LESSON 8 2 1 )) & D % 1 # A = > &; ' &5 $ # " ! 8 1 C < %3 1 B; 5 3 % A @ 5 " > 8% 1 ( 7 3 1 ) ? > = $ < ;1 : % " 89 7 5 6 ' 5 & 5 % 3 1 4 &3 2 1 0 / . , + ) ( &' % $ # " !
101
Objectives PHONEMIC AWARENESS: "#$%#& '())*+)#', SPELLING RULE: - *)&*(' './0#1' 0. 2'2 +#/.3# *1 45 65 .3 7, VOCABULARY: "#$%#& &.38' #18%19 %1 :6;<, SPELLING: =#10#35 )..>5 =%3=?'5 =.@A?0#35 =*@#3*
COMPREHENSION: "#*8 *18 /.)).& 8%3#=0%.1',
Materials = 5 '%8#&*)> =D*)> *18 +#*1+*9 .3 FG:FH 'D##0' ./ A*A#3 *18 @*3>#3'5 3#8 *18 +)?# 83( #3*'# @*3>#3'5 2#32 E.'0#35 D%9D: )%9D0#35 '=%''.3' NEEDED: BC4 &D%0#+.*385 ED.1.93*@ -*38' %1=)?8%19
OPTIONAL: B#00#3 0%)#'5 03*@A.)%1#5 .+I#=0' /.3 &.3>+..> A*9# FGF,J
Phonogram Practice Phonogram Hopscotch - Individual K3*& * D.A'=.0=D +.*38 &%0D.?0 &3%0%19 *1(0D%19 %1 0D# 'L?*3#', M*( * AD.1.93*@N' '.?18O'P, QD# '0?8#10 'D.?)8 &3%0# %0 %1 * 'L?*3# ./ 0D# D.A'=.0=D +.*38, R%)) %1 *)) 0D# 'L?*3#', QD# '0?8#10 'D.?)8 0.'' * +#*1+*9 .10. * 'L?*3#5 D.A 0. 0D# +#*1+*9 3#*8%19 #*=D AD.1.93*@ D# 0.?=D#'5 A%=> ?A 0D# +#*1+*95 *18 D.A +*=> 3#*8%19 #*=D AD.1.93*@ *9*%1,
Indoor Phonogram Hopscotch - Individual E3.$%8# 0D# '0?8#10 &%0D FG:FH 'D##0' ./ A*A#3, "#*8 * AD.1.93*@N' '.?18O'P, QD# '0?8#10 'D.?)8 &3%0# 0D# AD.1.93*@ .1 * A%#=# ./ A*A#35 )*39# #1.?9D '. 0D*0 %0 /%))' 0D# A*9#, S3%0# .1)( .1# AD.1.93*@ A#3 A%#=# ./ A*A#3, C1=# *)) 0D# AD.1.93*@' D*$# +##1 &3%00#15 *33*19# 0D# A*A#3' %10. * D.A'=.0=D +.*38, T'# 0D#@ 0. A)*( ED.1.93*@ U.A'=.0=D, O61 * =)*''3..@5 D*$# *)) 118
Phonogram Cards Sidewalk chalk Beanbag
Multi-Sensory Fun Practice reading the phonograms while the student jumps on a trampoline one time for each sound.
Phonogram Cards 10-15 sheets of paper Markers
Lesson 101
119
0D# '0?8#10' D#)A =3#*0# 0D# '#0,P
Phonogram Relay - Classroom
10-15 sheets of paper with one phono-
K%$%8# '0?8#10' %10. 0#*@' ./ V:W '0?8#10', 4*=D 0#*@ gram written per sheet 'D.?)8 *33*19# * '#0 ./ AD.1.93*@' .1 0D# /)..3 %1 * )%1#, 4*=D 0#*@ &%)) )%1# ?A, SD#1 0D# 0#*=D#3 '*(' X9.5X 0D# /%3'0 '0?8#10 'D.?)8 D.A .10. #*=D 'D##0 *18 3#*8 0D# '.?18O'P, SD#1 D# 3#*=D#' 0D# #18 D# 0?31' *3.?185 3?1' +*=>5 *18 0*9' 0D# 1#Y0 A#3'.1 %1 )%1#,
Spelling Rule C Softens to /s/ Phonogram Card
MD.& 0D# ED.1.93*@ -*38
=
= ,
What does this say? /k-s/ Say the sound /k/. Now compare it to /s/. How are these different? /k/ is in 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/. If the /k/ sound does not make sense, try the second sound /s/. S3%0# #*=D $.) 0D*0 /.)).&' 0D# - %1 3#8, cent center
circus pencil
What letters do you see after the C when it is saying /s/?E and I. This leads to our new rule: C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/. We will learn some words where C softens to /s/ before Y in later lessons. Let say the rule together. C always softens to /s/ before an E, I, or Y. Otherwise, C says /k/. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
120
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 the C will make. If it says /s/, pretend you are a snake and hiss. If it says /k/, say /k/ and clap your hands. arc lace race
cylinder circus lettuce
cider
cinder
Phonemic Awareness Syllables 101.1 Syllables
Read the word. Circle the correct number of syllables.
Vocabulary -ING
Red dry erase marker
101.2 Matching
Highlighter
S3%0# !"#$ .1 0D# +.*38, Show me what this word means. Z88 :%19 %1 3#8 0. /.3@ I?@A%19, 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.
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Lesson 101
121
Spelling Spelling List K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 0%)#',
Word
1.
center
2.
look
3.
4.
circus
computer
5. 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
sĕn ter
lük
ser kŭs
kŏm pū t er
kăm er ä
Red and blue dry erase markers /er/ Poster
Markings
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.
cen ter
Underline /ü/ and put a 2 over it. /oo-ü-ō/ said its second sound.
2
look
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.
circus
com p
ū
ter
cam er ä
center The first word is center. She is standing in the center of the circle. center Place your hand under your chin and saycenter. 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? /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/ !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Spelling Hints
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. Underline /er/. Put two dots over /ä/. When a word ends with the phonogram A, it says /ä/. Add to the /er/ Poster.
122
Lesson 101
Use the /er/ of her. Now write /sĕn ter/. Write the first syllable in red and the second syllable in blue. QD# '0?8#10 &3%0#' =#10#3 .1 D#3 &D%0#+.*38, It is now my turn to writecenter. Sound it out as I write it. QD# 0#*=D#3 &3%0#' =#10#3 .1 0D# +.*38, First syllable /sĕn/. /s-ĕ-n/ Second syllable /ter/. /t-er/ Why did the C say /s/? It is before an E. . Otherwise, C says /k/. What is the rule? C always softens to /s/ before an E, I, or Y 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 our /er/ Poster.
Comprehension Pre-Reading S3%0# %&'&( .1 0D# &D%0#+.*38, Who has seen a robot? What did the robot do? Robots are designed to do a job.
Scissors
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 101.3 Put It There!
Today we will imagine that you are a robot that helps you to clean your room. Cut out the objects from your workbook. Pretend you are a robot. Read the directions. Then act them out.
Multi-Sensory Fun 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.
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
LESSON
102
Objectives PHONOGRAMS: B#*31 #% , SPELLING RULE: - '*(' 2'2 +#=*?'# ./ 0D# 4, VOCABULARY: B#*31 0D*0 &.38' D*$# ?1%0' ./ @#*1%19 =*))#8 @.3AD#@#',
SPELLING : &*0#35 0D#%35 3*=#5 #*05 +.?1=# COMPREHENSION: "#*8#3 H : ".+.0'
Materials NEEDED: BC4 &D%0#+.*385 ED.1.93*@ -*38' %1=)?8%19
=
*18 #% 5 '=%''.3'5 3#8 *18
+)?# 83( #3*'# @*3>#35 2#32 E.'0#35 "#*8#3 H OPTIONAL: B#00#3 0%)#'
Spelling Rule Words Ending in -CE Phonogram Card
=
MD.& 0D# ED.1.93*@ -*38 = , I have a problem for you to solve. Sound out the word dance as I write it on the board. /d-ă-n-s/ S3%0# )*+, .1 0D# +.*38, 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. Z88 *1 4 0. )*+,-, 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 onthe board. Tell me if I need an E ornot and why. /ark/ S3%0# *%, .1 0D# +.*38, No, the C said /k/. 123
! " # $ %& ' ( ) + , . / 0 1 2 &3 4 1 3 %5 &5 ' 65 7 8 9 " % : ;1 < $ = > ? )1 3 7 ( 1 %8 > " 5 @A %3 5 ;B 1 %3 < C1 8 ! " # $ &5 ' &; > = A # 1 %D &) )1 2 8
124
Lesson 102
/rās/ S3%0# %*, .1 0D# +.*38, Yes, you need an E to make the A say ā/ / and the C say /s/.
/vois/ S3%0# .&/, .1 0D# +.*38, Yes, you need an E to make the C say /s/.
C Says...
Scissors
102.1 C Softens to /s/
-?0 .?0 0D# &.38', E)*=# 0D# 0 2*32 424 =*38 *0 .1# #18 ./ 0D# 3..@, E)*=# 0D# 0 2*32 454 =*38 *0 0D# .AA.'%0# #18,
Today we will play a game. Every word we will read has a C in it. If the C says /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 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, or Y after the C? no In the pile where C says /s/, which letters are 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 an E, I, or Y. Otherwise, C says /k/.
