phonogram Hopscotch" on page 187 "Texture Writing" on page 191 "Phonogram Fishing" on page 199 "Phonogram Flip" on page 203 "Phonogram Bingo" on page 212 "Phonogram Memory" on page 217 "Phonogram Target" on page 222 "Phonogram Collection - Individual" on page 228 "Phonogram Obstacle Course" on page 233 Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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Review H
Words with the Schwa Sound Practice reading the words on the Lazy Vowel Chart each day for a month.
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.
"Silent L" on page 213 "Silent L" on page 218
Past Tense Words "Reading -ED Words" on page 181 "Past Tense Memory Game" on page 187 "Reading -ED Words" on page 205
Words Ending in Y "Reading Y Words" on page 193 "Y Boats" on page 198
Silent Final E Words "Silent E Ladders and Slides" on page 130 "Creating New Words" on page 152 "Silent Final E Game" on page 156 "Silent E Ladders and Slides" on page 170
Reading Comprehension
Have the student re-read one of the readers or texts from the workbook. Discuss the text together. Practice reading the Bob Books listed in previous lessons. Discuss the stories together. "On the Farm" on page 109 "Following Directions" on page 122
High Frequency Words "High Frequency Word Race" on page 145 "Reading Basketball" on page 172 "High Frequency Board Game" on page 205 "High Frequency Word Race" on page 236
Copyright © 2013 Pedia Learning Inc. For use by ONE teacher. Non-Transferable. Copying is NOT permitted.
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 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 Game 25, 82, 113, 172, 205, 236
I I and O Before Two Consonants 60, 61, 64
K Keywords 55, 92, 104, 137, 162, 173, 174, 216
L Long Vowel Game 65, 95, 99, 107 Long Vowels 88
O O 30
P Past Tense 180, 187, 191 Phonogram Games Basketball 32 ,
,
,
BingoWriting 2 76 134 Blind 155212 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 Go 130 Target 222 Texture Writing 191 Tic-Tac-Toe 13, 164 Tight Rope 129 Train 7 Treasure 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 151, 156 The C says /s/ and the G says /j/ 123, 141 To Keep a Singular Word from Looking Plural 165 To Make a Word Look Bigger 160 Unseen Reason 169 Silent Final E Games 152, 156 Ladders and 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-Syllable Words 184 Two-Syllable Words 94
W Would 218 Writing 25, 55, 82, 174, 185, 201, 206, 230, 235
Y Y at the End of a Two-Syllable Word 192, 193, 198