Phonograms The Phonogram #% Phonogram Card #%
MD.& 0D# ED.1.93*@ -*38 #% , 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
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Lesson 102
125
Phonogram Practice Phonogram Kangaroo Phonogram Cards Z'> 0D# '0?8#10 0. '0*18 .1 .1# '%8# ./ 0D# 3..@, 4YA)*%1 0D*0 (.? &%)) 'D.& D%@ * =*38, 6/ D# 3#*8' %0 =.33#=0)(5 D# =*1 0*># .1# >*19*3.. D.A /.3&*38, 6/ D# 8.#' 1.0 3#*8 %0 =.33#=0)(5 D# 1##8' 0. 9. +*=> 0. 0D# +#9%11%19, SD#1 D# 3#*=D#' 0D# .0D#3 '%8# ./ 0D# 3..@5 D# &%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.
Red dry erase marker
S3%0# @.3AD#@# .1 0D# +.*38, S3%0# #&%: %1 3#8, A morpheme is a unit of meaning. Let's sound out morpheme together. E.%10 0. 0D# )#00#3' *' (.? '.?18 %0 .?0, /m-or-f-ē-m/ Why is there a silent final E inmorpheme? 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: S3%0# =*0' .1 0D# +.*38, S3%0# 0D# M %1 3#8, What does this word tell us? It means the animal cat and that there is more than one. How did you know there was more than one? the /s/ sound on the end Cat is a morpheme meaning the animal and /s/ is a morpheme meaning more than one. S3%0# '0.@A%19 .1 0D# +.*38, How many morphemes are instomping? two What are they? stomp and -ing
Show me what -ing stomp Someone is doing it now. What does tell us?means. 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. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
126
Lesson 102
phones papers farmer
2 2 2
phone paper farm
tallest older school
/z/ /z/ /er/
2 2 1
tall old school
/est/ /er/
Spelling Spelling List
K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 0%)#',
W o rd
1.
water
2. their
3. race
4. eat 5. bounce
Sentence
Is the water cold?
Their house is next door.
Say to Spell
wä ter
Red and blue dry erase markers /er/ Poster
Markings
wä ter
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.
th eir
Underline /TH/ and put a 2 over it. /th-TH/ said its second sound. Underline / ā/.
2
THār
Spelling Hints
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
bounce
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Underline /ow/. Underline the C. Double underline the silent E. The C says /s/ because of the E.
Lesson 102
127
Comprehension & Fluency Robots Reader 5 - Robots
What is the title of this book? Robots What will we learn about as we read this book? We will learn about robots. Have you ever seen a robot? Read the book aloud to me. Which robot did you find the most interesting? Why? Without reading the text, retell what you learned in this book while pointing to the pictures.
Teacher Tip Tear out the reader from the back of the student workbook. Fold it in half and place a staple near the edge.
Teacher Tip Visit www.sciencekids.co.nz/robots.html to learn more about robots.
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
LESSON
103
8 2 1 )) & Objectives D % 1 # PHONOGRAMS: B#*31 #( , A = > VOCABULARY: B#*31 0D# A3#/%Y 3#:, &; ' &5 SPELLING RULES: E3*=0%=# 3#*8%19 &.38' &%0D 0D3## 3#*'.1' /.3 * '%)#10 /%1*) 4, $ # " ! SPELLING : /*=#5 0D#(5 3#?'#5 93.?A5 3#0?31 8 1 C < COMPREHENSION: "#:3#*8%19 %3 1 B; 5 WRITING: -.A(&.3> 3 % A @ 5 " Materials > 8% 1 ( NEEDED: BC4 &D%0#+.*385 ED.1.93*@ -*38' %1=)?8%19 #( *18 #% 5 D%9D)%9D0#35 8%#5 7 3 1 9*@# A%#=#'5 3#8 *18 +)?# 83( #3*'# @*3>#3'5 2#32 E.'0#35 A*A#3 *18 @*3>#3'5 "#*8#3 H ) ? > OPTIONAL: B#00#3 0%)#'5 'D.30 +*)*1=# +#*@5 0*A# )%1# .1 0D# /)..35 3.+.0 $*=??@ =)#*1#35 = $ A%=0?3# ./ 0D# '.)*3 '('0#@ < ;1 : % " 89 7 5 6 ' 5 & 5 % 3 1 #( 4 &3 Phonogram Cards #( and #% 2 1 MD.& 0D# ED.1.93*@ -*38 #( , 0 Whiteboard / This says /ā-ē/. What does it say? /ā-ē/ . , How many sounds is /ā-ē/? two + ) Write /ā-ē/ three times on your whiteboard. ( &' % $ MD.& 0D# ED.1.93*@ -*38 #% , # " ! This says /ā-ē-ī/. What does it say? /ā-ē-ī/
Phonograms
The Phonogram
How many sounds is /ā-ē-ī/? three MD.& 0D# ED.1.93*@ -*38' #( *18 #% , How are these the same? They both say /ā-ē/. They 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. 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 K%3#=0 0D# '0?8#10 0. '0*18 *9*%1'0 0D# &*)), MD.& D%@ * AD.1.93*@, Z'> D%@ 0. 3#*8 0D# '.?18', 6/ D# 3#*8' %0 =.33#=0)(5 D# @*( 0*># .1# '0#A /.3&*38, U%' D##) @?'0 0.?=D D%' 0.# /.3 #*=D '0#A, QD#1 D# 'D.?)8 &3%0# 0D# AD.1.93*@ %1 0D# *%3, 6/ D# &3%0#' %0 =.33#=0)(5 D# @*(
Phonogram Cards
Short balance beam Tape line on the floor
0*># *1.0D#3 '0#A, SD#1 D# 3#*=D#' O=D..'# * ).=*0%.1P D# &%1' 0D# 9*@#, R.3 #Y03* =D*))#19# ?'# * +*)*1=# +#*@ .3 * 0*A# * )%1# .1 0D# /)..3, 6/ 0D# '0?8#10' /*))' .//5 D# +#9%1' *9*%1,
Phonogram Stop and Go - Classroom
Phonogram Cards
-D..'# .1# '0?8#10 0. +# 0D# XM0.A *18 <. B%9D0,X E3.: $%8# 0D%' '0?8#10 &%0D * '#0 ./ ED.1.93*@ -*38', B%1# ?A 0D# 3#@*%1%19 '0?8#10' '%8# +( '%8# %1 * )%1# /*=%19 0D# XM0.A *18 <. B%9D0,X SD#1 0D# '0?8#10 &%0D 0D# ED.1.93*@ -*38' 0?31' D%' +*=> 0. 0D# '0?8#10'5 0D#( @?'0 3#@*%1 '0%)), QD# XM0.A *18 <. B%9D0X *11.?1=#' D.& 0D# '0?8#10' &%)) @.$# /.3&*385 O0%A0.#5 +*+( '0#A'5 9%*10 '0#A'[P 0D#1 0?31' *3.?18 *18 'D.&' * AD.1.93*@, QD# '0?8#10' 3#*8 *)) 0D# '.?18O'P, R.3 #*=D '.?185 0D#( =*1 0*># .1# '0#A /.3&*38, QD# XM0.A *18 <. B%9D0X 0?31' +*=> *3.?185 =D..'#' 0D# 1#Y0 AD.1.93*@5 *18 *11.?1=#' D.& 0D#( &%)) @.$# /.3&*38, SD#1 0D# '0?8#10' 3#*=D 0D# XM0.A *18 <. B%9D05X * 1#& '0?8#10 %' =D.'#1 0. )#*8,
Vocabulary The Prefix reToday we will learn a new morpheme. I need you to be a word detective and find what is the same about these words. When you know, raise your hand. S3%0# 0D# /.)).&%19 &.38' .1 0D# +.*38, redo reread recook
repaint rewrite remix
What do you notice about these words? They all start with /rē/. What do you think /rē/ means? to do it again When we add letters to the beginning of the word it is called a prefix. 103.1 The Prefix RE-
Highlighter
Add the prefix re- to each of the words. Read the new words aloud, then highlight the /rē/. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
130
Lesson 103
Spelling Rule Silent E Ladders and Slides
Die Game piece
103.2 Ladders and Slides
".)) 0D# 8%#, \.$# *D#*8 0D# 1?@+#3 ./ 'A*=#' 'D.&1, "#*8 #*=D &.38 *' (.? A*'' *18 0#)) &D( 0D# &.38 1##8' * '%)#10 /%1*) 4, 6/ (.? #18 .1 * 'A*=# &%0D * )*88#35 =)%@+ 0. 0D# &.38 *0 0D# 0.A ./ 0D# )*88#3, 6/ (.? #18 .1 * 'A*=# &%0D * ')%8#5 ')%8# 8.&1 0. 0D# &.38 *0 0D# +.00.@,
Spelling Spelling List K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 0%)#',
W o rd
1. face
Sentence
Say to Spell
Red and blue dry erase markers /er/ Poster
Markings
fā s
Is your face clean?
fāce
Spelling Hints 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.
2. they
3. reuse
4.
5.
group
return
They are not home yet.
We can reuse this bag.
There was a group of kids playing.
Please return the cookie jar to Aunt Cindy.
2
THā
rē
th ey
ūz
groop
rtē
ern
rē
2 ūse
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.
group
Underline /oo/ and put a 3 over it. /ow-ō-oo-ŭ/ said its third sound.
ē r turn
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.
3
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Lesson 103
reuse
131
Teacher Tip
The next word is reuse. We can reuse this bag. reuse Place your hand under your chin and sayreuse. How many syllables in reuse? two Now hum reuse. /hm-hm/ How many syllables? two What is the first syllable? /rē/ What does the second syllable say? /ūz/ ē
Reuse has two vowels in a row.
ē
Let’s sound it out syllable by syllable. First syllable /r /. /r- / 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 first syllable in red and the second syllable in blue. QD# '0?8#10 &3%0#' 3#?'# .1 D#3 &D%0#+.*38, It is now my turn to writereuse. Sound it out as I write it. QD# 0#*=D#3 &3%0#' 3#?'# .1 0D# +.*38, 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 the silent E 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 -.$#3 ?A 0D# %- &%0D (.?3 D*18,
What does this say? use What does use mean? answers vary T1=.$#3 0D# %-,
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.
Teacher Tip When dictating words with more than one morpheme, ask the student to identify the meaning of each morpheme and how the word meaning changes. is 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 Robots
Paper and markers
Reader 5 - Robots
Robot vacuum cleaner
Read pages 1 and 2. Why do people make real robots? to do jobs Can robots think by themselves? no 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? Read page 6. Find the word harmful on the page. Underline it.
Picture of the solar system
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 Some students may own a vacuum robot. Ask them to bring it to class for a demonstration.
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 blood. Did you know that our blood can tell doctors a lot about our health? Look at the picture. 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?
Show a picture of the solar system. Discuss how people sent a rocket into space with this robot to explore another planet.
Read page 9. Where robot? on Mars Where is is this Mars? Read page 10. If you were to invent a robot, what would it do? What would it look like? Draw a picture of your idea for a robot.
Teacher Tip 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
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
8 2 1 )) & Objectives D % 1 # PHONOGRAMS: B#*31 #%9D , A = > SPELLING RULE: < @*( './0#1 0. 2I2 +#/.3# *1 45 65 .3 7, &; ' &5 SPELLING: #%9D05 3#A)*=#5 9#@5 '.?185 9(@ $ # " ! COMPREHENSION: E3*=0%=# %8#10%/(%19 >#(&.38', 8 1 C < WRITING: K%=0*0%.1, S3%0# * )%'0, T'# -.@@*' *18 * '#3%#', %3 1 B; 5 3 % Materials A @ 5 " NEEDED: BC4 &D%0#+.*385 ED.1.93*@ -*38' #%9D5 = *18 9 5 %0#@' 0. =.$#3 ]%19. > 8% 'L?*3#'5 0.( =*3'5 - &.38' /3.@ FGV,F5 D%9D)%9D0#35 '=%''.3'5 9)?#5 3#8 *18 +)?# 83( #3*'# 1 ( 7 @*3>#35 3.+.0 >%02+..>'2@.$%#'5 +)%18/.)8 3 1 ) ? OPTIONAL: B#00#3 0%)#' > = $ < ;1 : % " 89 7 5 6 ' 5 & #%9D 5 % 3 1 Phonogram Card #%9D 4 MD.& 0D# ED.1.93*@ -*38 #%9D, &3 Whiteboard 2 This says /ā-ī/. What does it say? /ā-ī/ 1 0 / How many sounds is /ā-ī/? two . Write /ā-ī/ three times on your whiteboard. , + ) ( &' % $ # " !
Phonograms
The Phonogram
Phonogram Practice
Phonogram Bingo Crackers or other treats to cover the Bingo squares
104.1 Phonogram Bingo
T'%19 0D# ]%19. 9*@# A3.$%8#85 =*)) .?0 '.?18' &D%)# 0D# '0?8#10' =.$#3 0D#@, E)*( ?10%) 0D# +.*38 %' =.$#3#8, K%3#=0 0D# '0?8#10' 0. 3#*8 0D# AD.1.93*@' +*=> *' 0D#( ?1=.$#3 #*=D 'L?*3# .1 0D# +.*38, 134
Lesson 104
135
Spelling Rule G Softens to /j/ Phonogram Cards = and 9 MD.& 0D# ED.1.93*@ -*38 = , What does this say? /k-s/ What rule did we learn that tells us when C says /s/?C always softens to /s/ before an E, I, or Y.
MD.& 0D# ED.1.93*@ -*38 9 , What does this say? /g-j/ I will write a word. See if 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 to /j/ before an 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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136
Lesson 104
C and G
Scissors
104.2 G Softens to /j /
Toy cars
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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.
Spelling Spelling List K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 0%)#',
W o rd 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
gym
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Underline /ow/. G may soften to /j/ before an E, I, or Y.
Lesson 104
137
Comprehension Matching
Highlighter
104.3 What Are They?
Scissors
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.
Learning More About Robots
Glue
Items or activities about robots
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: M#0 ?A * '%@A)# .+'0*=)# =.?3'#, ])%18/.)8 .1# '0?8#105 &D. &%)) +# 0D# 3.+.0, Z'> 0D# .0D#3 '0?8#10 0. 8%3#=0 0D# 3.+.0 0D3.?9D 0D# =.?3'#a D# &%)) +# 0D# =.@A?0#3, Z'> 0D# '0?8#10' &D*0 %0 &*' )%># 0. &*)> 0D3.?9D 0D# =.?3'# &%0D.?0 '##%19, K%'=?'' D.& '#1: '.3' *3# ?'#8 %1 3.+.0' 0. D#)A 0D# 3.+.0 #YA#3%#1=# 0D# &.3)8,
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? S3%0# 0D# )%'0 .1 0D# +.*38 *' 0D# '0?8#10' 1*@# 0D# I.+',
Robots 0#'0 +)..8 =)#*1 /)..3' A)*( 9*@#'
We have made a list. Now I will write the list as a sentence.
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138
Lesson 104
S3%0# 0D# '#10#1=# .1 0D# +.*38, E?0 0D# =.@@*' %1 3#8, ".+.0' =*1 0#'0 +)..85 =)#*1 /)..3'5 *18 A)*( 9*@#',
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. "#*8 0D# '#10#1=# &%0D.?0 A*?'%19,
"Robots can test blood clean floors and play games." We do not read it like this. "#*8 0D# '#10#1=# &%0D A*?'%19,
"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
K%=0*0# 0D# '#10#1=# /.3 '0?8#10' 0. &3%0# %1 0D# &.3>+..>, A robot is run by a computer that tells it what to do.
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LESSON
105
Objectives PHONEMIC AWARENESS: B#*31 D.& 0. =.?10 0D# '())*+)#' +( =.?10%19 0D# $.)', PHONOGRAMS: B#*31 =#% , SPELLING RULES: QD# < '*(' 2I2 +#=*?'# ./ 0D# 4, SPELLING: #$#15 )*39#5 =#%)%195 A*9#5 ./0#1 WRITING: B#*31 D.& 0. &3%0# * )%'0 *18 ?'# =.@@*', FLUENCY: E3*=0%=# 3#*8%19 D%9D /3#L?#1=( &.38',
Materials NEEDED: J BC4 &D%0#+.*38'5 ED.1.93*@ -*38' =#% *18
9 5 b +).=>' A#3 '0?8#105 3#8 *18 +)?# 83( #3*'# @*3>#3'5 B*^( c.) -D*305 W 8%=#5 U%9D R3#L?#1=( S.38' /3.@ A3#$%: .?' )#''.1'5 +*95 0%@#3 OPTIONAL: B#00#3 0%)#'5 J =)%A+.*38'5 'L?%30 9?1'
Phonemic Awareness Syllables
Teacher Tip
What is a vowel? A vowel 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.
e 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 to count number of syllables is tosyllables count the of vowels. I will write away word on thethe board. Tell me how many arenumber in the word, then tell me what the vowel sounds are. S3%0# $*/+( .1 0D# +.*38,
paint
1 syllable
The vowel is /ā/. 139
! " # $ %& ' ( ) + , . / 0 1 2 &3 4 1 3 %5 &5 ' 65 7 8 9 " % : ;1 < $ = > ? )1 3 7 ( 1 %8 > " 5 @A %3 5 ;B 1 %3 < C1 8 ! " # $ &5 ' &; > = A # 1 %D &) )1 2 8
140
Lesson 105
How many letters spell the vowel sound ā/ /? two We will underline the vowel. T18#3)%1# 0D# $.) %1 A*%10,
How many vowels are in the wordpaint? one How many syllables? one S3%0# %"++/+6 .1 0D# +.*38,
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/.
Teacher Tip A vowel may be represented by one, two, three, or four letters. ough 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 to write them. e vowel paint28is ways the two-letter phonogram AI. in
How many vowels in running? two We will underline the vowels. T18#3)%1# 0D# $.)' %1 3?11%19,
How many vowels are in the wordrunning? two How many syllables? two S3%0# ,*6- .1 0D# +.*38,
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 T18#3)%1# 0D# $.) %1 =*9#,
How many vowels are incage? one How many syllables? one S3%0# '-7&8 .1 0D# +.*38,
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. T18#3)%1# 0D# $.)' %1 +#).&,
How many vowels are in the wordbelow? two How many syllables? two In English every syllable must have a vowel. Also, looking at how many vowels are in a word will give us a clue as to how many syllables are in the word. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Lesson 105
Spelling Rule Words Ending in -GE Phonogram Card
9
MD.& 0D# ED.1.93*@ -*38 9 , I have a problem for you to solve. Sound out the word large as I write it on the board. /l-ar-j/ S3%0# 7*%6 .1 0D# +.*38 *' (.? '.?18 %0 .?0 ).?8,
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. Z88 *1 4 0. 7*%6-, 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. Let's whisper it. The C says /s/ and the G says /j/ because of the E.
Reading Words Ending in -GE
6 blocks for each student
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
Teacher Tip e
A in village says the schwa sound.
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141
142
Lesson 105
Phonograms The Phonogram =#%
Phonogram Card =#%
MD.& 0D# ED.1.93*@ -*38 =#% , 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 /sē/ three times on your whiteboard.
Whiteboard
Teacher Tip Technically CEI phonogram is two phonograms:the 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…" ough the rule has too many exceptions to be added to the LOE rules, it does consistently explain that EI is used after C. e students we surveyed all agreed that adding this as a phonogram aided them in simplifying the usage of EI and EY. is phonogram is found in only eight words: ceiling, deceive, conceit, conceive, perceive, deceit, receipt, receive.
Phonogram Practice The Phonogram Circuit - Individual M#0 ?A J:H '0*0%.1' *3.?18 0D# 3..@ &%0D &D%0#+.*38' *18 83( #3*'# @*3>#3', Q#)) '0?8#10' (.? &%)) =*)) .?0 * AD.1.93*@N' '.?18O'P, QD#( 1##8 0. 3?1 0. #*=D '0*0%.15 &3%0# %05 0D#1 3#*8 %0, SD#1 0D#( 9#0 +*=> 0. 0D# '0*30%19 A.%105 =*)) .?0 * 1#& '.?18,
Phonogram Circuit - Classroom K%$%8# 0D# =)*'' %10. 0#*@' ./ V:H '0?8#10', E)*=# .1# &D%0#+.*38 *0 #*=D '0*0%.1 /.3 #*=D 0#*@, K%3#=0 #*=D 0#*@ 0. /.3@ * )%1#, SD#1 (.? 3#*8 0D# AD.1.93*@5 .1# '0?8#10 /3.@ #*=D 0#*@ 3?1' 0. #*=D ./ 0D# '0*0%.1'5 &3%0#' 0D# AD.1.93*@ *0 #*=D .1#5 0D#1 3#0?31' 0. '0*305 *18 0*9' 0D# 1#Y0 '0?8#10 &D. 3?1' 0D# =%3=?%0 &3%0%19 0D# 1#Y0 AD.1.93*@,
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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Lesson 105
143
Spelling Spelling List K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 0%)#',
Word
1.
even
2. large
3. ceiling
4.
page
5. often
Sentence
Even my dog thought it was funny.
Say to Spell
vĕn
ē
Red and blue dry erase markers Lazy Vowel Chart
ē
ven
That is a large bowl of cereal.
larj
lar ge
A spider crawled across the ceiling.
sē lĭng
ceiling
Look at the picture on page one.
We often play together after school.
pāj
ŏf
tĕn
often
Spelling Hints
Markings
pāge
often
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.
Teacher Tip
The next word is often. We often play together after school. often Place your hand under your chin and sayoften. How many syllables in often? two Now hum often. /hm-hm/ How many syllables? two Do you hear a Lazy Vowel in oftәn? yes If we exaggerate the vowel it sounds like / ŏf tĕn/
Some dialects pronounce the second syllable as /tĭn/. If this is the case, exaggerate the /ĕ/ sound for spelling purposes. Some dialects say /ŏf ĕn/. If this is the case, double underline the silent T.
ŏ
/ f/ What thethe firstsecond syllable?syllable What is does 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"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
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Lesson 105
QD# '0?8#10 &3%0#' ./0#1 .1 D#3 &D%0#+.*38,
It is now my turn to writeoften. Sound it out as I write it. QD# 0#*=D#3 &3%0#' ./0#1 .1 0D# +.*38, 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 to the Lazy Vowel Chart.
Writing and Comprehension Writing Lists
Red dry erase marker
105.1 Writing
Today we will write a list about things we will do today. What are some things you will do today? S3%0# 0D# '0?8#10N' %8#*' .1 0D# +.*38,
Things To Do Today A)*( * 9*@# 9. 0. 0D# A*3> 3#*8 * +..> [
In your 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 e
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. is 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.
S3%0# 0D# '#10#1=# .1 0D# +.*38, E?0 0D# =.@@*' %1 3#8, Q.8*( 6 &%)) A)*( * 9*@#5 9. 0. 0D# A*3>5 *18 3#*8 * +..>, Notice between each item I put a comma. The comma sits on the baseline. 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. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Lesson 105
145
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 sentence. Be sure to put a comma between each one.
Fluency High Frequency Word Race 105.2 High Frequency Words
K%$%8# 0D# D%9D /3#L?#1=( &.38 =*38' +#0#1 /.?3 ).=*: 0%.1' %1 0D# 3..@, E)*=# .1# 8%# *0 #*=D ).=*0%.1, I will set a timer for 2 minutes. When I say, "go," run to the first spot, roll the die, then select that many cards. Read each card aloud. If you read it correctly the first time, you get to put it in your bag. If you do not read it correctly, put it back in the pile. Then run to the next station, roll the die, and read that many cards. Continue until the timer beeps. Then we will count how many words you have read.
Optional: High Frequency Word Sentences T'# 0D# D%9D /3#L?#1=( &.38' /3.@ R.?18*0%.1' Z5 ]5 *18 -, Z'> 0D# '0?8#10 0. =D..'# &.38' *18 *33*19# 0D#@ %10. '#10#1=#',
4 dice High Frequency Words from previous lessons Bag Timer
Teacher Tip Save the high frequency word cards for use with later lessons.
High Frequency Words from previous lessons
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
REVIEW 8 2 1 )) & D % 1 # A = > &; ' &5 $ # " ! 8 1 C < %3 1 B; 5 3 % A @ 5 " > 8% 1 ( 7 3 1 ) ? > = $ < ;1 : % " 89 7 5 6 ' 5 & 5 % 3 1 4 &3 2 1 0 / . , + ) ( &' % $ # " !
Area Handwriting
Skill
M as t ery
Copy a sentence with an uppercase letter and
1
punctuation.
Phonograms
Read bu, gu, dge, ph.
1
Read ei, ey, eigh, cei.
Spelling
3
Spell words by choosing the correct phonograms from
1
a limited set of options.
Reading
E
ReadwordswithasoftCandG.
2
Read words with the first three reasons for a silent final 2
E. Read two-syllable words with long and short vowel sounds. Read two-syllable words with a schwa sound.
146
2
2
Review E
147
Phonogram Assessment Reading Phonograms Z'> 0D# '0?8#10' 0. 3#*8 #*=D ./ 0D# AD.1.93*@ =*38', O+?5 9?5 89#5 AD5 #%5 #(5 #%9D5 =#%P
What's That Phonogram?
Phonogram Cards +? , 9? , 89# ,
AD , #% , #( , #%9D, =#%
Highlighter
E.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. 7. 8.
/ā-ē-ī/ that you may not use at the end of English words. /b/ two-letter /b/ /g/ two-letter /g/ /ā-ī/ four-letter /ā-ī/. /ā-ē/ that you may use at the end of English words. /sē/ /j/ three-letter /j/ /f/ two-letter /f/
Challenge Dictate the phonogram and ask the student to write it on a whiteboard without a visual reference.
Spelling Assessment Spelling E.2 Spelling
-?0 .?0 0D# AD.1.93*@ 0%)#' *18 A)*=# 0D#@ .1 0D# 0*+)# %1 /3.10 ./ 0D# '0?8#10 '. 0D*0 #$#3( )#00#3 %' .3%#10#8 =.33#=0)(, I will say a word. Using the phonograms, drag them into place to spell the word.
phone
large
race
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
148
Review E
Handwriting Assessment Copywork E.3 Handwriting
Choose the line size that you prefer. Copy the sentence.
Reading Assessment Comprehension
Teacher Tip
E.4 Matching
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
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 6/ 0D# '0?8#10 =.10%1?#' 0. '03?99)# &%0D &3%0%195 3#$%#& D.& 0. /.3@ #*=D ./ 0D# )#00#3' ?'%19 #%0D#3 9&"+)*(/&+2 : *18 ; .3 <=- >=3(=# &? @*+)8%/(/+6, 61=.3A.3*0# 8*%)( D*18&3%0%19 9*@#' *' /.?18 %1 9&"+)*(/&+2 : *18 ; 0. A3.$%8# *88%0%.1*) A3*=0%=#,
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Review E
149
Phonograms XED.1.93*@ "*=#X .1 A*9# de X<. R%'DX .1 A*9# fW XED.1.93*@ \#@.3(X .1 A*9# ff XED.1.93*@ ].&)%19X .1 A*9# FGb XED.1.93*@ M)*AX .1 A*9# FFF XED.1.93*@ U.A'=.0=DX .1 A*9# FFd XED.1.93*@ g*19*3..X .1 A*9# FVH XED.1.93*@ Q%9D0 ".A#X .1 A*9# FVf XED.1.93*@ ]%19.X .1 A*9# FJW XQD# ED.1.93*@ -%3=?%0X .1 A*9# FWV
Long Vowels XB.19 c.) <*@#X .1 A*9# bH XZ 4 C TX .1 A*9# df XB.19 c.) U?10X .1 A*9# fH XB.19 c.) M.30X .1 A*9# ff XB.19 c.) ].*38 <*@#X .1 A*9# FGe
Words with the Schwa Sound E3*=0%=# 3#*8%19 0D# &.38' .1 0D# B*^( c.) -D*30 #*=D 8*( /.3 * @.10D,
Multi-Sensory Fun Write schwa words on a whiteboard. Provide the student with a Nerf® gun to "shoot" each word as he reads it.
Words with Soft and X- M./0#1' 0. 2'2X .1C A*9# FFfSoft G XS.38' 418%19 %1 :=#X .1 A*9# FVJ X< M./0#1' 0. 2I2X .1 A*9# FJH X- *18
Silent Final E Words XM%)#10 4 B*88#3' *18 M)%8#'X .1 A*9# FJG
Reading Comprehension X"#*8 *18 K.X .1 A*9# bJ XC1 0D# R*3@X .1 A*9# FGf XR.)).&%19 K%3#=0%.1'X .1 A*9# FVV
High Frequency Words X"#*8%19 M.30X .1 A*9# dV XU%9D R3#L?#1=( S.38 <*@#X .1 A*9# FFJ XU%9D R3#L?#1=( S.38 "*=#X .1 A*9# FWH !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
LESSON 8 2 1 )) & D % 1 # A = > &; ' &5 $ # " ! 8 1 C < %3 1 B; 5 3 % A @ 5 " > 8% 1 ( 7 3 1 ) ? > = $ < ;1 : % " 89 7 5 6 ' 5 & 5 % 3 1 4 &3 2 1 0 / . , + ) ( &' % $ # " !
106
Objectives PHONEMIC AWARENESS: -3#*0# 1#& &.38' 0D*0 #18 %1 :B4, SPELLING RULE: 4$#3( '())*+)# @?'0 D*$# * &3%00#1 $.), SPELLING: *AA)#5 .3*19#5 )%00)#5 0.9#0D#35 /..8 COMPREHENSION: B#*31 0. %8#10%/( 0D# @*%1 %8#* %1 * A*3*93*AD,
Materials NEEDED: BC4 &D%0#+.*385 ED.1.93*@ <*@# -*38'5 A%#=# ./ A*A#35 3#8 *18 +)?# 83(
#3*'# @*3>#3'5 )#00#3 0%)#'5 2#32 E.'0#3 OPTIONAL: Q%@#3
Phonogram Practice Matching Phonograms - Individual
Phonogram Game Cards
E)*=# * &D%0#+.*38 *0 .1# #18 ./ 0D# 3..@ *18 8%'03%+?0# Whiteboard 0D# 9*@# =*38' *0 0D# .0D#3 #18 %1 * 3*18.@ A%)#, Q#)) Timer 0D# '0?8#10 (.? &%)) '*( 0D# '.?18O'P ./ * AD.1.93*@, U# 1##8' 0. &3%0# %0 .1 0D# &D%0#+.*38, -D#=> 0. '## %/ D# %' =.33#=05 0D#1 D# 'D.?)8 3?1 0. 0D# .0D#3 #18 ./ 0D# 3..@5 /%18 0D# @*0=D%19 ED.1.93*@ <*@# -*385 3?1 +*=> 0. 0D# &D%0#+.*385 D.)8 %0 ?A5 *18 3#*8 0D# '.?18O'P, CA0%.1*)` T'# * 0%@#3,
Matching Phonograms - Classroom K%$%8# 0D# =)*'' %10. 0#*@' ./ J:W '0?8#10'5 &%0D * 'A*=# /.3 #*=D 0#*@, E)*=# * &D%0#+.*38 *0 .1# #18 ./ 0D# 3..@ *18 'A3#*8 0D# 9*@# =*38' %1 * A%)# *0 0D# .0D#3 #18, Q#)) '0?8#10' (.? &%)) '*( 0D# '.?18O'P ./ * AD.1.93*@, QD#
1 set of Phonogram Game Cards per team 1 whiteboard per team
Timer
/%3'0 '0?8#10 .1 0D# 0#*@ 1##8' 0. &3%0# %0 .1 0D# &D%0#: +.*38, -D#=> 0. '## %/ D# %' =.33#=05 0D#1 D# 'D.?)8 3?1 0. 0D# .0D#3 #18 ./ 0D# 3..@5 /%18 0D# @*0=D%19 9*@# =*385 3?1 +*=> 0. 0D# &D%0#+.*385 D.)8 %0 ?A5 *18 3#*8 0D# '.?18O'P, SD#1 D# /%1%'D#' 3#*8%19 0D# '.?18'5 0D# 1#Y0 '0?8#10 %1 )%1# 9.#',
150
Lesson 106
151
Spelling Rule Every Syllable Needs a Vowel I will crumple the paper. -3?@A)# * A%#=# ./ A*A#3,
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-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. erefore, we add a silent final E to be the last written vowel.
S3%0# =3?@A) .1 0D# +.*38 *' 0D# '0?8#10' '.?18 %0 .?0, Let’s read this together. /k-r-ŭ-m-p-l/ That sounds right. How many syllables are incrumple? two How many vowels do you see? one That is a problem. Every syllable needs a vowel. Do you see a vowel in the first syllable /krŭm/? 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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152
Lesson 106
Phonemic Awareness Creating New Words
Letter tiles
Today we will make new words using letter tiles. I have arranged the letters in a pattern. What does this say? 0
)
#
/tl/
What does it say when I add these letters? )%00 )# little How does this change it? '#
00
)#
settle
-.10%1?# *' *+.$#, M.?18 .?0 0D# /.)).&%19 &.38',
+ .00
)#
A*
8 8 ) #
3 *00
)#
A#
8 8 ) #
0*
)#
'*8
8)
)#
3 %8
8)#
& *8
8 ) #
00
+ *00 @ %88)
#
#
106.1 Matching
"#*8 0D# '#10#1=#, \*0=D %0 0. 0D# =.33#=0 A%=0?3#,
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Lesson 106
153
Spelling Spelling List K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 0%)#',
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.
We like to play that game together.
Bring your favorite picnic food.
Say to Spell ăppl
or ănj
lĭttl
Red and blue dry erase markers /er/ Poster
Markings
Spelling Hints Double underline the silent final E. Every syllable must have a written vowel.
apple
orange
Underline /or/. Underline /j/ and double underline the silent E. The G says /j/ because of the E.
little
Double underline the silent final E. Every syllable must have a written vowel.
2
tö gĕTH er
tö get h er
food
food
apple The first word is apple. This is a delicious apple. apple Place your hand under your chin and sayapple. How many syllables in apple? two Now hum apple. /hm-hm/ How many syllables? two What is the first syllable? /ăp/ 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 silent/ăfinal E. Write the first syllable in red and the second syllable in blue. Nowawrite p pl/. QD# '0?8#10 &3%0#' *AA)# .1 D#3 &D%0#+.*38, It is now my turn to writeapple. Sound it out as I write it. QD# 0#*=D#3 &3%0#' *AA)# .1 0D# +.*38, !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
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 /oo/.
154
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./ă-p-p-l/ apple
Comprehension & Fluency Fred 106.2 Fred
Read the story. Notice this story is broken into seven 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: R?30D#3 #YA).3# .A#1 *18 =).'#8 '())*+)#', PHONOGRAMS: B#*31 #& , SPELLING RULES: E3*=0%=# '%)#10 4 3?)#', SPELLING: 1#&5 0*+)#5 A?3A)#5 )#00#35 +3.&1 COMPREHENSION: "#*8#3 b : K.)AD%1'
Materials NEEDED: BC4 &D%0#+.*385 ED.1.93*@ -*38 #& 5 D%9D)%9D0#35 =D*)>5 3#8 *18 +)?# 83(
#3*'# @*3>#3'5 2#32 E.'0#35 "#*8#3 b OPTIONAL: B#00#3 0%)#'5 A*A#3
Phonograms The Phonogram #& Phonogram Card #&
MD.& 0D# ED.1.93*@ -*38 #& , This says /oo-ū/. What does it say? /oo-ū/ Write /oo-ū/ three times on your whiteboard.
Whiteboard
Phonogram Practice Blind Writing -*)) .?0 * AD.1.93*@ +( 0D# '.?18O'P, Z'> 0D# '0?8#10' 0. &3%0# 0D# %0 .1 0D#%3 &D%0#+.*38 &%0D 0D#%3 =).'#8, E3*=0%=# AD.1.93*@' 0D*0 '0?8#10' D*$# #(#' 1.0 (#0 @*': 0#3#8,
Whiteboard
Teacher Tip is
activity is good for practicing the muscle memory needed to master fluid handwriting.
155
! " # $ %& ' ( ) + , . / 0 1 2 &3 4 1 3 %5 &5 ' 65 7 8 9 " % : ;1 < $ = > ? )1 3 7 ( 1 %8 > " 5 @A %3 5 ;B 1 %3 < C1 8 ! " # $ &5 ' &; > = A # 1 %D &) )1 2 8
156
Lesson 107
Phonemic Awareness Double Consonants and Short Vowels
Highlighter
107.1 Silent E's
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
Teacher Tip is
the first column. apple bubble paddle
bottle wiggle
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 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 long? short Mark each of the vowels with the short sound. Do you see the colors in the words? That is where the syllable divides. The syllable divides between 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 wordmaple? two Why does the A say its long sound in maple? It is at the end of the syllable. What is the rule? A E O U usually say their long 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 K3*& * D.A'=.0=D +.*38 &%0D /%/0##1 'L?*3#', S3%0# .1# ./ 0D# /.)).&%19 '%)#10 /%1*) 4 &.38' .1 #*=D 'L?*3#, 6/ (.? *3# A)*(%19 %18..3' ?'# 'D##0' ./ A*A#3 0. =3#*0# 0D# 9*@#,
Chalk
Paper
!"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Lesson 107
157
E)*=# * '0.1# .1 .1# ./ 0D# &.38', Z'> 0D# '0?8#10 0. D.A 0. %0, ]#/.3# D# D.A' .1 #*=D 'L?*3# D# 'D.?)8 3#*8 0D# &.38, SD#1 D# 3#*=D#' 0D# &.38 &%0D 0D# '0.1#5 D# 'D.?)8 3#*8 0D# &.385 0#)) &D( 0D# 4 %' 1##8#85 0D#1 D.A +*=>, 0*+)# '.)$# 03?# =*9# =*+)# =*$# '*@# D*$#
'*?=# A*9# '0*9# /#1=# A#*=# +)?# '%@A)#
Challenge Dictate the words for students to write before playing the game.
Spelling Spelling List K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 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.
noo
new
The plate is on the table.
tā bl
tā ble
Spelling Hints Underline /oo/. 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
letter
Underline /er/. Add to the /er/ Poster.
The brown dog ran away.
brown
brown
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Underline /ow/.
158
Lesson 107
Comprehension & Fluency Dolphins
Teacher Tip
Reader 6 - Dolphins
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 de-
Tear out the reader from the back of the student workbook. Fold it in half and place a staple near the edge.
scribe it to me?
Teacher Tip
Read the book aloud to me. What is something new you learned about dolphins?
16 feet = approximately 4.9 meters
Without reading the text, retell what you learned in this book while pointing at the pictures.
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LESSON
108
Objectives PHONOGRAMS: B#*31 ?% , SPELLING RULES: Z88 * '%)#10 4 0. @*># 0D# &.38 )..> +%99#3, VOCABULARY: QD# A3#/%Y ?1:, SPELLING: *3#5 #5 /3?%05 'D*A#5 D?9# READING COMPREHENSION: E3*=0%=# %8#10%/(%19 0D# @*%1 %8#* %1 * A*3*93*AD, T'#
>#( &.38', WRITING: -.A(&.3>
Materials NEEDED: BC4 &D%0#+.*385 ED.1.93*@ -*38 ?% 5 ED.1.93*@ <*@# -*38'5 b %18#Y =*38'5
^%AA#35 A%A# =)#*1#35 'D%30 &%0D +?00.1'5 0.)5 I*=>#0 &%0D '1*A'5 ).=>5 2#32 E.'0#35 D%9D: )%9D0#35 "#*8#3 b OPTIONAL: B#00#3 0%)#'
Phonograms The Phonogram ?% Phonogram Card ?%
MD.& 0D# ED.1.93*@ -*38 ?% , This says /oo/. What does it say? /oo/ Can you use /oo/ at the end of the word? no Why? English words do not end in I, U,V, or J. Write /oo/ three times on your whiteboard.
Whiteboard
159
! " # $ %& ' ( ) + , . / 0 1 2 &3 4 1 3 %5 &5 ' 65 7 8 9 " % : ;1 < $ = > ? )1 3 7 ( 1 %8 > " 5 @A %3 5 ;B 1 %3 < C1 8 ! " # $ &5 ' &; > = A # 1 %D &) )1 2 8
160
Lesson 108
Phonogram Practice Go Fish K#*) /%$# =*38' A#3 A)*(#3, E)*=# 0D# 3#@*%1%19 =*38' %1 0D# @%88)# ./ 0D# 0*+)# /*=# 8.&1 *18 'A3#*8 0D#@ .?0 %10. * h/%'D%19 A.18,i QD# /%3'0 A)*(#3 =D..'#' *1.0D#3 A)*(#3 0. *'>5 hK. (.? D*$# * jjjki M0?8#10' 'D.?)8 *'> /.3 * AD.1.93*@ 0D*0 @*0=D#' .1# %1 0D#%3 D*18 +( '*(:
Phonogram Game Cards Choose 20-30 matching phonogram pairs.
%19 0D# '.?18O'P, 6/ 0D# *1' %' h(#'5i 0D# *'>%19 A)*(#3 3#=#%$#' 0D# =*38 *18 )*(' 8.&1 0D# @*0=D#8 A*%3, QD# *'>%19 A)*(#3 0D#1 3#A#*0' D#3 0?31, 6/ 0D# *1' %' h1.5i 0D# A)*(#3 &D. &*' *'>#8 'D.?)8 '*(5 h<. /%'D,i QD# *'>%19 A)*(#3 0D#1 83*&' * =*38 /3.@ 0D# A.18, 6/ * @*0=D %' /.?185 %0 %' )*%8 8.&1 *18 0D# *'>%19 A)*(#3 3#A#*0' D#3 0?31, 6/ 1. @*0=D %' /.?185 A)*( @.$#' 0. 0D# 1#Y0 A)*(#3 .1 0D# )#/0, -.10%1?# 0. A)*( ?10%) *)) 0D# =*38' D*$# +##1 @*0=D#8, QD# A)*(#3 &%0D 0D# @.'0 @*0=D#' &%1',
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 them look bigger. I will write a word on the board. I want you to read it. K.?+)# ?18#3)%1# 0D# '%)#10 4 %1 #*=D &.38 *' (.? &3%0# %0, are were axe awe
Why do we need a silent E in these words? to make them look bigger
Vocabulary The Prefix unS3%0# 0D# /.)).&%19 &.38' .1 '%Y %18#Y =*38', ?1).=> ?1/.)8 ?1^%A ?1+#18
?1+?00.1 ?1'1*A
Six index cards Zipper Pipe cleaner Shirt with buttons Towel
E)*=# 0D# .+I#=0' .1 0D# 0*+)#, Z'> 0D# '0?8#10 0. =D..'# * &.385 3#*8 %05 0D#1 *=0 %0 .?0 ?'%19 .1# ./ 0D# .+I#=0',
Jacket with snaps Lock
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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. How many morphemes are inunlock? two What are they? un and lock How many are in unsnap? two un and snap
Spelling Spelling List K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 0%)#',
Word
1. are
2.
were
3. fruit
4. shape
5. huge
/er/ Poster
Sentence
Say to Spell
Markings
Spelling Hints
Are you ready to go?
ar
are
Underline the/ar/. Double underline the silent final E. Add an E to make the word look bigger.
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.
froot
fruit
Underline /oo/.
What is your favorite shape?
Wow, this statue is huge!
shāp
h ūj
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.
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Lesson 108
Comprehension & Fluency Dolphins
Highlighter
Reader 6 - Dolphins
Reader 6
Each page of Dolphins has one 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. Read page 1. What is this page about? 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. How high can dolphins jump? 16 feet Go outside and measure 16 feet. Compare it in height to a tree or building. Have you ever seen a dolphin jump? Where? Read page 3. What is this page about? It is about how dolphins breathe, or how dolphins get air. Highlight the wordbreath. (Or highlight air.) How do dolphins 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 breathe water? no Can a fish breathe water? yes What does a fish use to breathe? gills Read page 4. What is the main idea of this page? It tells how dolphins spy hop. What does it mean to spy hop? The dolphins jump and look around. Highlight the wordsspy hop. Read page 5. What is the main idea of this page? Dolphins live in a pod. Is there a second idea? Dolphins speak to each other. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
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Highlight pod and speak. What is a pod? It is a group of dolphins. Do dolphins live alone? No, 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. Highlight the wordscare and 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 wordprey. What do you think prey 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. Do you hear the word 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 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
Read the sentence aloud. Copy it on the lines in your workbook 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 8 2 1 )) & D % 1 # A = > &; ' &5 $ # " ! 8 1 C < %3 1 B; 5 3 % A @ 5 " > 8% 1 ( 7 3 1 ) ? > = $ < ;1 : % " 89 7 5 6 ' 5 & 5 % 3 1 4 &3 2 1 0 / . , + ) ( &' % $ # " !
109
Objectives PHONEMIC AWARENESS: "#$%#& 0D# @#*1%19 ./ 0D# :M %1 A)?3*)', SPELLING RULES: Z88 *1 4 0. >##A '%19?)*3 &.38' 0D*0 #18 %1 :M /3.@ )..>%19 A)?3*), SPELLING: D.3'#5 '&%@'?%05 D.?'#5 =D*19#5 /%'D#3@*1 COMPREHENSION: R%18 0D# @*%1 %8#*, WRITING: K%=0*0%.1
Materials NEEDED: BC4 &D%0#+.*385 V A*A#3'5 V A#1=%)'5 3#8 *18 +)?# 83( #3*'# @*3>#3'5 2#32
E.'0#3 OPTIONAL: B#00#3 0%)#'5 '0*@A *18 %1>5 +..>' *18 $%8#.' *+.?0 8.)AD%1'
Phonogram Practice Phonogram Tic-Tac-Toe
Multi-Sensory Fun
109.1 Tic-Tac-Toe
K#=%8# &D. &%)) A)*( lN' *18 &D. &%)) A)*( CN', C1# A#3: '.1 =D..'#' * AD.1.93*@ *18 3#*8' 0D# '.?18O'P *).?8, 6/ D# 3#*8' %0 =.33#=0)(5 D# @*( A)*=# *1 l .3 *1 C .1 0D# 'L?*3#, E3.=##8 *' %/ A)*(%19 Q%=:Q*=:Q.# ?10%) '.@#.1# A)*=#' 0D3## %1 * 3.& .3 * 0%# %' 8#=)*3#8,
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 E)*=# 0D# .+I#=0' .1 0D# 0*+)#, 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
A*A#3'
The students holds up 2 papers. A#1=%)
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. D.?'#
A?3'#
@.?'#
@..'#
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. I wonder why there is a silent E in these words. Does house mean one or two? one S3%0# =&"2 .1 0D# +.*38, But if I wrote house like this, it would end in an S. Then it would look like it meant more than one. E.%10 0. 0D# &.38 =&"2-A We have a silent E in house 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/ S3%0# =&"2-2 .1 0D# +.*38, The new Silent E rule is: Add an E to keep singular words that end in S from looking plural.
Teacher Tip is
is an abstract concept for students. goal is not mastery about why the E is needed but an understanding that there IS a reason. e 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. e
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 K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 0%)#',
W o rd
1.
horse
2.
swimsuit
3. house
4.
change
Sentence
Say to Spell
Red and blue dry erase markers /er/ Poster
The horse tossed his mane.
hors
hor se
My swimsuit is blue.
swĭm soot
swim suit
The gray house on the corner is for sale.
Leaves change colors in September.
hows
chānj
Spelling Hints
Markings
hou se
chānge
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. Underline /oo/. 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. Underline /ch/. Draw a line over the /ā/, underline the /j/, and double underline the silent final E. The vowel said its sound andE.the G said /j/ long because of the
5. fisherman
The fisherman caught five fish.
fĭsh er măn
fish er man
Underline /sh/. Underline /er/. Use the /er/ of her. Add to the /er/ Poster.
Comprehension & Fluency Learning More about Dolphins c%'%0 * 8.)AD%1 'D.&, S*0=D * $%8#. *+.?0 8.)AD%1', B%'0#1 0. * 3#=.38%19 ./ 8.)AD%1 '.?18', \*># X8.)AD%1 '.?18'X +( )#00%19 0D# *%3 .?0 ./ +*))..1 &D%)# =D*19%19 0D# '%^# *18 'D*A# ./ 0D# 1#=>, B#*31 *+.?0 #=D.).=*0%.1, E)*( \*3=. E.). &%0D * 0&%'0 0. #YA#3%#1=# /%18%19 A3#( ?'%19 #=D.).=*0%.1, K%3#=0 0D# /%18#3 0. =*)) .?0 XD?10X *18 0D.'# &D. *3# 03(%19 0. *$.%8 =*A: 0?3# =*)) .?0 X/%'D,X K%'=?'' D.& $*3%.?' *1%@*)' +3#*0D# : '0?8( 1.'#'5 +).&D.)#'5 03?1>'5 *18 9%))', B#*31 *+.?0 0D# A3#( ./ .0D#3 *1%@*)', R.3 @.3# 93#*0 3#'.?3=#' /.3 0#*=D%19 =D%)83#1 *+.?0 8.)AD%1' $%'%0` &&&,8.)AD%1':&.3)8,=.@2K.)AD%1'j/.3jg%8',D0@),
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Lesson 109
Star
167
Teacher Tip
109.2 Star
Read the story to yourself. Now let's reread the story together. Read paragraph one. What is the main idea of this paragraph? It describes how Star looks.
Research has shown that the ability to identify the main idea is an important part of reading comprehension as well as writing. By discussing the main idea in texts students begin to learn how written texts are organized and to develop skills to aid them in comprehending more complex texts in the future.
Read paragraph two. What is the main idea of this paragraph? It tells what Star eats. Read paragraph three. What is the main idea of this paragraph?It talks about riding Star. Read paragraph four. What is the main idea of this paragraph?It tells how Star responds when she talks to her. Read paragraph five. What is the main idea of this paragraph?It tells about taking a nap with Star.
Writing Dictation 109.3 Dictation
K%=0*0# 0D# '#10#1=# /.3 '0?8#10' 0. &3%0# .1 0D# &.3>'D##0, Dolphins hunt together in pods.
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LESSON
110
8 2 1 )) & Objectives D % 1 # PHONOGRAMS: B#*31 .# , A = > SPELLING RULES: T1'##1 3#*'.1 /.3 * '%)#10 4, "#$%#& '%)#10 /%1*) 4N', &; ' &5 SPELLING: =.@#5 '.@#5 0.#'5 @.?'#5 ?1=)# $ # " ! FLUENCY: E3*=0%=# 3#*8%19 D%9D /3#L?#1=( &.38', 8 1 C < WRITING: S3%0# * '#10#1=# /3.@ >#(&.38', %3 1 B; 5 3 % Materials A @ 5 " NEEDED: BC4 &D%0#+.*385 ED.1.93*@ -*38' .# *18 # 5 ED.1.93*@ <*@# > 8% 9*@# A%#=#5 3#8 *18 +)?# 83( #3*'# @*3>#3'5 B*^( c.) -D*305 '=%''.3'5 +*'>#05 1 ( 7 )%9D0#3 3 1 ) ? OPTIONAL: B#00#3 0%)#'5 ')%A' ./ A*A#35 ].+ ]..>' : M#0 V *18 M#0 J > = $ < ;1 : % " 89 7 5 6 ' 5 & 5 % 3 1 .# 4 Whiteboard &3 2 1 MD.& 0D# ED.1.93*@ -*38 .# , Phonogram Card .# 0 / This says /ō-oo/. What does it say? /ō-oo/ . , How many sounds is /ō-oo/? two + ) Write /ō-oo/ three times on your whiteboard. ( &' % $ # " .# !
-*38'5 8%#5 D%9D:
Phonograms
The Phonogram
The Phonogram
Vocabulary
Words that use /ō-oo/ 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 sentence. 0.# 'D.# =*1.# 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
E)*=# 0D# AD.1.93*@' %1 * A%)#, MA3#*8 0D#@ .?0, QD%' phonogram that has been learned &%)) +# (.?3 /%'D +*)), K#'%91*0# *1 *3#* ./ 0D# 3..@ /.3 0D# '0?8#10 0. +3%19 0D# XA3#(X O0D# /.?18 AD.1.93*@'P, M*( * AD.1.93*@N' '.?18O'P, QD# '0?8#10 'D.?)8 X'&%@X 0. 0D# X/%'D +*))5X /%18 0D# AD.1.93*@5 0D#1 X'&%@X +*=> *18 A)*=# %0 %1 0D# XA3#(X A%)#,
Phonogram Echolocation - Classroom
Phonogram Game Cards
-)#*3 * 'A*=# %1 0D# 3..@, <%$# #*=D '0?8#10 * AD.1.: Pairs of phonograms 93*@, 4$#3( '0?8#10 'D.?)8 D*$# *1 ?1>1.&1 A*301#3 0D*0 D*' * @*0=D%19 AD.1.93*@, M0?8#10' 'D.?)8 1*$%: 9*0# /3.@ A#3'.1 0. A#3'.1 &D%)# '*(%19 0D# '.?18O'P ./ 0D#%3 AD.1.93*@, QD#( @?'0 '##> /.3 0D# A#3'.1 &%0D 0D# @*0=D%19 AD.1.93*@, OCA0%.1*)` Z'> 0D# '0?8#10' 0. =).'# 0D#%3 #(#',P
Spelling Rule Unseen Reason for a Silent E MD.& 0D# ED.1.93*@ -*38 What does this say? /ĕ-ē/
# ,
Phonogram Card
#
What does it say at the end of some words? /ē/ and sometimes it is 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. However, the E is still silent.
Students may sound out come as /k-ŏ-m/, 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, "is is an example of a lazy vowel word. e vowel is saying its lazy sound /ә/."
I will write a word on the board. I want you to read it. Remember, the E is silent and it is not doing any other job that we can see.
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170
Lesson 110
T18#3)%1# 0D# '%)#10 4 0&%=# *' 0D# '0?8#10' 3#*8 0D# &.38', were some there done come
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
Die Game piece
".)) 0D# 8%#, \.$# *D#*8 0D# 1?@+#3 ./ 'A*=#' 'D.&1, "#*8 #*=D &.38 *' (.? A*'' *18 0#)) &D( 0D# &.38 1##8' * '%)#10 /%1*) 4, 6/ (.? #18 .1 * 'A*=# &%0D * )*88#35 =)%@+ 0. 0D# &.38 *0 0D# 0.A ./ 0D# )*88#3, 6/ (.? #18 .1 * 'A*=# &%0D * ')%8#5 ')%8# 8.&1 0. 0D# &.38 *0 0D# +.00.@,
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171
Spelling Spelling List K%=0*0# 0D# &.38' /.3 0D# '0?8#10' 0. &3%0# .1 0D#%3 &D%0#: +.*38' .3 &%0D )#00#3 0%)#',
Word 1. come
Lazy Vowel Chart
Sentence
Say to Spell
Markings
Spelling Hints
When will you come back?
kŏm
come
Double underline the silent final E. Unknown reason. Add to the Lazy Vowel Chart.
s ŏm
some
Double underline the silent final E. Unknown reason. Add to the Lazy Vowel Chart.
2.
some
May I have some?
3.
toes
Touch your toes.
4.
mouse
5. uncle
Red and blue dry erase markers
We have a mouse in the house.
My uncle is a fisherman.
tōz
mows
ŭnkl
2
toes
mou se
uncle
come The first word is come. When will you come back? come Place your hand under your chin and saycome. How many syllables in come? one Now hum come. /hm/ How many syllables? one Do you hear a lazy vowel sound? yes ŏm/ I will say the word and pronounce the vowel clearly. /k Sound it out. /k--m/ Use a /k-s/ and add a silent final E. QD# '0?8#10 &3%0#' ,- .1 D#3 &D%0#+.*38, Now help me to write it by sounding it out. QD# 0#*=D#3 &3%0#' ,- .1 0D# +.*38, /k--m/ What do we need to underline? Double underline the silent final E. !"#$%&'() + ,-./ 012&3 413%5&5' 6578 9"% :;1 <$ =>? )137(1%8 >"5@A%35;B1%3=A #1%D&))128
Underline /ō/. Use /ō-oo/. Put a 2 over /z/. /s-z/ said its second sound. To make a noun plural, add the ending -S. 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. Double underline the silent final E. Every syllable must have a vowel.
172
Lesson 110
Why do we have a silent final E income? We can't see the reason. Let’s read it together. /k--m/ cme How do we usually say this word? come Let’s add it to our Lazy Vowel Chart.
some The second word issome. May I have some? some Place your hand under your chin and say some. How many syllables in some? one Now hum some. /hm/ How many syllables? one Do you hear a lazy vowel sound? yes ŏm/ I will say the word and pronounce the vowel clearly. /s Sound it out. /s-ŏ-m/ Use a /s-z/ and add a silent final E. QD# '0?8#10 &3%0#' 2- .1 D#3 &D%0#+.*38, It is now my turn to writesome. QD# 0#*=D#3 &3%0#' 2- .1 0D# +.*38 &D%)# 0D# '0?8#10' '.?18 %0 .?0 *).?8, /s--m/ What do we need to underline? Double underline the silent final E. Why do we have a silent final E insome? We can't see the reason.
Let’s read it together. /s--m/ sme How do we usually say this word? some Let’s add it to our Lazy Vowel Chart.
Fluency Reading Basketball - Individual 110.2 Reading Basketball
-?0 .?0 0D# &.38', E?0 0D#@ ?A'%8# 8.&1 %1 * A%)#, -D..'# * 'A.0 /.3 0D# +*'>#0, \*># * F A.%10 )%1# *18 * V A.%10 )%1#, Z'> 0D# =D%)8 0. 83*& * &.385 3#*8 %05 =3?@A)# %0 ?A5 0D#1 03( 0. 'D..0 * +*'>#0 /3.@ #%0D#3 0D# F .3 V A.%10 )%1#, Z&*38 D%@ .1# A.%10 /.3 3#*8%19 %0 =.33#=0)( *18 0D# =.33#=0 1?@+#3 ./ A.%10' /.3 @*>%19 * +*'>#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 110.2 Reading Basketball
173
Scissors Basket
K%$%8# 0D# '0?8#10' %10. 0#*@' ./ J:W '0?8#10', -?0 .?0 J '#0' ./ &.38' A#3 0#*@, E3.$%8# #*=D 0#*@ &%0D * A%)# ./ &.38' *18 * +*'>#0, -D..'# * 'A.0 /.3 0D# +*'>#0, \*># * F A.%10 )%1# *18 * V A.%10 )%1#, B%1# '0?8#10' ?A, Z'> 0D# /%3'0 =D%)8 0. 83*& * &.385 3#*8 %05 =3?@A)# %0 ?A5 0D#1 03( 0. 'D..0 * +*'>#0 /3.@ #%0D#3 0D# F .3 V A.%10
Teacher Tip Save the high frequency word cards for use with later lessons.
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Comprehension Mice
Highlighter
110.3 Mice
Read the story to yourself. Highlight one or two keywords in each paragraph. 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.
Teacher Tip Different children may select different 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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174
Lesson 110
Writing & Comprehension Giraffes
Teacher Tip
110.4 Giraffes
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 gira ffe. Also point to the silent final E. Discuss how this is an unseen reason for the E.
S3%0# 0D# '0?8#10N' %8#*' .1 0D# +.*38,
Giraffes ).19 1#=> &D%0# &%0D +3.&1 'A.0' [
Write your three favorite keywords to describe a giraffe in your workbook. Now we will write one sentence that describes the giraffe. S3%0# 0D# '#10#1=# .1 0D# +.*38, QD# 9%3*//# %' &D%0# &%0D +3.&1 'A.0',
Teacher Tip
Read my sentence aloud.
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.
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.
Challenge Demonstrate how to write a description that includes a list. For example: A gira ffe 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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F
REVIEW Area Handwriting
Skill
Mastery
Copy a sentence with an uppercase letter and
1
punctuation.
Phonograms
Read ei, ey, eigh, cei.
1
oe. Read ui, ew,
Spelling
2
Spell words by choosing the correct phonograms from
1
a limited set of options.
Reading
ReadwordswithasoftCandG.
Read silent final E words with seven reasons for the E.
2
2
Read two-syllable words with long and short vowel
2
sounds. Readtwo-syllablewordswithaschwasound.
175
2
! " # $ %& ' ( ) + , . / 0 1 2 &3 4 1 3 %5 &5 ' 65 7 8 9 " % : ;1 < $ = > ? )1 3 7 ( 1 %8 > " 5 @A %3 5 ;B 1 %3 < C1 8 ! " # $ &5 ' &; > = A # 1 %D &) )1 2 8
176
Lesson 110
Phonogram Assessment Reading Phonograms Z'> 0D# '0?8#10' 0. 3#*8 #*=D ./ 0D# AD.1.93*@ =*38', O#%5 #(5 #%9D5 =#%5 #&5 ?%5 .#P
What's That Phonogram?
Phonogram Cards #% , #( , #%9D ,
=#% , #& , ?% , .# Highlighter
F.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.
/ā-ī/ four-letter /ā-ī/. /oo-ū/ that you may use at the end of English words. /ō-oo/ /ā-ē-ī/ that you may not use at the end of English words. /oo/ the /oo/ of fruit, that you may not use at the end of English words. /sē/
Handwriting Assessment Copywork F.2 Handwriting
Choose the line size that you prefer. Copy the sentence.
Spelling Assessment Spelling
Scissors
F.3 Spelling
-?0 .?0 0D# AD.1.93*@ 0%)#' *18 A)*=# 0D#@ .1 0D# 0*+)# %1 /3.10 ./ 0D# '0?8#10 '. 0D*0 #$#3( )#00#3 %' .3%#10#8 =.33#=0)(, I will say a word. Using the phonograms, drag them into place to spell the word.
morning
race
fruit
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Lesson 110
177
Reading Assessment Comprehension Teacher Tip
F.4 Matching
"#*8 0D# '#10#1=#, \*0=D %0 0. 0D# =.33#=0 A%=0?3#,
High Frequency Words
Listen to students read each sentence aloud. Note how the student reads the various types of words. Many students at this stage will still struggle with two-syllable words.
Index cards
F.5 High Frequency Words
Read each word aloud.
Multi-Sensory Fun Write each word on an index card. Ask the student to read it, then run across the room and put it in a pile.
Practice Ideas Handwriting 6/ 0D# '0?8#10 =.10%1?#' 0. '03?99)# &%0D &3%0%195 3#$%#& D.& 0. /.3@ #*=D ./ 0D# )#00#3' ?'%19 #%0D#3 9&"+)*(/&+2 : *18 ; .3 <=- >=3(=# &? @*+)8%/(/+6, 61=.3A.3*0# 8*%)( D*18&3%0%19 9*@#' *' /.?18 %1 9&"+)*(/&+2 : *18 ; 0. A3.$%8# *88%0%.1*) A3*=0%=#,
Phonograms XED.1.93*@ U.A'=.0=DX .1 A*9# FFd XED.1.93*@ g*19*3..X .1 A*9# FVH XED.1.93*@ Q%9D0 ".A#X .1 A*9# FVf XED.1.93*@ ]%19.X .1 A*9# FJW XQD# ED.1.93*@ -%3=?%0X .1 A*9# FWV X\*0=D%19 ED.1.93*@'X .1 A*9# FHG X])%18 S3%0%19X .1 A*9# FHH X<. R%'DX .1 A*9# FbG XED.1.93*@ Q%=:Q*=:Q.#X .1 A*9# FbW XK.)AD%1 ED.1.93*@ U?10X .1 A*9# Fbf
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178
Lesson 110
Long Vowels XB.19 c.) <*@#X .1 A*9# bH XZ 4 C TX .1 A*9# df XB.19 c.) U?10X .1 A*9# fH XB.19 c.) M.30X .1 A*9# ff XB.19 c.) ].*38 <*@#X .1 A*9# FGe
Words with the Schwa Sound E3*=0%=# 3#*8%19 0D# &.38' .1 0D# B*^( c.) -D*30 #*=D 8*( /.3 * @.10D,
Words with Soft C and Soft G
Multi-Sensory Fun Write schwa words on index cards. Provide the student with a car to zoom at each word as he reads it.
X- M./0#1' 0. 2'2X .1 A*9# FFf XS.38' 418%19 %1 :=#X .1 A*9# FVJ X< M./0#1' 0. 2I2X .1 A*9# FJH X- *18
Silent Final E Words XM%)#10 4 B*88#3' *18 M)%8#'X .1 A*9# FJG X-3#*0%19 ;#& S.38'X .1 A*9# FHV XM%)#10 R%1*) 4 <*@#X .1 A*9# FHb XM%)#10 4 B*88#3' *18 M)%8#'X .1 A*9# FeG
Reading Comprehension U*$# 0D# '0?8#10 3#:3#*8 .1# ./ 0D# 3#*8#3' .3 0#Y0' /3.@ 0D# &.3>+..>, K%'=?'' 0D# 0#Y0 0.9#0D#3, E3*=0%=# 3#*8%19 0D# ;&' ;&&52 )%'0#8 %1 A3#$%.?' )#''.1', K%'=?'' 0D# '0.3%#' 0.9#0D#3, X"#*8 *18 K.X .1 A*9# bJ XC1 0D# R*3@X .1 A*9# FGf XR.)).&%19 K%3#=0%.1'X .1 A*9# FVV
High Frequency Words X"#*8%19 M.30X .1 A*9# dV XU%9D R3#L?#1=( S.38 <*@#X .1 A*9# FFJ XU%9D R3#L?#1=( S.38 "*=#X .1 A*9# FWH X"#*8%19 ]*'>#0+*))X .1 A*9# FeV
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